Group and Interpersonal Processes in Competitive Sport Lecture 5 PDF

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Taught at Loughborough University as part of a BSc Sport and Exercise Psychology degree. Currently on track for a 1st so high quality notes. ...

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Group and Interpersonal Processes in Competitive Sport

Friday 8th March

A Motivational Approach to Coach-Athlete Interaction: Self Determination Theory

Motivation = direction and intensity of effort. Self Determination Theory (Deci & Ryan, 1985)- 3 basic psychological needs: 1. Autonomy- ownership and in-control of own behaviour 2. Relatedness- belonging and attachment to others 3. Competence- effective ability to complete and master tasks All individuals need to feel competent, autonomous and a sense of relatedness in order to achieve more autonomous/intrinsic motivation.

The Social Environment: How coaches may directly or indirectly influence motivation    

Distribute rewards- control Provide performance related-feedback Creating of environment- task-oriented Punishment or not- choose to punish or not Create task/ego involving climate

Group and Interpersonal Processes in Competitive Sport

Friday 8th March

Coaching Behaviours that Influence the Basic Psychological Needs = Actions that positively affect perceptions of autonomy, competence and relatedness = more self-determined intrinsic motivation (coach autonomy supportive behaviours). Coach Autonomy Supportive Behaviours:   

Treat their athletes as human being with feelings, thoughts and rules for choice Opportunity to be involved and take independence in their behaviour and training No controlling behaviours- tangible rewards, language or criticism

Actions that thwart/inhibit satisfaction of basic psychological needs = amotivation (coach controlling behaviours). Coach Controlling Behaviours:   

Athlete is not viewed as a human- they are an object used for performance gains Pressurised into feeling and thinking a certain way- power assertive techniques Done to achieve certain outcomes that would reflect well on the coach

However, coaches may not be classified as being only an autonomy coach or a controlling coach, there is a link between the 2 leadership styles with little set boundaries of classification- slight overlap. The same coach can be autonomy supportive and controlling dependent upon the situation. Falton and Jowett (2013):  

Moderate correlation (0.38) between athletes’ perceptions of coach autonomy support and controlling behaviours Behaviours are distinct but the constructs are related- certain situations require an autonomous coach to display controlling behaviours (required of the situation)

Behaviours or relationships that positively affect athletes’ perceptions of the 3 basic psychological needs will help facilitate more self-determined intrinsic motivation. Behaviours or relationships that inhibit/thwart satisfaction of needs will have the opposite effect. Coach Leadership Behaviours:  

Amorose and Horn (2000)- athletes with higher intrsinc motivation perceived coaches enhance training and instruction, high democratic/low autocratic behaviour Amorose and Horn (2001)- over a season, coaches who exhibited high frequencies training and instruction behaviour, low autocratic hehaviour and social support, athletes = higher intrinsic motivation

Group and Interpersonal Processes in Competitive Sport

Friday 8th March

Hollembeak and Ambrose (2005):     

High performance athletes were studied using the LSS Fond that all 3 basic psychological needs predicted intristic motivation The link between coach leadership and intrisic motivation was mediated by the 2 psychological needs However, autocratic behaviour lowered autonomoy and relatedness (low IM) Democratic behaviour increased autonomoy, linked to high IM

Coaches would do well to allow athletes to be involved in decisions relevant to their participation and behaviour in sport.

Coach-Athlete Relationship = situation where a coach and athlete’s feelings, thoughts and behaviours are mutually and casually independent. Riley and Smith (2011): 

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Do psychological needs mediate the association of social relationships with self-determined motivation Found that the 3 basic psychological needs do explain the coach-athlete relationship with intrinsic motivation

Balaguer et al., (2012): 

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Changes in footballers perceptions of interpersonal coaching style predicted changes in their needs satisfaction (vitality) and need thwarting (burnout) over the course of the season Autonomy support predicted need satisfaction, which increased vitality of players o Autonomy supported behaviour = negative relationship with need thwarting, so need satisfaction has a negative relationship with burnout Controlling style predicted need thwarting, which lead to burnout of players

Coaches should work to use autonomy supported behaviours (allowing choice and indepedence) to reduce the risk of burnout and increase subjective vitality of players.

Evaluation:

Group and Interpersonal Processes in Competitive Sport

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Promotes a sound framework from which to study motivation Theory seems to highlight that anything that coaches can do to satisfy athletes’ needs should be effective and beneficial Are all the needs equally important? How do they interact?

Amorose, A.J. (2007). Coaching Effectiveness. In M.S. Hagger & N.L.D. Chatzisarantis (Eds), Intrinsic motivation and self-determination in exercise and sport (pp 209227). Champaign IL: Human Kinetics. Many of the events shown to affect need satisfaction and motivation are either directly or indirectly under the control of a coach. Mageau and Vallerand (2003) = an athlete’s relationship with his or coach is ultimately one of the most important determinants of that athlete’s motivation. Any actions on the part od the coach that positively affect an athlete’s perception of competence, autonomy and relatedness will ultimately help to facilitate or promote more self-determined forms of motivation. Behaviours that thwart/inhibit the satisfaction of these needs will have the opposite effect. The functional significance of the interaction with the coach involves increased feelings of pressure and decreased feelings of autonomy, which in turn would undermine intrinsic motivation. CBAS = positive approach to coaching.    

Providing high frequency reinforcement for effort and good performance Encouragement following errors General and mistake-contingent instructions Minimising punitive behaviours and non-responses

Coaches trained in CBAS find their Athletes:   

Higher self-esteem Greater levels of enjoyment Lower anxiety and attrition rates

Motivational Climate = the way in which coaches structure training practices, learning experiences, provide feedback and give recognition. Mastery (task involved) Motivational Climate = involved in learning, improvement and high effort as a key to success. Should lead to high levels of intrinsic motivation. Performance (ego involved) Motivational Climate = focus is on winning, outperforming others and promote intrateam rivalries. Will lead to less self-determined motivation. Autonomy-Supportive Behaviours:

Group and Interpersonal Processes in Competitive Sport

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Engages in behaviours that acknowledge another person’s thoughts and feelings Encourage choice, self-initiation and self-regulation Minimises the use of pressure and demands to control others

Mageua and Vallerand (2003): Autonomy-supportive coaches… 1. 2. 3. 4. 5.

Provide choice for their athletes within specific limits and rules Provide athletes with a meaningful rationale for specific limits and rules Ask about and acknowledge athletes’ feelings Provide opportunities for athletes to take initiative and act independently Avoid overt control, guilt-induced criticism, controlling and the use of tangible rewards 6. Minimise behaviours that promote ego involvement...