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coach-Athlete Relationship (bob Bowman and Michael Phelps)
Coach-Athlete Relationship: Bob Bowman and Michael Phelps
Over the years, intense focus on sports has been on the coach -- athlete relationships and their link to athlete performance. Along the intrinsic and extrinsic motivation cognitive evaluation theory, there is a hierarchical model of motivational sequence proposed in developing coaches' personal orientation for coaching. The focus culminates the context within which they operate while making their perceptions of behavior and motivation of athletes and influencing component of coaching outcomes. The paper identifies personality and social processes aimed at determining favorable coaching behaviors. This study focuses on the coach -- athlete relationship model presented by Bob Bowman and Michael Phelps whilst describing how coaches can influence the motivation of their athletes.
The Bob Bowman and Michael Phelps case shows that coaches' behaviors take the autonomy-supportive form of behaviors in providing involvement structure (Mageau & Vallerand, 2003). The implications include having beneficial impacts to needs for competence, autonomy, and relatedness of athletes. In turn, the concept nurtures athletes' self-determined extrinsic motivation types and intrinsic motivation. The coach reviews the autonomy-supportive behaviors and instruments (Slobounov, 2008). The focus also describes psychological processes upon which the coaching behaviors influence the self-determined extrinsic and intrinsic motivation for athletes. Minimal domains befit the sports of inducing interest, excitement and enjoyment among participants (Armour, 2014).
People regularly engaging in the sport are aware of the complete...
The Bob Bowman and Michael Phelps relationship emphasizes the love of the sport, and intense sensations felt while engaging in the respective activity. Besides the obvious consequences of intrinsic motivation, active engagement in sports through fun and enjoyment offers important determinants to sports performance and persistence (Beauchamp & Eys, 2014).
There are several reasons explaining the existing model for Bob Bowman and Michael Phelps. A complete coaching behavior understanding is based on the dichotomy for controlling above autonomy-supportive techniques as presented in previous models (Burg, 2008). Here, the participants articulate the interpretation of autonomy supportive and focus on identifying behavior linked to such interpersonal style. The alternative is some coaches' behaviors present athletes' self-determined extrinsic and intrinsic motivation while mediating athletes' perceptions of competence and the model suggested (Hopker & Jobson, 2013). The focus also dwells on the autonomy and relatedness perceptions. Lastly, research within various education and parenting fields offers support to the relevance of behaviors that are autonomy-supportive to motivating subordinates (such as athletes. The approach also sheds light on viable factors influencing autonomy-supportive behaviors among people (Weinberg & Gould, 2011).
The existing review integrates the literature through present motivational models for coach -- athlete clarification of the autonomy support construct. The variants underline the significance of autonomy, relatedness, and competence need to achieve self-determined extrinsic and intrinsic motivation.…
References
Armour, K. 2014. Pedagogical Cases in Physical Education and Youth Sport. New York: Routledge.
Beauchamp, M.R., & Eys, M.A. 2014. Group Dynamics in Exercise and Sports Psychology. New York: Routledge.
Burg, J.M. 2008. The Relationship Between the Quality of the Coach-athlete Relationship and Perceptions of the Motivational Climate. New York: ProQuest.
Flores, D. 2013. The Coach-athlete Relationship: A CrossFit Perspective. New York: ProQuest.
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