understanding secondary school athlete motivation and success: implications for coaching behaviours...
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Understanding secondary school athlete motivation and success: Implications for coaching behaviours
Daniel StampLecturer in Sport Psychology, Athlete Identity and Well-beingPENZ Conference 2013
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ObjectivesDiscuss and debate
Motivation and coaching behaviours
The do’s and don’ts, the rights the wrongs, the (mis)understandings
Your experiences
Potential directions
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1. What do you understand by the term motivation?
2. Do you know what motivates your athletes?
3. What constitutes ‘success’ for your athletes?
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Athlete Motivation: Implications for Coaching
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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.
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Athlete Motivation: Implications for Coaching
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Athlete Motivation: Implications for Coaching
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AmotivationAmotivation Extrinsic motivationExtrinsic motivation Intrinsic motivationIntrinsic motivation
Low self-determination High self-determination
AmotivationAmotivation External regulationExternal regulation IntrojectedIntrojected IdentifiedIdentified IntegratedIntegrated IntrinsicIntrinsic
Threshold of autonomy
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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.
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Athlete Motivation: Implications for Coaching
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1. What is your coaching style?
2. What coaching styles motivate athletes?
3. What is the best coaching style?
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Athlete Motivation: Implications for Coaching
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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)
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Athlete Motivation: Implications for Coaching
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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.
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Athlete Motivation: Implications for Coaching
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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)
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Athlete Motivation: Implications for Coaching
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“that performance was good, but that is how
the task should always be performed.”
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Athlete Motivation: Implications for Coaching
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Controlling coaching
Surveillance (not monitoring)Guilt-inducing criticismsOvert control (physical and psychological)
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Athlete Motivation: Implications for Coaching
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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)
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Athlete Motivation: Implications for Coaching
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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).
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Athlete Motivation: Implications for Coaching
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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.
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Athlete Motivation: Implications for Coaching
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Coaches can ensure needs satisfaction for athletes, but can
also damage personal satisfaction in allowing an athlete to feel motivated towards team
success.
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Athlete Motivation: Implications for Coaching
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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
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Athlete Motivation: Implications for Coaching
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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.
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Athlete Motivation: Implications for Coaching