Sports Coaching Psychology Guide Breaks Down Key Concepts

Foundation Degree in Sports Coaching
Web Guide
Psychology – Belonging and Influencing – SPE001-2
Carl Page (1008889)
University of Bedfordshire
Mr. M Lambert

Contents
Introduction..................................................................................................................................2
Self-Confidence/Efficacy .............................................................................................................2
Motivation ....................................................................................................................................3
Attributions and Attitudes ............................................................................................................5
Interpersonal Skills ......................................................................................................................6
Emotional Intelligence .................................................................................................................7
Conclusion...................................................................................................................................8
References ..................................................................................................................................9
Introduction
This webfolio will include information on psychological theories and concepts which
are relevant to sport. The connections involving the application of self-confidence/
efficacy, motivation and interpersonal skills these which shall be applied
to sports coaching through giving relevant examples on how it will affect future
practice as fitness or coaching practitioner.
Self-Confidence/Efficacy
Research discovered that there is a relationship between performance and self-confidence,
as poor performances are proven through a shortage of self-confidence
and with great performances with a solid self-confidence (Bund, 2003). However
self-esteem and self-efficacy, (Jarvis, 2005) identifies these two usually are muddled
terms which vary slightly. Whereas Frank, (2010) refers to situation-specific self-confidence
as “self-efficacy” which is the strength of a participants belief that they
can successfully perform a given activity. Sports coaches can teach participants self-talk
to either increase intensity level or use relaxation techniques to decrease to the
required intensity.
Further backed up Cohn, (2006) suggests ideally a participant needs both high self-confidence
in their abilities and self-esteem, such as a participant could have self-
Carl Page (1008889) Page 2 Foundation Degree in Sports Coaching

confidence, but not self-esteem and vice versa. Also Mackenzie, (2008) reveals the
following six elements; this is shown in Figure 1 model of self-confidence (Peak
Performance Sporting Excellence, 2012). Subsequently as a sports practitioner I
need to continually motivate and remove any distractions from participants which
help them to gain confidence and lower their self-doubts.
Figure 1: Model of self-confidence (adapted from Feltz, 1984)
This increases motivation and will aid in the teams communication levels and
cohesion between each other. The reasons for participating in any exercise can be
intrinsic; nonetheless specific one’s selection of positive results would develop
(Vallerand & Losier, 1999). For instance a golfer reaches their putt on the previous
three holes; hereafter their confidence that they are capable of making the next putt
is amplified.
Motivation
Florida International University, (2012) advises intrinsic motivation is the internal
desires to perform a particular task, whereas extrinsic motivation is the factors
external to the individual and unrelated to the task they are performing. Similarly
people participate in sport in order to receive tangible advantages e.g. material like
trophies or social which is prestige rewards or to evade punishment these are all
forms of extrinsic motivation. (Vallerand & Losier 1999) Whilst praise, recognition and

achievements known as intangible rewards. However athletes who participate in
sport they are either task or ego oriented for instance Usain Bolt gauges his
achievement on thrashing others and being the best sprinter. Although as a coach I
should develop task-orientated goals when compared to ego-orientated goals, this
quest is believed to encourage equally aggression and cheating in sport.
Need to Achieve (NACH) is motivated by the willingness to take personal
responsibility for actions and try harder after failure because welcome feedback to
demonstrate task persistence (Hodder Education, 2003). Therefore WJEC, (2007)
believes the ideal performer in sport should have a high NACH and low Need to
Avoid Failure (NAF). For instance a footballer could have high trait confidence;
conversely in a penalty shoot-out in the World Cup Final may not want to be
responsible for saving their team. Consequently the means of a coach ensures
participants continually to try to win and for competitive development.
Investigations always prove that specific, difficult, and self-generated goals are
additionally beneficial influences on performance compared to “do your best” goals,
no goals or simple goals. (Locke & Latham, 1990) Also for athletes to develop and
be continued motivated Wylleman, (2004) frequent goal setting is used with the
SMARTER acronym. Likewise Olympic, (2012) recommends athlete’s goals must
have a deadline. For example if I set a goal that a participant has no hope of
achieving, this will demoralise and weaken their self-confidence.
Nonetheless Hunter, (2006) proposes that the performer’s goals have to be self-managed
then the motivation for taking the stages of reaching their ambitions could
be absent. Likewise learned helplessness occurs when there are frequent
disappointments or failures. As following (Vallerand & Losier 1999) thoughts are that
sports practitioner discussions and reflections what would essentially occur if their
worst fears could occur e.g. an injury, sub-par performance, or both
simultaneously. Therefore Parrish (2011) recommends coaches to inspire enjoyment
in training and the quality determination to succeed in sport.

Attributions and Attitudes
Attribution is the process that predicts reasons for success or failure. (Pearson
Schools and FE Colleges, 2009) Whilst Your Dictionary, (2012) states attitude is a
way of feeling or acting toward a person, thing or situation. Hence Edexcel, (2009)
proposes where aggression is controlled and channeled this becomes assertion.
Consequently this approach is what should be encouraged as within rules of sport;
as a coach whenever the consequences are positively reinforced this is able to
inspire constructive attitudes towards physical activity. Also the participant will
increase their likelihood of lifelong sport participation. Thereby encouraging mastery
emphasis because of the method of attribution has great consequences for
achievement.
Weiner’s Attribution Model figure 2 identifies
the Locus of causality and Stability and four of
the most generally recognised attributions
which are ability, effort, task difficulty and luck
(Peak Performance Sporting Excellence,
2012). This theory believes that participants
select thoughts for either the failure or
success in a sport which affects their potential
sporting ability. The commonly decided that
winning participants manage to attribute
achievement to stable, internal reasons.
Figure 2: Weiner’s Attribution Model
(Peak Performance Sporting
(Oxford Dictionary of Sports Science and
Excellence, 2012)
Medicine, 2012) For example a footballer
blaming the weather for a loss this made it difficult to pass the ball. This self-serving
bias is a way to protect participants own self-esteem.
Social Learning Theory (Bandura, 1977) discovered attitudes are learned through
imitation and modelling, therefore parents and society influences attitude. Therefore
my own actions and my background could affect the attitude of participants I coach.
However Rivis, (2010) believes three-component model views attitudes as having
three components; affective, behavioural and cognitive. This follows a systematic

process can be implemented to coaching participants on how to reconsider their
personal assumptions.
Interpersonal Skills
The term “interpersonal skills” is slightly of a misleading term as considered by
Investopedia Financial Dictionary, (2012). The personal trait which is influenced the
individual instead of their abilities which are able to be learnt on a field. Although
Oxford Dictionary of Public Health, (2012) proposes it as the ability to communicate
with, identify with, and relate easily to others, regardless of their social and cultural
background. Additionally I must offer unbiased judgement even though it is hard to
evaluate participants. The need for interpersonal skills is frequently stated in the job
descriptions for fitness or coaching practitioner.
Similarly Athlete Assessments, (2007) suggests victory in sport dependant on
interpersonal skills. Through how well people get along, on and off the field, strong
communication, good team chemistry and effective conflict management.
Furthermore Smith, (2006) believes most fitness practitioners are substandard since
they do not have the interpersonal skills necessary to successfully relate and work
with participants. So firstly I shall need to have sufficient practice, along with being
qualified which helps discover equally any personal problems and/or performances.
Therefore this helps form good relationships through working well together with
participants as it is a defining factor in sporting success.
Whenever coaching women and girls; communication is of exceptionally importance
since modelling assertive and approachable inter-personal behaviour. An example is
when dealing with emotions since equally agreeing also to support the participants to
perform. Subsequently increases aiding positive thinking and easing the group’s
conflict for fundamental performing. The sections are able to be simplified in Figure 3
(© Sheppard Moscow, management consultants), into familiar behaviour through
applying the Framework for Influencing Model.

Figure 3: Ways of behaving (© Sheppard Moscow, management
Emotional Intelligence
consultants)
Salovey and Mayer (1990) who first defined Emotional Intelligence “the ability to
monitor one's own and others' feelings and emotions, to discriminate among them
and to use this information to guide one's thinking and actions”. Nonetheless Mayer,
Roberts and Barsade (2007) amended EI as the ability to carry out accurate
reasoning about emotions, and the ability to use emotions and emotional knowledge
to enhance thought. Being a fitness practitioner I need to be aware of managing my
own emotions as when working with numerous participants. Consequently being
aware of the participants sport and their requirements, since through the running of
practices need to make regular changes which support my own improvement as
coach along with the progression of participants Emotional Intelligence too.
Likewise Peak Performance Sporting Excellence, (2012) states Emotional
Intelligence as “the capacity to recognise and utilise emotional states to change
intentions and behaviour” Since intelligence is about the emotions, particularly it is
the skill to observe one's self or emotions of others. (American Heritage Dictionary,
2012) Thus emotional intelligence is related with the knowledge, assessment and
use the individuals and of the teams emotions. Thereby my coaching of the specific
individual(s) Emotional Intelligence helps to focus on placing the responsibility of
emotions in behaviour which can be improved. Furthermore when increasing my
emotional intelligence, I will be more experienced at discovering deeper the
participants own strengths and weaknesses. Subsequently as a coach consider EI
and coaching both are equally devoted aiding overpowering disagreements and

stress. Therefore I will be more experienced in bonding and persuading the
participants for further reflection.
Conclusion
Consequently as a coach there are various psychological theories and concepts
which can either make a participant dropout or to continue taking part in sport. Still
traditional methods of building an individual’s success, it does not necessarily take
into account of an athlete’s personality as either an introvert or an extrovert. Similarly
with goal setting it can be greatly used as reflection and feedback to improve myself
as a coach along with the athlete’s attitude for elite performance.
Nevertheless my reflection of attributions and attitudes is that the group behaviour
and processes to group cohesion this is a key area if I want to be a successful sports
coach or fitness practitioner. Therefore the relationships between behaviour and
rewards has been found to affect aspects of performance which can either increase
or decrease motivation for future competitions. For instance encouragement for
progression of tasks, hence participants will want to perform at a higher level.
Also as a sports practitioner I will apply these various strategies for overcoming
barriers of low self-confidence/efficacy of the participants. In particular my emotional
intelligence aids influencing the formal decisions being made for optimum
performance. Therefore possessing effective interpersonal skills this will affect the
running of groups and teams performance dramatically. Likewise being aware and
understanding of how psychology advises for improved personal development plus
for the individual(s) whenever coaching too.

References
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Weinberg, R. (1999) Foundations of sport and exercise psychology [Book]. 2nd edn.
Human Kinetics.
Woods, B. (2002) Understanding psychology [Book]. Hodder and Stoughton.
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