A retrospective investigation of the perceived influence of coaches, parents and peers on talented football players’ motivation during development (original) (raw)
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Motivational Climate in Youth Football Players
Behavioral Sciences, 2018
(1) Background: In recent decades, the psychology of sport has gained special relevance in this field, due to the influence of psychological variables on sports performance and the regularity of sports practice. The aim of this research is to analyse the motivational climate of footballers. (2) Methods: This study uses a descriptive cross-sectional design on a sample of 156 adolescent football players, using an ad-hoc questionnaire for the recording of socio-demographic variables and the PMCSQ-2 questionnaire on motivational climate in sport. (3) Results: The results of the present investigation indicate that footballers are more oriented towards task than ego, sportsmen who compete in Honor Division being the those who are more oriented towards ego and those of National Division being more oriented towards task. (4) Conclusions: The main conclusion of this research is those who are the motivational climate is related to the division in which the players compete.
Developmental Contexts and Features of Elite Academy Football Players: Coach and Player Perspectives
International Journal of Sports Science & Coaching, 2014
Player profiling can reap many benefits; through reflective coach-athlete dialogue that produces a profile the athlete has a raised awareness of their own development, while the coach has an opportunity to understand the athlete's viewpoint. In this study, we explored how coaches and players perceived the development features of an elite academy footballer and the contexts in which these features are revealed, in order to develop a player profile to be used for mentoring players. Using a Delphi polling technique, coaches and players experienced a number of ‘rounds’ of expressing their opinions regarding player development contexts and features, ultimately reduced into a consensus. Players and coaches had differing priorities on the key contexts of player development. These contexts, when they reflect the consensus between players and coaches were heavily dominated by ability within the game and training. Personal, social, school, and lifestyle contexts featured less prominently....
This study is about understanding the motivational aspects as to why children of this age play football and how these motivational aspects may impact on the player’s participation and development. The main purpose of the study is to help player development and participation in football, the study attempts to identify new theories and ideas in and around the topic of motivation related to players of this age playing football whilst also looking at current theory’s and comparing findings from the primary and secondary research. The initial hypothesis was that the coach has a strong influence on many of the motivational factors, and other factors such as enjoyment, audience and competition would be important parts of motivation, development and participation. The initial phase was to generate an understanding of motivation, development and participation, this was done through secondary research by reading and analysing literature, with some key themes emerging being environment, setting goals and competition, these initial findings helped to form questions for the interviews. The second phase was to do primary research by interviewing coaches in a semi-structured way, the findings from the interviews agreed with most of the literature, whilst also generated some new ideas and theories. The final main phase was to compare the findings from both the primary and secondary research, highlight key themes and ideas and generate conclusions, the study found that many different motivational aspects affect the players motivation which ultimately decided if the player plays football or not, but some important motivational aspects were generated which included enjoyment, competition and environment. The study also found that the coach has a strong influence on many different motivational factors, thereby making the coach an important part to motivating the player, whilst also affecting the player’s development and participation. The main recommendations from this study are to focus on only a few motivational aspects as then a more detailed/deeper research could be done, which could generate more valuable and important theories, the study could interview more coaches and interview parents as this could help the accuracy of the results whilst generating new ideas.
Elite and non-elite male footballers differ in goal orientation and perceptions of parental climate
2011
This study examined whether elite and non-elite adolescent football players differ in goal orientation and perceptions of the motivational climate created by their parents. A total of 69 players recruited from a football academy (elite) and 49 players participating in recreational football (non-elite) completed measures assessing goal orientation and parent-initiated motivational climate. Compared to non-elite, elite players were significantly higher in task orientation, and had higher perceptions that their mother valued a motivational climate that emphasized learning and enjoyment, and lower perceptions that both parents created a climate in which success without effort was valued. The findings suggest that task orientation and a perceived parental environment that values effort and learning may facilitate high levels of sport achievement.
Identifying factors perceived to influence the development of elite youth football academy players
2012
Based on the developmental theory presented by Gagné (2009), we examined the factors perceived to influence the development of elite youth football players at a critical stage in their progression to the professional level. Transcribed interviews with ten expert development coaches were inductively and deductively content analysed. Conceptualisation of the data revealed six interrelated higher-order categories that represented the factors perceived to either positively or negatively influence player development. These were: awareness (e.g. self-awareness, awareness of others); resilience (e.g. coping with setbacks, optimistic attitude); goal-directed attributes (e.g. passion, professional attitude); intelligence (e.g. sport intelligence, emotional competence); sport-specific attributes (e.g. coachability, competitiveness); and environmental factors (e.g. significant others, culture of game). In this investigation, awareness emerged as a fundamental and mediating element for understanding how young players are able to transition to the professional level. Collectively, the findings underline the multidimensional nature of talent development and suggest that an intricate combination of stage-specific factors must manifest for gifted young players to translate their potential into excellence. Mechanisms by which academies could be helped to shape the characteristics and conditions associated with effective development are discussed.
How Coaches, Parents, and Peers Influence Motivation in Sport
Frontiers for Young Minds
When you practice and compete in sport, there are other people involved who support you in some way: coaches, parents, friends, and opponents. These people can influence how you feel about playing sport, through their actions, reactions, emotional expressions, and language. Our motivation in sport is not as simple as “more-v-less,” but rather we experience a whole range of motivating/demotivating factors at the same time. Some motivators seem to feel natural and come from within us, while others seem to come from outside ourselves—like prizes, punishments, and peer pressure. We can be motivated toward an activity (“I want to do that!”), or away from it (“I do not want to do that!”). We can define success and failure in various ways, too. For example, we can compare ourselves to others (“Did I win?” “How did I rank?”), or we can strive for learning and improvement (“I finally did it, it worked!”). The motivational climate in sport refers to the way people around you influence these a...
Abstract This study presents a new, integrative model of sports talent. Following the theoretical part of the study a football-talent research is presented, in which a theoretical framework is provided by this new theory of sports talent. This research examines the role of psychological factors in football talent development. The sample was N=425 football-players of the First Division Men’s Junior and Adolescent Football Championships of the Hungarian Football League, and their coaches (N=21). The applied instruments were: Sporting Background Questionnaire, The Tennessee Self-Concept Scale (TSCS – Hungarian version), Psychological Immune Competence Inventory (PICI), Athletic Coping Skills Inventory (ACSI), Advanced Progressive Matrices (APM), Co-Player Questionnaire, and Coach Questionnaire. As a result, significant differences were found between talented and control groups in the case of 27 variables out of 48 (6 scales of the SBQ, 5 scales of the ACSI-28, 9 scales of the PISI, 5 subscales and the Total self-concept scale of the TSCS, and in APM). More talented players showed more favourable values in each of the 27 intra-, and interpersonal dimensions. According to our results, the development of psychological factors (e.g. concentration, lack of anxiety, self-confidence, coping skills, and social skills) within an integrative approach can enhance personal efficiency in developing football giftedness. Key words football, talent, giftedness, sport psychology
2019
This thesis aimed to extend knowledge of the perceived motivationally-relevant influences of coaches, parents and peers during athlete development in sport. In doing so this thesis addressed existing limitations in research to date exploring social agent motivationally-relevant influences. The thesis employed a mixed-methods methodology, whereby the findings from all studies contributed to answering the thesis’ aims. Study 1 retrospectively explored perceptions of coach, parent and peer motivational influence across athlete development. Four investment stage football players (M age = 18.5 years, SD = 0.6) with an average of 13 (SD = 1.4) years footballing experience, and four of their parents, were interviewed to investigate their perceptions of coach, parent and peer motivationally-relevant influence during the athletes’ sampling, specialising and investment stages of development. Inductive analysis of the interview transcripts identified five categories of perceived social agent m...
Psychology of Sport and Exercise, 2009
Objectives: The objectives of this research were a) to explore the applicability of 'motivational climate' research to early-career athletes under the age of twelve, b) to re-examine the concept of 'motivational climate' in the light of recent scientific developments, and c) to concurrently study the influences of coaches, parents and peers on athletic motivation. Design and Method: Using a qualitative design, 40 participants (7-11 years of age) from various sports were interviewed in focus groups, using a semi-structured format to investigate the roles played by coaches, parents, and peers in influencing athlete motivation. An inductive content analysis was conducted to determine which behaviours among these social agents influenced key motivational outcomes.
Journal of Sports Sciences, 2019
This mixed-longitudinal prospective study examined the development of psychological characteristics of developing excellence in relation to the career progression of elite youth football players. In a 20-month period, 111 academy football players aged 11-16 completed the Psychological Characteristics of Developing Excellence Questionnaire (PCDEQ) on 1-5 occasions. This combination of single and repeated assessments resulted in a mixedlongitudinal sample of 226 completed PCDEQs. Players were then prospectively tracked, and their scholarship status assessed at follow-up, at age U17. Multilevel modelling revealed that coping with performance and developmental pressures scores increased with age, and that Category 1-2 academy scholars (4.35 ± 0.61) scored higher than Category 3-4 academy scholars (3.99 ± 0.67) and non-scholars (4.02 ± 0.78) (p<.05). Evaluating performances and working on weaknesses scores increased with age for Category 1-2 academy scholars (U12-U14 vs. U15-U16 = 5.16 ± 0.48 vs. 5.38 ± 0.45), compared to non-scholars (U12-U14 vs. U15-U16 = 5.11 ± 0.59 vs. 5.03 ± 0.71) (p<.05). Imagery use during practice and competition scores decreased with age (U12-U14 vs. U15-U16 = 4.45 ± 0.66 vs. 4.29 ± 0.70) (p<.05). A blend of PCDEs may facilitate optimal career progression. Football academies should develop players' PCDEs, with a particular focus on developing their coping skills and their ability to realistically evaluate performances and work on weaknesses.