Empowering or disempowering? The role of coach-created motivational climate in engagement and team cohesion in rhythmic gymnastics

Authors

  • Bianca Maria Laroëre Department of Gymnastics and Combat Sports, Faculty of Physical Education and Sport, Charles University, Prague, Czech Republic https://orcid.org/0000-0002-9866-3202
  • Eliška Horová Department of Social Science Foundation in Kinanthropology, Faculty of Physical Education and Sport, Charles University, Prague, Czech Republic
  • Jiří Mudrák Institute of Psychology, Czech Academy of Sciences, Prague, Czech Republic https://orcid.org/0000-0002-9457-566X
  • William Crossan Department of Sports Management, Faculty of Physical Education and Sport, Charles University, Prague, Czech Republic https://orcid.org/0000-0003-3335-430X
  • Vít Třebický Department of Gymnastics and Combat Sports, Faculty of Physical Education and Sport, Charles University, Prague, Czech Republic https://orcid.org/0000-0003-1440-1772

DOI:

https://doi.org/10.51561/cspsych.70.3.228

Keywords:

coaching, performance, motivation, leadership, well-being

Abstract

Objectives. The coach-created motivational climate is essential for shaping athletes’ performance, as well as their motivational and social experiences. Despite coaches’ crucial role and the complex demands of rhythmic gymnastics, fragmentary research on the motivational climate in this sport limits our understanding of how athletes perceive the climate and its relationship to athletes’ outcomes. Therefore, this study aimed to investigate the perceptions of the coach-created motivational climate and its relationship with athletes’ motivational and social outcomes in rhythmic gymnastics.
Sample and settings. Eighty-eight competitive rhythmic gymnasts completed an online survey that included standardised questionnaires on engagement, team cohesion, and the five dimensions of the empowering and disempowering motivational climate.
Hypotheses. It was predicted that an empowering coach-created climate would be associated with greater engagement and team cohesion among gymnasts.
Statistical analyses. Correlations and multiple linear regressions were conducted to explore the associations between the motivational climate dimensions and athletes’ engagement and team cohesion.
Results. Engagement and team cohesion were both positively associated with autonomy-supportive, socially-supportive, and task-involving climates, and negatively associated with ego-involving and controlling coaching climates. Stepwise regression indicated that autonomy-supportive and task-involving climates emerged as the main positive factors in athletes’ engagement and team cohesion, both explaining over 44% of the observed variance. These findings align with previous literature, highlighting the importance of an empowering coaching climate.
Limitations. The study’s cross-sectional, self-report design and omitted questions may limit interpretation and generalisability. Findings should be interpreted as exploratory.

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Published

2026-06-28

How to Cite

Laroëre, B. M., Horová, E., Mudrák, J., Crossan, W., & Třebický, V. (2026). Empowering or disempowering? The role of coach-created motivational climate in engagement and team cohesion in rhythmic gymnastics. Československá Psychologie, 70(3), 228–239. https://doi.org/10.51561/cspsych.70.3.228

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Articles