Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games☆

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Teachers become more autonomy supportive after they believe it is easy to do (2016, unknown): “Past studies have collected student outcome data such as objectively-scored classroom engagement (Reeve et al., 2004), classroom grades (Cheon et al., 2012), and performance achievements (e.g., medals won in a sports competition; Cheon et al., 2015).”
Different combinations of perceived autonomy support and control: identifying the most optimal motivating style (2018, methodology): “Thirdly, it might be more normative in a highly competitive sport environment (also see Cheon et al. 2015), when compared to a PE lesson, to engage in controlling practices, which could reduce the negative impact of a controlling approach.”
Mental health in elite athletes: International Olympic Committee consensus statement (2019) (2019, background): “For example, Paralympic athletes may report feelings of powerlessness and invisibility;(732) accordingly, athletes with disabilities benefit from coaches who are trained to be supportive of athletes’ autonomy,(733) 734 and sport performance may improve as a result.(735) Additionally, as with non-dis”