Investigating the impact of coach communication of training plans on athlete's motivation, perceptions of coach, training preparation, and daily planning

Using the theoretical framework of Self-Determination Theory (Deci, 1975; Deci, & Ryan, 1985, 2000; Ryan, & Deci, 2002) and Cognitive Evaluation Theory (Deci & Ryan, 1985, 1991, 2000) it was hypothesized that a specific coach behavior, the provision of training plans in advance to athletes, could positively impact athlete intrinsic and self-determined motivation as well as other positive athlete attributes such as sport satisfaction, goal setting, vitality, and better preparation and planning for training. A mixed methodology approach was employed as both qualitative and quantitative data were obtained. The qualitative component involved the use of structured interviewing to understand better how individual sport athletes (N = 13) perceive their coaches in relation to their communication of training plans. For the quantitative components, a daily diary methodology was used with the goal of investigating how track athletes (N = 11) working with the same coach would perceive either receiving no training plan information over time as well as receiving detailed training plan information over two-week periods. Finally a correlational study (N = 130) using athletes from fourteen sports was undertaken to more clearly determine the links between coach communication of training plans, athlete perceptions of coach behavior, athlete self-determined motivation, and goal orientation. The qualitative component of the study revealed that athletes current motivation, the coaching tradition in a sport, and the development stage of an athlete's career all play a large role in the communication of training plans between a coach and athlete. The analyses of the daily diary study suggested some positive consequences may be associated with advance communication of training plans such as better athlete preparation and planning for training as well higher moods and motivation at practice. Regression results from the correlational study provide some clear links between advance communication of training plans, coach clarity of communication, and coach interpersonal behaviors related to athlete needs for relatedness, competence, and autonomy. In turn coach interpersonal behaviors are highly related to athlete self-determination and other positive consequences such as a mastery goal-orientation and high vitality and sport satisfaction. These finding are discussed in terms of how they relate to self-determination theory, and more specifically Deci and Ryan's cognitive evaluation theory (1980, 2000). Practical implications for coaching are also discussed.