English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Perceptions of Parent-Initiated and Coach-Created Motivational Climate and their Influence on Youth Athlete Achievement Goal Orientation Peter L. Kadushin Researchers have investigated the relationship between motivational climate and achievement goal orientation in an effort to understand how to positively impact sport participants. However, little research has been done looking at the relationship between parents, coaches, and youth athletes with regards to these two constructs. Consequently, the purpose of this study was to investigate the relationship between parent-initiated motivational climate, coach-created motivational climate, and youth athletes’ achievement goal orientation. A secondary purpose was to determine which construct, parent-initiated or coach-created motivational climate, had a greater influence on youth athletes’ achievement goal orientation. The sample consisted of male and female basketball players (N = 98) between the ages of eight and twelve. Participants completed the Achievement Goal Scale for Youth Sports, the Motivational Climate Scale for Youth Sports, and the Parent-Initiated Motivational Climate Scale 2, and correlations were calculated for each of the scales. Results showed that when youth athletes perceived a mastery climate, they were more likely to report a task orientation. Conversely, when they perceived an ego climate, they were more likely to report an ego climate. Additionally, regression analyses revealed that perceptions of coach-created motivational climate were the more significant predictor of achievement goal orientation when compared to parent-initiated motivational climate. Future research in this area should attempt to further characterize the relationship between coaches, parents, and youth athletes with regards to motivational climate and achievement goal orientation, as well as investigate the impact of motivational climate interventions on the youth sport experience. Running Head: INFLUENCES ON YOUTH ATHLETE GOAL ORIENTATION iii Acknowledgements First and foremost, I would like to thank my chair and advisor, Dr. Damien Clement, for all of the time and effort he has put into this project. Your guidance, from conceptualization all the way to the final manuscript, has been incredible, and I’m certain this project would not be finished if it wasn’t for all of your help. More importantly, your investment in this project and your help along the way has been an invaluable part of my growth as a researcher, as a student, and as a future professional in our field. If I filled the rest of these pages with thank you’s, I would not have said it enough. I would also like to thank Dr. Jack Watson for serving on my committee and providing important feedback throughout the various stages of this project. Thank you as well for the incredible amount of help you provided in gaining access to the basketball leagues that I worked with during this study, and for your insight into the potential pitfalls that come with working with a bunch of eight to twelve year olds! I am also grateful to Dr. Ed Jacobs for serving on my committee. I am thankful for the feedback you provided throughout this process, and for the time you have made in order to be a part of this project. I would like to extend a thank you to Dr. Vanessa Shannon for her help early in the development of this research project. Your research wisdom helped give me a better understanding of how research comes together from start to finish. I would also like to extend my gratitude to Dr. Sam Zizzi for his statistical prowess and his help when the regressions started to get the best of me. I would like to thank Julian Jacquez of the North Basketball League and Shelly Martin of the Westside Basketball League for all of the extra time and effort they put into helping me track down coaches and players, and for their flexibility in allowing me to enter into their sometimeschaotic world so graciously. Additionally, I would like to thank all of the coaches who allowed me to take time out of practice or interrupt preand post-game meetings in order to have a few minutes with their athletes. My gratitude also goes out to all of the parents who were willing to shuffle their busy schedules around in order to get their children to the gym early or who were willing to stay late so that I could speak with their kids. Without the generosity of you all, I would not have had a fighting chance in getting this project off the ground. Of course, I would also like to thank all of my participants, who were patient and diligent throughout the process, and perpetually blew me away with their maturity, not to mention their basketball ability! You all were the beginning and the end of this project, and I cannot say thank you enough. I would like to thank everyone in the Sport and Exercise Psychology Program at West Virginia University. I am thankful not only to call you all colleagues, but also friends. Thank you for everything you have given me. Finally, I would like to thank my beautiful, amazing family. Pop, Momma and Bebo, words simply do not do justice to what you guys mean to me. Without your love and unconditional support I would not be half the man I am today. Thank you. INFLUENCES ON YOUTH ATHLETE GOAL ORIENTATION iv TABLE OF CONTENTS Page Introduction . . . . . . . . . . . 1 Methods . . . . . . . . . . . 7 Participants . . . . . . . . . . 7 Instrumentation . . . . . . . . . 8 Demographic Information . . . . . . . 8 Motivational Climate . . . . . . . . 8 Parent-Initiated Motivational Climate . . . . 8 Coach-Created Motivational Climate . . . . 9 Achievement Goal Orientation . . . . . . 10 Procedure . . . . . . . . . . 11 Data Analysis . . . . . . . . . . 12 Results . . . . . . . . . . . 13 Descriptive Statistics . . . . . . . . . 13 Parent-Initiated Motivational Climate and Achievement Goal Orientation . . 13 Coach-Created Motivational Climate and Achievement Goal Orientation . . 14 Regression Analyses . . . . . . . . . 14 Discussion . . . . . . . . . . . 16 References . . . . . . . . . . . 25 Tables . . . . . . . . . . . 29 Appendices . . . . . . . . . . . 30 Appendix A – Demographic Questionnaire . . . . . . 30 INFLUENCES ON YOUTH ATHLETE GOAL ORIENTATION v Appendix B – Parent-Initiated Motivational Climate Scale – 2 . . . 32 Appendix C – Motivational Climate Scale for Youth Sports . . . . 37 Appendix D – Achievement Goal Scale for Youth Sports . . . . 39 Appendix E – IRB Approval . . . . . . . . 41 Appendix F – League Permission . . . . . . . 43 Appendix G – Parental Consent Form . . . . . . 46 Appendix H – Assent Form . . . . . . . . 53 Review of Literature . . . . . . . . . . 58 INFLUENCES ON YOUTH ATHLETE GOAL ORIENTATION vi LIST OF TABLES Page Table 1 – Subscale Means and Cronbach’s Alphas . . . . . 29 Table 2 – Correlations between Youth Athletes’ Achievement Goal Orientation . 29 and Motivational Climate Subscales INFLUENCES ON YOUTH ATHLETE GOAL ORIENTATION 1 Perceptions of Parent-Initiated and Coach-Created Motivational Climate and their Influence on Youth Athlete Achievement Goal Orientation It has been known for several decades that sports can have a profound impact on youth athletes’ development of important physical, emotional, and social skills (Danish, Petitpas, & Hale, 1990; Larson, 2000; Taliaferro, Rienzo, & Donovan, 2010). Researchers looking at the impact of sports on youth athletes have focused on the psychosocial impact of sport participation, finding that experience in youth sports has the possibility of positively influencing youth athletes in a number of ways, including, but not limited to, increasing self-esteem, motivation, and feelings of competence (Roberts & Treasure, 1992; Smith & Smoll, 1990; Vazou, Ntoumanis, & Duda, 2006). Conversely, there is also the potential for negative experiences, such as increased levels of competitive trait anxiety in addition to many athletes discontinuing their sport involvement due to the excessive pressure placed on them (Gould, 1987; Smith, Smoll, & Cumming, 2007). With both positive and negative outcomes potentially emerging from the youth sporting experience, it is important to fully characterize the factors and individuals who may influence these outcomes. Researchers looking to understand the varied influences on the youth sport experience have often looked at the role that parents and coaches play in the sport environment. Brustad’s (1992) review of parent and coach socialization literature established a firm connection between parents and coaches and their influence on youth athletes in various aspects of sport, including feelings of competence and their beliefs about success. Research by Horn and Hasbrook (1986) and Fuligni and Eccles (1993) has shed light on developmental changes that occur as children move into adolescence. These findings suggest that during the transition from childhood to adolescence, athletes may begin to place more emphasis on input from coaches, peers, and social INFLUENCES ON YOUTH ATHLETE GOAL ORIENTATION 2 comparison as opposed to input from parents. Based on this relationship, researchers have looked closely at the influence that significant socializing agents (i.e., parents and coaches) have on the sport environment for adolescents (Bergin & Habusta, 2004; Givvin, 2001; Vazou et al., 2006). Conversely, less research has looked at the impact that parents and coaches have on the sporting environment at a youth level. Researchers who are looking to assess the influence of coaches and parents in sport have used a number of ways to conceptualize mechanisms through which athletes are influenced. One of the aspects of the sport environment that has received an increasing amount of attention is motivational climate (Ames, 1992; Smith, Smoll, & Cumming, 2009; Williams, 1998). Motivational climate can be described as the situational factors that significant others (e.g., parents, teachers, coaches, etc.) create that influence an athlete’s beliefs