The coach-athlete relationship: a motivational model

The aim of this paper is to present a motivational model of the coach-athlete relationship that describes how coaches may influence athletesʹ motivation. In line with cognitive evaluation theory (Deci and Ryan, 1980, 1985) and the hierarchical model of intrinsic and extrinsic motivation (Vallerand, 1997, 2000), a motivational sequence is proposed where coachesʹ personal orientation towards coaching, the context within which they operate, and their perceptions of their athletesʹ behaviour and motivation influence coachesʹ behaviours. Also, coachesʹ behaviours in the form of autonomy-supportive behaviours, provision of structure and involvement have a beneficial impact on athletesʹ needs for autonomy, competence and relatedness, which, in turn, nurture athletesʹ intrinsic motivation and self-determined types of extrinsic motivation. Here, we first review coachesʹ autonomy-supportive behaviours. We then describe the psychological processes through which coaching behaviours have a positive influence on athletesʹ intrinsic and self-determined extrinsic motivation. Finally, we identify social and personality processes that determine coaching behaviours.