The coach is central to the development of expertise in sport (Bloom, 1985) and is subsequently key to facilitating adaptive forms of motivation to enhance the quality of sport performance (Mallett & Hanrahan, 2004). In designing optimal training environments that are sensitive to the underlying motives of athletes, the coach requires an in-depth understanding of motivation. This paper reports on the application of self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) to coaching elite athletes. Specifically, the application of SDT to designing an autonomy-supportive motivational climate is outlined, which was used in preparing Australia’s two men’s relay teams for the 2004 Olympic Games in Athens.
Clifford J. Mallett
Clifford J. Mallett and Stephanie J. Hanrahan
The purpose of this study was to investigate the effects of a specific cognitive race plan on 100 m sprint performance. Twelve elite sprinters (11 male and 1 female) performed 100 m time trials under normal (control) conditions and then under experimental conditions (use of race cues). In the experimental condition, participants were asked to think about specific thought content in each of three segments of the 100 m. A multiple baseline design was employed. A mean improvement of 0.26 s was found. Eleven of the 12 participants showed improvement using the specific cognitive race plan (p < .005). Participants also produced more consistent sprint performances when using the cues (p < .01). Subjective evaluations made by the participants unanimously supported the use of the race plan for optimizing sprint performance. Environmental conditions, effort, and practice effects were considered as possible influences on the results.
Clifford J. Mallett and Tristan J. Coulter
Little in-depth knowledge is known about the person behind successful coaching. Therefore, the current study was designed to comprehensively examine the personality of a successful Olympic coach. Using McAdams’ whole-person framework, we sought to elicit a coherent description of this coach’s personality by integrating data drawn from three layers of personality: (i) dispositional traits, (ii) personal strivings, and (iii) narrative identity. The findings suggest that, compared with the norm, the participant coach is emotionally stable, agreeable, conscientious, and open to new experiences. His achievement and power strivings shape his motivational agenda as a coach. His narrative identity identifies many redemptive sequences that speak of a coach who is seeking to redeem his failures as an athlete, to feel special, and who invests himself wholeheartedly into developing others to help fulfill their potential. Overall, the study, incorporating McAdams’ personality framework, provided a deep understanding of the person as a coach. We were able to garner insights about how this individual typically behaves, what guides and structures his coaching priorities, and how he has made sense of his life experiences that are fundamental to his investment in coaching and winning. Tentative implications for coaches and coach developers are presented.
Jarred F. Parkes and Clifford J. Mallett
Recent research has identified optimism as an underlying mechanism of mental toughness (Coulter, Mallett, & Gucciardi, 2010). To further understand what elements of mental toughness can be developed, the current study evaluated the utility of an optimism intervention that employed cognitive-behavioral techniques (e.g., identifying automatic thoughts; testing accuracy of thoughts) to retrain attributional style. Seven male rugby players who were competing in first grade club rugby participated in the intervention. The effectiveness of the program was partially evaluated via self-reports of the Sport Attributional Style Scale (Hanrahan, Grove, & Hattie, 1989). Qualitative data were also collected via a focus group and semistructured interviews. The quantitative results provided minimal support for the utility of the intervention; there was evidence to suggest participants’ attributions became more external for negative events. The qualitative data suggested that participants (a) developed greater resilience in the face of adversity, (b) were more confident in their sport, and (c) developed a more optimistic explanatory style for negative events. The qualitative findings support the utility of a cognitive-behavioral based attribution retraining intervention for developing optimism in rugby players. The data also supported the flexible use of external attributions for negative events.
Sergio Lara-Bercial and Clifford J. Mallett
In 2011, the Innovation Group of Leading Agencies of the International Council for Coaching Excellence initiated a project aimed at supporting the identification and development of the next generation of high performance coaches. The project, entitled Serial Winning Coaches, studied the personalities, practices and developmental pathways of professional and Olympic coaches who had repeatedly achieved success at the highest level of sport. This paper is the third publication originating from this unique project. In the first paper, Mallett and Coulter (2016) focused on the development and testing of a novel multilayered methodology in understanding a person through a single case study of a successful Olympic coach. In the second, Mallett and Lara-Bercial (2016) applied this methodology to a large sample of Serial Winning Coaches and offered a composite account of their personality. In this third instalment, we turn the focus onto the actual practices and developmental pathways of these coaches. The composite profile of their practice emerging from the analysis revolves around four major themes: Philosophy, Vision, People and Environment. In addition, a summary of the developmental activities accessed by these coaches and their journey to success is also offered. Finally, we consider the overall findings of the project and propose the concept of Driven Benevolence as the overarching operational principle guiding the actions and behaviours of this group of Serial Winning Coaches.
Sebastian Altfeld, Clifford J. Mallett, and Michael Kellmann
The development of burnout in the vocation of sports coaching is a process that can take months or even years. Unfortunately, there is a paucity of longitudinal examination of coaches’ burnout, stress, and recovery. The present study investigated burnout, stress, and recovery of full and part-time coaches to examine possible changes during the course of the season. Twenty-five full-time and 45 part-time active German coaches of different sports and competition levels completed the German coaches’ version of the MBI and the RESTQ for Coaches at three time points. Inferential statistical analysis revealed significant changes of full-time coaches’ stress and recovery scores over the course of the season. Moreover, the work hours per week were significantly higher at the end of the season. Post hoc analysis revealed that full-time coaches whose values of perceived success decreased over the season showed increased emotional stress and decreased recovery values. Part-time coaches reported consistent stress experiences. Consequently, findings suggest that full-time coaches experienced increased emotional stress, invested more time, and had insufficient recovery during the season. Thus, the results highlighted the significant role of recovery for full-time coaches and were particularly important to enhance the understanding of coaches’ work.
Kristy N. McLean, Clifford J. Mallett, and Peter Newcombe
The aim of this research was to develop and assess the psychometric properties of the Coach Motivation Questionnaire (CMQ). Study 1 focused on the compilation and pilot testing of potential questionnaire items. Consistent with self-determination theory, items were devised to tap into six forms of motivation: amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation. The purpose of the second study (N = 556) was to empirically examine the psychometric properties of the CMQ. Items were subjected to confirmatory factor analyses to determine the fit of the a priori model. In addition, the validity of the questionnaire was assessed through links with the theoretically related concepts of intrinsic need satisfaction, well-being, and goal orientation. Together with test–retest reliability (Study 3), these results showed preliminary support for the psychometric properties of the CMQ. Finally, using an independent sample (N = 254), the fourth study confirmed the factor structure and supports the use of the CMQ in future coaching research.
John W. Mahoney, Daniel F. Gucciardi, Clifford J. Mallett, and Nikos Ntoumanis
In light of the extant literature, the aim of the current study was to compare adolescents’ perspectives on mental toughness and its development across performance contexts, and to explore if such perspectives align with Bronfenbrenner’s (2001) bioecological model. Eighteen mentally tough adolescents (9 boys, 9 girls, Mage = 15.6 years) from three performance contexts (i.e., sport, academia, and music) participated in focus groups, 7 of whom also participated in follow-up one-to-one interviews. Inductive analyses revealed that mental toughness was conceptualized by 9 personal characteristics, and that while similar across performance contexts, some difference between previous mental toughness conceptualization and the current study existed. Analyses also revealed that mental toughness development was predicated on significant others, supportive social processes, critical incidents, and curiosity. These findings resonated with the properties of the bioecological model. Future research into how bioecological factors combine to facilitate mental toughness development during critical stages of life was suggested.
Koon Teck Koh, Clifford J. Mallett, Martin Camiré, and Chee Keng John Wang
The purpose of this study was to conduct a guided reflection intervention for high performance basketball coaches. The study participants included two head basketball coaches and 10 of their players who were part of elite youth teams in Singapore. The coaches were highly experienced, each with 17 and 20 years of coaching experience respectively, and the players from both teams (one male and one female) reported on average three years of playing experience at the national youth level. The Singapore coaching behavior scale for sport (CBS-S basketball), on-site observations, and interviews were used to gather data from the coaches and players. Coaches also kept a reflective journal throughout the intervention. The results showed how the coaches responded differently to the guided reflection intervention (implemented by the first author) in terms of their willingness to adapt and integrate new perspectives into their coaching practice. The coaches’ level of reflection was found to be contingent upon a) their motivation and desire to be engaged in the process and b) the worth they saw in the learning facilitator’s recommendations to improve their athletes’ technical and tactical development. The results also showed how the coaches’ behaviors were linked to players’ satisfaction level with their work. The results are discussed using the coaching science literature and practical implications are proposed to optimize coaches’ use of reflection as a learning tool to improve their coaching practice.