Group 1 - What are the key points that were presented in the article?

- Affected by intrinsic and extrinsic motivation.

- Coaches' behaviours in the form of autonomy- supportive behaviours, provision of structure

and involvement have a beneficial impact on athletes' needs for autonomy, competence and

relatedness, which, in turn, nurture athletes' intrinsic motivation and self-determined types of extrinsic motivation.

- The importance of both intrinsic motivation and self-determined extrinsic motivation has been emphasised by sport psychologists (McAuley & Tammen, 1989; Goudas et al, 1995; Vallerand, 2001).

- Although many factors may impact athletes' intrinsic and self-determined extrinsic motivation, the coach-athlete relationship is one of the most important influences on athletes' motivation and subsequent performance.

- Intrinsic motivation refers to doing an activity for the pleasure and satisfaction derived from engaging in the activity (Lepper et al, 1973; Deci, 1975; Deci & Ryan, 1985).

- Because the activity is pleasant, intrinsically motivated athletes will engage in sport with a strong sense of volition.

- In contrast, extrinsic motivation implies that athletes engage in their sport not out of pleasure but for external outcomes that will result from activity participation (Deci & Ryan, 1980,1985).

How might these findings impact on your own coaching?

- Rachel- Using Q&A and feedback in sessions will help to create a successful coach-athlete relationship.

-Tom C- During my coaching sessions I use both  intrinsic and extrinsic and extrinsic  methods to motivate my players as well as providing feedback to improve there understanding.  

Athlete's behavior and motivation

-Influence on the coaches behavior comes from the athletes behavior and motivations. 

-"Each influence one another" (Jowett and Ntoumanis, 2001)

-Coaches do not treat (behave) the same way with all athletes. They react to each athletes perceived and actual motivations and behaviors. 

-"Athletes individual differences have an impact on coaches behaviors. Some are harder to deal with. Results showed that coaches expectations about athletes performance, independent of athletes actual potential, are sufficient to lead coaches to behave differently." (Horn, 1984).

-Also, athletes might become so preoccupied with their coaches opinion that they will be distracted from the task. Distraction and lack of motivation may lead to athletes performing badly. 

-Non-self-determined extrinsic motivation is when the athlete is put under pressure and feels obliged to take part in the activity by an external source, maybe a coach.

-These types of self-determined extrinsic motivation determines the performance and persistence of a athlete.

Group 2 -What are the key factors that impact on effective coach-athlete relationships?

The behaviors of both the coach and the athlete. They need to find a way to co-operate in order to build a strong relationship that might lead to the progression of the athlete. 

Give a specific example for each factor

After a round of a boxing match and the athlete needs to trust in the coaches advice when in his corner. (Joe Y)

Group 3 -Explain the key points that were raised in the article by Jowett

Relations that can impact on performance:

coach - parent

athlete - athlete

athlete - partner

coach - athlete - particularly crucial (Jowett & Cockerill 2002, Lyle 1999)

This is the foundation of coaching and has been recognized by official sport organisations such as Sports Coach UK.

- Working with children, 1998, Protecting children 1998, state the relationship is built on commitment, cooperation, communication, bonds, respect, friendship, power, dependence, dislike and distrust.

- UK Sport (the UK vision of coaching) stated "by 2012 the practice of coaching in the UK will be elevated to a profession acknowledged as central to the development of sport and the fulfillment of individual potential."

- Effective relationships include basic ingredients such as emphatic understanding, honesty, support, liking, acceptance, responsiveness, friendliness, cooperation, caring, respect and positive regard. - Jowett & Cockerill 2003, Jowett & Meek 2000.

How can this theory apply to coaching in practice?

Gain a good relationship with the athlete to maximize results and performance. (Danny Whincup)