112125 20230914083431.0 doi 10.47197/RETOS.V44I0.88787 sideral 128006 ART-2022-128006 spa Diloy Peña, Sergio Universidad de Zaragoza (orcid)0000-0003-1357-9771 Differences between the technical-traditional model and the Teaching Games for Understanding model on motivation and commitment of young athletes: a cross-sectional study 2022 Access copy available to the general public Unrestricted 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 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. info:eu-repo/semantics/openAccess by-nc-nd http://creativecommons.org/licenses/by-nc-nd/3.0/es/ 0.34 2022 Education 2022 Q3 Physical Therapy, Sports Therapy and Rehabilitation 2022 Q3 Orthopedics and Sports Medicine 2022 Q3 2.8 2022 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Sevil Serrano, Javier (orcid)0000-0002-2077-1983 Abós, Ángel. Universidad de Zaragoza (orcid)0000-0002-1543-5109 Sanz Remacha, María Universidad de Zaragoza (orcid)0000-0002-4950-9487 García González, Luis Universidad de Zaragoza (orcid)0000-0001-8115-0649 3001 187 Universidad de Zaragoza Dpto. Expres.Music.Plást.Corp. Área Didáctica Expres.Corporal 44 (2022), 421-432 Retos (Madr.) Retos 1579-1726 4003577 http://zaguan.unizar.es/record/112125/files/texto_completo.pdf Versión publicada 2182082 http://zaguan.unizar.es/record/112125/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:112125 articulos driver 2023-09-13-12:12:41 ARTICLE