Social influences and psychological and physical well-being among female adolescent gymnasts

Abstract

The purpose of the present studies was to examine relationships among social influences (coach and teammate behaviors), psychological need satisfaction, and psychological and physical well-being among female adolescent gymnasts, using self-determination theory (SDT) as a framework. Well-being indicators included self-esteem, positive affect, and disordered eating. Indicators were chosen based on gymnasts' risk of declining well-being due to demanding practice schedules and pressure to maintain a lean body. In Study 1, competitive gymnasts (N = 303) ages 10 to 17 (M = 13.0, SD = 1.9) completed valid and reliable measures assessing SDT variables and physical maturity. A model of relationships was specified and tested using structural equation modeling. Coach autonomy-support and mastery climate were indirectly related to positive affect through coach relatedness. Friendship quality was associated with all three well-being indices through perceived competence and teammate relatedness. Post-pubertal girls reported lower perceived competence, self-esteem, and positive affect, and greater disordered eating, compared to pre-pubertal girls. Findings support SDT and highlight the processes related to well-being among female adolescent gymnasts. Study 2 tested longitudinal relationships with a subset of girls from Study 1 (N = 174). Need satisfaction and well-being indices were assessed 6 to 8 months later. Study 2 employed the time lag necessary for a more accurate test of mediation, whereby social influences predict need satisfaction over time, and need satisfaction predicts well-being over time. Coach autonomy-support, mastery climate, and performance climate positively predicted girls' perceived competence, which in turn predicted higher self-esteem and lower disordered eating. Results provide evidence for coaches as an important source of influence over time and perceived competence as a mediator of the relationship between social influence and well-being. Together, the present studies extend the knowledge base by simultaneously examining coach and peer influence, assessing psychological and physical well-being, studying theoretical relationships with a population at risk for lower well-being (i.e., female adolescent gymnasts), and employing concurrent and longitudinal designs to determine strength and stability of relationships over time.