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Athletes Motivational Climate

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Does Institutional Faith Affect the Motivational Climate of an Intercollegiate Student-Athlete? Bethany M. Brun Mercyhurst University OL 530 Organizational Communication Abstract The intercollegiate student-athlete is influenced by many different factors throughout his or her college career. One of those factors is his or her motivational climate. While an athlete can be intrinsically or extrinsically motivated, understanding which climate will be most effective is crucial for both athletes (e.g. to choose the best institution at which to compete) and coaches (e.g. to generate a climate that encourages athletes to perform to their potential). Research suggests that faith plays a role in the life of the intercollegiate athlete, …show more content…

First, both intrinsic and extrinsic motivational factors are pivotal to achieving optimal performance (i.e. athletic performance) as being self-motivated and self-driven is highly associated with high intrinsic motivation and high achievement. Second, there are psychological outcomes, such as feelings of guilt, pleasure, success, or failure, as well as stress, which can result from one’s motivational orientation. Third, it can be argued that one’s perceived locus of causality is influenced by both internal factors (i.e., personality) and external factors (i.e., social, contextual), which affects one’s performance motivation. Understanding the complex elements of an athlete’s motivation allows for an institution to 1) accommodate the greatest number of athletes’ motivational styles, 2) educate coaches on how to provide the most effective motivational climate, and 3) properly inform athletes so they are able to choose the best fit for him or her. This begs the question, however: When an athlete finally decides upon an institution, will a RPI affect the athlete’s motivation orientation to …show more content…

J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475. Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. Faith. (n.d.). In Oxford English Dictionary. Retrieved from http://dictionary.oed.com Gagne, M. (2003). Autonomy support and need satisfaction in the motivation and well-being of gymnasts. Journal of Applied Sport Psychology, 15(4), 372-390. doi:10.1080/714044203 Gano-Overway, L., Guivernau, M., Magyar, T., Waldron, J., & Ewing, M. (2005). Achievement goal perspectives, perceptions of the motivational climate, and sportspersonship: Individual and team effects. Psychology of Sport & Exercise, 6(2), 215-232. doi:10.1016/j.psychsport.2003.11.001 Gillet, N., Vallerand, R., Amoura, S., & Baldes, B. (2010). Influence of coaches ' autonomy support on athletes ' motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. Psychology of Sport & Exercise, 11(2), 155-161. doi:10.1016/j.psychsport.2009.10.004 Mageau, G., & Vallerand, R. (2003). The coach-athlete relationship: a motivational model. Journal of Sports Sciences, 21(11),

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Retrieved September 15, 2011, from Sideline Chatter: http://gpsathletics.blogspot.com/2010/03/benefits-of-being-student-athlete.html Cheung, G. (2002). Life as a Student Athlete. Retrieved September 15, 2011, from ecclectica: http://www.eccelectica.ca/issues/2002/3/cheung.asp Fuentes, H. (n.d.). Being an athlete. Retrieved September 15, 2011, from Sun Star: http://www.sunstar.com.ph.baguio/opinion/fuentes-being-athelte Wilson, G. (2000).

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Despite this contention, only 2.8% of these players individually consulted a sport psychologist, while only 29.6% perceived their own ability to be psychologically well prepared for competitions as very good. These results suggest a definite need for sport psychological services (67.5% of the players indicated a great need or need for psychological skills training sessions), as it could hold value for performance improvement within the sport. The introduction to sport psychological skills training at the junior and sub-elite levels of sport primarily falls within the responsibility of the coach (Gould et a]., 1999). Within the South African context, however, 84% of teachers who coach at the secondary school level have not received any training in sport psychology (Le Roux & Pienaar, 2001), resulting in players who do not possess sound foundational skills required for optimal performance. In addition to this problem, no information exists on the sport psychological skills of junior rugby players in South Africa.

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