The Influence of Functional Movement and Strength upon Linear and Change of Direction Speed in Male and Female Basketball Players

The present study aimed to analyse the relationship between functional movement and strength variables upon linear speed (Ls) and change of direction (COD) based on gender. It also aimed to identify the determinants of performance of Ls and COD according to gender. Fifty basketball players (54% female) completed the assessment in which the weight-bearing dorsiflexion test, the Y-balance test, the unilateral countermovement jump, the unilateral drop jump, the unilateral triple hop test, Ls and CODs were performed. Speed variables were divided according to time execution into "low-performance" and "high-performance" to establish a comparison between performance groups. Strength variables significantly influenced speed tests' performance in both genders (p < 0.05). For males, the greater the Ls, the higher the change of direction deficit (p < 0.001). Multiple regression analysis revealed that a long and vertical stretch-shortening cycle (SSC) was the most influential physical ability for speed performance in females (45-65% variance explained; p < 0.001), while in males, a short and horizontal SSC played a significant role (30-61% variance explained; p < 0.022). These results suggest that gender should be considered in programming strength training to improve speed, as each gender will benefit most from the application of different force-orientations and different SSC. Also, the faster the male players were in Ls, the less efficient they were in the COD performance. This is why for men, it would be recommended to perform eccentric exercises along with deceleration and technique drills to improve COD speed.

Effect of individualised strength and plyometric training on the physical performance of basketball players

The aims of this study were to examine the effects of eight weeks of individualised force-velocity imbalance (F-Vimb) training on physical performance in basketball players and to analyse the differences in physical performance between two periods of time (four to eight weeks) with this training. Thirty male players (age, 22.8 ± 5.68 years; height, 1.87 ± 0.07 m; body mass, 86.3 ± 11.1 kg) were divided into an intervention group (INT, n = 15), who performed an individualised training based on individual F-Vimb; and a control group (CON, n = 15), who underwent a non-individualised training programme; both groups performed two days/week of intervention and the same pre-season basketball training. At baseline, at four weeks, and at eight weeks of intervention, an assessment was performed including countermovement-jumps, unilateral drop jumps, triple hop test, force-velocity profile, sprint and change of direction (COD). At four weeks, the INT showed improvements in sprint and vertical jumping actions (≥3.76%, ES ≥0.44, p ≤ 0.02). At eight weeks, the INT continued to improve vertical jumping actions (p < 0.05) and showed improvements in horizontal jumping (6.80%, ES = 0.45, p < 0.01) and COD (≥2.99%, ES ≥0.96, p < 0.01). A significant reduction in F-Vimb was observed for INT (ES = 0.77, p = 0.01). In contrast, none of these changes were observed in CON. Thus, an individualised F-Vimb training intervention improved physical performance after eight weeks, with changes in sprint and vertical jump after first four weeks. Basketball coaches should optimise the force-velocity profile and improve the performance in sport-related actions as jumping and changing direction.

The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active

Introduction

This study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student's behaviors and the reciprocal associations between motivation and emotion, the number of studies addressing both constructs at the same level is very limited.

Methods

A structural equation model was used with 799 students aged 11-17 years (M = 13.16; SD = 1.17).

Results and discussion

The results showed that the teacher support of the basic psychological needs (BPN) predicted students' BPN satisfaction, which in turn predicted their autonomous motivation and positive emotions, and negatively predicted their negative emotions. Finally, autonomous motivation predicted students' intention to be physically active, whereas academic achievement was predicted by both autonomous motivation and emotions. We conclude that to better understand the consequences of PE classes, it is necessary to consider both constructs.

Predicting Perceived Sport Performance via Self-Determination Theory

Sport performance depends in part on psychological factors. Self-determination theory emphasizes that the satisfisfaction of basic psychological needs and autonomous motivation may be linked to positive behavioral results and positive perceptions of performance. Our main objective in this study was to analyze the predictive power of such variables as perceived autonomy support, the satisfaction of psychological needs, and autonomous motivation on perceived sport performance. We recruited 447 young Portuguese athletes/participants (340 males, 107 females; Mage = 15.72 years, SD = 1.8). We had participants complete Portuguese sport versions of the Perceived Autonomy Support Exercise Climate Questionnaire, the Basic Psychological Needs in Exercise Scale, the Behavior Regulation Sport Questionnaire and the Perceived Performance in Sport Questionnaire. A gender invariant structural equation model showed that the coach's autonomy support significantly predicted the satisfaction of psychological needs for autonomy, competence, and relatedness. The satisfaction of these three psychological needs predicted autonomous motivation. Satisfying the need for competence positively predicted perceived sport performance, but autonomous motivation was not significantly related to perceived performance.

Basic Psychological Needs, Class-related Emotions and Satisfaction with Life in Spanish Teachers

The objective of this study was to examine possible antecedents and consequences of teachers’ emotions in the classroom. Based on a cognitive-social perspective and self-determination theory, we examined the relationship between basic psychological needs (BPNs), teachers’ class-related emotions and teachers’ life satisfaction. A sample of 595 teachers from Andalusia (Spain) participated in an online survey. A structural equation model was tested, in which BPNs predicted teachers’ emotions (β = .69; p < .001 positive emotions and β = -.42; p < .001 negative emotions). In addition, BPNs (β = .36; p < .001) and positive emotions (β = .23; p < .001) predicted satisfaction with life. The results show that the fulfilment of work-related BPNs is important to generate positive emotions and well-being in teachers. In addition, the study is the first to provide extensive details on the psychometric properties for assessing teacher emotions with the Achievement Emotions Questionnaire - Teachers (AEQ-T) in a Spanish sample.

Decisive Factors for a Greater Performance in the Change of Direction and Its Angulation in Male Basketball Players

A study was made to initially evaluate whether the age category directly could influence anthropometric measurements, functional movement tests, linear sprint (30 m) and strength. Moreover, and as the main purpose, this study aimed to examine the relationship between the time execution and angles in different changes of direction (COD) test with the analyzed sport performance variables. A total sample of 23 basketball players (age: 17.5 ± 2.42 years; height: 184.6 ± 6.68 cm; body weight: 78.09 ± 11.9 kg). Between-groups’ comparison explored the differences between basketball categories (Junior, n = 12; Senior, n = 11). The COD variables were divided by the time execution into low responders (LR) and high responders (HR) to establish comparisons between groups related to COD time execution. Pearson’s correlation coefficient was used to establish correlations between different CODs and sport performance variables. The results showed a greater influence of age category upon COD performance, especially when the cutting angle was sharper (7.05% [Confidence limits (CL) 90%: 2.33; 11.99]; Quantitative chances (QC) 0/2/98), in which athletes need greater application of strength. Moreover, the sharper the angle or the larger the number of cuts made, the greater the relationship with the vertical force–velocity profile (−42.39 [CL 90%: −57.37; −22.16]; QC 100/0/0%). Thus, the usefulness of the f–v profile to implement training programs that optimize the f–v imbalance and the improvement of the COD performance in basketball players is suggested.

Complementing the Self-Determination Theory With the Need for Novelty: Motivation and Intention to Be Physically Active in Physical Education Students

The theoretical framework of the self-determination theory establishes that the satisfaction of basic psychological needs and more self-determined motivational forms are related to positive behavioral consequences and, therefore, may increase the intention to be physically active in Physical Education students. In this sense, the need for novelty has been proposed as a psychological need by recent scientific evidence, so it is necessary to prove its possible contribution to the prediction of young people's behavior. Therefore, the main objective of the study was to test a model that analyzed the power of prediction of the satisfaction of the needs for autonomy, competence, relatedness, and novelty as well as the motivation experienced in Physical Education on the intention to be physically active. A questionnaire was administered to 1665 Physical Education students with an average age of 12.43 years (SD = 1.87), of which 835 were boys and 830 were girls. An adaptation of the Spanish educational context of the Basic Psychological Needs in Exercise Scale (BPNES) that includes the need for novelty, the Perceived Locus of Causality Scale (PLOC), and the Intention to be Physically Active Scale (IPAS) was used. Path analysis results showed that the satisfaction of the psychological needs for autonomy, competence, relatedness, and novelty predicted autonomous motivation. On the other hand, the need for autonomy positively predicted controlled motivation, while the satisfaction of relatedness did so negatively. The need for competence and autonomous motivation positively predicted the intention to be physically active in Physical Education students, obtaining an explained variance of 33%. However, controlled motivation was not related in a statistically significant way to the intention to be physically active. In conclusion, the results of the hypothesized model highlight the importance of satisfying all the basic psychological needs (including novelty) and give special emphasis to the need for competence, since it predicts autonomous motivation and the intention to be physically active outside of the educational context.

Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.

Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education

In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher's support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need.

Prediction of sport adherence through the influence of autonomy-supportive coaching among spanish adolescent athletes

The purpose of this study was to test a motivational model of the coach-athlete relationship, based on self-determination theory and on the hierarchical model of intrinsic and extrinsic motivation. The sample comprised of 608 athletes (ages of 12-17 years) completed the following measures: interest in athlete's input, praise for autonomous behavior, perceived autonomy, intrinsic motivation, and the intention to be physically active. Structural equation modeling results demonstrated that interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation. Finally, intrinsic motivation predicted the intention to be physically active in the future. The results are discussed in relation to the importance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes. Further, the results provide information related to the possible objectives of future interventions for the education of coaches, with the goal of providing them with tools and strategies to favor the development of intrinsic motivation among their athletes. In conclusion, the climate of autonomy support created by the coach can predict the autonomy perceived by the athletes which predicts the intrinsic motivation experienced by the athletes, and therefore, their adherence to athletic practice. Key pointsImportance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes.Interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation.Intrinsic motivation predicted the intention to be physically active in the future.