By Robyn L. Jones:
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Additional info for An Introduction to Sports Coaching: From Science and Theory to Practice
However, it is suggested that an awareness and knowledge of the key concepts discussed will result in a deeper level of coach reﬂection and assist coaches in developing a greater understanding of how individuals learn and of the impact their coaching behaviours can have on the learning and motivation of their charges. Although it is suggested that individuals learn most effectively in a constructivist way, it is important to acknowledge that good coaching practice also draws on many aspects of behaviourist and social learning theory, particularly in the feedback and evaluation processes.
An important facet of CET is the proposal that feelings of enhanced competence will not promote intrinsic motivation unless accompanied by a sense of autonomy for the behaviours that caused that competence. Finally, while autonomy and competence have been found to be the most powerful influences on intrinsic motivation, Deci and Ryan (2000) also support the value (albeit somewhat distal by comparison) of relatedness in its maintenance. According to CET, then, to promote intrinsic motivation coaches should attempt to create an environment (1) where athletes’ feelings of competence are promoted by successful achievement of agreed athlete-controllable goals; (2) where rewards give information about competence and effort rather than being perceived as controlling behaviours (undermining autonomy); (3) where feedback is individualised and focuses on effort; and (4) where athletes are given choice, and are at least partially responsible for strategic decisions regarding training and competition.
Individual differences in the tendency to adopt these states of involvement are usually expressed as task and ego goal orientations (Spray et al. 2006). Early goal orientation research indicated that a predominant task orientation relates to selection of moderately challenging tasks, high levels of effort and persistence, intrinsic interest in the activity and sustaining or improving performance (Hodge and Petlichkoff 2000). According to Nicholls (1989), an individual’s perceived competence is central to determining his or her motivation for engaging in a task.
An Introduction to Sports Coaching: From Science and Theory to Practice by Robyn L. Jones: