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Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete Identity and Well-being PENZ Conference 2013

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Page 1: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

Understanding secondary school athlete motivation and success: Implications for coaching behaviours

Daniel StampLecturer in Sport Psychology, Athlete Identity and Well-beingPENZ Conference 2013

Page 2: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

ObjectivesDiscuss and debate

Motivation and coaching behaviours

The do’s and don’ts, the rights the wrongs, the (mis)understandings

Your experiences

Potential directions

Page 3: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

1. What do you understand by the term motivation?

2. Do you know what motivates your athletes?

3. What constitutes ‘success’ for your athletes?

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 4: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

Theoretical Frameworks

Self-Determination Theory (Ryan & Deci, 2000) Autonomy Competence Relatedness

Cognitive Evaluation Theory (Deci & Ryan, 1980) explains how intrinsic motivation can be affected by

interpersonal strategies such as rewards and feedback.

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 5: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

Athlete Motivation: Implications for Coaching

>>DEPARTMENT OF SPORT

AmotivationAmotivation Extrinsic motivationExtrinsic motivation Intrinsic motivationIntrinsic motivation

Low self-determination High self-determination

AmotivationAmotivation External regulationExternal regulation IntrojectedIntrojected IdentifiedIdentified IntegratedIntegrated IntrinsicIntrinsic

Threshold of autonomy

Page 6: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

Intrinsic motivation has been identified as an essential component for athletes to function optimally.

Enhanced intrinsic motivation of an athlete brings with it benefits, including improved perceived competence, positive emotions, a greater need to perform the task, less chance of athlete burnout and greater well-being.

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 7: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

1. What is your coaching style?

2. What coaching styles motivate athletes?

3. What is the best coaching style?

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 8: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

Autonomy-supportive coaching

Does not advocate the use of pressure and demands.Offers their athletes a clear rationale for tasksTakes the perspective of their athleteEncourages choice within the rules and limitsPromotes independent problem-solving opportunities to their athletes

(Mageau & Vallerand, 2003)

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 9: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

Provide a training rationale

Set training limits and rules

Pursuit of a task becomes meaningful to athlete feel as though they have initiated behaviour ownership over their actions

A reason for an athlete’s motivation being unaffected by their coach not providing a rationale for training, was because they trusted their coach’s training prescription without it needing to be explained to them.

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 10: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

Initiative taking opportunities

Allow athletes to be self-sufficient Don’t limit an athlete’s creativity Don’t restrict independency Provide opportunities to have an element of control Allow athletes to make decisions on what and how they use

their time(Amorose & Anderson-Butcher, 2007)

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 11: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

“that performance was good, but that is how

the task should always be performed.”

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 12: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

Controlling coaching

Surveillance (not monitoring)Guilt-inducing criticismsOvert control (physical and psychological)

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 13: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

Majority of research supports the proposal that an autonomy supportive style of coaching has the most benefit on an athlete’s intrinsic motivation

However, Western culture in large remains dismissive to the research and upholds the more traditional use of controlling coaching behaviours.

Even if a coach strongly endorses the use of autonomy supportive coaching behaviours for enhancing their athlete’s motivation, their actual behaviours are ultimately governed by the immediate context in which they are coaching.

When a coach’s own interests are related to the performance of their athlete, they are likely to feel under pressure. Under such conditions, the coach is more prone to taking on the characteristics of a controlling coach.

(Flink, Boggiano & Barrett, 1990)

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 14: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

Elite adolescent student-athletes reported lower levels of subjective well-being than other adolescents because they often lacked the necessary psychosocial support

Several studies have shown higher levels of well-being in individuals who evolve in an autonomy supportive context (e.g., Gagné, Ryan & Bargmann, 2003).

In the same way, an autonomy supportive coaching style has been associated with well-being in athletes (e.g., Adie, Duda, & Ntoumanis, 2008).

Coaching style is linked to the well-being of athletes through the satisfaction of the three psychological needs (i.e., competence, autonomy, relatedness).

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 15: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

Research has shown it is possible that controlling motives (low autonomy) can be useful for the success of some athletes. Hagger and Chatzisarantis (2005) state that it is possible for athletes (from a team sport) to forego personal choice and volition because the group respected and had internalised the instructions and autocratic style of the coach. Essentially, they suggest that intrinsic motivation can flourish in a team where autonomy support does not exist. This raises an interesting perspective and questions why coaches are predominantly encouraged to use autonomy supportive behaviours within their coaching. It also suggests that athletes can be successful regardless of form of motivation, and degree of internalisation.

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 16: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

Coaches can ensure needs satisfaction for athletes, but can

also damage personal satisfaction in allowing an athlete to feel motivated towards team

success.

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 17: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

My future research directions

Athlete experiences, perceptions of coaching behaviourCoaches understanding of athlete motivationImpact of coach on athlete growth, development, success and long-term well-beingAntecedents of coaching behavioursImpact of other social factors on athlete motivationExploration of global, contextual and situational motivation

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching

Page 18: Understanding secondary school athlete motivation and success: Implications for coaching behaviours Daniel Stamp Lecturer in Sport Psychology, Athlete

>>UNITEC INSTITUTE OF TECHNOLOGY

ReferencesAmorose, A.J. & Anderson-Butcher, D. (2007). Autonomy-Supportive Coaching and Self-Determined Motivation in High School and College Athletes: A Test of Self-Determination Theory, Psychology of Sport and Exercise, 8, 654-670.

Deci., E.L. & Ryan, R.M. (1980). The Empirical Exploration of Intrinsic Motivation Processes, in Berkowitz, L. (Ed.), Advances in Experimental Social Psychology, Academic Press: New York, 39-80.

Flink, C., Boggiano, A.K. & Barrett, M. (1990). Controlling Teaching Strategies: Undermining Children’s Self Determination and Performance, Journal of Personality and Social Psychology, 59, 916–924.

Mageau, G.A. & Vallerand, R.J. (2003). The Coach-Athlete Relationship: A Motivational Model. Journal of Sports Sciences, 21, 883-904.

Ryan, R.M. & Deci, E.L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development and Wellbeing, American Psychologist, 55, 68-78.

>>DEPARTMENT OF SPORT

Athlete Motivation: Implications for Coaching