Frontiers in psychology · 2026
Effect of a theory-based coach education program on the objectively assessed motivational climate in grassroots football across four European countries: results from the Promoting Adolescent Physical Activity (PAPA) project.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
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Ошибки и ограничения
История · было → стало
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Tzioumakis Yannis S, Tessier Damien, Smith Nathan, Fabra López Priscila, Krommidas Charalambos, Comoutos Nikos, Keramidas Panagiotis, Appleton Paul R, Sarrazin Philippe, Balaguer Isabel, Digelidis Nikos, Quested Eleanor, Papaioannou Athanasios G, Duda Joan L
Аннотация
INTRODUCTION: This study examined the longitudinal effects of the Empowering Coaching™ program, designed to promote more adaptive motivational climates as created by coaches in grassroots youth football across different countries.
METHODS: Sixty-eight coaches from four countries (England, France, Spain, and Greece) were randomly assigned to either the intervention or control group. Coaches' behaviors were assessed at three time points during the season using a validated observational system based on motivational theories.
RESULTS: A series of linear and quadratic multilevel models revealed that, compared to the control group, intervention coaches demonstrated a significant reduction in disempowering behaviors (i.e., ego-involving climate) across the season and a temporary increase (assessed 1 month post-intervention) in features of an empowering climate (i.e., autonomy support and relatedness support).
CONCLUSION: Findings highlight the training program's short- and long-term impacts and point to the need for continued support to sustain positive coaching practices and reduce the occurrence of negative coaching behaviors.
METHODS: Sixty-eight coaches from four countries (England, France, Spain, and Greece) were randomly assigned to either the intervention or control group. Coaches' behaviors were assessed at three time points during the season using a validated observational system based on motivational theories.
RESULTS: A series of linear and quadratic multilevel models revealed that, compared to the control group, intervention coaches demonstrated a significant reduction in disempowering behaviors (i.e., ego-involving climate) across the season and a temporary increase (assessed 1 month post-intervention) in features of an empowering climate (i.e., autonomy support and relatedness support).
CONCLUSION: Findings highlight the training program's short- and long-term impacts and point to the need for continued support to sustain positive coaching practices and reduce the occurrence of negative coaching behaviors.