There is probably a variety of reasons why players show up on your squad. Some might not even want to be there, but they nevertheless show up because their parents made them to, for example. Some players show up because they risk being penalized (by losing game time, for example) or because they are offered perks from schools, clubs, parents, etc.
Regardless of their level of motivation, we may consider your player being uninspired to fully engage and motivated; a charateristic that displays intrinsic motivation. A player's motivation may alternate between these several motivations throughout time. Many young players first sign up because their parents do or because their friends do, but with time they develop a passion and appreciation for the game. Their interests and identities are influenced by it.
The same goes for those that play just out of passion for the sport. They can believe they are too talented for their new team and discover that bragging about their abilities in comparison to others starts to inspire them instead. Or even worse, they could stop caring about the game completely. As a result, these players are situated somewhere along a continuum, and as time passes, their location on the continuum shifts. According to research, coaches can affect this movement both up and down the continuum.
Coaches may design settings that encourage their players to be more motivated. Players' motivation and welfare may be impacted by the way coaches set up their training areas and act during games. According to studies, coaches fall into one of two categories: either being in charge or being supportive of autonomy (sometimes known as empowering). On the sidelines, controlling coaches may be seen "telling and screaming." They are in charge of the majority of the choices made on the pitch. They direct the actions and positioning of their players. They don't instruct the participants in independent thought or decision-making.
Conversely, coaches that advocate autonomy give their players the freedom to choose for themselves. The seven behaviors of autonomy-supportive coaches are as follows:
As many options as they can for their gamers within the clearly stated parameters and guidelines
Instead of a "do it because I said so" attitude, provide a justification for the duties, constraints, and restrictions.
Ask about and acknowledge the sentiments of their athletes.
Give their athletes the freedom to act independently and on their own initiative.
Give their players competent, non-controlling feedback.
Avoid overtly dominating behavior, critiques that make players feel guilty, controlling words, and physical incentives.
Keep ego involvement from occurring in their teams.
The motivation and wellness of their players are influenced by both controlling and autonomy-supportive coaches. Players who play for controlling coaches frequently experience lower well-being, a lower level of engagement, and a higher risk of burnout. However, when players perceive their coaches to be supportive of their autonomy, they typically feel more in charge of their own growth, exhibit more internal drive, and generally feel better. Additionally, these athletes are more likely to take pleasure in their sport.
Therefore, it would be greatly oversimplified to assume that the coach's responsibility is limited to teaching game competence abilities (such as technical, tactical, and game competency skills). Coaches assist their players in developing into driven, all-around people who are more than the sum of their skills. Together we can create a positive environment for kids play!
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