Teaching values and promoting prosociality. What coaches promote and what athletes internalize

Authors

DOI: https://doi.org/10.6018/cpd.447181
Keywords: Formative sport, Prosocial reasoning, Education in values, Youth

Abstract

There is increasing evidence of the relationship between sports practice and the transmission of values at an early age, but the specific effect of coaches and their own values on the development of these values in athletes is unknown. The objective of this study was to identify the influence of values coaches consider important on the prosocial reasoning of young athletes. A cross-sectional, multi-group explanatory design was used on a sample of 318 young athletes between the ages of 8 and 17 (MAge = 11.89; SD = 2.18), of whom 221 were male (68.8%) and their coaches (n= 38), aged between 19 and 35 (MAge = 28.4; SD = 6.62). Results reveal that coaches exercise a significant effect on the levels of prosocial reasoning of young athletes. Positive effect on prosocial reasoning of coaches' values related to respect for agreements, public image, and tolerance was demonstrated in contrast to the negative effect of coaches' values related to agreement, enjoyment, play, achievement, and victory. Discussion focuses on the usefulness of the findings for improving interactions between coaches and young athletes where joint development of competitiveness and value formation can be brought together.

Downloads

Download data is not yet available.

References

Adam, T. y Tatnall, A. (2017). The value of using ICT in the education of school students with learning difficulties. Education and Information Technologies, 22(6), 2711-2726. https://doi.org/10.1007/s10639-017-9605-2

Aguado, R. M., Garzarán, A. P., y Fernández, J. M. G. (2015). La transmisión de valores a través del deporte. Deporte escolar y deporte federado: relaciones, puentes y posibles trasferencias. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 28, 276–284. https://doi.org/10.47197/retos.v0i28.35650

Akelaitis, A. V., y Lisinskiene, A. R. (2018). Social Emotional Skills and Prosocial Behaviour among 15-16 year old Adolescents. European Journal of Contemporary Education, 7(1), 21-28. https://doi.org/10.13187/ejced.2018.1.21

Alcaraz, S., Torregrosa, M. y Viladrich, C. (2015). El lado oscuro de entrenar: Influencia del contexto deportivo sobre la experiencia negativa de entrenadores de baloncesto. Revista de Psicología del Deporte, 1(24), 71-78. https://doi.org/10.4321/s1578-84232012000100008

Ato, Manuel; López, Juan J.; Benavente, Ana (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29 (3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511

Bošnjak, S. (2001). The declaration of Helsinki: The cornerstone of research ethics. Archive of Oncology, 9(3), 179-184.

Camarero, M. (2002). Interacción social y desarrollo moral. El género y las formas de adhesión a los valores. Universidad de Málaga. Málaga.

Castillo, I., Adell, F. L. y Álvarez, O. (2018). Relationships between personal values and leadership behaviors in basketball coaches. Frontiers in Psychology, 9, 1661. https://doi.org/10.3389/fpsyg.2018.01661

Castillo, I., Balaguer, I., y Duda, J. (2002). Las perspectivas de meta de los adolescentes en el contexto deportivo. Psichotema, 14(2), 280-287. https://cutt.ly/rgCuBcJ

Cerrada, J. A.; Navarro, B.; Abad, M. T.; Giménez, F. J. (2020). Una revisión sistemática sobre el desarrollo de la deportividad en chicos y chicas en edad escolar. Journal of Sport and Health Research. 12(Supl 3), 193-210. https://cutt.ly/OgCu9hD

Cordo-Cabal, L., Gómez-López, M., Granero-Gallegos, A. y Sánchez-Alcaraz, B.J. (2019). Relación del clima motivacional generado por el entrenador y las causas del éxito en jugadores de deportes de equipo. Influencia del género, edad y experiencia deportiva. Journal of Sport and Health Research, 11(2), 139-150. https://doi.org/10.5672/apunts.2014-0983.es.(2017/4).130.06

Danioni, F., Barni, D., y Rosnati, R. (2017). Transmitting sport values: The importance of parental involvement in children’s sport activity. Europe's journal of psychology, 13(1), 75. https://doi.org/10.5964/ejop.v13i1.1265

Erikson E. (1950). Childhood and Society. New York: Norton.

Escartí, A., Gutiérrez, M., Pascual, C. y Wright, P. (2013). Observación de las estrategias que emplean los profesores de educación física para enseñar responsabilidad personal y social. Revista de Psicología del Deporte, 22(1), 159-166. https://doi.org/10.5232/ricyde2011.02203

Gairín Sallán, J., Muñoz Moreno, J.L., Castro Ceacero, D. y Díaz-Vicario, A. (2014). Causas de la intolerancia en las competiciones deportivas escolares: Elaboración de un Código de Conducta. Revista de Psicología del Deporte, 23(2), 255-265. https://doi.org/10.24320/redie.2019.21.e07.1882

Galatti, L., Milistetd, M., Quinaud, R., Mazzei, L., Seoane, A. y Paes, R. (2019). Scaffolding a Club Philosophy Among Coaches: Perspectives from a Spanish Club Short Title: A Club Philosophy Among Coaches. Revista de Psicología del Deporte 28(3), 28-29. https://doi.org/10.1590/s1980-6574201900020010

Gervis, M., Rhind, D., y Luzar, A. (2016). Perceptions of emotional abuse in the coach–athlete relationship in youth sport: The influence of competitive level and outcome. International Journal of Sports Science & Coaching, 11(6), 772-779.

Gist, C. D. (2018). Human resource development for racial/ethnic diversity: Do school systems value teachers of color?. Advances in Developing Human Resources, 20(3), 345-358. https://doi.org/10.1177/1523422318778014

Gómez-López, M. y Feu-Molina, S. (2017). Importancia de la orientación del entrenador en el fomento del fairplay y la deportividad en el balonmano. El aprendizaje de los valores a través del deporte. Sánchez-Alcaraz B. J., Valero-Valenzuela A., Díaz-Suárez, A. (Ed.). Consejo Escolar de la Región de Murcia. Murcia. https://doi.org/10.25115/ecp.v9i18.997

Gomis-Pomares, A. y Villanueva, L. (2020). The effect of adverse childhood experiences on deviant and altruistic behavior during emerging adulthood. Psicothema, 32(1),33-39. https://doi.org/10.7334/psicothema2019.142

González-Hernández, J., Jara, P., y Garcés de los Fayos Ruiz, E. J. (2010). Valoración de la influencia de estilos de entrenadores en la percepción de valores en el deporte. Revista Brasileira de Psicologia do Esporte, 3(2), 157-167. http://dx.doi.org/10.4321/S1578-84232015000100019

González-Hernández. J y Martínez-Martínez. F. (2020). Prosocialidad y dificultades de socialización en la adolescencia. Influencias según sexo y práctica deportiva. Revista de Psicología del Deporte, 29(2) 117–124. https://cutt.ly/ZgCiqcW

Hermoso Vega, Y. M., García Preciado, Á. V., y Chinchilla Minguet, J. L. (2010). Estudio de la ocupación del tiempo libre de los escolares. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 18, 9-13. https://doi.org/10.47197/retos.v0i18.34643

Hernández Mendo, Antonio, y Planchuelo, Lina (2014). El incremento del desarrollo moral en las clases de educación física. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 9(2),369-392. https://doi.org/10.24310/riccafd.2017.v6i1.3803

Hernández-Mendo, A., González-Hernández, J., Raimundi, J. y Reigal, R. E. (2020). Intervention and Training in Young Athletes. In Dieter Hackfort y Robert J. Schinke, The Routledge International Encyclopedia of Sport and Exercise Psychology: Volume 2: Applied and Practical Measures (pp. 389-410). New York: Routledge. https://doi.org/10.4324/9781315187228

Hodge, K., y Gucciardi, D. F. (2015). Antisocial and prosocial behavior in sport: The role of motivational climate, basic psychological needs, and moral disengagement. Journal of Sport & Exercise Psychology, 37, 257–273. Https://doi.org/10.1123/jsep.2014-0225

Jacobs, F., Smits, F., y Knoppers, A. (2017). 'You don’t realize what you see!': the institutional context of emotional abuse in elite youth sport. Sport in Society, 20(1), 126-143. https://doi.org/10.1080/17430437.2015.1124567

Kavussanu, M. y Boardley, I. D. (2009). The Prosocial and Antisocial Behavior in Sport Scale. Journal of Sport and Exercise Psychology, 31, 97-117. https://doi.org/10.1123/jsep.31.1.97

Koh, K. T., Camire, M., Bloom, G. A., y Wang, C. K. J. (2017). Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore. International Journal of Sports Science & Coaching, 12(6), 795-806. https://doi.org/10.1177/1747954117730987

Koh, K. T., Ong, S. W., y Camiré, M. (2016). Implementation of a values training program in physical education and sport: perspectives from teachers, coaches, students, and athletes. Physical Education and Sport Pedagogy, 21(3), 295-312. https://doi.org/10.1080/17408989.2014.990369

Lamoneda. J y Huertas-Delgado. FJ. (2019). Necesidades psicológicas básicas, organización deportiva y niveles de actividad física en escolares. Revista de Psicología del Deporte, 28(1), 115–124. https://doi.org/10.4321/s1578-84232015000200017

Lee, M. J., Whitehead, J., Ntoumanis, N., y Hatzigeorgiadis, A. (2008). Relationships among values, achievement orientations, and attitudes in youth sport. Journal of Sport and Exercise Psychology, 30(5), 588-610. https://doi.org/10.1123/jsep.30.5.588

Lee, M. J., Whitehead, J., y Balchin, N. (2000). The Measurement of Values in Youth Sport: Development of the Youth Sport Values Questionnaire. Journal of Sport and Exercise Psychology, 22(4), 307–326. https://doi.org/10.1123/jsep.22.4.307

Lisinskiene, A., Lochbaum, M., May, E., y Huml, M. (2019). Quantifying the Coach–Athlete–Parent (C–A–P) relationship in youth sport: initial development of the positive and negative processes in the C–A–P questionnaire (PNPCAP). International Journal of Environmental Research and Public Health, 16(21), 4140. https://doi.org/10.3390/ijerph16214140

Martí-Vilar, M., González-Sala,F., y Domínguez, A. (2019). Conducta prosocial en el deporte y la actividad física: una revisión sistemática. Revista Iberoamericana de Psicología del Ejercicio y el Deporte (14)2, 171-178. https://doi.org/10.24310/riccafd.2020.v9i1.8296

McCallister, S. G., Blinde, E. M., y Weiss, W. M. (2000). Teaching values and implementing philosophies: Dilemmas of the youth sport coach. The Physical Educator, 57(1). https://cutt.ly/AgCiiRw

Morales-Sánchez, V., Crespillo-Jurado, M., Jiménez-López, D., Morillo-Baro, J., Hernández-Mendo, A. y Reigal, E. (2020). Relationships between Controlling Interpersonal Coaching Style, Basic Psychological Need Thwarting, and Burnout, in Adolescent Soccer Players. International Journal of Environmental Research and Public Health, 17, 1-13. https://doi.org/10.3390/ijerph17134909

Newman, T. J., Santos, F., Cardoso, A., y Pereira, P. (2020). The experiential nature of coach education within a positive youth development perspective: Implications for practice and research. International Sport Coaching Journal, 7(3), 398-406. https://doi.org/10.1123/iscj.2019-0106

Ortega, G., Robles. J., Abad, M.T., Durán, L.J., Franco. J., Jiménez. A.C. y Giménez, F.J. (2019). Efecto de un programa de baloncesto educativo sobre la deportividad. Revista de Psicología del Deporte 28(3), 30-34. https://cutt.ly/1gCyVvb

Pagliaro, S., Ellemers, N., y Barreto, M. (2011). Sharing moral values: Anticipated ingroup respect as a determinant of adherence to morality-based (but not competence-based) group norms. Personality and Social Psychology Bulletin, 37(8), 1117-1129. https://doi.org/10.1177/0146167211406906

Parise, M., Pagani, A. F., Cremascoli, V., y Iafrate, R. (2015). Rugby, self- perception and prosocial behaviour: evidence from the Italian, rugby project for schools. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 10(1), 57-61. https://cutt.ly/zgCy3ew

Pérez-Delgado, E. y Martí, M. (1997). Interiorización de valores y desarrollo moral. En V. Mestre y E. Pérez-Delgado, Cognición y afecto en el desarrollo moral. Evaluación y programas de intervención (pp. 131-162). Valencia, Promolibro. http://hdl.handle.net/10550/31172

Pérez-Delgado, E., Mestre, V., y Clemente, A. (1993). Desarrollo del juicio moral y valores humanos. Cuadernos de Trabajo Social, 6, 61-87. https://cutt.ly/BgCuwpo

Pinheiro, V., Camerino, O. y Sequeira, P. (2013). Recursos para potenciar el fair play en la iniciación deportiva . Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 24, 97-99. https://doi.org/10.47197/retos.v0i24.34535

Planchuelo Medina, L., Hernández Mendo, A. y Fernández García, J. C. (2009). Intervención y evaluación de un Programa de Desarrollo Moral en la Educación Física en Primaria. Lecturas: EF y Deportes. Revista Digital,14(133), junio. https://doi.org/10.35376/10324/4527

Pratt, M. W., Hunsberger, B., Pancer, S. M., y Alisat, S. (2003). A Longitudinal Analysis of Personal Values Socialization: Correlates of a Moral Self- Ideal in Late Adolescence. Social Development, 12(4), 563–585. https://doi.org/10.1111/1467-9507.00249

Prioste, A., Narciso, I., Gonçalves, M. M., y Pereira, C. R. (2015). Family Relationships and Parenting Practices: A Pathway to Adolescents’ Collectivist and Individualist Values? Journal of Child and Family Studies, 24(11), 3258–3267. https://doi.org/10.1007/s10826-015-0129-3

Schwartz, S. (1992). Universals in the content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries. Advances in Experimental Social Psychology, 25, 1-65. https://doi.org/10.1016/S0065-2601(08)60281-6

Schwartz, S. (1996). Value priorities and Behaviour: Applying a theory of integrated value systems. In C. Seligman, J.M. Olson y M.P. Zanna (Eds.), The Psychology of Values: The Ontario Symposium (Vol. 8, pp. 1-24). Mahwah, NJ: Lawrence Erlbaum. https://cutt.ly/LgCuf9c

Sousa, C., Cruz, J., Torregrosa, M., Vilches, D., y Viladrich. C. (2006) Evaluación conductual y programa de asesoramiento personalizado a entrenadores (PAPE) de deportistas jóvenes. Revista de Psicología del Deporte,15(2), 263-278. https://cutt.ly/NgCumuQ

Torregrosa, M., y Lee, M. J. (2000). El estudio de los valores en psicologia del deporte. Revista de Psicología del Deporte, 9(1-2), 71-83. https://cutt.ly/hgCuOTn

Tyebkhan, G. (2003). Declaration of Helsinki: The ethical cornerstone of human clinical research. Indian Journal of Dermatology, Venereology, and Leprology, 69(3), 245.

Van de pol, K.C., Kavussanu, M. y Claessens, B. (2020). Moral functioning across training and competition in sport. International Journal of Sport and Exercise Psychology, 18(2), 239-255. https://doi.org/10.1080/1612197X.2018.1511623

Van Lange, P. A. M., Manesi, Z., Meershoek, R. W. J., Yuan, M., Dong, M., y Van Doesum, N. J. (2018). Do male and female soccer players differ in helping? A study on prosocial behavior among young players. PLoS ONE, 13(12): e0209168. https://doi.org/10.1371/journal.pone.0209168

Zarauz, A., y Ruiz-Juan, F. (2014). Análisis de la motivación en el atletismo; un estudio con veteranos. Universitas Psychologica, 13(2), 501- 505. https://doi.org/10.11144/javeriana.upsy13-2.amae

Published
20-04-2021 — Updated on 05-05-2021
Versions
How to Cite
López-Mora, C., Flores, M. C. ., Valdivia-Moral, P. ., Olivares, M. C., & González-Hernández, J. . (2021). Teaching values and promoting prosociality. What coaches promote and what athletes internalize. Sport Psychology Notebooks, 21(2), 59–71. https://doi.org/10.6018/cpd.447181 (Original work published April 20, 2021)
Issue
Section
Psicología del Deporte

Most read articles by the same author(s)