Abstract

The aim of this paper is to present a motivational model of the coach–athlete relationship that describes how coaches may influence athletes ’ motivation. In line with cognitive evaluation theory (Deci and Ryan, 1980, 1985) and the hierarchical model of intrinsic and extrinsic motivation (Vallerand, 1997, 2000), a motivational sequence is proposed where coaches ’ personal orientation towards coaching, the context within which they operate, and their perceptions of their athletes ’ behaviour and motivation influence coaches ’ behaviours. Also, 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. Here, we first review coaches’ autonomy-supportive behaviours. We then describe the psychological processes through which coaching behaviours have a positive influence on athletes ’ intrinsic and self-determined extrinsic motivation. Finally, we identify social and personality processes that determine coaching behaviours.