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Influence of desirability for control on instructional interactions and intrinsic motivation in a sport peer tutoring setting

Abstract : The purpose of this study was to investigate whether Desirability for Control (DC) would influence young coaches’ discourse and same age athletes’ intrinsic motivation during peer tutoring interaction in a sport setting. Fifty-six participants were selected according to their high vs. low DC score. The following formula (mean ± 0.75* standard deviation) was used to match participants in similar or dissimilar DC same-sex dyads in which a coach was asked to teach a technical skill to a novice athlete. Coaches’ instructional style (support autonomy vs. control behaviors) was assessed through categorization of verbalizations and behaviors. Athletes’ intrinsic motivation and their perception of the coach’s intrinsic motivation were also assessed. Results of qualitative analyses showed that high DC coaches expressed higher scores on controlling style of instruction and demonstrations than low DC coaches. Controlling style of interactions was also higher for athletes who displayed a high DC. In addition high DC athletes were less exposed to coaches’ demonstrations and controlling verbalizations when they were paired with low DC coaches. Finally, high DC athlete - low DC coach dyads entailed the highest scores in the athletes’ intrinsic motivation and in their perceptions of the coach’s intrinsic motivation. The need to consider desire for control with regards to pairing young coaches and same-age athletes and supervising what they say and act is ighlighted.
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https://hal.univ-reunion.fr/hal-01232330
Contributor : Réunion Univ <>
Submitted on : Monday, November 23, 2015 - 1:48:46 PM
Last modification on : Wednesday, October 14, 2020 - 4:24:53 AM

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  • HAL Id : hal-01232330, version 1

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Pascal Legrain, Yvan Paquet, Fabienne d'Arripe-Longueville, Roberta Antonini Philippe. Influence of desirability for control on instructional interactions and intrinsic motivation in a sport peer tutoring setting. International Journal of Sport Psychology, Pozzi, 2011, 42 (1), pp.69--83. ⟨hal-01232330⟩

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