Effects of cooperative learning in youth athletics’ motivational climate, peer relationships and self-concept

Background Youth sport is threatened by an enormous dropout of prospective athletes. For this reason, we sought a training approach that would enhance young athletes’ learning in areas should be critical for their retention sport. According to current literature, mastery motivational climate, good peer relationships and self-concept have positive impact on the length athlete’s career. The results previous studies, albeit physical education (PE), shown effectiveness Cooperative Learning (CL) achieving various affective, social, cognitive goals. However, CL competitive has not yet been investigated.Purpose aim study was investigate youth athletics, (a) whether more effective than previously used Direct Instruction (DI) specific goals social affective domains, (b) can promote development movement skills at least same extent as DI.Methods An experimental pretest–posttest comparison group design used. Twelve Slovenian athletics trainers 157 athletes (9.56 ± 0.73 years) were included sample. They randomly divided into (EG) completed three consecutive units control (CG) continued with DI according programme. effects models assessed using standardised psychological questionnaires measuring relationships, climate self-concept. measured four fitness tests. One-Way ANCOVAs conducted examine model (CL vs. DI) influenced posttest scores, taking account pretest scores. We also captured all elements fidelity CL.Findings There significant differences between EG CG emotional self-concept, performance climate. groups variables significant.Conclusion confirmed promotes better higher levels lower track field compared DI. improving these reduce rates promising Therefore, appeal federations recognise benefits CL. propose inform about include it trainers.