UNDERSTANDING COACH INTERPERSONAL BEHAVIOUR

Transcription

1 UNDERSTANDING COACH INTERPERSONAL BEHAVIOUR COACHING GOALS, PERCEIVED COACHING BARRIERS, AND COACH MOTIVATION Presented by: Meredith Rocchi School of Psychology University of Ottawa

2 ACKNOWLEDGEMENTS Basketball Ontario for their help with the data collection. Susanna, Camille, Lauren, and Nicole for their assistance in collecting the data and coding the coaching goals. Luc Pelletier for his on-going support.

3 PRESENTATION OVERVIEW 1. Self-Determination Theory 2. Present Study 3. Methods 4. Results 5. Potential Implications

4 SELF-DETERMINATION THEORY

5 SELF-DETERMINATION THEORY - A theory of motivation human motivation. - Assumes humans have innate tendencies to grow and integrate on-going life experiences. - Three kinds of motivation: AMOTIVATION EXTRINSIC INTRINSIC Low Quality High Quality (Deci & Ryan, 1985)

6 SELF-DETERMINATION THEORY THREE BASIC NEEDS PSYCHOLOGICAL NUTRIENTS COMPETENCE FEELING CAPABLE CHOICE AUTONOMY RELATEDNESS SOCIAL SUPPORT

7 SELF-DETERMINATION THEORY THREE BASIC NEEDS AND MOTIVATION WHEN THE PSYCHOLOGICAL NEEDS ARE MET MOTIVATION QUALITY = (Deci & Ryan, 2002)

8 SELF-DETERMINATION THEORY CONTEXTUAL MOTIVATION A closer look at athlete motivation ENVIRONMENT The environment (parents, coach, etc.) supports the athlete s needs. MOTIVATION OUTCOME The athlete experiences an increase in their quality of motivation. The athlete experiences increased persistence, well-being, vitality, etc. (Vallerand, 1997)

9 SELF-DETERMINATION THEORY COACH-ATHLETE RELATIONSHIPS HOW DO COACHES INFLUENCE ATHLETES? COACH BEHAVIOUR ATHLETE S NEED SUPPORT/ENVIRO NMENT Coaches influence their athletes motivation by creating need supportive (or need thwarting) environments. (Deci & Ryan, 1985)

10 SELF-DETERMINATION THEORY MODEL OF COACH-ATHLETE RELATIONSHIPS Coach Environment Coach Motivation COACH BEHAVIOUR/ NEED-SUPPORTIVE NEED-SUPPORTIVE ENVIRONMENT ENVIRONMENT Athlete Motivation Athlete Behaviour (Mageau & Vallerand, 2003)

11 SELF-DETERMINATION THEORY POTENTIAL FACTORS INFLUENCING COACHES COACH MOTIVATION Barriers Goals Supportive environment? Intrinsic or extrinsic goals? Extrinsic Goals: winning, being the best, etc. Intrinsic Goals: improvement, health, etc. (Pelletier, et al., 2002; Sebire, et al )

12 PRESENT STUDY

13 STUDY OBJECTIVES 1. Determine whether coach motivation is predicted by the content of their goals and their perceptions of the barriers in their coaching environment. 2. Examine whether coach motivation predicts an increase in coaches use of need-supportive (relatedness) behaviours with their athletes. 3. Examine the content of the coaches goals and determine which barriers are the most relevant to them.

14 STUDY MODEL INTRINSIC GOALS PERCEIVED BARRIERS COACH MOTIVATION RELATEDNESS SUPPORT

15 PARTICIPANTS BASKETBALL COACHES - Sample: 200 youth sport basketball coaches (28 women) - Age: 20 to 73 years (M = 44.88, SD = 9.75) - Coaching experience: 1 to 50 years (M = 11.71, SD = 9.64) - Coaching Role: 136 (68%) head coach, 60 (30%) assistant coach - Coach Training: 189 (92.2%) coaches were NCCP trained - Age Groups: Coached athletes aged Practices: Majority practice 2 times per week (75%) - Tournaments: Majority participate in 5 tournaments (60%) Developmental Coaches (Trudel & Gilbert, 2006)

16 METHODOLOGY

17 STUDY METHODOLOGY DATA COLLECTION Coaches completed a 30-minute online questionnaire. MEASURES - Coach Motivation: Adapted Work Motivation Scale (Tremblay et al., 2009). - Relatedness Support: Interpersonal Behaviours Scale (Beaudry et al., 2008). - Perceived Barriers: Coaching challenges that have been highlighted in previous research. - Coaching Goals: Goals for themselves and their players

18 STUDY METHODOLOGY COACHING GOALS - Please list any goals that you have set for yourself as a coach that deal with your own development. - Please list any goals that you have set for your team and players. These could include training, performance, development, and/or outcome goals. CODING - The extent the goals had intrinsic and extrinsic content. - Re-occurring themes were highlighted. - Three independent coders.

19 RESULTS

20 MODEL RESULTS STRUCTUAL EQUATION MODELING Intrinsic Coaching Goals.19** Coach Motivation.17.45** Coach Relatedness Support.21 Perceived Coaching Barriers -.36** X 2 (73) = 98.84, p = 0.024, CFI =.931, IFI =.937, RMSEA =.042

21 GOAL RESULTS TEAM GOAL - EXAMPLE I want my team to be better skilled, to be better team mates, to understand the sense of team - not individuals. I like to see marked improvement from the beginning of the year to the end of the year. I want to have fun at all times. COACH GOAL - EXAMPLE To learn more about the LTAD and it's implementation in a basketball skills development framework. To learn more about brain health and the impact of deliberate practice. To learn more about nutrition and hydration as it impacts the child athlete and student. To remember the child's definition of "FUN is the reason kids return to the court the next season.

22 TOTAL GOALS LISTED Player: 484 Coach: 339 GOALS LISTED BY COACH Player: 2.40 (SD = 1.5) Coach: 1.67 (SD = 1.5) GOAL RESULTS MAIN THEMES CODING RESULTS THEMES TEAM COACH EFFORT 9 0 FUN IMPROVE LEARNING POSITIVE 7 11 SKILLS RESPECT 16 8 TEAMWORK PERFORMANCE 24 1 PROVINCIALS 19 3 WIN 39 14

23 COACHING BARRIERS MOST RELEVANT CHALLENGES 1. Finding enough time to get done what is needed to be a coach. 2. Accessing coach learning opportunities. 3. Finding resources for my team. 4. Buy-in from parents. 5. Administrative/organizational skills required to be a coach. 6. Financial commitments.

24 POTENTIAL IMPLICATIONS

25 POTENTIAL IMPLICATIONS TRAINING - Could include a focus on the importance of developing intrinsic goal context for themselves and their athletes. - Could provide coaches with more tools to overcome the barriers in their coaching environment. - Could give coaches additional tools for ensuring their own psychological needs are being met while coaching. COACHING SAMPLE - Provides insight about a coaching sample that does not typically receive as much attention.

26 Deci, E. & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. In Deci, E. & Ryan, R. (Eds.). Handbook of self-determination research. Rochester, NY: University of Rochester Press. Deci, E. & Ryan, R. (2000). The 'what' and 'why' of goal pursuits: Human needs and the selfdetermination of behavior. Psychological Inquiry, 11, Deci, E. & Ryan, R. (2002). Handbook of Self-Determination Research. Rochester, NY: The University of Rochester Press. Mageau, G. & Vallerand, R. (2003). The coach-athlete relationship: a motivational model. Journal of Sports Sciences, 21, Pelletier, L., Seguin-Levesque, C., & Legault, L. (2002). Pressure From Above and Pressure from Below as Determinants of Teachers Motivation and Teaching Behaviours. Journal of Educational Psychology, 94, Sebire, S. J., Standage, M., & Vansteenkiste, M. (2009). Examining intrinsic versus extrinsic exercise goals: Cognitive, affective, and behavioral outcomes. Journal of Sport and Exercise Psychology, 31, Trudel, P. & Gilbert, W. (2006). Coaching and coach education. In Kirk, D., Macdonald, D., & O'Sullivan, M. (Eds.), (2006). The handbook of physical education (pp ). London: Sage. Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M.P. Zanna (Ed.), Advances in Experimental Social Psychology (pp ). New York: Academic Press.

27 Questions?