Why do you coach?
Issue: Volume 31 Number 1
Taking the time to reflect on why it is we coach is beneficial — not only for personal growth but also in creating an awareness of changes in our motivation. Motivation (why we do what we do) affects our behaviour (what it is we do). Therefore changes in our motivation can be reflected in our behaviours and also our wellbeing.
The sports psychology literature contains many recommendations regarding the types of coach behaviour conducive to positive athlete experience, perception and performance. Therefore influencing coach behaviour is critical in the optimisation of the athlete learning environment.
Research suggests that coaching for intrinsic reasons (love, joy, passion) is associated with better outcomes. These outcomes include the health and wellbeing of the coach, and improved coach–athlete relationships, athlete motivation, satisfaction and performance.
Some aspects of coaching, however, are not always intrinsically interesting or motivating, and this can influence motivation. For example, when winning or approval becomes the primary reason for coaching, this can have detrimental affects on both coaches and athletes alike.
Moreover, burnout and turnover among professionals is linked to a lack of motivation. The ability to regularly monitor changes in the quality of motivation may be important in the prevention of poor performance outcomes within elite sport. Therefore being aware of changes in our motivation, particularly regarding a lack of interest, hopelessness or loss of desire to coach, can assist in early detection of a lack of motivation and the negative consequences, such as burnout, that accompany it.
McLean, Mallett and Newcombe (2008) conducted a study of coaches from a range of sports and competition levels and looked at common reasons for coaching. While coaches had different priorities depending on the performance level of their athletes, it appeared that even in high performance sport contexts, the detrimental affects of being driven by external factors (such as competition success or peer admiration) were not as apparent if paired with an intrinsic love for their chosen sport and coaching.
Given the positive outcomes associated with a self-determined or intrinsic motivation, promoting adaptive forms of motivation among coaches and administrators could benefit the coaching approach, and also have implications for decreasing rates of burnout and enhancing coach wellbeing and enjoyment.
Three psychological needs have been identified as important in fostering greater intrinsic motivation for an activity. To what degree do you feel these needs are satisfied by your coaching:
- the need for autonomy (the desire to feel that your actions emanate from your own choice)
- the need for competence (the desire to be good at the activity)
- the need for relatedness (the desire to be connected to similar others)?
Those who feel that they are coaching because they want to, are good at it, and feel coaching allows them to continue relationships within their sport and with their athletes, display more intrinsic motivation for coaching and will coach with a more autonomy-supportive style.
Therefore being aware of why you coach your sport is an important part of reflective practice. Coach motivation plays a crucial role in the facilitation of a healthy coaching environment, both physically and psychologically. Working in an environment that supports your needs will help you get the best out of yourself as well as your athletes.
Why do you coach?
References
Mageau, GA and Vallerand, RJ 2003, ‘The coach–athlete relationship: a motivational model’, Journal of Sports Sciences, 21, pp. 883–904.
McLean, KN, Mallett, CJ and Newcombe, P 2008, ‘An understanding of coaches‘ motivation using self-determination theory’, paper presented at the AIESEP 2008 World Congress, Sapporo, Japan.
Treasure, DC, Lemyre, P, Kuczka, KK and Standage, M 2007, ’Motivation in elite-level sport’, in MS Hagger and NLD Chatzisarantis (eds), Intrinsic Motivation and Self-determination in Exercise and Sport, Human Kinetics, Champaign, Illinois, pp. 153–64.
