The Relationship Among Perceived Coaching Behaviors, Perceptions of Ability, and Motivation In Competitive Age-Group Swimmers

TLDR

The study examined how perceived coaching behaviors relate to swimmers’ perceptions of ability and motivation, guided by Barter’s competence motivation theory. A survey of 312 male and female age‑group swimmers collected self‑reported data on coaching behaviors, perceived ability, and motivation. Results showed that coaching feedback—especially frequent information after successes and combined encouragement with feedback after failures—was positively associated with swimmers’ perceived success, competence, enjoyment, and preference for challenging activities, with the strength of these relationships varying by gender and age group.

Abstract

Based on Barter's competence motivation theory, this study examined the relationships between perceived coaching behaviors and (a) perceptions of ability and (b) motivation in competitive age-group swimmers. Male and female athletes ( N= 312) assessed their coaches' behaviors and their own ability and motivation using self-report measures. Multivariate analyses indicated that significant relationships were found for males, females, 12–14-year-olds, and 15-18-year-olds. Variables contributing most importantly to the relationships differed depending upon gender and age group. In general, coaches who were perceived as giving more frequent information following desirable performances, and more frequent encouragement combined with information following undesirable performances, were associated with athletes who perceived higher levels of success, competence, enjoyment, and preference for optimally challenging activities. These results indicate that young athletes' self-perceptions and motivation are significantly related to the quantity and quality of coaching feedback they receive for performance successes and errors.