Differences between the technical-traditional model and the Teaching Games for Understanding model on motivation and commitment of young athletes: a cross-sectional study

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 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.