Self-Determination Theory: A Case Study of Evidence-Based Coaching
By Clifford J. Mallett. 2005
135 citations recorded by the source corpus.
Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Safety Research, Social Psychology
View Paper: https://www.semanticscholar.org/paper/2698aea2108514927b72da3faa471038dca25e17
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In Physical Therapy, Sports Therapy and Rehabilitation
In Safety Research
In Social Psychology
Citations in the corpus
- Why do children take part in, and remain involved in sport? A literature review and discussion of implications for sports coaches (2013, background): “Extrinsic motivation comprises of two types: self-determined and non-self-determined (Mallett, 2005).”
- Motivational processes in the coach‐athlete relationship: A multi‐cultural self‐determination approach (2017, unknown): “In particular, the coach has emerged as a proximal contact in sport settings for in fl uencing the motivation and optimal functioning of athletes (e.g., Jowett & Shanmugam, 2016; Mallett, 2005).”
- The Implicit/Explicit Continuum of Life Skills Development and Transfer (2018, background): “…terms, coaches can (a) involve athletes in decision-making and solution-finding processes, (b) provide a rationale for decisions, and (c) let athletes choose different activities or drills (Côté, Strachan, & Fraser-Thomas, 2008; Jones & Turner, 2006; Lockwood & Perlman, 2008; Mallett, 2005).”
- What motivates the motivators? An examination of sports coaches (2012, background): “Valuing a holistic approach to athlete development is encouraging given the literature highlighting the positive outcomes associated with the adoption of an autonomy-supportive environment for both the athlete and coach alike (Mageau and Vallerand 2003; Mallett 2005).”
- Examining the relationships among the coaching climate, life skills development and well-being in sport (2018, background): “In practice, this means that coaches should provide choice within practice/training, acknowledge participants’ feelings and perspectives, give a rationale for tasks, provide opportunities for initiative taking and independent work, and deliver competence feedback.(21,53) For the interested reader, g”
- A new view: exploring positive youth development in elite sport contexts (2011, background): “autonomous action, which have been found to be key aspects in developing intrinsic motivation (Mallett 2005).”
- The Practices and Developmental Pathways of Professional and Olympic Serial Winning Coaches (2016, methodology): “For a full 182 exposition of the personality profiles of the SWC please refer to Mallett and Lara-Bercial 183 (2016). 184 We analysed the data following the principles of thematic analysis described by 185 Braun and Clarke (2006) and managed the data using NVIVO10 software.”
- Examining relationships between emotional intelligence and coaching efficacy (2008, background): “Mallett, C. J. (2005). Self-determination theory: A case study of evidence-based coaching. The Sport Psychologist, 19, 417-429. Meyer, B. B., & Fletcher, T. B. (2007). Emotional intelligence: A theoretical overview and implications for research and professional practice in sport psychology.”
- A Case Study of Excellence in Elite Sport: Motivational Climate in a World Champion Team (2014, background): “Considerable research evidence has demonstrated the effectiveness of autonomy-supportive coaching in sport (e.g., Gagné et al., 2003; Gillet et al., 2010; Lyons et al., 2012; Mallett, 2005).”
- Autonomy-Supportive Pedagogical Approach to Sports Coaching: Research, Challenges and Opportunities (2014, background): “As previously stated, Mallett [23] infers a somewhat unproblematic portrayal of using an autonomy-supportive interpersonal coaching style.”