The Personality Theory in Coaching - The Most Significant Psychological Theories for Motivating Athletes to Peak Performance

I generally come out as either ISTJ - Inspector or INTJ - Mastermind.
Scary, isn't it? It helps to know a little bit about your own personality.

Some interesting information for coaches who want to motivate their athletes to peak performance. And who doesn't want that? It leads to W's, right? But sometimes I think as coaches, some believe that we either have this innate quality of leadership or we don't and we can't really improve much in this area.

If we don't feel we can personally motivate, we fall back on "Well, players ought to be able to motivate themselves". And that is true to an extent, but if you can't try to get better and work on your own weaknesses as a coach, how can you ask players to do the same? And the first step is to know what your weaknesses are or may be. Acknowledgement is a healthy part of the process of improving.

Similar to players, you have to learn your own strength and weaknesses, apply your own unique style to enhance your weaknesses, play to your strengths and then improve from there.

Some use the carrot, some use the stick. The really good ones probably alternate the use of both the carrot and the stick.

Good stuff.


The Personality Theory in CoachingThe Most Significant Psychological Theories for Motivating Athletes to Peak Performance:

The interaction between psychology and sport can be a very viable thing. Through the application of fundamentals and scientific theory, psychologists and coaches can motivate athletes into achieving the peak potential not only in their sport, but in other facets of their competitive lives, such as self-confidence, a strong work ethic, perseverance, and the subordination of egos and individual agendas to team goals.

     At the same time, coaches have to know when they reach the point of diminishing returns in their effort to maximize performance through the traditional exercise physiology. Most coaches subscribe to the same kind of strength and conditioning regimens, nutrition, skill development, game preparation and competitive strategy.

 Though we may not have as yet learned how to maximize our athlete’s physical development, we are fast approaching it. The next step in the growth potential will probably be achieved through the maximal application of psychological theory.

     Coaches who are bold enough to accept this premise and work at it may very well wind up with a huge competitive advantage.

     A pilot study with the St. Joseph’s University (PA) basketball team produced a feedback loop in the form of a statistical ranking of each player after every league game (Barker, 2001). The ambiguity of the roles, team hierarchy, and playing time were eliminated through this objective, quantifiable reporting system, and it was no accident that the team’s league record improved from 7-9 to 14-2.

Coaches have the opportunity to bond with their insecure athletes by responding with empathy to player problems on and off the court-making sure to be generous in bestowing pats on the back and high fives for positive efforts. It may appear simple minded, but it works. The coach should always be looking for ways to strengthen the psyches of his athletes and to identify himself as a "source of strength, care and calmness to the players (McAdam, 2001)." These are key ingredients in the ideal coach-player relationship. Coaches who invest time in cultivating trust and a secure bond with their players will be in a position to help every athlete achieve his full potential. The psychological challenge has been to identify the components needed for a positive player-coach relationship and to understand how to develop and maintain them for the mutual benefit of all team members.

How can coaches ensure positive outcomes on a more frequent basis? By providing a reward after each performance of the desired behavior.

     Where does punishment fit into this method of learning? According to Skinner, "punishing a response merely alters the person to what should not be done while providing an example of a constructive alternative. Punishment is generally a rather weak form of behavioral control (McAdam, 2001)."

     The coaching staff must assume responsibility for deciding what behaviors will be reinforced, what behaviors will be punished, and what behaviors will be ignored.

     Coaches have the opportunity to redefine the reward structure by eliminating all entitlements. Coaches who promise players a place on the team, or a certain amount of playing time, or a starting position should begin drafting their letter of resignation. They will have no rewards left for positive reinforcement.

     Only punishment will be left as a means of shaping behavior. Since the athlete has been given everything, the only way to change the environment and get his attention is by taking something away.

     Coaches must clearly define their expectations with regard to such basics behaviors as arriving on time for practice, working hard every day, and showing respect for others.

     Athletes who do these things will be given opportunity to make the team, practice every day, play in the next game and participate with the team throughout the season.

     Negative or undesirable behavior will be penalized by seating the offender on the end of the bench and having him watch rather than play the game. ("When you are ready to play, let us know.")

     Coaches have to understand, however, that anytime a player feels that he is never going to complimented for anything, he isn’t going to expect any positive reinforcement from the coach or value any of the feed back he gets from him.

     Truism: The simplest and perhaps most effective motivational tool (praise) won’t work unless it is consistently applied and there is a positive relationship between coach and player.

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