Student-as-producer: reflections on a 6-week trial aimed at producing scientist-practitioners in sport coaching

Reflections on a 6-week trial aimed at producing scientist-practitioners in sport coachin

An exploration of the motivationally-relevant behaviours of coaches, parents and peers across the athletic career span.

This thesis aimed to develop an understanding of the social and environmental influences on athlete motivation, and the way these change across the athlete career span. Study 1 set out to explore the social and environmental influences of coaches, parents and peers on the motivation of young athletes (under 12 years old), at the initiation/sampling stage of their careers. Forty participants (7-11 years of age) from a variety of 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. The young athletes described motivational influences which showed consistencies with existing models of motivation, but which also expanded upon these models in terms of both the specificity of behaviours identified, and also the comprehensive nature of the findings. The influences of coaches related most strongly to the manner in which they perform their roles of instruction and assessment, whereas parents’ influences were most salient in terms of the way they support the child’s participation and learning. Both parents and coaches exerted influences through their leadership styles, affective responses and pre-performance behaviours. Peers influenced participants’ motivation through competitive behaviours, collaborative behaviours, evaluative communications and through their social relationships. This study provides an insight into the socio-environmental influences on motivation experienced by young athletes, as well as helping to delineate the different roles of social agents in influencing their motivation at this early stage of development. Study 2 qualitatively examined the motivationally relevant behaviours of key social agents in athletes at the specialising career stage. 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 specialising 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 behaviours, collaborative behaviours, evaluative communications and through their social relationships. The results were consistent with Study 1 in terms of returning an analysis based around the different roles performed by social agents in relation to the ways that athlete motivation can be influenced. Study 3 examined the socio-environmental influences of coaches, parents and peers on the motivation of elite athletes. Twenty-nine elite sport participants (15-29 years old) took part in semi-structured focus groups or interviews investigating how coaches, parents, and peers influenced their motivation. An inductive content analysis was performed using a critical realist approach. Coaches and peers were reported to be focal influences, whilst the role of parents appeared to be decreased relative to other career-stages; being limited to emotional and moral support. Themes of feedback/evaluation, and pre-performance motivating behaviours were common to all social agents, whilst the coach-athlete and peer-athlete relationships appeared to be important in mediating and directly influencing motivation. The influences of social agents related to their specific roles: instruction/leadership for coaches; whilst peer-influences revolved around collaborative and competitive behaviours and emotional support. The discussion chapter took the form of a meta-interpretive synthesis of research findings concerning social and environmental influences on athlete motivation across the career-span. From a total of 124 papers that qualified for initial consideration 45 contributed to the final analysis. This chapter presents models of motivational processes that are intended to contribute new ideas and stimulate thinking in the area. The final analysis proposes a horizontal structure relating to athletic career developments, and a vertical structure detailing general dimensions of the overall motivationally relevant social environment. From this, the relative influences of coaches, parents and peers were ideographically assessed, suggesting that the influence of peers grows over the athletic career, whilst the relative influence of parents decreases. Finally, a meteorological model is presented, with a view to facilitating the joint consideration of numerous motivationally relevant variables, reflecting the proposed complex interactivity and interdependence identified throughout this thesis. In this chapter, the term “motivational atmosphere” is proposed in order to represent the extremely broad, complex and interactive nature of the socio-environmental influences on athlete motivation. The thesis concludes with the consideration of the theoretical and applied implications of the studies conducted

From ‘motivational climate’ to ‘motivational atmosphere’: a review of research examining the social and environmental influences on athlete motivation in sport

This chapter is intended to provide a comprehensive review of the various theories of social and environmental factors that influence athletes’ motivation in sport. In order to achieve this, a short historical review is conducted of the various ways in which motivation has been studied over the past 100 years, culminating in the ‘social-cognitive’ approach that undergirds several of the current theories of motivation in sport. As an outcome of this brief review, the conceptualisation and measurement of motivation are discussed, with a focus on the manner in which motivation may be influenced by key social agents in sport, such as coaches, parents and peers. This discussion leads to a review of Deci & Ryan’s (2000) self-determination theory (SDT), which specifies that environments and contexts which support basic psychological needs (competence, relatedness and autonomy) will produce higher quality motivation than environments which frustrate of exacerbate these needs. The research establishing the ways in which key social agents can support these basic needs is then reviewed, and the review depicts a situation wherein SDT has precipitated a way of studying the socio-environmental influences on motivation that has become quite piecemeal and fragmented. Following this, the motivational climate approach (Ames, 1992) specified in achievement-goals theory (AGT – Nicholls, 1989) is also reviewed. This section reveals a body of research which is highly consistent in its methodology and findings. The following two sections reflect recent debates regarding the nature of achievement goals and the way they are conceptualised (e.g., approach-avoidance goals and social goals), and the implications of this for motivational climate research are discussed. This leads to a section reviewing the current issues and concerns in the study of social and environmental influences on athlete motivation. Finally, future research directions and ideas are proposed to facilitate, precipitate and guide further research into the social and environmental influences on athlete motivation in sport. Recent studies that have attempted to address these issues are reviewed and their contribution is assessed

The motivational atmosphere in youth sport: coach, parent, and peer influences on motivation in specializing sport participants

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 exploration of social motivational influences in determining the physical activity of 30–60 year old adults

Introduction: Adults over 60–65 years old are a group considered vulnerable to the risks of sedentary lifestyle causing decreased quality of life and poor health. Australian government figures estimate the number of over 65s will reach 8.1 million by 2056, and 11.2 million by 2101. One key opportunity to prevent sedentary lifestyles in older adults is to understand and promote motivation towards physical activity in middle-aged adults. This study qualitatively examined the motivationally relevant behaviours (‘motivational atmosphere’) of key social agents towards physical activity and sedentary lifestyles in adults between 30 and 60 years of age. Methodology: Twenty participants (32–60 years old) of varying activity levels were recruited from local workplaces and a GP referral scheme. Participants took part in semi-structured interviews to examine which social agents affected their motivation towards PA and how/why. A critical rationalist philosophy was deployed in the gathering and analysis of data. Results: Using inductive content analysis, 307 raw themes were coded into 38 categories and five higher dimensions, labelled: (1) providing information and impetus; (2) supporting progress and competence; (3) affiliation and belongingness; (4) logistical considerations; and (5) emotional support. Spouses, close family, work colleagues, GPs and the media were perceived to be highly influential social agents, with many others listed (e.g., personal trainers, local government). Whilst spouses, family and work colleagues influenced motivation through ‘leading-by-example’, ‘reminding/persuading’ and ‘support/encouragement’, GPs and the media were more likely to exert an influence by offering advice, guidance and recommendations, or in some cases ‘sounding-the-alarm-bell’. The consistency of messages from these different agents (media, health professionals, friends/family) was also noted as a key determinant of attitudes and actions. Whilst health was often central to participants’ responses, social interactions and friendships were also key reasons people gave for becoming or staying active (and for being sedentary). Further, there was preliminary evidence that the sources and types of influence changed as a function of current activity level. Conclusion: The results facilitate future interventions by suggesting specific behavioural recommendations in relation to known social agents, as well as guiding theoretical development/ refinement. The findings suggest that interventions should encompass psychological and social as-well-as health considerations, and that health professionals must understand the ‘motivational atmosphere’ of each client. Finally, the findings suggest that future research and modelling should adopt methodologies that better address the complexity inherent in the social determination of motivation

Platform for Health and Wellbeing pilot study: provision of weight management support via the workplace

Introduction: The role of the workplace as an opportunity for improving health has been highlighted in recent reports. The East Midlands Platform for Health and Wellbeing is a network of private, public and voluntary sector organisations working to improve health and reduce obesity. Member organisations commit to undertake actions to improve health and wellbeing of employees, individuals and/or communities. As part of Slimming World’s commitment, this pilot assessed the merits of providing weight management support via the workplace at two large regional employers. Methods: 278 British Gas and Nottingham University Hospitals NHS Trust employees were offered 12 weeks’ support at either a bespoke workplace group or established community-based Slimming World group. Weight change was recorded weekly. Dietary and physical activity behaviours, along with aspects of psychological health were assessed by questionnaire pre and post-programme. Results: 121 employees (meeting inclusion criteria) joined a workplace-based group and 114 a community-based group. Weight and attendance: Mean joining BMI was 32.4kg/m2. 138 (59%) participants completed the programme (attended within final 4 weeks).Behaviour changes: Participants who completed both questionnaires (n=87), reported positive changes in dietary and physical activity behaviours (all p<.001) (figure 1), and psychological health (mental wellbeing, self-worth and self-esteem, all p<0.05). There were no significant differences between worksite and community intervention groups for any outcomes. Conclusion: Providing weight management support via the workplace significantly reduced weight of participants (-3.9%). Completer analysis also revealed positive changes in healthy eating habits and activity levels, and also importantly psychological health, which may impact on working life. The Slimming World programme works effectively within both the work setting and via community-based provision when employees are recruited via the workplace

Is the web being used to speak our language?

This paper presents results from extensive surveys of the usage of Maori language on the World Wide Web(www, Web) conducted in 1998 and 2002. Issues both supportive and detrimental relating to the use and publication of indigenous languages in the WWW will be highlighted. Specifically: how is the WWW being used to articulate the Maori language

Investigating the experience of flow in European Tour golfers

Objectives: This study explored how flow (commonly known as “the zone”) is experienced in elite golf, a sport which may be different to those studied previously due to its slower paced, stop-start nature. Design: In-depth, semi-structured interviews were employed to gain rich insight into the flow experiences of these participants. Method: The participants were 10 male professional golfers (Mean age = 37) who had competed on the European Tour for, on average, 10 full seasons. Five of these had won on the European Tour and two had Ryder Cup experience. The players were asked a range of questions relating to what the experience of flow is like within golf, and the interviews lasted, on average, 53 minutes. Results: Inductive thematic analysis was employed and 14 themes describing flow emerged, of which 11 displayed similarities to Csikszentmihalyi’s dimensions. Notably, however, these golfers reported an additional awareness of being in flow as it occurred, and even attempted to maximise the experience. Two other themes did not clearly fit with the original dimensions either: altered cognitive and kinaesthetic perceptions, and feeling calm and/or relaxed during the experience. Finally, the participants also perceived that they could observe others in flow, e.g., through changes in behaviour. Conclusions: These findings suggest possible revisions to the existing framework to more clearly describe the flow experience within elite golf and possibly other sporting contexts. The seemingly observable nature of flow may also be useful for researchers and, for example, within coaching

The importance of parents and teachers as stakeholders in school-based healthy eating programs

Schools have a crucial role for promoting and establishing healthy behaviors early in the life-course. In recent years, a substantial effort and resources have been invested in attempts to change the 'food culture' in schools in westernized societies. Large school-based programs which promote healthy eating often utilize an ecological model for instigating behavior change amongst school children. An ecological model is a set of comprehensive intervention strategies that target a multitude of factors which influence the eating practices of children in the school setting. The cultural issues that necessitate these healthy eating programs mean that interventions are not without challenges to their application and effectiveness particularly as they rely on collaboration between stakeholders: teachers, parents, public health practitioners, policy makers and more. The stakeholder input and relations are key parts of planning, implementing and evaluating complex health promotion and education programs in schools. This commentary will outline the importance of considering both teachers and parents as influencing agents or 'enablers' in the process of creating change in this context. Parental perceptions and teachers’ insights are critical for underpinning intervention feasibility, acceptability and performance. Their perceptions and understandings can provide ground-level and highly applicable expertise and importantly motivate children in the school environment. The philosophical principles behind parent and teacher integration into formal program evaluation are discussed, providing a theoretical basis for program evaluation. Recommendations are made for policy makers, researchers and professional evaluation experts’ to consider and integrate these stakeholders in future programs