An Intervention to Optimize Coach Motivational Climates and Reduce Athlete Willingness to Dope (CoachMADE): Protocol for a Cross-Cultural Cluster Randomized Control Trial.
TL;DR: The protocol for a cluster randomized control trial which aims to contrast the relative effects of a ‘motivation and anti-doping’ intervention program for coaches against an information-based anti-Doping control program is presented.
Abstract: Field-based anti-doping interventions in sport are scarce and focus on athletes. However, coaches are recognized as one of the most significant source of influence in terms of athletes’ cognitions, affect, and behavior. In this paper we present the protocol for a cluster randomized control trial which aims to contrast the relative effects of a ‘motivation and anti-doping’ intervention program for coaches against an information-based anti-doping control program. In developing the motivation content of our intervention, we drew from Self-Determination Theory. The project is currently ongoing in Australia and has recently started in the UK and Greece. We aim to recruit 120 coaches and approximately 1200 of their athletes across the three countries. Various assessments will be taken from both coaches and athletes prior to the intervention, immediately after the 12-week intervention and at a 2-month follow up. The intervention comprises face-to-face workshops and weekly activities which are supported by printed and online material. The project aims to identify communication strategies that coaches can use to support athletes’ motivation in sport and also to promote self-determined reasons for athletes to comply with doping regulations.
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TL;DR: Achievement goals and motivational regulations are differentially associated with both doping likelihood and self-reported doping, and may account for the observed association between self- reported nutritional supplement use and doping substances, providing an alternative explanation to the "gateway hypothesis" that emphasizes the role of motivation.
14 citations
TL;DR: Antidoping education programmes should consider incorporating principles of motivation, as these could be beneficial to coaches and their athletes.
Abstract: Objectives Coach-centred antidoping education is scarce. We tested the efficacy of a motivationally informed antidoping intervention for coaches, with their athletes’ willingness to dope as the primary outcome. Methods We delivered a cluster randomised controlled trial in Australia, the UK and Greece. This study was a parallel group, two-condition, superiority trial. Participants were 130 coaches and 919 athletes. Coaches in the intervention group attended two workshops and received supplementary information to support them in adopting a motivationally supportive communication style when discussing doping-related issues with their athletes. Coaches in the control condition attended a standard antidoping workshop that provided up-to-date information on antidoping issues yet excluded any motivation-related content. Assessments of willingness to dope (primary outcome) and other secondary outcomes were taken at baseline, postintervention (3 months) and at a 2-month follow up. Results Compared with athletes in the control group, athletes in the intervention group reported greater reductions in willingness to take prohibited substances (effect size g=0.17) and psychological need frustration (g=0.23) at postintervention, and greater increases in antidoping knowledge (g=0.27) at follow-up. Coaches in the intervention group reported at postintervention greater increases in efficacy to create an antidoping culture (g=0.40) and in perceived effectiveness of need supporting behaviours (g=0.45) to deal with doping-related situations. They also reported greater decreases in doping attitudes (g=0.24) and perceived effectiveness of need thwarting behaviours (g=0.35). Conclusions Antidoping education programmes should consider incorporating principles of motivation, as these could be beneficial to coaches and their athletes. We offer suggestions to strengthen these programmes, as most of the effects we observed were not sustained at follow-up. Trial registration number This trial has been registered with the Australian New Zealand Clinical Trials Registry (https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=371465&isReview=true).
11 citations
TL;DR: In this article, the authors investigated the nature of doping confrontation efficacy (DCE) beliefs, as well as their antecedents and outcomes, through a qualitative examination of Sullivan, Feltz, LaForge-MacKenzie, and Hwang's (2015) DCE model with high-level technical and strength and conditioning (SC ntechnical, nathletics), working at a regional, national, or international level in athletics, rugby, or both sports.
10 citations
TL;DR: The intervention increased coaches’ knowledge about doping and also reduced favourable doping attitudes in the experimental arm, indicating that mobile application-based resources could facilitate a much wider dissemination of antidoping education.
Abstract: Objectives Sports coaches are influential in whether athletes dope, but receive very little antidoping education, particularly within entry-level coaching qualifications. We tested the feasibility of an antidoping intervention, delivered via a mobile application, which was designed to increase coaches’ knowledge of doping and to reduce favourable doping attitudes. Methods A two-arm randomised controlled trial, with grassroots coaches who coach young amateur athletes aged between 14 and 18 years of age, was conducted. The Anti-Doping Values in Coach Education (ADVICE) mobile application included modules on fair play, substances, nutritional supplements, rules and leadership. The primary outcome was the change in doping knowledge, 6 weeks after receiving the mobile application. The secondary outcome was changes in doping attitudes. Results Grassroots coaches (n=200; aged between 18 and 71 years, with between 1 and 42 years of coaching experience) from 29 different countries completed baseline assessments, and 85 completed follow-up assessments, and were included in mixed analysis of variance analyses. The intervention increased coaches’ knowledge about doping and also reduced favourable doping attitudes in the experimental arm. Conclusion The ADVICE mobile application is a feasible method for delivering and increasing grassroots coaches’ knowledge of banned substances and the potential side effects of doping. Mobile application-based resources could facilitate a much wider dissemination of antidoping education.
6 citations
30 Dec 2019
TL;DR: In this paper, the authors investigated the relationship between athletes' moral disengagement and their perception of motivational climate and revealed whether athletes’ moral disengagement differ according to their most valued goals in sport (winning, personal development and having fun).
Abstract: The aim of this research was to investigate the relationship between athletes’ moral disengagement and their perception of motivational climate and to reveal whether athletes’ moral disengagement differ according to their most valued goals in sport (winning, personal development and having fun). For this purpose three hundred and thirty-five athletes voluntarily completed Perceived Motivational Climate in Sport Questionnaire and Moral Disengagement in Sport Scale (Short). The data was analysed by SPSS version 17 using descriptive statistics, Pearson’s correlation analysis, multiple regression analysis with enter method and one-way ANOVA. Correlation analysis showed that moral disengagement was significantly correlated with athletes’ perception of mastery (r=-.11) and performance climates (r=.37). Multiple regression analysis revealed that performance climate ( β = .223, p < .001) was a significant predictor of moral disengagement, R 2 =.06, F (2,332) = 10.875, p < .001. Lastly, it was found that there was a significant difference in moral disengagement of athletes with regard to their valued goals, F (2,332) = 7.200, p < .001. Athletes who indicated winning as their most valued goal had significantly higher moral disengagement scores compared to the athletes whose most valued goals were personal development and having fun. To summarize, while ego and mastery climates significantly correlated with moral disengagement, only performance climate contributed to it. Also, it was found that athletes’ moral disengagement significantly differed according to their valued goals.
5 citations
References
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TL;DR: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology as mentioned in this paper, and it offers an accessible and theoretically flexible approach to analysing qualitative data.
Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
103,789 citations
"An Intervention to Optimize Coach M..." refers methods in this paper
...Interviews will be analyzed thematically, within and across countries, by using deductive and inductive approaches to identify patterns in the data (Braun and Clarke, 2006)....
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Book•
01 Jan 1997TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
Abstract: Albert Bandura and the Exercise of Self-Efficacy Self-Efficacy: The Exercise of Control Albert Bandura. New York: W. H. Freeman (www.whfreeman.com). 1997, 604 pp., $46.00 (hardcover). Enter the term "self-efficacy" in the on-line PSYCLIT database and you will find over 2500 articles, all of which stem from the seminal contributions of Albert Bandura. It is difficult to do justice to the immense importance of this research for our theories, our practice, and indeed for human welfare. Self-efficacy (SE) has proven to be a fruitful construct in spheres ranging from phobias (Bandura, Jeffery, & Gajdos, 1975) and depression (Holahan & Holahan, 1987) to career choice behavior (Betz & Hackett, 1986) and managerial functioning (Jenkins, 1994). Bandura's Self-Efficacy: The Exercise of Control is the best attempt so far at organizing, summarizing, and distilling meaning from this vast and diverse literature. Self-Efficacy may prove to be Bandura's magnum opus. Dr. Bandura has done an impressive job of summarizing over 1800 studies and papers, integrating these results into a coherent framework, and detailing implications for theory and practice. While incorporating prior works such as Social Learning Theory (Bandura, 1977) and "Self-efficacy mechanism in human agency" (Bandura, 1982), Self-Efficacy extends these works by describing results of diverse new research, clarifying and extending social cognitive theory, and fleshing out implications of the theory for groups, organizations, political bodies, and societies. Along the way, Dr. Bandura masterfully contrasts social cognitive theory with many other theories of human behavior and helps chart a course for future research. Throughout, B andura' s clear, firm, and self-confident writing serves as the perfect vehicle for the theory he espouses. Self-Efficacy begins with the most detailed and clear explication of social cognitive theory that I have yet seen, and proceeds to delineate the nature and sources of SE, the well-known processes via which SE mediates human behavior, and the development of SE over the life span. After laying this theoretical groundwork, subsequent chapters delineate the relevance of SE to human endeavor in a variety of specific content areas including cognitive and intellectual functioning; health; clinical problems including anxiety, phobias, depression, eating disorders, alcohol problems, and drug abuse; athletics and exercise activity; organizations; politics; and societal change. In Bandura's words, "Perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (p. 3). People's SE beliefs have a greater effect on their motivation, emotions, and actions than what is objectively true (e.g., actual skill level). Therefore, SE beliefs are immensely important in choice of behaviors (including occupations, social relationships, and a host of day-to-day behaviors), effort expenditure, perseverance in pursuit of goals, resilience to setbacks and problems, stress level and affect, and indeed in our ways of thinking about ourselves and others. Bandura affirms many times that humans are proactive and free as well as determined: They are "at least partial architects of their own destinies" (p. 8). Because SE beliefs powerfully affect human behaviors, they are a key factor in human purposive activity or agency; that is, in human freedom. Because humans shape their environment even as they are shaped by it, SE beliefs are also pivotal in the construction of our social and physical environments. Bandura details over two decades of research confirming that SE is modifiable via mastery experiences, vicarious learning, verbal persuasion, and interpretation of physiological states, and that modified SE strongly and consistently predicts outcomes. SE beliefs, then, are central to human self-determination. STRENGTHS One major strength of Self-Efficacy is Bandura's ability to deftly dance from forest to trees and back again to forest, using specific, human examples and concrete situations to highlight his major theoretical premises, to which he then returns. …
46,839 citations
"An Intervention to Optimize Coach M..." refers methods in this paper
...who used a 1–7 scale, we used a 0% (no confidence) to 100% (complete confidence) scale, as such a scale is more common in the self-efficacy literature (Bandura, 1997)....
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...Unlike Sullivan et al. who used a 1–7 scale, we used a 0% (no confidence) to 100% (complete confidence) scale, as such a scale is more common in the self-efficacy literature (Bandura, 1997)....
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TL;DR: Self-Determination Theory (SDT) as mentioned in this paper maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being.
Abstract: Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.
20,832 citations
"An Intervention to Optimize Coach M..." refers background in this paper
...For example, self-destructive behaviors (e.g., drug abuse) have been documented when individuals’ experience hostile social environments which thwart their needs (Deci and Ryan, 2000)....
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Book•
01 Jan 2004
TL;DR: The Handbook of Self-Determination Research as discussed by the authors summarizes the research programs of these social, personality, clinical, developmental, and applied psychologists who have a shared belief in the importance of self-determination for understanding basic motivational processes and for solving pressing real-world problems.
Abstract: Over the past twenty years, an increasing number of researchers from various universities have been investigating motivational issues underlying the self-regulation of behavior. Using either Self-Determination Theory or closely related theoretical perspectives, these researchers have performed laboratory experiments, as well as field studies in a variety of real-world settings, including education, work, parenting, health care, sport, and protection of the environment. In April 1999, thirty of these researchers convened at the University of Rochester to present their work, share ideas, and discuss future research directions. "The Handbook of Self-Determination Research" is an outgrowth of that important and fascinating conference. It summarizes the research programs of these social, personality, clinical, developmental, and applied psychologists who have a shared belief in the importance of self-determination for understanding basic motivational processes and for solving pressing real-world problems. Eighteen chapters, including an overview of self-determination theory, present the current state of the research in this scientifically rigorous, yet highly relevant, approach to studying motivational problems in various life domains. Researchers from eighteen universities in the United States, Canada, and Germany present concise and up-to-date accounts of their research programs concerned with the self-determination of human behavior. In these chapters, scholars also consider the relevance of the research on self-determination to other areas of inquiry such as coping, self-esteem, and interest. Edward L. Deci and Richard Ryan are professors of psychology in the University of Rochester's Department of Clinical and Social Sciences in Psychology.
4,594 citations
"An Intervention to Optimize Coach M..." refers methods in this paper
...Researchers in the sport motivation field have used SelfDetermination Theory (SDT; Deci and Ryan, 2002), one of the most widely applied theories of motivation, to differentiate between adaptive and maladaptive coach strategies, and to investigate the effects of these strategies on athletes’…...
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...Researchers in the sport motivation field have used SelfDetermination Theory (SDT; Deci and Ryan, 2002), one of the most widely applied theories of motivation, to differentiate between adaptive and maladaptive coach strategies, and to investigate the effects of these strategies on athletes’ psychological needs, well-being, and behavior....
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TL;DR: In this paper, the authors argue that although students educationally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction, and propose a remedy to the paradox by articulating how teachers can become more autonomy supportive.
Abstract: A recurring paradox in the contemporary K-12 classroom is that, although students educationally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction. To understand and remedy this paradox, the article pursues three goals. First, the article characterizes the controlling style by defining it, articulating the conditions under which it is most likely to occur, linking it to poor student outcomes, explaining why it undermines these outcomes, identifying its manifest instructional behaviors, and differentiating it from an autonomy-supportive style. Second, the article identifies seven reasons to explain why the controlling style is so prevalent. These reasons show how pressures on teachers from above, from below, and from within can create classroom conditions that make the controlling style both understandable and commonplace. Third, the article offers a remedy to the paradox by articulating how teachers can become more autonomy supportive. Three...
1,177 citations
"An Intervention to Optimize Coach M..." refers background in this paper
...Coaches instruct and try to motivate their athletes in ways in which they were coached themselves, or regard as most effective, or culturally acceptable or indicative of competent and authoritative instruction (Reeve, 2009)....
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