000112125 001__ 112125 000112125 005__ 20230914083431.0 000112125 0247_ $$2doi$$a10.47197/RETOS.V44I0.88787 000112125 0248_ $$2sideral$$a128006 000112125 037__ $$aART-2022-128006 000112125 041__ $$aspa 000112125 100__ $$0(orcid)0000-0003-1357-9771$$aDiloy Peña, Sergio$$uUniversidad de Zaragoza 000112125 245__ $$aDifferences between the technical-traditional model and the Teaching Games for Understanding model on motivation and commitment of young athletes: a cross-sectional study 000112125 260__ $$c2022 000112125 5060_ $$aAccess copy available to the general public$$fUnrestricted 000112125 5203_ $$aThe implementation by the coach of pedagogical models focused on the understanding has been associated with an improvement in the motivational process of athletes. However, there is a limited number of studies that have compared different pedagogical models on motivational outcomes in young athletes. Therefore, guided by self-determination theory, this study aimed to examine, at the end of the season, the differences perceived by youth players from two different teams about need-supportive and need-thwarting, need-satisfaction and need-frustration, motivation, sport commitment, and enjoyment. During the season, one coach designed his trainings with a technical-traditional model, while the other coach based his trainings on a comprehensive model, also known as teaching games for understanding (TGfU).A total of 23 youth futsal players (M= 16.42±0.50; 100% boys), belonging to two different U-18 teams, participated in this cross-sectional study. Players who received aTGfU model during the season perceived significantly higher values in coach autonomy support, need satisfaction, and self-determined motivation, and lower values in need frustration, compared to those who received a technical-traditional model. Considering these findings, it seems important to develop coach TGfU training to enhance the motivation of young players. © Copyright: Federación Española de Asociaciones de Docentes de Educación Física (FEADEF)aración con aquellos que entrenaban con un modelo técnico-tradicional. Teniendo en cuenta estos hallazgos, parece importante promover la formación específica de los entrenadores en el modelo de enseñanza comprensiva para favorecer los procesos motivacionales de los jóvenes jugadores.
 Abstract. The implementation by the coach of pedagogical models focused on the understanding has been associated with an improvement in the motivational process of athletes. However, there is a limited number of studies that have compared different pedagogical models on motivational outcomes in young athletes. Therefore, guided by self-determination theory, this study aimed to examine, at the end of the season, the differences perceived by youth players from two different teams about need-supportive and need-thwarting, need-satisfaction and need-frustration, motivation, sport commitment, and enjoyment. During the season, one coach designed his trainings with a technical-traditional model, while the other coach based his trainings on a comprehensive model, also known as teaching games for understanding (TGfU). A total of 23 youth futsal players (M= 16.42±0.50; 100% boys), belonging to two different U-18 teams, participated in this cross-sectional study. Players who received a TGfU model during the season perceived significantly higher values in coach autonomy support, need satisfaction, and self-determined motivation, and lower values in need frustration, compared to those who received a technical-traditional model. Considering these findings, it seems important to develop coach TGfU training to enhance the motivation of young players. 000112125 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/ 000112125 592__ $$a0.34$$b2022 000112125 593__ $$aEducation$$c2022$$dQ3 000112125 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2022$$dQ3 000112125 593__ $$aOrthopedics and Sports Medicine$$c2022$$dQ3 000112125 594__ $$a2.8$$b2022 000112125 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000112125 700__ $$0(orcid)0000-0002-2077-1983$$aSevil Serrano, Javier 000112125 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel.$$uUniversidad de Zaragoza 000112125 700__ $$0(orcid)0000-0002-4950-9487$$aSanz Remacha, María$$uUniversidad de Zaragoza 000112125 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía González, Luis$$uUniversidad de Zaragoza 000112125 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal 000112125 773__ $$g44 (2022), 421-432$$pRetos (Madr.)$$tRetos$$x1579-1726 000112125 8564_ $$s4003577$$uhttps://zaguan.unizar.es/record/112125/files/texto_completo.pdf$$yVersión publicada 000112125 8564_ $$s2182082$$uhttps://zaguan.unizar.es/record/112125/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000112125 909CO $$ooai:zaguan.unizar.es:112125$$particulos$$pdriver 000112125 951__ $$a2023-09-13-12:12:41 000112125 980__ $$aARTICLE