Creating an Optimal Climate for Athlete Achievement & Enjoyment

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1 Creating an Optimal Climate for Athlete Achievement & Enjoyment Dr James Matthews, C. Psychol., Ps.S.I UCD School of Public Health, Physiotherapy and Sports Science

2 IOC consensus statement on youth athletic development Develop healthy, capable and resilient young athletes, while attaining widespread, inclusive, sustainable and enjoyable participation and success for all levels of individual athletic achievement.

3 Two questions to answer 1. What does success mean? 2. How can you create the right climate for achievement and enjoyment?

4 An athlete s behaviour in achievement situations is a consequence of their perception of success in different contexts. Achievement Goal Theory (Nicholls, 1989; Duda & Hall, 2001; Duda, 2013)

5 Achievement Goal Theory Dispositional Factors Task-oriented Ego-oriented Situational Factors Task involving climate Ego involving climate Achievement Behaviour

6 Task Oriented Behaviour 1. Persistence 2. Optimal Effort 3. Focus on developing current skills and learning new ones 4. Self referencing 5. Choice of moderately challenging activities 6. Selection of competitive settings that allow feedback on performance 7. Do not fear failure

7 For myself, losing is not coming second. It's getting out of the water knowing you could have done better. For myself, I have won every race I've been in. Ian Thorpe, 5 Time Olympic Champion

8 Ego Oriented Behaviour Perception of high ability Selection of activities where person feels he/she will demonstrate superior performance to others When this cannot be achieved person will select goals that are either very easy or will avoid the task Drop out Don t persist Blame others (Attribution failure to external factors outside of their control) Super sensitive to criticism in front of peers Challenge coach authority

9 It s not enough to succeed; others must fail! Quote attributed to Gore Vidal

10 Desired Goal Orientation? In pairs, consider which grouping is best and why Hi task/low ego? Low task/high ego? Hi task/hi ego? Low task/low ego?

11 EGO - HIGH High Ego Low Task High Ego High Task TASK - LOW Anxiety Focus on winning Low Ego Low Task Focus on winning or what it takes to win Uses feedback constructively Low Ego High Task TASK - HIGH Disinterested Low perceived ability Low anxiety High enjoyment EGO - LOW

12 What may make high task & high ego individuals motivated and confident over the long haul is the fact that they have their strong task orientation to fall back on when their sense of normative competence is in jeopardy (Duda, 1997; Van Van Yperen et al., 2015)

13 What is a Motivational Climate? The way in which an individual in a position of authority shapes and structures an achievement setting establishes a motivational climate that conveys certain goals

14 People say you need to be hard on people, but by the time you re at that elite level you are prepared to die and the last thing you need is someone whipping you into shape. No one could have questioned my commitment to the sport, so it would seem rather ridiculous that you would need to push and bully to get the best out of me. (Victoria Pendleton, Olympic Champion)

15 It s interesting to hear so many ways to explain it: laid-back, free willy, doing whatever, We run this program with extraordinary standards in how we prepare every day, with expectations that they re going to be working their tails off every single step of every single practice. And they do that, they re in an environment where they can feel good about what they re doing. This is the result of a journey to figure out how you can create an environment where people can find their best, stay at their best, foster their best for the people around them so that everybody can join in. (Pete Carroll, Super Bowl winning Coach with the Seattle Sea Hawks)

16 How can we create the right climate?

17 Ask yourself Think TARGET Task - Are activities task or outcome focused? Authority - Do you insist or involve? Recognition - What do you reward? Grouping - How do you group players? Evaluation What do you assess? Timing Do you provide time for individuals? Applicable in practice and competition

18 If you build it, they will Keep participating Feel capable Have positive affect Be at decreased risk of burn-out Perform Duda et al, 2013; Harwood, 2015; Hodge el., 2014; Isoard-Gautheur et al., 2013

19 Two Questions to Answer 1. The meaning of success is crucial. Winning is important, but the journey of striving to win through learning, effort and persistence is more important. 2. The climate established by the coach plays a major role in terms of producing an adaptive and resilient athlete that can functional effectively in their sport, so think TARGET.

20 Selected References Bergeron MF, Mountjoy M, Armstrong N, et al. (2015). International Olympic Committee consensus statement on youth athletic development. British Journal of Sports Medicine, 49, Duda, J. L. (2013). The conceptual and empirical foundations of Empowering Coaching : Setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11(4), Duda, J.L. (2001). Achievement goal research in sport: pushing the boundaries and clarifying some misunderstandings. G.C. Roberts (Ed.), Advances in motivation in sport and exercise, Human Kinetics, Champaign: IL. Harwood, C. G., Keegan, R. J., Smith, J. M. J., & Raine, A. S. (2015). A systematic review of the intrapersonal correlates of motivational climate perceptions in sport and physical activity. Psychology of Sport and Exercise, 18, Hodge, K., Henry, G., & Smith, W. (2014). A case study of excellence in elite sport: Motivational climate in a world champion team. The Sport Psychologist, 28 (1), Isoard-Gautheur, E. Guillet-Descas, & J.L. Duda (2013). How to achieve in elite training centers without burning out. An achievement goals theory perspective. Psychology of Sport and Exercise, 14, Van Yperen, N. W., Blaga, M., & Postmes, T. (2014). A meta-analysis of self-reported achievement goals and non-self-report performance across three achievement domains (work, sports, and education). PLoS ONE, 9(4): e93594

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