A self-determination theory based investigation of life skills development in youth sport

TLDR

The study examined whether basic need satisfaction and frustration mediated the links between coaching behaviours (autonomy‑supportive vs controlling) and the development of eight life skills in youth sport. The study surveyed 309 British youth athletes (mean age 14.71) who completed measures of coaching behaviours, basic need satisfaction/frustration, and life skills. Results showed that autonomy‑supportive coaching behaviours were linked to higher basic need satisfaction and greater development of all eight life skills, with need satisfaction mediating these effects, while controlling behaviours were only related to need frustration, and specific needs mediated specific skill gains, suggesting coaches should adopt autonomy‑supportive practices to foster youth life‑skill development.

Abstract

This study investigated if basic need satisfaction and frustration mediated the associations between autonomy-supportive and controlling coaching behaviours and participants' development of eight different life skills in youth sport. British sports participants (N = 309, Mage = 14.71) completed measures assessing the study variables. Correlational analyses showed that autonomy-supportive coaching behaviours were positively associated with the satisfaction of participants' three basic needs (autonomy, competence, and relatedness) and their development of all eight life skills, whereas controlling coaching behaviours were only positively related to the frustration of participants' three basic needs. Mediational analyses revealed that satisfaction of all three basic needs combined (total need satisfaction) mediated the associations between autonomy-supportive coaching behaviours and participants' development of the eight life skills. Relatedness satisfaction mediated the associations between autonomy-supportive coaching behaviours and participants' development of all eight life skills except for goal setting; autonomy satisfaction mediated the associations between autonomy-supportive coaching behaviours and participants' time management skills; and competence satisfaction mediated the associations between autonomy-supportive coaching behaviours and participants' goal setting and emotional skills. Based on such findings, coaches should look to display autonomy-supportive behaviours that help to satisfy participants' three basic psychological needs and promote their life skills development in sport.