Competence Motivation Theory

“Coaching is the purposeful improvement of competition sports performance, achieved through a planned programme of preparation and competition.” (Lyle, 1999). “Motivation is the direction and intensity of effort.” (Weinberg & Gould, 2003). In order to create a psychological coaching manual, one must understand the needs of the specific group of athletes. I have chosen to design a manual to provide a valuable insight into the various motives of judo players (judokas). I will attempt to enhance the motivational climate for judo, basing my manual on Harter’s Competence Motivation Theory, 1978. For research, I will interview players to discover their personal motives, trying to appeal to each motive when creating my manual. Firstly,

De Knop, Theeboom & Weiss carried out a survey on motivational climate in the classroom. Results of this survey found that teachers’ strategies significantly affected the motivational climate in the classroom. The survey also found that students in the mastery orientated classroom became more positive and intrinsically motivated that those who were in the control classroom. Although this study focuses on academic learning, the results can be applied to youth sport because, as stated by Ames (1992), education and sport share many structural features. “Both environments are characterised by adult-defined authority and reward structures. Also, they are both based on ability grouping, normative and social comparisons, and public individual performance.” (De Knop, Theeboom & Weiss, 1995). Harter’s Competence Motivation Theory suggests that provision of reinforcement and positive feedback lead to a heightened sense of self-confidence and perceived competence. This, in turn, leads to greater enjoyment and greater effort in one’s participation in sport. The underlying principle illustrates that high feelings of competence and control lead to enhanced performance and increased motivation. As one attempts a technique, completing the action successfully attributes positively to high competence motivation. In return, one exerts more effort into their participation. Hence, I have chosen to base my coaching manual on Harter’s Competence Motivation Theory, 1978, due to the focus on positive reinforcement afforded to athletes. ADD FROM BOOK FROM