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Motivational atmosphere and performance: Towards an approach for the development of effective coachingRichard Fryer Dip Psych, BSc (Hons), MSc

Doctor of Philosophy Candidate

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What I’ll cover today

1. Research team overview

2. Why should you care about this work?

3. Proposed research structure (no findings toreport today)

4. Questions, ideas, advice, feedback

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Project Team

Richard Fryer• PhD Candidate, Brisbane based, Provisional psych working at QAS• Completed MSc in 2013, thesis on leadership in rowing using IPA• 20 years’ in business (leadership, talent, culture, learning)

Assistant Professor Richard Keegan (UC)• Principal Supervisor

Associate Professor Gene Moyle (QUT)• Secondary Supervisor, Brisbane based

Professor Peter Hassmen (SCU)• Adviser

Motivational Atmosphere

A term used to reflect the impact of a wide array of potential motivational influences originating in particular from coaches, parents and peers (Keegan, Harwood & Lavallee, 2010).

In other words, those factors which are beyond the cognitions of the individual themselves, but which have an impact on the momentary motivation of athletes (Keegan, Spray, Harwood & Lavallee, 2014).

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Example motivational influences

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Parents Peers / Team mates Siblings

Coaches Crowd Media

Those in Blue are the traditional 3 cited by Keegan and colleagues in their research

Some recent examples

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Why should you care?

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Coach education appears to

underprepare for creation and maintenance of

motivation beyond the individual

Sport research appears drawn towards a small

number of theoretical approaches

(often chosen a priori)

These approaches

appear to under-emphasize the

effect of social / contextual

factors

Factors around athletes can

have a profound effect on their

‘in the moment’ motivation

Would you doubt the level of intrinsic motivation or goal orientation athletes have?

If not, we want to know what else is going on

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So if it’s complex, why have I only called outcoaches in my research title?

I want to unearth heuristic factors that can help coaches(de facto leaders in the sporting world) to better prepareathletes for success.

“Effective coaching” then, is a broader set of considerationsthan simply what the coach does to develop technique,tactics and physical preparation.

Emerging Research Structure

1. Systematic Review: theories applied to understand social influences on motivation in sport and exercise. Aims to explore both quantitative and qualitative studies.

1. Variety / Homogeneity2. A priori theory selection3. Prevalence of certain theories (e.g. AGT / SDT) compared to other theoretical

options (cross-domains)

2. Theory building based on qualitative inquiry to draw out the complexities of social motivation that bipartite and tripartite models inevitably miss.

3. Build and test an heuristic model to assist in the development and maintenance of a motivational atmosphere conducive to performance.

1. Coach education and support2. Parent education and support3. Athlete / team education and support

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Selected ReferencesAmorose, A. J., & Horn, T. S. (2001). Pre-to post-season changes in the intrinsic

motivation of first year college athletes: Relationships with coaching behavior and scholarship status. Journal of Applied Sport Psychology, 13, 355-373.

Anderson, R., Hanrahan, S. J., & Mallet, C. J. (2014). Investigating the optimal psychological state for peak performance in Australian elite athletes. Journal of Applied Sport Psychology, 26:3, 318-333.

Gillet, N., Vallerand, R. J., Amoura, S., & Baldes, B. (2010). Influence of coaches’ autonomy support on athletes’ motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. Psychology of Sport and Exercise, 11, 155-161.

Felton, L., & Jowett, S. (2013). “What do coaches do” and “how do they relate”: Their effects on athletes’ psychological needs and functioning. Scandinavian Journal of Medicine & Science in Sports, 23, 130-139

Fenton, S. A. M., Duda, J. L., Quested, E., & Barrett, T. (2014). Coach autonomy support predicts autonomous motivation and daily moderate-to-vigorous physical activity and sedentary time in youth sport participants. Psychology of Sport and Exercise, 15, 453-463.

Harwood, C. G., Keegan, R. J., Smith, J. M. J., & Raine, A. S. (2015). A systematic review of the intrapersonal correlates of motivational climate perceptions in sport and physical activity. Psychology of Sport and Exercise, 18, 9-25.

Hodge, K., & Lonsdale, C. (2011). Prosocial and antisocial behavior in sport: The role of coaching style, autonomous vs. controlled motivation, and moral disengagement. Journal of Sport & Exercise Psychology, 33, 527-547.

Keegan, R. J., Spray, C. M., Harwood, C. G., & Lavallee, D. E. (2014). A qualitative synthesis of research into social motivational influences across the athletic career span. Qualitative Research in Sport, Exercise and Health, 6:4, 537-567

Keegan, R. J., Harwood, C. G., Spray, C. M., & Lavallee, D. E. (2010). The motivational atmosphere in youth sport: Coach, parent, and peer influences on motivation in specializing sport participants. Journal of Applied Sport Psychology, 22:1, 87-105.

Keegan, R. J., Harwood, C. G., Spray, C. M., & Lavallee, D. E. (2009). A qualitative investigation exploring the motivational climate in early career sports participants: Coach, parent and peer influences on sport motivation. Psychology of Sport and Exercise, 10, 361-372.

Langan, E., Blake, C., & Lonsdale, C. (2013). Systematic review of the effectiveness of interpersonal coach education interventions on athlete outcomes. Psychology of Sport and Exercise, 14, 37-49.

Lundqvist, C., & Raglin, J. S. (2015). The relationship of basic need satisfaction, motivational climate and personality to well-being and stress patterns among elite athletes: An explorative study. Motivation and Emotion, 39, 237-246.

Mageau, G. A., & Vallerand, R. J. (2003). The coach-athlete relationship: A motivational model. Journal of Sports Science, 21, 883-904.

Matosic, D., & Cox, A. E. (2014). Athletes’ motivation regulations and need satisfaction across combinations of perceived coaching behaviours. Journal of Applied Sport Psychology, 26:3, 302-317.

O’Rourke, D. J., Smith, R. E., Smoll, F. L., & Cumming, S. P. (2014). Relations of parent- and coach-initiated motivational climates to young athletes’ self-esteem, performance anxiety, and autonomous motivation: Who is more influential? Journal of Applied Sport Psychology, 26:4, 395-408.

Pelletier, L. G., Fortier, M. S., Vallerand, R. J., & Briere, N. M. (2002). Perceived autonomy support levels of self-determination, and persistence: A longitudinal investigation. Motivation and Emotion, 25, 279-306.

Vazou, S., Ntoumanis, N., & Duda, J. L. (2006). Predicting young athletes’ motivational indices as a function of their perceptions of the coach- and peer-created climate. Psychology of Sport and Exercise, 7, 215-233.