The coach–athlete relationship: a motivational model

By Geneviève A. Mageau, Robert J. Vallerand. Jurnal sport science, 2003

1,438 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/46d0e75b8694d77d90cc558fd92935990a1878f4

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Morality in Sport: A Self-Determination Theory Perspective (2009, background): “Controlling coaching behaviors have the capacity to undermine athletes’ psychological needs and lead to maladaptive consequences ( Mageau & Vallerand, 2003 ).”
A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy (2011, neutral): “The first author further examined the reference lists of review articles (e.g., Mageau and Vallerand 2003; Reeve 2009) and books (e.g., Grolnick 2003) for additional studies not identified in computer-based searches.”
Exploring the Contribution of the Caring Climate to the Youth Sport Experience (2010, background): “Researchers have long investigated the role the coach plays in providing a positive experience for youth sport participants (See Duda & Ntoumanis, 2005 ; Horn, 2008 ; Mageau & Vallerand, 2003 ; Smith & Smoll, 2002 ; Treasure, 2001 ; Weiss, 2008 for reviews of this work).”
Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games☆ (2015, positive): “In the language of self-determination theory (Bartholomew, Ntoumanis, & Thøgersen-Ntoumani, 2010; Deci, Spiegel, Ryan, Koestner, & Kauffman, 1982; Mageau & Vallerand, 2003; Soenens, Sierens, Vansteenkiste, Goossens, & Dochy, 2012; Stebbings et al., 2012), the pressure inherent within a high-stakes…”
Adventure recreation and subjective well-being: a conceptual framework (2020, background): “With respect to creating a needsupportive motivational climate, there are numerous practical examples of leadership strategies from educational psychology (e.g., Cheon, Reeve, & Ntoumanis, 2018) and coaching literature (e.g., Mageau & Vallerand, 2003).”
Broadening the Study of Infant Security of Attachment: Maternal Autonomy-Support in the Context of Infant Exploration. (2011, background): “© Blackwell Publishing Ltd. 2010 Social Development, 20, 1, 2011 A substantial array of empirical work has established a clear link between autonomysupport and intrinsic motivation (for reviews see Deci, Koestner, & Ryan, 1999; Grolnick, 2003; Mageau & Vallerand, 2003).”
A model of knowledge‐sharing motivation (2009, positive): “This is a well-known fact in sport psychology in which many studies have shown that supportive coaching styles influence athletes’ motivation (Hollembeak & Amorose, 2005; Mageau & Vallerand, 2003).”
Autonomy–Mastery, Supportive or Performance Focused? Different teacher behaviours and pupils' outcomes in physical education (2007, background): “To foster autonomous or selfdetermined forms of motivational self-regulation, the teacher, who has the power to influence the pupils, should be autonomy supportive, as well as involved and providing the structure necessary for learning (Mageau & Vallerand, 2003).”
Conceptualizing and testing a new tripartite measure of coach interpersonal behaviors (2019, background): “In sport, it is commonly acknowledged that the coach plays a key role in shaping their athletes’ performance, and the quality of their psychological experiences (Adie, Duda, & Ntoumanis, 2012; Mageau & Vallerand, 2003).”
“Work is my passion”: The different affective, behavioural, and cognitive consequences of harmonious and obsessive passion toward work (2011, background): “This managerial style usually implies understanding the subordinates’ perspective, providing choice, and encouraging initiativetaking as well as providing a rationale for tasks and regulations (Baard et al., 2004; Mageau & Vallerand, 2003).”
The Application of Coach Leadership Models to Coaching Practice: Current State and Future Directions (2010, background): “Further , Mageau and Vallerand [23] have added contextual, cognitive and personal orientation variables to a motivational model of the coach-athlete relationship.”
Influence of coaches' autonomy support on athletes' motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. (2010, background): “…athletes' feelings and perspectives and allow them to be involved in the decision making process, while those adopting a controlling style are characterized by a highly directive style of interaction (for a complete list of coaches' autonomy-supportive behaviors, see Mageau & Vallerand, 2003).”