Coaching Behaviors and Athlete Motivation: Female Softball Athletes’ Perspectives

Abstract Perspectives of female collegiate softball athletes (n = 41) attending universities (n = 25) in the United States classified as National Collegiate Athletic Association (NCAA) Division I teams, were examined in this study. Using Self-determination theory (SDT; Ryan & Deci, 2000) as a guide, structured interviews were conducted to assess athletes’ perspectives of head coach behaviors that influenced competence and motivation. Content analysis followed existential phenomenological interpretation methods and revealed three primary themes that influenced motivation: athletes’ perceived competence, coach-related factors (e.g., behaviors, strategies), and coach-athlete communication. Athletes acknowledge the head coach was a major influence on perceptions of competence. Perceptions of coach-athlete communication (including verbal communication) were the greatest influence on athlete motivation. Athletes were more motivated to perform when the head coach’s communication was clear and direct. Athletes’ motivation was most negatively influenced when the coach avoided communication or ignored athletes after a performance attempt. These findings are further explored as they relate to coaching interventions.