The Motivational Atmosphere in Youth Sport: Coach, Parent, and Peer Influences on Motivation in Specializing Sport Participants

Abstract

This study qualitatively examined the motivationally relevant behaviors of key social agents in specializing sport participants. Seventy-nine participants (9-18 years old) from 26 sports participated in semi-structured focus-groups investigating how coaches, parents, and peers may influence motivation. Using a critical-realist perspective, an inductive content-analysis indicated that specializing athletes perceived a multitude of motivationally-relevant social cues. Coaches' and parents' influences were related to their specific roles: instruction/assessment for coaches, support-and-facilitation for parents. Peers influenced motivation through competitive behaviors, collaborative behaviors, evaluative communications and through their social relationships. The results help to delineate different roles for social agents in influencing athletes' motivation.

A qualitative synthesis of research into social motivational influences across the athletic career span

“…Coaches were sometimes cited as exhibiting and conveying passion and energy (e.g. Keegan et al 2010b, in press), while peers (opponents and team-mates) were noted by the investment athletes to engage in mind games and 'psych-outs' (Keegan et al in press).…”

“…Conroy and Coatsworth 2007b), tolerant reactions and negative reactions (e.g. Vazou et al 2005, Keegan 2010b, with athletes also referring to 'emotional intensity' of the protagonist, as well as the 'emotional range' of the coach -reflecting the ability to be calm, passionate, or measured in relation to the moment and situational demands (Keegan et al in press).…”

“…This climate contained references to: (1) evaluation criteria -the ways in which athletes believe/ infer that they are being assessed (normative, mastery, effort/attitude, fault-findinge.g. Keegan et al 2009Keegan et al , 2010b); (2) verbal feedback (e.g. Beltman and Volet 2007, Gould et al 2008, Holt et al 2009) -the relatively explicit evaluative communications of coaches, parents and peers, including criticism and praise and also referring to considerations such as timing, publicity (public vs. private); and (3) behavioural reinforcement (e.g.…”

“…Vazou et al 2005, Garcia Bengoechea and Strean 2007, McCarthy and Jones 2007, Keegan et al 2009, 2010b have suggested a complex interactivity between motivationally relevant behaviours and their impact on athletes' motivation. The influence of all motivationally relevant behaviours from key social agents were argued to be moderated by other factors such as: (1) the behaviours immediately preceding the event; (2) co-occurring behavioursthat is, 'it's not what you said, it's the way (or moment, or place) you said it'; (3) the consistency of the behaviour in relation to the person concerned and in comparison to others; (4) the relationship between the athlete and protagonist; and (5) other contextual or environmental variables (e.g.…”

Materiales y recursos didácticos contra la discriminación y la exclusión en el deporte en edad escolar

“…Profesorado de educación física (EF), entrenadores/as, familias y organizadores de eventos deportivos se presentan como los principales actores en la planificación y ejecución del deporte en edad escolar (Boixadós, Valiente, Mimbrero, Torregrosa, y Cruz, 1998;Coakley, 2006;Keegan, Spray, Harwood y Lavallee, 2010). En este sentido, los comportamientos, actitudes y valores presentes en las canchas de juego y equipos hacen que la experiencia deportiva de los alumnos sea positiva, educativa y formativa o por el contrario aparezcan conductas menos edificantes y reprobables (Leo, Sánchez, Sánchez, Amado, y García-Calvo, 2009).…”