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THE EFFECTS OF DIFFERENT COACHING STYLES ON STUDENT MOTIVATION IN PHYSICAL EDUCATION
Abstract:
This study examines the effects of different coaching styles on student motivation in the context of physical education. The coaching style employed by physical education instructors plays a crucial role in shaping students’ motivation, engagement, and overall learning experience in the subject. Understanding how different coaching styles impact student motivation can provide valuable insights for educators and policymakers to optimize teaching strategies in physical education settings.
The research methodology involved a comprehensive review of existing literature on coaching styles and student motivation in physical education. A systematic search was conducted across scholarly databases to identify relevant studies published between 2000 and 2021. Through this review, common coaching styles identified were autocratic, democratic, and transformational coaching.
The findings suggest that coaching styles have a significant influence on student motivation in physical education. Autocratic coaching, characterized by strict control and authority, tends to undermine intrinsic motivation, resulting in decreased enjoyment and engagement in physical activities. On the other hand, democratic coaching, emphasizing collaboration and shared decision-making, fosters a supportive and inclusive environment, leading to higher levels of intrinsic motivation, enjoyment, and student engagement.
Furthermore, transformational coaching, which focuses on inspiring and empowering students, has been found to positively impact student motivation in physical education. This coaching style promotes personal growth, self-confidence, and a sense of belonging, thereby enhancing intrinsic motivation and overall student engagement.
The implications of the study highlight the importance of adopting coaching styles that prioritize autonomy, competence, and relatedness to promote student motivation in physical education. By employing democratic and transformational coaching approaches, physical education instructors can create an environment that fosters intrinsic motivation, enjoyment, and active participation among students.
In conclusion, this study underscores the significant influence of coaching styles on student motivation in the context of physical education. Educators and policymakers should consider adopting coaching styles that promote autonomy, competence, and relatedness to optimize student engagement and motivation in physical education settings. Further research is warranted to explore the long-term effects of coaching styles on student motivation and performance in physical education and related domains.
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