Borges-Silva Fernanda, Manzanares Aarón, González-Gálvez Noelia, Zanzurino Giuseppe, Cordovani Gabriele, Cherubini Domenico, Morales-Belando María T
Facultad de Deporte, UCAM-Universidad Católica de Murcia, 30107 Guadalupe, Spain.
AID-Italian Dyslexia Association, 40121 Bologna, Italy.
Children (Basel). 2024 Dec 7;11(12):1493. doi: 10.3390/children11121493.
This study aims to examine parents' perceptions of how coach support influences the satisfaction of basic psychological needs (autonomy, competence, and relatedness) and its subsequent impact on the self-esteem and overall well-being of children with Specific Learning Disorders (SLDs) through participation in sports.
The sample consisted of 1146 parents of children and young people diagnosed with SLDs from several European countries. The Coach Support Scale (COS), the Basic Psychological Needs Satisfaction Scale (BPNS), the Rosenberg Self-Esteem Scale (RSES), and the Sport Impact Scale (SIS) were used. Descriptive, reliability, Gaussian distribution, and ANOVA analyses were conducted.
The results show that increased sports participation is associated with higher perceptions of coach support, autonomy, competence, psychological need satisfaction, self-esteem, relatedness, and the positive impact of sports on the lives of children and adolescents with SLDs. Children and teenagers who engage in individual and team sports exhibit greater coach support, autonomy, competence, relatedness, BPNS, and self-esteem compared to those who participate in only one type of sport, with -values ranging from 0.004 to 0.050.
In conclusion, participation in sports seems to benefit the self-esteem and well-being of children and young people with SLDs. The practical applications of this study highlight the importance of specialized coach training to address the psychological needs of children with SLDs, the development of balanced sports programs that integrate individual and team activities to optimize benefits, the encouragement of parental involvement to enhance positive experiences, and the implementation of policies that support inclusive and adaptive sports practices.
本研究旨在探讨家长对于教练支持如何影响基本心理需求（自主性、能力和归属感）的满意度，以及其对患有特定学习障碍（SLD）的儿童通过参与体育运动后的自尊和整体幸福感的后续影响。
样本包括来自几个欧洲国家的1146名被诊断患有SLD的儿童和青少年的家长。使用了教练支持量表（COS）、基本心理需求满意度量表（BPNS）、罗森伯格自尊量表（RSES）和运动影响量表（SIS）。进行了描述性、信度、高斯分布和方差分析。
结果表明，增加体育参与与对教练支持、自主性、能力、心理需求满意度、自尊、归属感以及体育运动对患有SLD的儿童和青少年生活的积极影响的更高认知相关。与只参与一种运动类型的儿童和青少年相比，参与个人和团队运动的儿童和青少年表现出更大的教练支持、自主性、能力、归属感、BPNS和自尊，p值范围为0.004至0.050。
总之，参与体育运动似乎有益于患有SLD的儿童和青少年的自尊和幸福感。本研究的实际应用突出了专业教练培训以满足患有SLD的儿童心理需求的重要性、制定整合个人和团队活动以优化益处的平衡体育项目的重要性、鼓励家长参与以增强积极体验的重要性，以及实施支持包容性和适应性体育实践政策的重要性。
