Dynamic Interactive Model of Sport Motivation

How psychological resilience shapes adolescents' sports participation: the mediating effect of exercise motivation

Objective

This study aimed to examine the relationships among psychological resilience, exercise motivation, and sports participation in adolescents, with a focus on demographic differences, the mediating role of exercise motivation, and structural invariance across gender.

Methods

A total of 2,588 adolescents from grades 7 to 12 were recruited using stratified random sampling, ensuring representation across school levels and rural-urban residence. Demographic differences were analyzed using independent sample t-tests and one-way ANOVA. Structural equation modeling (SEM) was employed to conduct mediation analysis and multi-group invariance testing.

Results

Significant demographic differences were observed. Males reported higher levels of psychological resilience, exercise motivation, and sports participation compared to females (p < 0.001). High school students demonstrated greater psychological resilience and exercise motivation, whereas middle school students exhibited higher sports participation. Rural adolescents outperformed urban counterparts across all key variables (p < 0.001), highlighting the influence of environmental factors on adolescents' physical activity. The mediation analysis confirmed that exercise motivation significantly mediated the relationship between psychological resilience and sports participation, with indirect effects accounting for 60.26% of the total effect (p < 0.001). Model fit indices (CFI, TLI, RMSEA, SRMR) demonstrated a good model fit, supporting the validity of the proposed relationships. Structural invariance testing further indicated consistent relationships across genders, affirming the robustness and generalizability of the model.

Conclusion

These findings highlight the importance of psychological resilience and exercise motivation in promoting adolescents' sports participation. The study provides empirical evidence and practical insights for designing targeted interventions to support diverse demographic groups and enhance long-term physical activity engagement among adolescents.

Motivational determinants of athletes' self-realisation depending on their professional qualification

BACKGROUND

In the contemporary era, there is a growing emphasis on understanding the self-realization of personality, encompassing individual-psychological traits, abilities, knowledge, skills, and motivation, extensively studied in psychology. Notably, limited attention has been given to exploring motivational determinants influencing athlete self-realization based on their professional qualifications. This gap is particularly pertinent in Kazakhstan, where significant efforts are directed towards athlete preparation.

METHODS

Employing a systemic approach by Bagadirova and Kudinov, the study views athlete self-realization as a multi-level phenomenon with interconnected components. A total of 180 athletes participated, including 60 professionals (average age 23.9), 60 amateurs (average age 31.1), and 60 Paralympians (average age 24.4). The methodological toolkit comprises four diagnostic techniques: E.A. Kalinin's "Motives of Sports Activities" (MSA) questionnaire, S. Maddi's resilience test adapted by D.A. Leontiev and E.I. Rasskazova, and S.I. Kudinov's multidimensional questionnaire on self-realization.

RESULTS

Significant differences in motivational determinants and self-realization attitudes emerge across athlete groups based on their sports qualifications. Noteworthy aspects include declining in motivation among professional athletes of masters of sports and masters of sports of international class, and rigidity in life resilience among Paralympic athletes. Overall, self-realization levels are not high, with extremely low levels of professional self-realization in all three athlete categories.

CONCLUSIONS

The study's scientific novelty lies in systematically organizing knowledge on fundamental motivational determinants impacting athlete self-realization according to professional qualifications. This research addresses the acute shortage of psychological studies in sports psychology for Kazakhstan, which is still in its early stages. The findings underscore the need for targeted interventions by coaches and sports psychologists to enhance motivation levels, especially among elite athletes, and foster resilience, particularly in Paralympic athletes, ultimately advancing the field in the country.

The influence of sport motivation on college students' subjective exercise experience: a mediation model with moderation

Background

The degree to which an individual experiences a positive emotional state after exercise is a measurement of how much enjoyment sports bring to the individual. This can also be seen as the individual's essential motivation for engaging in sports, and an indirect means of improving the individual's physical health. Therefore, it is necessary to explore the factors that affect college students' subjective exercise experience and their effecting mechanism, thereby providing a basis for promoting college students' positive emotional experience after exercise.

Methods

A questionnaire survey on 600 college students was conducted to examine the mediating effect of sport-confidence on the relationship between college students' sport motivation and their subjective exercise experience, and to investigate whether this process is moderated by the feelings of inadequacy.

Results

The indirect effect of sport-confidence was significant (95% CI [0.133, 0.276]), and the index of moderated mediation Bootstrap 95% CI [0.003, 0.017] did not contain 0.

Conclusion

The results indicated that: (1) sport-confidence had a partial mediating effect between college students' sport motivation and their subjective exercise experience; (2) the mediating effect of sport-confidence was moderated by the feelings of inadequacy, and the feelings of inadequacy moderated the latter half path of the mediating process of sport motivation - sport-confidence - subjective exercise experience. Therefore, the influence of college students' sport motivation on their subjective exercise experience is a moderated mediating model.

Motivation by, Perceived Quality of and Satisfaction with Sports Services among Young Athletes: A Psychological Approach

The aim was to assess the psychological approach of young athletes to sports services in terms of motivation, perceived quality and satisfaction. A total of 307 adolescents (55.7% male and 44.3% female) between 12 and 18 years old participated. Three questionnaires were applied: an ad hoc questionnaire, the Self-Report of Motivation to Practice Physical Exercise (AMPEF) and the Questionnaire for the Evaluation of Sports Services (EPOD2). A descriptive, cross-sectional study was conducted, applying regression analysis to determine the predictive nature of the factors in the questionnaires. Individual sports players and non-competitors rated the motivational factors lower than those who practised collective sports and competed, and the results were reversed with regard to the perceived quality of, satisfaction with and value of the service. They valued human and personal treatment more highly, correlating it moderately and positively with service value (r = 0.422 for the monitor and r = 0.442 for the organisation's staff) and satisfaction (r = 0.43 for the monitor and r = 0.552 for the organisation's staff). Satisfaction was a negative predictor of extrinsic motivation, and vice versa (β = -0.207 and β = -0.143). Young athletes, in general, have an orientation towards intrinsic motivation and therefore a low tendency towards sports dropout.

Satisfacción e importancia de la Educación Física en centros educativos de secundaria

Objetivo: Analizar la satisfacción, aburrimiento e importancia que le atribuyen los estudiantes adolescentes a la Educación Física. Método: Diseño transversal con la participación de 925 alumnos de secundaria y bachillerato con edades entre 12 y 18 años. Se aplicó un cuestionario ad hoc para recabar información sociodemográfica, la Escala de satisfacción adaptada a la educación física (ES-EF) y la Escala de Importancia de la Educación Física (IEF). Resultados: El alumnado en general se encontraba satisfecho con bajos índices de aburrimiento y atribuyeron importancia a la EF, con mejores resultados en chicos y practicantes de AFD extraescolar. La satisfacción predijo positivamente la importancia y negativamente el aburrimiento y ambos fueron predictores conjuntamente de la satisfacción. Conclusión: los docentes de EF deben implantar metodologías que favorezcan la satisfacción para facilitar la adquisición de hábitos saludables.