How to Support Athlete Autonomy in University Sports: Coaches’ Experience of the reROOT Program

in The Sport Psychologist

Click name to view affiliation

Emilie Lemelin Department of Psychology, Université de Montréal, Montreal, QC, Canada

Search for other papers by Emilie Lemelin in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0003-0994-1029 *
,
Hali Kil Department of Psychology, Simon Fraser University, Burnaby, BC, Canada

Search for other papers by Hali Kil in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0003-4299-4552
,
Élodie Petit Department of Psychology, Université de Montréal, Montreal, QC, Canada

Search for other papers by Élodie Petit in
Current site
Google Scholar
PubMed Close
,
Joëlle Carpentier Department of Organization and Human Resources, Université du Québec à Montréal, Montreal, QC, Canada

Search for other papers by Joëlle Carpentier in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0001-7550-2134
,
Jacques Forest Department of Organization and Human Resources, Université du Québec à Montréal, Montreal, QC, Canada

Search for other papers by Jacques Forest in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0002-1476-7857
,
Sophie Gadoury Nimble Bubble, Montreal, QC, Canada

Search for other papers by Sophie Gadoury in
Current site
Google Scholar
PubMed Close
,
Jean-Paul Richard TANGIBLE Performance, Montreal, QC, Canada

Search for other papers by Jean-Paul Richard in
Current site
Google Scholar
PubMed Close
,
Mireille Joussemet Department of Psychology, Université de Montréal, Montreal, QC, Canada

Search for other papers by Mireille Joussemet in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0003-4407-6149
, and
Geneviève A. Mageau Department of Psychology, Université de Montréal, Montreal, QC, Canada

Search for other papers by Geneviève A. Mageau in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0002-5723-6554
DOI:
https://doi.org/10.1123/tsp.2022-0124
Keywords:
autonomy support; coaching skills; intervention; self-determination theory
First Published Online:
08 Sep 2023
In Print:
Volume 37: Issue 4
Page Range:
253–265
Restricted access

The purpose of this study was to evaluate coaches’ experience of the reROOT program, a program aiming to increase coaches’ autonomy-supportive skills, structure, and involvement. We delivered the program to 32 university sports coaches, and of these coaches, 13 participated in three semistructured focus groups 2 weeks postprogram and discussed their experience of the program. Guiding questions aimed at assessing participants’ responsiveness to the program and its perceived usefulness. Classical content analyses were performed and organized based on the guiding questions when applicable. Results suggest that coaches appreciated the program, believed that they could implement its skills in their day-to-day coaching, and observed positive impacts on themselves and their athletes despite the COVID-19 pandemic. It thus appears that coaches are responsive to the reROOT program and that it could be a useful part of their training.

  • Collapse
  • Expand

The Sport Psychologist

Cover The Sport Psychologist

  • Amorose, 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 & Exercise, 8(5), 654–670. https://doi.org/10.1016/j.psychsport.2006.11.003

    • Search Google Scholar
    • Export Citation

  • Bartholomew, K.J., Ntoumanis, N., & Thogersen-Ntoumani, C. (2009). A review of controlling motivational strategies from a self-determination theory perspective: Implications for sports coaches. International Review of Sport and Exercise Psychology, 2(2), 215–233. https://doi.org/10.1080/17509840903235330

    • Search Google Scholar
    • Export Citation

  • Becker, A.J. (2009). It’s not what they do, it’s how they do it: Athlete experiences of great coaching. International Journal of Sports Science& Coaching, 4(1), 93–119. https://doi.org/10.1260/1747-9541.4.1.93

    • Search Google Scholar
    • Export Citation

  • Benish, D., Langdon, J., & Culp, B. (2020). Examination of novice coaches’ previous experience as athletes: Examples of autonomy support and controlling behaviors as influences on future coaching practice. International Sport Coaching Journal, 8(1), 48–61. https://doi.org/10.1123/iscj.2019-0031

    • Search Google Scholar
    • Export Citation

  • Berntsen, H., & Kristiansen, E. (2019). Guidelines for need-supportive coach development: The Motivation Activation Program in Sports (MAPS). International Sport Coaching Journal, 6(1), 88–97. https://doi.org/10.1123/iscj.2018-0066

    • Search Google Scholar
    • Export Citation

  • Breen, R.L. (2006). A practical guide to focus-group research. Journal of Geography in Higher Education, 30(3), 463–475. https://doi.org/10.1080/03098260600927575

    • Search Google Scholar
    • Export Citation

  • Carpentier, J., & Mageau, G.A. (2013). When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423–435. https://doi.org/10.1016/j.psychsport.2013.01.003

    • Search Google Scholar
    • Export Citation

  • Carpentier, J., & Mageau, G.A. (2016). Predicting sport experience during training: The role of change-oriented feedback in athletes’ motivation, self-confidence and needs satisfaction fluctuations. Journal of Sport and Exercise Psychology, 38(1), 45–58. https://doi.org/10.1123/jsep.2015-0210

    • Search Google Scholar
    • Export Citation

  • Cheon, S.H., Reeve, J., Lee, J., & Lee, Y. (2015). Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games. Psychology of Sport and Exercise, 19, 59–69. https://doi.org/10.1016/j.psychsport.2015.02.007

    • Search Google Scholar
    • Export Citation

  • Côté, J., & Gilbert, W. (2009). An integrative definition of coaching effectiveness and expertise. International Journal of Sports Science & Coaching, 4(3), 307–323. https://doi.org/10.1260/174795409789623892

    • Search Google Scholar
    • Export Citation

  • Deci, E.L., & Ryan, R.M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

    • Search Google Scholar
    • Export Citation

  • Delrue, J., Reynders, B., Broek, G.V., Aelterman, N., De Backer, M., Decroos, S., ... Vansteenkiste, M. (2019). Adopting a helicopter-perspective towards motivating and demotivating coaching: A circumplex approach. Psychology of Sport and Exercise, 40, 110-126. https://doi.org/10.1016/j.psychsport.2018.08.008

    • Search Google Scholar
    • Export Citation

  • Dumas, J.E., Lynch, A.M., Laughlin, J.E., Smith, E.P., & Prinz, R.J. (2001). Promoting intervention fidelity: Conceptual issues, methods, and preliminary results from the EARLY ALLIANCE prevention trial. American Journal of Preventive Medicine, 20(1), 38–47. https://doi.org/10.1016/S0749-3797(00)00272-5

    • Search Google Scholar
    • Export Citation

  • Durand-Bush, N., & Van Slingerland, K. (2021). Mental health strategy for high performance sport in Canada. The Mental Health Partner Group [Canadian Centre for Mental Health and Sport, Canadian Olympic and Paralympic Sport Institute Network, Game Plan, and Own The Podium]. https://drive.google.com/file/d/12H76N3gLkuiMuePYJymIvKnI8uweX0KD/view?usp=sharing

    • Search Google Scholar
    • Export Citation

  • Durlak, J.A., & DuPre, E.P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350. https://doi.org/10.1007/s10464-008-9165-0

    • Search Google Scholar
    • Export Citation

  • Faber, A., & Mazlish, E. (2012). How to talk so kids will listen & listen so kids will talk. Simon and Schuster.

  • Forner, V.W., Jones, M., Berry, Y., & Eidenfalk, J. (2020). Motivating workers: How leaders apply self-determination theory in organizations. Organization Management Journal, 18(2), 76–94. https://doi.org/10.1108/OMJ-03-2020-0891

    • Search Google Scholar
    • Export Citation

  • Gagné, M., Ryan, R.M., & Bargmann, K. (2003). Autonomy support and need satisfaction in the motivation and well-being of gymnasts. Journal of Applied Sport Psychology, 15(4), 372–390. https://doi.org/10.1080/714044203

    • Search Google Scholar
    • Export Citation

  • Gurgis, J.J., Kerr, G.A., & Stirling, A.E. (2020). Investigating the barriers and facilitators to achieving coaching certification. International Sport Coaching Journal, 7(3), 189–199. https://doi.org/10.1123/iscj.2019-0043

    • Search Google Scholar
    • Export Citation

  • Hardré, P.L., & Reeve, J. (2009). Training corporate managers to adopt a more autonomy-supportive motivating style toward employees: An intervention study. International Journal of Training Development, 13(3), 165–184. https://doi.org/10.1111/j.1468-2419.2009.00325.x

    • Search Google Scholar
    • Export Citation

  • Hidalgo, M.V., Jiménez, L., López-Verdugo, I., Lorence, B., & Sánchez, J. (2016). “Family education and support” program for families at psychosocial risk: The role of implementation process. Psychosocial Intervention, 25(2), 79–85. https://doi.org/10.1016/j.psi.2016.03.002

    • Search Google Scholar
    • Export Citation

  • Joussemet, M., & Grolnick, W.S. (2022). Parental consideration of children’s experiences: A critical review of parenting constructs. Journal of Family Theory & Review, 14(4), 593–619. https://doi.org/10.1111/jftr.12467

    • Search Google Scholar
    • Export Citation

  • Jowett, S., Adie, J.W., Bartholomew, K.J., Yang, S.X., Gustafsson, H., & Lopez-Jiménez, A. (2017). Motivational processes in the coach-athlete relationship: A multi-cultural self-determination approach. Psychology of Sport and Exercise, 32, 143–152. https://doi.org/10.1016/j.psychsport.2017.06.004

    • Search Google Scholar
    • Export Citation

  • Koestner, R., Ryan, R.M., Bernieri, F., & Holt, K. (1984). Setting limits on children’s behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality, 52(2), 233–248. https://doi.org/10.1111/j.1467-6494.1984.tb00879.x

    • Search Google Scholar
    • Export Citation

  • Langan, E., Toner, J., Blake, C., & Lonsdale, C. (2015). Testing the effects of a self-determination theory-based intervention with youth Gaelic football coaches on athlete motivation and burnout. The Sport Psychologist, 29(4), 293–301. https://doi.org/10.1123/tsp.2013-0107

    • Search Google Scholar
    • Export Citation

  • Lefebvre, J.S., Evans, M.B., Turnnidge, J., Gainforth, H.L., Côté, J. (2016). Describing and classifying coach development programmes: A synthesis of empirical research and applied practice. International Journal of Sports Science & Coaching, 11(6), 887–899. https://doi.org/10.1177/1747954116676116

    • Search Google Scholar
    • Export Citation

  • Lemelin, E., Verner-Filion, J., Carpentier, J., Carbonneau, N., & Mageau, G.A. (2022). Autonomy support in sport contexts: The role of parents and coaches in the promotion of athlete well-being and performance. Sport, Exercise, and Performance Psychology, 11(3), 305–319. https://doi.org/10.1037/spy0000287

    • Search Google Scholar
    • Export Citation

  • Liamputtong, P. (2011). Focus group methodology: Principles and practice. Sage.

  • Mageau, G.A., Joussemet, M., Robichaud, J.-M., Larose, M.-P. & Grenier, F. (2022). How-to parenting program: A randomized controlled trial evaluating its impact on parenting. Journal of Applied Developmental Psychology, 79, Article 101383. https://doi.org/10.1016/j.appdev.2021.101383

    • Search Google Scholar
    • Export Citation

  • Mageau, G.A., Lessard, J., Carpentier, J., Robichaud, J.M., Joussemet, M., & Koestner, R. (2018). Effectiveness and acceptability beliefs regarding logical consequences and mild punishments. Journal of Applied Developmental Psychology, 54, 12–22. https://doi.org/10.1016/j.appdev.2017.11.001

    • Search Google Scholar
    • Export Citation

  • Mageau, G.A., & Vallerand, R.J. (2003). The coach-athlete relationship: A motivational model. Journal of Sports Sciences, 21(11), 883–904. https://doi.org/10.1080/0264041031000140374

    • Search Google Scholar
    • Export Citation

  • Mahoney, J.W., Ntoumanis, N., Gucciardi, D.F., Mallett, C.J., & Stebbings, J. (2016). Implementing an autonomy-supportive intervention to develop mental toughness in adolescent rowers. Journal of Applied Sport Psychology, 28(2), 199–215. https://doi.org/10.1080/10413200.2015.1101030

    • Search Google Scholar
    • Export Citation

  • Morgan, D.L. (1997). Focus groups as qualitative research (2nd ed.). Sage.

  • Nash, C., & Sproule, J. (2012). Coaches perceptions of their coach education experiences. International Journal of Sport Psychology, 43, 33–52.

    • Search Google Scholar
    • Export Citation

  • Ntoumanis, N., Ng, J.Y.Y., Prestwich, A., Quested, E., Hancox, J.E., Thøgersen-Ntoumani, C., Deci, E.L., Ryan, R.M., Lonsdale, C., & Williams, G.C. (2021) A meta-analysis of self-determination theory-informed intervention studies in the health domain: Effects on motivation, health behavior, physical, and psychological health, Health Psychology Review, 15(2), 214–244. https://doi.org/10.1080/17437199.2020.1718529

    • Search Google Scholar
    • Export Citation

  • Pelletier, L.G., Séguin-Lévesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186–196. https://doi.org/10.1037/0022-0663.94.1.186

    • Search Google Scholar
    • Export Citation

  • Plummer-D’Amato, P. (2008). Focus group methodology part 2: Considerations for analysis. International Journal of Therapy and Rehabilitation, 15(3), 123–129. https://doi.org/10.12968/ijtr.2008.15.3.28727

    • Search Google Scholar
    • Export Citation

  • Pope, J.P., & Wilson, P.M. (2015). Testing a sequence of relationships from interpersonal coaching styles to rugby performance, guided by the coach–athlete motivation model. International Journal of Sport and Exercise Psychology, 13(3), 258–272. https://doi.org/10.1080/1612197X.2014.956325

    • Search Google Scholar
    • Export Citation

  • Provalis Research. (2023). QDA Miner [Computer software]. https://provalisresearch.com/products/qualitative-data-analysis-software/

  • Pulido, J.J., Sánchez-Oliva, D., Leo, F.M., Matos, S., & García-Calvo, T. (2017). Effects of an interpersonal style intervention for coaches on young soccer players’ motivational processes. Journal of Human Kinetics, 59(1), 107–120. https://doi.org/10.1515/hukin-2017-0151

    • Search Google Scholar
    • Export Citation

  • Randall, R., Nielsen, K., & Houdmont, J. (2019). Process evaluation for stressor reduction interventions in sport. Journal of Applied Sport Psychology, 31(1), 47–64. https://doi.org/10.1080/10413200.2018.1480544

    • Search Google Scholar
    • Export Citation

  • Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. https://doi.org/10.1080/00461520903028990

    • Search Google Scholar
    • Export Citation

  • Reeve, J., & Cheon, S.H. (2014). An intervention-based program of research on teachers’ motivating styles. Advances in Motivation and Achievement, 18, 292–339. https://doi.org/10.1108/S0749-742320140000018008

    • Search Google Scholar
    • Export Citation

  • Reynders, B., Vansteenkiste, M., Van Puyenbroeck, S., Aelterman, N., De Backer, M., Delrue, J., ... Broek, G.V. (2019). Coaching the coach: Intervention effects on need-supportive coaching behavior and athlete motivation and engagement. Psychology of Sport and Exercise, 43(6), 288–300. https://doi.org/10.1016/j.psychsport.2019.04.002

    • Search Google Scholar
    • Export Citation

  • Rocchi, M., & Pelletier, L.G. (2017). The antecedents of coaches’ interpersonal behaviors: The role of the coaching context, coaches’ psychological needs, and coaches’ motivation. Journal of Sport and Exercise Psychology, 39(5), 366–378. https://doi.org/10.1123/jsep.2016-0267

    • Search Google Scholar
    • Export Citation

  • van de Pol, P.K., Kavussanu, M., & Kompier, M. (2015). Autonomy support and motivational responses across training and competition in individual and team sports. Journal of Applied Social Psychology, 45(12), 697–710. https://doi.org/10.1111/jasp.12331

    • Search Google Scholar
    • Export Citation

  • Vaughn, S., Schumm, J.S., & Sinagub, J. (1996). Focus group interviews in education and psychology. Sage.

All Time Past Year Past 30 Days
Abstract Views 288 288 91
Full Text Views 327 327 91
PDF Downloads 34 34 16