Peer motivational climate in youth sport: a qualitative inquiry
Section snippets
Participants
The sample (N=30) consisted of 16 females and 14 males from West Midlands, with ages ranging from 12 to 16 years (M=14.13, SD=1.38). Children above the age of 12 were selected, because most children at this developmental stage should be able to distinguish between effort and ability and, thus, are capable of differentiating between ego- and task-involving achievement criteria (Nicholls, 1989). The participants were British, predominantly Caucasians (77%), and were recruited from different
Results and discussion
The content analyses of the interview responses regarding the motivational climate created by peers in youth sport yielded 11 dimensions, 27 higher order themes and 113 lower order themes. Table 1 shows the general categories (i.e. dimensions) and their specific themes (i.e. higher order and lower order themes), as well as contains the number of participants and the associated percentage in each higher order theme and dimension. As the percentages indicate, the dimensions of peer motivational
Summary and conclusions
This study has focused on peer interactions and relationships and the role they may play in formulating a peer-induced motivational climate in youth sport. The existing literature on the structure and the consequences of perceived motivational climate in achievement contexts such as school, sport and PE has focused exclusively on the influence of significant adults, whilst ignoring the potential impact of peers. The in-depth interviews conducted in the present research offered considerable
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