Fig 1.
Schematic representation of (A) the passing task and (B) the dribbling–shooting task. Solid lines represent the movement pattern of the players, while the ball movement is represented by the dashed lines.
Table 1.
Means, standard deviations, and correlations between all the included variables.
Table 2.
The findings of 3 x 2 repeated measures ANOVAs for all outcome variables with time (second vs. first test session) as the within-subjects repeated measure and the experimental condition (CS vs C vs CT) as the between-subjects factor, including the results of the post hoc analyses of the interaction effects.
Fig 2.
Players’ intrinsic motivation after the first and the second test sessions across the three experimental conditions.
Fig 3.
Team performance on the passing task in the first and the second test session across the three experimental conditions.
The performance axis is reversed so that a higher value (i.e., less time needed to perform the task) corresponds to a better performance.
Fig 4.
Structural model, representing the influence of competence support or thwarting by the athlete leader on intrinsic motivation and performance improvement, with competence satisfaction as mediator.
Standardized regression coefficients are included (*p < .05; ***p < .001), as well as the proportions of explained variance (in italics). Both are presented as a/b where a refers to the values of the model at the individual level and b refers to the values of the model at the team level.
Table 3.
Indirect effects (IE), total effects (TE), and standard errors (SE) for all paths in the postulated model both at the individual and at the team level between predictors (in rows) and outcomes (in columns).