Search Results

We conducted a cluster randomized controlled trial (RCT) to test the effects of a self-determination theory-based intervention on athlete motivation and burnout. In addition, we examined the feasibility and acceptability of the intervention. We randomly assigned youth Gaelic football coaches (N = 6) and their teams to an experimental or a delayed treatment control group (n = 3 each group). We employed linear mixed modeling to analyze changes in player motivation and burnout as a result of their coach participating in a 12-week SDT-based intervention. In addition, we conducted a fidelity assessment to examine whether the intervention was implemented as planned. The findings demonstrated the feasibility and acceptability of implementing a self-determination theory-based intervention in the coaching domain. In addition, this study demonstrated favorable trends in the quality of player motivation and burnout symptoms as a result of an SDT-based intervention.

This study qualitatively examined how athletes perceive their coach’s support for autonomy, as well as athletes’ motivation, satisfaction of basic psychological needs, and the 2 × 2 achievement goal framework of young Spanish athletes. Fifteen Spanish athletes (six females and nine males) between 13 and 16 years of age were interviewed from various sporting contexts. Content analysis of the interviews revealed: the coexistence of various types of motivation for the practice of these sports by the athletes that were interviewed; the presence of integrated regulation among some of these young athletes; the importance of autonomy support and the satisfaction of basic psychological needs for motivation and athletic commitment. The results are discussed on the basis of self-determination and achievement goal theory. Strategies are proposed for improving motivation and adherence to athletic practice in young athletes.

An important issue facing youth sport researchers is understanding why youth participate in sport programs. Most participation motivation studies have been carried out in the United States and in Anglophone countries such as the United Kingdom, Canada, and Australia. These studies have identified a fairly consistent set of motivational factors for participation. Starting from this premise, descriptive research on youth participation motivation is reported to verify if, in a Latin country with a sport culture different from Anglophone countries, the same set of motivational factors could be identified. Young athletes (N = 2,598, aged 9–18 years), involved in different sports, completed the modified Italian version of the Participation Motivation Questionnaire (Gill, Gross, & Huddleston, 1983). Factor analyses showed a set of motivational factors fairly consistent with the research conducted in Anglophone countries. Differences were found among participants in relation to gender, age, sport, parents’ educational level, and geographical area.

The main objective was to further unravel the experience of motivation in an expert male skydiver by investigating: (1) his general experience of motivation and perception of the dangers of skydiving; (2) his pursuit of new challenges and learning new skills as factors in maintaining motivation; (3) evidence of a mastery-based confidence frame in his motivational experience. This was a unique case study informed by reversal theory. The participant’s perception of skydiving was that it was not a risky or dangerous activity and a primary motive for his involvement in skydiving was personal goal achievement. Maintaining control and mastery during skydiving was a key motivational element during his long career and pursuing new challenges and learning new skills was found to be important for his continued participation. Data indicated that his confidence frame was based on a telic-mastery state combination, which challenged previous reversal theory research findings and constructs.

This study examined the effectiveness of a logbook and paperclip technique on awareness of the use and content of negative self-talk as well as the motivation to change negative self-talk. Participants (n = 73) completed a questionnaire measuring these variables, and were assigned to either a control, paperclip or logbook group. Participants performed three typical training sessions over a three-week period. The logbook group completed a self-talk logbook after each session whereas the paperclip group carried out a paperclip exercise during each session. Upon completion of the training sessions, the questionnaire was readministered. ANCOVAs revealed no significant differences between the groups for motivation to change and awareness of the content of negative self-talk. However, the logbook group had significantly greater awareness of their use of negative self-talk compared with the control group. A qualitative analysis of the logbook group’s use of negative self-talk provided insights into the situations that prompted negative self-talk, the content of the self-talk, and also the consequences of using negative self-talk. Collectively, the findings offer some support for the use of the logbook technique in the applied setting.

The present investigation tested the conceptual links between goal orientations and achievement anxiety which have been suggested by Roberts (1986) and Dweck and Leggett (1988). One hundred and eleven junior fencers between the ages of 10 and 18 completed a series of questionnaires measuring achievement goals (TEOSQ), perceived ability and multidimensional state anxiety (CSAI-2) on four occasions prior to a regional fencing tournament. Hierarchical regression analyses indicated that perceived ability was a consistent predictor of all three dimensions of the CSAI-2 at each different time period. In addition, an ego orientation was found to contribute significantly to the prediction of cognitive anxiety on two occasions prior to competition. When goals assessed immediately before performing were entered as predictors of CSAI-2 dimensions, a task orientation was found to contribute to the prediction of both somatic anxiety and confidence. The findings also suggest that an awareness of an athlete’s achievement goals and perceived ability will allow coaches a more parsimonious understanding of the motivational antecedents of precompetitive anxiety than previous approaches which have considered other motivational constructs to be crucial antecedents of precompetitive affect (e.g., Swain & Jones, 1992).

The primary purpose of this study was to use synchronized skaters to examine the influence of imagery perspective on the cognitive and motivational functions of imagery during a five-week imagery training program. To this end, 16 novice synchronized skaters participated in an imagery intervention that incorporated both cognitive and motivational imagery. The Sport Imagery Questionnaire (SIQ: Hall, Mack, Paivio, & Hausenblas, 1998) was used to assess changes in the skaters’ use of cognitive and motivational images as a result of the training program. The results of a MANOVA indicated that skaters increased their use of cognitive specific and cognitive general imagery, regardless of their preferred imagery perspective. Furthermore, neither group showed changes in their use of imagery for motivational functions. The findings are discussed within the context of Hardy’s (1997) proposal that a particular imagery perspective is beneficial for the learning and performance of motor skills if it provides visual information that is otherwise not available to the performer.

We examined whether coach involvement moderated the predictive effect of coach autonomy support on motivation both directly and indirectly via need satisfaction. 142 soccer players (106 female; 12-15 years) completed measures of coach autonomy support and involvement, need satisfaction, and motivation. For intrinsic motivation and identified regulation, need satisfaction mediated the effect of autonomy support, but there was also a moderated direct effect whereby autonomy support had a positive effect only when involvement was moderate to high. Autonomy support also positively predicted external regulation and negatively predicted amotivation via need satisfaction. Coach-athlete relationships that are both autonomy supportive and involved are associated with more adaptive forms of motivation, and findings suggest that lack of autonomy support may undermine need satisfaction and motivation.

This case study focused on the New Zealand All Blacks rugby team during the period from 2004 to 2011, when Graham Henry (head coach) and Wayne Smith (assistant coach) coached and managed the team. More specifically, this case study examined the motivational climate created by this coaching group that culminated in winning the Rugby World Cup in 2011. In-depth interviews were completed with Henry and Smith in March 2012. A collaborative thematic content analysis revealed eight themes, regarding motivational issues and the motivational climate for the 2004–2011 All Blacks team: (i) critical turning point, (ii) flexible and evolving, (iii) dual-management model, (iv) “Better People Make Better All Blacks,” (v) responsibility, (vi) leadership, (vii) expectation of excellence, and (viii) team cohesion. These findings are discussed in light of autonomy-supportive coaching, emotionally intelligent coaching, and transformational leadership. Finally, practical recommendations are offered for coaches of elite sports teams.