Nonlinear Pedagogy Underpins Intrinsic Motivation in Sports Coaching

Ian Renshaw

doi:10.2174/1875399x01205010088

Abstract

A key challenge for sports coaches is to provide performers with learning environments that result in sustain-able motivation. In this paper, we will demonstrate that programmes based around the principles of Nonlinear Pedagogy can support the three basic psychological needs that underpin self-determined motivation. Coaches can therefore ensure that practice sessions provide for intrinsic motivation with its associated motivational and emotional benefits.

Highlights

The progression of performers towards a state of expertise is commonly facilitated through repetitive practice or “drilling” by coaches, an approach grounded in the principles of deliberate practice [1]
We argue that coaches can facilitate the development of intrinsic motivation by basing learning design on the principles of Nonlinear Pedagogy (NLP)
Through practical exemplars we demonstrate how the concepts and ideas of Self-Determination Theory (SDT) and in particular basic psychological needs as postulated by Deci & Ryan [5], can be met by adopting a more hands-off approach to coaching advocated by a constraint-led approach

Summary

Introduction

The progression of performers towards a state of expertise is commonly facilitated through repetitive practice or “drilling” by coaches, an approach grounded in the principles of deliberate practice [1]. On a motivational level, adopting NLP allows individuals to explore in practice to find their own optimal solutions to performance problems, meaning that performer’s perceptions of competence and autonomy are not constantly threatened by being told what to do to in order to perform the task in the ‘right way’.

Results

Conclusion