THE RELATIONSHIP BETWEEN AUTONOMY SUPPORTIVE COACHING AND

ATHLETIC MOTIVATION IN WESTERN SHEWA ZONE ATHLETIC PROJECTS

By: ALEMITU WAKOYA

AMBO UNIVERSITY COLLEGE OF NATURAL AND COMPUTITIONAL

SCIENCES

DEPARTMENT OF SPORT SCIENCE

May, 2021

AMBO, ETHIOPIA
 AMBO UNIVERSITY

COLLEGE OF NATURAL AND COMPUTITIONAL SCIENCES

DEPARTMENT OF SPORT SCIENCE

AMBO UNIVERSITY

SCHOOL OF GRADUATE STUDIES

THE RELATIONSHIP BETWEEN AUTONOMY SUPPORTIVE COACHING AND

ATHLETIC MOTIVATION IN WESTERN SHEWA ZONE ATHLETIC PROJECTS

By: ALEMITU WAKOYA

MSc THESIS SUBMITTETED TO THE SCHOOL OF GRADUATE STUDIES OF

AMBO UNIVERSITY FOR PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE MASTER OF SCIENCE ON COACHING ATHLETICS

ADVISOR: CHERINET HAILU (PHD)

May, 2021

AMBO, ETHIOPIA

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APPROVED BY THE BOARD OF EXAMINERS

SUBMITED BY:
____________________ _______________ ____________
Signature Date
1. Chairman of department
of graduate committee
__________________ _ _______________ ___________
Signature Date

2. Adviser

_____________________ _______________ _____________

Signature Date

3.External Examiner
____________________ ________________ ________________
Signature Date

4. Internal examiner
____________________ _________________ _______________
Signature Date

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DECLARATION

I declare that this thesis is my original work; has not been presented for a degree in another
university and all sources of materials used in the thesis have been duly acknowledged

Name: Alemitu Wakoya Nugusa

Signature __________________________

Date : 01/05/2021

This thesis has submitted for examination with my approval, Ambo University,

Advisor :Cherinet Hailu (phd)

Sign _________________________________

Date_______________________________

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 Acknowledgment

Above all I wish to express my sincere and deepest thanks to my God for helping me to
continue my education without any obstacle.

I would like to thank my advisor Dr. CherinetHailu for his encouragement, continuous
intellectual guidance, constructive comments and timely response to every step for the
accomplishment of my thesis work.

I am also grateful to my husband Ejigu Olana for his unreserved support throughout the
research work. Finally I would like to thank to all staff member of Ambo university sport
science department for their engorgements and moral support.

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 Table contents

Contents
Acknowledgment ..................................................................................................................................... I
Table contents ........................................................................................................................................ III
List of Tables .......................................................................................................................................... V
Acronyms ............................................................................................................................................... VI
Abstract ................................................................................................................................................. VII
Chapter one ............................................................................................................................................. 1
1. Introduction ......................................................................................................................................... 1
1.1. Background of the study .............................................................................................................. 1
1.2. Statement of the Problem ............................................................................................................. 4
1.3. Objectives of the Study ................................................................................................................ 6
1.4. Significance of the Study ............................................................................................................. 6
1.5. Delimitation of the Study ............................................................................................................. 7
1.6. Limitation of the study ................................................................................................................. 7
1.7. Operational definitions................................................................................................................. 7
1.8. Organization of the study ............................................................................................................. 7
Chapter two ............................................................................................................................................. 8
2. Review of Related Literature ............................................................... Error! Bookmark not defined.
2.1. The concept of Motivation ........................................................................................................... 9
2.2 Importance of Motivation ........................................................................................................... 10
2.3 Type of motivation ...................................................................................................................... 11
2.4. Theories of Motivation .............................................................................................................. 12
2.5. Approaches of Promoting Athletic Motivation .......................................................................... 13
2.6. The concept of autonomy supportive coaching ......................................................................... 13
2.7. Importance of autonomy Supportive coaching .......................................................................... 13
2.8. Autonomy-Supportive Coaching Behaviors .............................................................................. 14
2.9. Features of Autonomy Supportive Coaching Behaviour ........................................................... 14
2.10. The Relationship Between Autonomy supportive Coaching and athletes Motivation ............ 15
2.11. Theoretical Frameworks .......................................................................................................... 16
2.12. Conceptual frameworks ........................................................................................................... 17
Chapter Three........................................................................................................................................ 17
3. Methods ............................................................................................................................................ 18

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 3.1. Research Design......................................................................................................................... 18
3.2. Study site.................................................................................................................................... 18
3.3. Population .................................................................................................................................. 18
3.4. Sampling and Sample size determination .................................................................................. 18
3.5. Data Collection Instruments....................................................................................................... 19
3.5.1. Athletic Motivation ............................................................................................................. 19
3.5.2. Autonomy Supportive Coaching ......................................................................................... 19
3.6. Instrument Adaptation ............................................................................................................... 19
3.7. Procedures .................................................................................................................................. 20
3.8. Data Analysis ............................................................................................................................. 20
3.9. Ethical Considerations ................................................................................................................ 21
Chapter Four ......................................................................................................................................... 22
4. Results ............................................................................................................................................... 22
4.1. Demographic Characteristics of Respondents ............................................................................... 22
4.2. Profile of Athletes on Autonomous supportive coaching and Athletic Motivation ................... 23
4.3. The association between Athletes demographic characteristics, Autonomous supportive
coaching and Athletic Motivation ..................................................................................................... 24
4.4. The contribution of Autonomous supportive Coaching and SES to Athletic Motivation.......... 25
4.5. Gender Difference on Athletic Motivation ................................................................................ 26
Chapter Five .......................................................................................................................................... 27
5. Discussion ..................................................................................................................................... 27
5.1. Athlete’s Profile on Autonomous Supportive Coaching and Athletic Motivation ................... 27
5.2. The Contribution of Autonomous Supportive Coaching to Athletic Motivation.................. 27
5.3. Demographic Characteristics and Athletic Motivation ............................................................. 29
Chapter Six............................................................................................................................................ 30
6. Conclusion and Recommendation .................................................................................................... 30
6.1. Conclusion ................................................................................................................................. 30
Recommendations ............................................................................................................................. 31
References ............................................................................................................................................. 32
Appendixes ........................................................................................................................................... 34

IV
 List of Tables

Tables
Table 1: Reliability of both Autonomous Supportive Coaching and Athletic Motivation ................... 20
Table 2: Respondent’s information about their sex .............................................................................. 22
Table 3: Respondent’s information about their Educational level ........................................................ 22
Table 4: Respondents Information about their family’s Socioeconomic Status (SES) ......................... 23
Table 5: Athletes level on Autonomous supportive coaching and Athletic Motivation ....................... 23
Table 6: Correlation between Predictors and outcome Variables (N=62) ............................................ 24
Table 7: Contribution of demographic variables and Athletic Supportive Coaching to Athletic
Motivation ............................................................................................................................................. 25
Table 8: The relative contribution of Family’s Socioeconomic Status and Autonomous Supportive
Coaching on Athletic Motivation.......................................................................................................... 25
Table 9: t-tests Result on Gender Differences on Athletic Motivation ................................................ 26

V
Acronyms

AM: Athletic Motivation

ASC: Autonomous Supportive Coaching

SDT: Self Determination Theory

SES: Socioeconomic Status

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 Abstract
Promoting athletic motivation requires necessary supports from the environment, especially
supportive coaching and positive family characteristics. The purpose of this study was to
examine the relationship between autonomous supportive coaching along with some
demographic characteristics and athletic motivation. Data were collected from randomly
selected 62 (33 males, and 29 females) western shewa zone athletic projects through
questionnaire. Data was analysed by frequency, Pearson correlation, t-test and multiple
regressions. Findings indicated that most students have moderate and below moderate score
on autonomous supportive coaching and athletic motivation. The correlation result shows
that family socioeconomic status and autonomous supportive coaching were significantly and
positively correlated to athletic motivation. The regression result indicated that family
socioeconomic status (β=.279, p=.000) and autonomous supportive coaching (β=.612,
p=.013) were significantly contributed to athletic motivation. Contrary, age of athletes was
not significantly contributed to athletic motivation. The result of independent t-test also
shows that there is no significant mean difference between male and female on athletic
motivation. To promote athletic motivation recommendation has been forwarded to
concerned bodies.

Key words: Autonomous Supportive Coaching, Athletic Motivation and family’s SE.

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 CHAPTER ONE

1. INTRODUCTION

1.1. Background of the study

Motivation is the basis for all athletic effort and achievement. The achievement behind the
best athlete is their motivation to do their activity. It is an internal energy force that
determines all aspects of our behaviour; it also impacts on how individuals think, feel and
interact with others. Motivation is a prerequisite of sports practice and a key factor for
achieving athletic performance. It helps the people to perform, higher than their normal
physical and mental capacities, and to keep them satisfied (Cucui, and Cucui, 2014). It is the
process that governs the choices made by each individual athlete to achieve sports
performance. Motivation also defined by Cahsmore (2008) as an internal state or process that
energizes, directs, and maintains goal behaviour.

Evidences asserted that athletes with high motivation are more likely to have better
performance (Vallerand, 2007a; Vallerand & Rousseau, 2001). Contextual factors such as
coach behaviours, coach-athlete relationships play an important role in promoting athletes
motivation. Thus, athlete’s motivation needs to be enhanced through promoting important
contextual supports, especially coaches autonomy support. Different strategies have been
proposed to enhance athlete’s motivation. In sport context various factors affects athlete’s
motivation. Among these factors authors (e.g., Horn, 2002; Mageau &Vallerand, 2003)
discussed that coaches' behaviours are relevant determinants of athletes' motivation. Coaches
play the main role in athletes’ lives through acting as models, confidants and motivators.
They can have profound cognitive, behavioural and emotional impacts on their athletes
(Smoll& Smith, 2002). Coaches who demonstrate care and emotional support for
theirathletes and devote time and effort produce more optimal motivational outcomes
(Reynolds & McDonough, 2015). While many dimensions of a coach’s behaviour may affect
athletes’ motivation, the most relevant one is the extent to which athletes perceive their coach
to be autonomy supportive versus controlling in their interactions with the athletes (Mageau
& Vallerand, 2003). An autonomy-supportive coaching is associated with positive cognitive,
affective, and behavioural outcomes. According to Mageau and Vallerand (2003) coaches
can support athletes’ autonomy and motivation through offering rationales for activity
structures, providing choices within limits, recognizing athletes’ feelings and perspectives,

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providing informational feedback, creating opportunities for athletes to demonstrate
initiative, avoiding overt control and criticism, structuring reward systems thoughtfully, and
limiting athletes’ ego-involvement in the activity.

The concept of autonomy-supportive coaching behaviours and its association with athlete’s
outcome have attracted various proponents on the area (e.g., Gagne et al., 2003; Pelletier et
al., 2001; Standage, Duda, &Ntoumanis, 2005). Autonomy-supportive interpersonal
behaviours are described as providing choice to athletes, providing a rationale for tasks,
acknowledging athletes’ perspectives, giving opportunities for initiative, and promoting task
involvement (Mageau &Vallerand, 2003). Autonomy-supportive coaching plays an
important role in shaping an athlete’s view of their sport participation- psychologically,
emotionally and also physically. Coaches who use autonomy-supportive behaviours are able
to support their athletes in various ways such as satisfying psychological needs, sustaining
intrinsic motivation, promoting continued engagement in sport and enhancing athletic
performance. Numerous findings indicated that autonomy supportive coaching is positively
linked to basic psychological need satisfaction, self-determined motivation and persistence
(Gagné, Ryan, &Bargmann, 2003; Pelletier, Fortier, Vallerand, &Brière, 2001;
Reinboth&Duda, 2006). On the other hand, controlling behaviours have the negative
influence on psychological need satisfaction and subsequent negative athlete outcomes such
as increased anxiety, fear of failure, decreased well-being and drop out (Mageau and
Vallerand, 2003). Researches also show that low autonomy supportive coaching is associated
with amotivation and physical symptoms (Gagné, Ryan, &Bargmann, 2003; Pelletier, Fortier,
Vallerand, &Brière, 2001; Reinboth&Duda, 2006).

Moreover, researches show that Coach Behaviours have consistently linked with motivational
outcomes in athletes (Amorose and Anderson-Butcher, 2007; Conroy and Coatsworth, 2007
and Amorose and Horn, 2000). Their findings showed that coaches who exhibited democratic
coaching behaviours (e.g., allowing for athlete input and choice) positively affected athletes’
perceptions of autonomy and intrinsic motivation, whereas coaches who displayed autocratic
behaviours (e.g., coach exerting sole authority over decisions) had a negative effect.
Similarly, Amorose and Horn (2007) found that coaches who provided a high frequency of
positive, encouraging, and informational feedback, created an environment that facilitated the
development of intrinsic motivation in their athletes.

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A number of studies examining athletes’ perceptions of their coaches’ asserted that athletes
who perceived positive autonomy support from their coaches reported an increase in need
satisfaction and subsequent motivation (e.g., Conroy &Coatsworth, 2007; Smith et al., 2016).
The autonomy supportive coaching led to better performances, persistence, and learning (e.g.,
Amorose& Anderson-Butcher, 2007; Gillet, Vallerand, Amoura, &Baldes, 2010) whereas
athletes who perceive their coaches as lack of or low autonomy supportive behaviours
reported higher in need frustration, low motivation and leads to negative outcomes in sport
(Bartholomew, Ntoumanis, Thøgersen- Ntoumani, 2011; Smith et al., 2016).

The above evidences concluded that the more athletes feel autonomous the higher their self-
determined motivation and, in turn, their high performance. Therefore, it is suitable to
understand to what extent autonomy supportive coaching as an important context is
associated with the motivation of athletes.

This research will be guided by Self Determination Theory (SDT). According to Deci& Ryan
(1985, 2000) and Ryan&Deci (2002) Self-determination theory is a motivational theory that
is useful for understanding individuals' motivation, its causes, and its consequences. The
model posits that a complete analysis of motivational processes should consider three
important constructs, namely, intrinsic motivation, extrinsic motivation, and amotivation.
Intrinsic motivation refers to performing an activity for the pleasure and satisfaction derived
from participation. SDT explained that people need to feel autonomous (the experience of
freedom in one’s actions), competent (the belief of achieving valued outcomes on the
environment) and related to others (the desire to feel connected to others) (Deci& Ryan,
2000). In the sport context, SDT tries to explain what motivates people to participate in a
given sport, plus the implications this may have for engagement, among other constructs
(Fernández- Río, Cecchini, Méndez-Giménez, Terrados, &García, 2018).
Researchers using SDT as a guiding framework have mostly been interested in the role of
autonomy-supportive style and a controlling style on athletes outcomes (Deci& Ryan,1987).
Autonomy-supportive coaches acknowledge 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 (Mageau&Vallerand, 2003).

Even though providing autonomy support has several benefits, evidences asserted that still
many coaches do not utilize these behaviours adequately (Mageau&Vallerand, 2003) which
may result in low motivation of athletes. According to Mageau and Vallerand’s (ibid)

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athlete’s motivation and the coach-athlete relationship are primarily influenced by coaches’
autonomy-supportive behaviours. The way in which coaches provide necessary supports to
their athletes are all behaviours with important motivational implications (Horn, 2002).
Though findings acknowledged the significant role of coaches in motivating athletes, little
research has specifically tested the processes by which various coaching behaviours influence
motivation (Amorose, 2007). Therefore, it appears valuable to conduct a research on the role
of autonomy-supportive coaching in promoting athletes motivation.

Though, the issue of athletics motivation and its factors influencing it attracts professionals of
many countries, yet in Ethiopia attention has not been fully paid to the relationship between
the contextual factors, especially autonomy supportive coaching and athlete’s motivation. It
has been observed that many athletes in western shewa zone are dropping out from training
which may be related to low motivation. Consequently, in order to fill this gap, researcher
believes that there is a need for conducting research on the relationship between contextual
factors and athletes motivation. To this end, this research was examined the relationship
between autonomy supportive coaching behaviour and athlete’s motivation in western shewa
athletics projects.

1.2. Statement of the Problem

Athletes training in projects with inadequate resources face different problems including low
motivation and performance. Thus, to alleviate these problems and enhance athlete’s
motivation contextual factors needs to be improved.

Various researches (e.g., Gillet, Berjot, &Gobance, 2009; Gillet, Vallerand, &Rosnet, 2009)
indicated that athletes with high levels of motivation tend to perform better than athletes with
low levels of motivation. Having high motivation improves athlete’s health and performance.
For instance, Podlog&Eklund, (2007) discussed that athletes with high motivation are more
likely to have improved mental health, positive emotions, and persistence. On the other hand,
low motivation is linked to negative effects on athletes including dropout, low level of
performance and behavioural problems (Pelletier et al., 2001).

Research agreed that individuals’ thoughts, feelings, and behaviours are mainly influenced by
the quality of motivation (Deci and Ryan, 2000). Thus in order to foster athlete’s motivation
which builds high performance with persistence, it is valuable to promote supportive
coaching behaviour and also positive coach-athlete relationships.

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Coaches play an important role in creating the athletes’ sport experience and motivation.
Coaches' behavior is one of the most important determinants of athlete’s motivation (Mageau
and Vallerand, 2003). Likewise, Amorose (2007) has shown that perceptions of coaching
behaviour were related to athletes' motivation. Numerous findings also agreed that coaches'
autonomy supportive behaviours promote athletes self-determined motivation while
controlling behaviours undermine it (Amorose& Anderson-Butcher, 2007; Conroy
&Coatsworth, 2007 and Pelletier, Fortier, Vallerand, &Bri_ere, 2001). This indicated that the
more coaches support autonomy in their relationships with their athletes, the more they
satisfy subordinates' basic psychological need for autonomy and promote their autonomous
motivation. The motivated athletes are more successful than others. Thus, to be effective and
competitive enough, coaches should have motivated their athletes. Motivating athletes
requires the identification and understanding of what athlete’s value as important motivator
and facilitating those things in the way they motivate athletes. The research on the role of
autonomy-supportive behaviour of coach on athletes motivation have received much less
attention in Ethiopia, despite the numerous researchers conducted abroad supporting the
their Link between the two variables. Furthermore, despite evidences support for the
importance of autonomy-supportive coaching styles, many coaches’ still use strategies and
techniques that do not support their athletes’ needs (Fraser-Thomas&Côté, 2009). The
objective of this research is to examine the relationship between autonomy supportive
coaching and athlete’s motivation. Thus, identifying different gabs and taking the above
evidences in to account the present study was conducted in Ethiopian context particularly in
Western Shewa Zone athletic projects. In fact, no work has been done on the relationship
between autonomy supportive coaching and athletes motivation in Ethiopia in general and
Western Shewa Zone in particular. So, this study will provide relevant information about the
subject concerning the existing situation in Ethiopia

5
Research question

Based on the research objectives and earlier study findings in the literature, the researcher
attempted to answer the following questions:
 What is the level of athlete’s motivation in western shewa zone athletic projects?
 What is the level of autonomy supportive coaching in western shewa zone athletic
projects?
 What is the relationship between autonomy supportive coaching behaviour and
athlete’s motivation in western shewa zone athletic projects?
 Is there a significant difference between some demographic variables (i.e Athlete’s
sex, age, and family’s socioeconomic status) and athlete’s motivation?

1.3. Objectives of the Study

1.3.1 General Objective

The general objective of the study was to examine the relationship between autonomy
supportive coaching and athlete’s motivation.

1.3.2 Specific Objectives

The following are the specific objective of the study.

 To examine the level of athlete’s motivation in western shewa zone athletic projects
 To examine the level of autonomy supportive coaching in western shewa zone athletic
projects
 To study the relationship between autonomy supportive coaching behaviour and
athlete’s motivation in western shewa zone athletic projects
 To see if there is a significant difference between some demographic variables (i.e
Athlete’s sex, age, and family’s socioeconomic status) and athlete’s motivation

1.4. Significance of the Study

Motivation is the foundation all athletic effort and accomplishment. Thus, Conducting a
research on athletic motivation and its relationship with autonomy supportive coaching has
much significance. First and foremost, it help experts, professionals and policy makers to
understand the leading role of contextual factors, especially autonomy-supportive coaching in
promoting motivation. Increasing such understanding will create opportunities to develop
coach training and intervention programs that could improve the quality of coaching.
Secondly, it contributes to improve the athlete motivation through creating necessary
6
strategies that enhance autonomy supportive coaching. Thirdly, it fills the research gap and
added the value to the advancement of literature on the area. The finding of this study has
also an important value to the projects because they may reveal the area of strength and
weakness with regard to motivation of athlete. It also helps coach to understand the
significance of motivation and design motivational plan. The result of this research can be
also used as a starting point for other interested researchers to carry out researches on the
same area.

1.5. Delimitation of the Study

Various factors that influence athletic motivation have been discussed in the literature. In
order to make the study manageable, the researcher focused only on the role of autonomic
supportive coaching on the athletic motivation. The study was also delimited to only three
randomly selected athletic projects found in western shewa zone.

1.6. Limitation of the study

During the research process the researcher faced some difficulties such as problems related to
freely moving place to place because of pandemic COVID-19. Another limitation was
related to financial and time shortage to cover large population. As a result projects found
only in western shewa zone were addressed.

1.7. Operational definitions

Motivation:It is an internal state or process that energizes, directs, and maintains goal
behaviour(Cahsmore, 2008)

Autonomy supportive coaching:It is the process through which coaches support athletes’
autonomy and motivation through offering rationales for activity structures, providing
choices within limits, recognizing athletes’ feelings and perspectives, providing
informational feedback, creating opportunities for athletes to demonstrate initiative, avoiding
overt control and criticism and structuring reward systems thoughtfully (Mageau and
Vallerand, 2003)

Athletes: Individuals who are receiving track and field athletic training at different Western
shewa athletic projects

1.8. Organization of the study

This research contains 6 chapters. The first chapter deals with the background of the study,
statement of the problem, research questions, objective of the study, delimitation, limitation,

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operational abbreviations and definitions and organization of the study respectively. The
second chapter attempted to forward review of literatures. Chapter three covered the research
design and methodology (research design, the source of data, sample, sample size, sampling
technique, and data collection instruments and data analysis). While the fourth chapter deals
with major research results chapter five covered the research discussions,and finally chapter
six concern with conclusions and recommendation.

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 CHAPTER TWO

2. REVIEW OF RELATED LITERATURE

Overview

This chapter presents and discusses necessary research information on the concept of athletes
motivation and its determinant factors. Research information is discussed under identified
themes in line with research questions. Accordingly, the review begins with discussing the
concept of athletic motivation. The next section reviews the concept of autonomy supportive
coaching and the strategies to enhance it. Additionally, the relationship between autonomy
supportive coaching behaviour and athlete’s motivation are reviewed. Lastly, theoretical
frameworks to guide the current research process are discussed. For the present research Self-
determination theory has been used to guide the research.

2.1. The concept of Motivation

Motivation is the complex concept emerged in the 20th century. The concept of motivation
was emerged as psychological phenomenon that, firstly, prompted the interest of researchers
in psychology (Maslow, 2007 and Mitchell, 1982). According to Mitchell (1982) as cited by
Frăţilă (2004) motivation is „all psychological processes that generate the initiation, direction
and persistence of voluntary actions directing to achieve objectives”. Atkinson &Hilgard
(2005) also defined motivation as a state that energizes behavior and gives it direction.
Motivation is the process in which the athlete’s internal energies or needs are directed
towards their goals. On the other hand, motivation is the condition which increases the desire
to perform better.

The motivational orientation of an individual is key to understanding how and why people
engage with different activities (Deci and Ryan, 1985). Self- determination theory asserted
why a person chooses to exert effort and persist in an activity. Self-determined motivation
can be categorized in to three main ranges. The most self-determined motivation is intrinsic
motivation, which refers to doing something because it is inherently interesting or enjoyable
(Mageau and Vallerand, 2003). On the opposite end of the continuum is amotivation, where
there is a lack of motivation and intention. Extrinsic motivation is situated between intrinsic
motivation and amotivation and is demonstrated if one is participating in a task for a reward
or to avoid feelings of guilt and thus have a non self-determined motivational orientation
(Amorose and Anderson-Butcher, 2007).

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2.2 Importance of Motivation
High Efficiency

A good motivational system releases the immense untapped reservoirs of physical and mental
capabilities. A number of studies have shown that motivation plays a crucial role in
determining the level of performance. “Poorly motivated people can nullify the soundest
organisation.” said Allen.

By satisfying human needs motivation helps in increasing productivity. Better utilisation of

resources lowers cost of operations. Motivation is always goal directed. Therefore, higher the
level of motivation, greater is the degree of goal accomplishment.

Better Image

A firm that provides opportunities for financial and personal advancement has a better image
in the employment market. People prefer to work for an enterprise because of opportunity for
development, and sympathetic outlook. This helps in attracting qualified personnel and
simplifies the staffing function.

Facilitates Change

Effective motivation helps to overcome resistance to change and negative attitude on the part
of employees like restriction of output. Satisfied workers take interest in new organisational
goals and are more receptive to changes that management wants to introduce in order to
improve efficiency of operations.

Human Relations

Effective motivation creates job satisfaction which results in cordial relations between
employer and employees. Industrial disputes, labour absenteeism and turnover are reduced
with consequent benefits. Motivation helps to solve the central problem of management, i.e.,
effective use of human resources. Without motivation the workers may not put their best
efforts and may seek satisfaction of their needs outside the organisation.

The success of any organisation depends upon the optimum utilisation of resources. The
utilisation of physical resources depends upon the ability to work and the willingness to work
of the employees. In practice, ability is not the problem but necessary will to work is lacking.

10
Motivation is the main tool for building such a will. It is for this reason that RensisLikert
said, “Motivation is the core of management.” It is the key to management in action.

2.3 Type of motivation

There are mainly two types of motivational concepts. These are namely;

1.Iintrinsic (internal) motivation and

2.Extrinsic (external) motivation.

1. Intrinsic (internal) motivation

Intrinsic motivation is the uppermost form of motivation leading to high self-determination.

When an athlete reflects on themselves and considers themselves as cause of their behavior,
then the athlete is intrinsically motivated (Weinberg & Gould, 2015).

Seifert and his friends (2012) defined the intrinsic motivation as it is triggered by personal
desires and attentions without having external effects or reasons. Besides, another researcher
also defined as the attitudes shown by individuals intentionally (Gill, 2000). Ryan &Deci
(2000), mentioned that, people are always enthusiastic, frisky, be present for discovering new
things which is the inherent characteristics of human beings. Furthermore, the intrinsic
motivation was recognized through animal attitude research and it was reported that it is a
significant factor in physical, mental and social evolution.

2 Extrinsic Motivation

Extrinsic motivation comes in the form of rewards, which are generally provided by other
people in the form of negative or positive reinforcement. These rewards may be comprised of
praise, constraints, awards, money and now with the growing presence of social media.

Extrinsic motivation defined as the opposite of the intrinsic motivation. In other words, an
activity basically performed for the pleasure caused by the external factors (Ryan &Deci,
2000). Such as, competition is one of the external motivations which stimulates individuals to
defeat other teams. However, the only way that they might change their behavior is motives
coming from outside (Seifert et al., 2012). Pink (2009) indicated that the reward determines
which behavior you want or not. In other words, if you give reward to an individual’s desired
behavior, he / she will show that behavior again.

11
2.4. Theories of Motivation
In order to determine and interpret human behaviors numerous theories related to motivation
were developed. The most widely accepted theories are;

Maslow’s Hierarchy of Needs Theory:

The Maslow’s theory is one of the well-known theories. In his theory he suggested that
individuals have specific biological, cultural, and situational needs which are necessary for
them (Maslow, 1943). He classified the needs of humans which is starting from basic to
highest. Needs of the individuals are as follows, physiological, security, social, self-esteem
and self-actualization, respectively. In addition to that, he also stated that there is a gradual
connection among the needs of human beings (Maslow, 1943). In other words, individuals
need to satisfy their basic requirements in order to achieve the high levels of requirements
which allows them to behave accordingly. Furthermore, Rumsey (1996) indicated that in
Maslow’s theory, need has major influence which on individual’s stimulation level.

Social Exchange Theory:

Social exchange theory defined as the interchanged behaviors and attitudes among people
which caused by the motivation (Blau, 1964). Another definition of the social exchange
theory was done by Homans (1961), he emphasized that the exchange of the things (physical
or abstract) with reward or cost in some degree among individuals. Furthermore, Homans
(1961) also stated that, the things happen between 19 individuals in social groups can be
clarified by the interaction among them. He also stated that the social exchange theory was
related to fully understand the main mechanisms of social behavior including conformity,
leadership, influence etc. (Homans, 1961).

Herzberg’s Motivation-Hygiene (Two-Factor):

Theory Herzberg (1966), developed his theory on motivation which is about to external
factors (salary, policies of the company, relationships between workers etc.) which have
negative influence on the emotional perception of the workers. In fact, he stated that factors
can be divided into two aspects (hygiene factors and motivators) which have impact on
satisfaction of the workers (Herzberg 1966). Furthermore, factors of hygiene do not cause the
satisfaction of the workers. However, they prevent them from dissatisfaction which means
hygiene factors are only works well on working environment by preventing them
disappointment (Herzberg 1966).

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Alderfer’s ERG (Existence, Relatedness and Growth):

Theory It has been stated that there were deficits in Maslow’s theory and individuals mainly
have three motivations to take action, these are existence, relatedness and growth needs
therefore, his theory was named as the ERG theory. The existence needs composed of
fundamental human needs such as physiological and security. The relatedness needs are
about the demands of individuals on sense of belonging and gain acceptance in social
surroundings. The final one is the growth needs and it is related to self-improvement and self-
realization of the individuals (Alderfer, 1967, 1969). Figure 2.8 indicates the differences
between categories of Maslow’s and ERG theories.

Expectancy Theory :

According to Atkinson (1964) expectancies effect human behavior and have mainly three
factors namely; the need for achievement, the need for affiliation, and the need for power.
The first motive concerns the feeling the pride after success. The second motive is about the
social interaction with other individuals. The last motive is related to ambition of getting
other individuals under control. In other words, it was defined as having expectations which
effect individual’s task performance in a negative or positive way (Atkinson, 1957)

2.5. Approaches of Promoting Athletic Motivation

Contextual factors have an important impact on the athlete’s motivation. The context includes
both the structure of the sport (i.e., level of competition), as well as the people within it (i.e.,
coaches). Specifically, autonomy supportive coaching as a key context will promote the
satisfaction of the basic psychological needs for athletes (Deci& Ryan, 1985).

2.6. The concept of autonomy supportive coaching

The concept of autonomy supportive coaching has been widely discussed in the literature.
Autonomy can be defined as the view that one is self-directing, makes his/her own decisions,
and chooses his/her own actions (Deci& Ryan, 2000). Autonomy-supportive coaching is one
of the coaching behaviour that characterised by coaches’ feeling of acknowledgement of
athletes perspectives, absence of overly controlling athletes and low external pressures
(Mageau and Vallerand, 2003).

2.7. Importance of autonomy Supportive coaching

Coaches’ autonomy support is one of the most important influences on the satisfaction of
athletes’ basic psychological needs (Mageau&Vallerand, 2003). Adie and colleagues (2012)

13
tested that the more athletes’ perceptions of autonomy support provided by coaches, the more
their subsequent basic psychological need satisfaction. Coaches can foster athletes’ basic
psychological need satisfaction through autonomy-supportive behaviours. According to
Mageau&Vallerand (2003) autonomy supportive coaching denotes that athletes are regarded
as individuals deserving self-determination and not should be controlled to obtain a certain
outcome.

2.8. Autonomy-Supportive Coaching Behaviors

Mageau and Vallerand (2003) proposed a motivational model regarding the coach-athlete
relationship. Mageau and Vallerand proposed a motivational sequence where the coach’s
orientation towards coaching, the context in which they operate, and their perception of their
athletes’ behavior and motivation influences the coach’s behaviors towards the athletes. The
coach’s behaviors in terms of autonomy-supportive behaviors, provision of structure, and
involvement have a beneficial impact on athletes’ needs for autonomy, competence, and
relatedness, which in turn determines an athlete’s intrinsic and self-determined extrinsic
motivation. Autonomy-supportive coaches provide as much choice as possible within specific
limits and rules; provide a rationale for tasks, limits and rules; inquire about and acknowledge
others’ feelings; allow opportunities to take initiatives and do independent work; provide
non-controlling competence feedback; avoid overt control, guilt-inducing criticisms,
controlling statements and 9 9 tangible rewards; and prevent ego-involvement from taking
place (Mageau&Vallerand, 2003). The authors then go into great detail on the seven
behaviors that an autonomy-supportive style of coaching elicits and gives examples of
reviewed literature that supports their claim of autonomy-supportive behaviors enhancing or
mediating the effect of autonomy-supportive behaviors on intrinsic and selfdetermined
extrinsic motivation.

2.9. Features of Autonomy Supportive Coaching Behaviour

Autonomy-supportive coaching has various features that believed to foster satisfaction of the
psychological needs of athletes, especially adaptive outcomes in athletes’ cognitions,
feelings, and autonomy and, in turn, promote autonomous motivation. To this end Mageau
and Vallerand (2003) discussed seven key behaviours that help to create autonomy-
supportive behaviour. These are; a) provide choice within boundaries; for example, allowing
athletes to choose between two or three activities; b) acknowledge feelings and perspectives;
for example, asking an athlete or squad for input into a training session; c) provide a rationale
for tasks; for example, explaining the advantages or disadvantages of a particular skill or

14
training session so that the athletes understand how and why decisions are made; d) provide
athletes with opportunities to take initiative; for example, allowing athletes to work
independently to solve problems; e) avoid controlling behaviours; for example, avoiding
statements that can be perceived as bullying or coercion; f) provide non- controlling
competence feedback; for example, the coach provides feedback that allows her and the
athlete/s to solve problems together; and g) reduce the perception of ego-involvement in
athletes; for example, focus on self-referenced evaluative criteria.

Coach-athlete relationship influences athlete outcomes. Mainly, the environment in which

coaches’ autonomy-supportive behaviours occur positively influences athletes’ motivation
(Mageau and Vallerand, 2003). According to Mageau and Vallerand there are three main
variables that may directly influence autonomy- supportive coaching behaviours: the coach’s
personal orientation, the coaching context, and the perceptions of athletes’ behaviour.

2.10. The Relationship Between Autonomy supportive Coaching and athletes

Motivation
Coaches play an influential role in athletes’ sport experience. They are an important context
for athletes serving as motivators, teachers, leaders, administrators, planners, managers,
performers, and negotiators (Giges, Petitpas, Vernacchia, 2004). According to Mallet (2005)
and Mageau&Vallerand, (2003) coaches create sporting environments that allow athletes to
develop motivation towards sport.
Various researches discussed the relationship between autonomy supportive coaching and
athlete’s motivation. Autonomy supportive coaching is an important behaviour of coaching
that believed to promote athlete’s positive outcomes. Several findings indicated that coach
positive behaviours play a key role in promoting athlete motivation (Amorose and Anderson-
Butcher, 2007 and Mageau and Vallerand, 2003). Similarly, Amorose and Anderson-Butcher
(2007) and Conroy and Coatsworth (2007) asserted that coaches’ autonomy supportive
behaviours are significant predictors of athlete motivation. Hence, Autonomy- supportive
coaching behaviour can contribute to athlete’s motivation that lead to positive athlete
outcomes such as increased persistence, improved performance.

Studies also indicated the positive relationship between coach autonomy-support and
athlete’s satisfaction of psychological needs (autonomy, relatedness and.. , (Amorose and
Anderson-Butcher, 2007 and Conroy and Coatsworth, 2007).

15
2.11. Theoretical Frameworks
To understand the importance of contexts, primarily coaches autonomous support, on athletes
motivation various model have been endorsed. Among these models the popular one is Self
Determination Theory (SDT). Self-determination theory proposed by Deci and Ryan (1985)
suggests the three basic psychological needs of individuals: autonomy, competence, and
relatedness. Autonomy is a sense of control or determination over one’s actions. Autonomy
will be high when individuals perceive that they are able to make their own decisions (e.g.,
they feel self-determined). The need for competence includes peoples’ perception that they
can achieve successful outcomes. Relatedness needs would be met if an individual feels
satisfied in her or his involvement with others in the social world. According to this theory,
when these three needs are met by engaging in an activity, intrinsic motivation will be high.
Self-determination theory posited the reasons why individuals choose to participate, exert
effort, and persist in an activity (Deci and Ryan,1985 and Ryan and Deci, 2002).

SDT of Deci and Ryan (1985) was proposed as a framework to understand the social-
contextual conditions (i.e., motivational climate) that facilitate or undermine intrinsic and
extrinsic motivation. The underlying assumption of SDT is that people are inherently and
proactively motivated to master their social environment. SDT proposes that humans have
three major psychological needs to satisfy: self-determination, competence, and relatedness.
SDT research has demonstrated the association between various social-contextual events,
such as rewards, feedback, competition, support and interpersonal styles on people’s need
satisfaction and motivation ( Ryan&Deci, 2002).

SDT Deci& Ryan (2002) is a theory of motivation that assumes humans have innate
tendencies to grow and to integrate on-going life experiences. The theory suggested that
humans are active organisms, naturally inclined toward development, mastering challenges,
meeting their potential. According to SDT, there are three distinct types of motivation
(amotivation, extrinsic motivation, and intrinsic motivation) that lead to different affective,
cognitive, and behavioural outcomes based on the degree to which the behaviour has been
internalized and integrated into the self. SDT posits that the reasons individuals engage a
certain activities are the result of contextual factors related to the specific life domain (Deci&
Ryan, 2002). In sport context, autonomy supportive coaching is an imoirtant context that
believed to enhance athlete’s motivation.

16
2.12. Conceptual frameworks
The purpose of the current research is to examine the relationship between autonomy
supportive coaching and athlete’s motivation. More precisely, below diagram illustrates the
conceptual framework of the interrelationship between autonomy supportive coaching
behaviour as contextual factors, and athlete’s motivation.

Autonym
supportive
coaching

Athletic

Motivation

• Sex
• Age
• Family SES

17
 CHAPTER THREE

3. METHODS

3.1. Research Design

The objective of this research is to examine the relationship between autonomy supportive
coaching and athlete’s motivation. According to Creswell (2007) “research designs are plans
and the actions for research that involves the decisions extent from broad assumptions to
detailed methods of data collection and analysis”. In this research correlational design was
used. Correlational research design is a type of research method that involves observing two
variables in order to establish a statistically corresponding relationship between them. The
aim of correlational research is to identify variables that have some sort of relationship and
the extent that a change in one variable creates some change in the other.

3.2. Study site

The study area was western Shewa Zone which found at western of Addis Ababa, capital city
of Ethiopia. The people living in the area are mostly the follower of various religions such as
orthodox Christianity, protestant, Muslim and waqefatta. Different nation and nationality like
are living in the zone. Currently western shewa has four athletic project (i.e. Caliya,
Dandi,Galessa and Midakegn athletic projects).

3.3. Population
The target population of this study were athletes in athletic projects found in western
shewazone, Ethiopia. Currently there are four athletic projects found in western shewa zone.

3.4. Sampling and Sample size determination

Proper sampling technique will increase the internal validity and the quality of research. In
this research probability sampling, specifically simple random sampling will be used. To
select individual sample Krejcie,& Morgan (1970) sample size determination assumption
were considered. Accordingly, from four projects three projects were randomly selected.
Since each projects have 25 (twenty five) athletes the total population were about 75 athletes.
According to Krejcie, & Morgan (1970) sample size determination 63 samples should be
selected from 75 populations. Thus, in this research 62 athletes were selected by using simple
random sampling.

18
3.5. Data Collection Instruments
The data collection tools for this study were self-developed and pre-established
questionnaires. Demographic characteristics of participants were developed by the researcher
where as Athletic Motivation Scale and Autonomous supportive scales were adapted from the
pre-established instruments on the area.

3.5.1. Athletic Motivation

To measure athletes motivation the Revised Sport Motivation Scale refined by Pelletier,
Rocchi, Vallerand, Deci, & Ryan (2013) was adapted and used. The scale was developed to
assess their reasons for participating in sport and it has six-factor comprising of 18 items (3
per subscale) measuring sport motivation according to each of the six types of behavioural
regulation, according to SDT.

3.5.2. Autonomy Supportive Coaching

To measure autonomy Supportive coaching behaviour Perceived Autonomy Support Scale
for sport setting developed by Hagger, Chatzisarantis, Hein, Pihu, &Karsai, (2007) was
adapted and used. This tool is a 12-item self-report measure assessing the extent to which
athletes perceive their coach to be autonomy supportive. Answers are given on a Likert scale
ranging from “strongly disagree” (1) to “strongly agree” (4).

3.6. Instrument Adaptation

To adapt the scales necessary steps were followed. For instance, the English version scales
was carefully translated by experts to Afan Oromo version. After translation pilot test was
conducted to see the reliability of the instruments.

Thus, pilot study was conducted to test the quality and technical adequacy of all instruments
designed to measure Autonomous supportive coaching and Athletic Motivation. Since these
instruments were not yet tested in Ethiopian context, the English version of Autonomous
supportive coaching and Athletic Motivation were carefully translated to Afan Oromo
language following necessary procedures to keep the comprehension, clarity and adequacy of
the instrument. Accordingly, four experts were involved in the process of translation where
two experts involved in forward translation and other two experts involved in backward
translations. Lastly, synthesis or evaluation of the translated instruments was made with both
forward and back ward translators and researcher in committee form. Lastly final Afan
Oromo version of Autonomous supportive coaching and Athletic Motivation were produced.
Next to translation, pilot testing was conducted on twenty two athletes to see the reliability of
the instruments. Accordingly, both measure produced acceptable reliability where

19
Autonomous supportive coaching and Athletic Motivation produced .87 and .89 respectively
in the main study. To increase the validity of the instruments expert judgements was made.
Based on the expert judgement necessary correction and modification was also made on some
instruments. The reliability of the instruments during pilot test and main study are provided
below

Table 1: Reliability of both Autonomous Supportive Coaching and Athletic Motivation

Measures Number of items Cronbach’s alpha in Cronbach’s alpha in
Pilot study main study
ASC 12 .85 .87
AM 18 .88 .89

The above table shows the reliability coefficient of the Autonomous supportive coaching and
Athletic Motivation. The result revealed that the computed Cronbach’s alpha values for the
ASC is .85 and .88 for AM in the pilot test. This indicated that both scales have greater
internal consistency and acceptable reliability. Thus, the adapted ASC and AM can be
utilized in the context the scale was adapted. The reliability of the main study was also greate

3.7. Procedures

The first step of the study was contacting and getting formal letter from Ambo University,
department of sport sciences and then contacting the project coordinators, and then athletes.
At the moment, a discussion was held about the objective of the study and how to get target
subjects of the study. By forming good cooperation with concerned bodies and participants,
easy access to the information was ensured.

3.8. Data Analysis

After data collected from respondent’s code was given for the completed questionnaires and
quantitative data were exported to SPSS and different statistical analysis techniques was
employed. Accordingly, descriptive and inferential statistics were computed in line with the
objectives of the study. From descriptive statistics frequency distribution and mean value
were used to see the level of athlete’s motivation and autonomy supportive coaching
behaviour. However, t-test was used to see gender differences on athlete’s motivation,
correlation was computed to examine the relationship between autonomy supportive
coaching, some demographic variables (i.e. family’s socioeconomic status) and athletes

20
motivation. Lastly, multiple regression was employed to examine the independent
contribution of each variable on the outcome variable.

3.9. Ethical Considerations

In this research informed consent as assured from all the participants by sharing with them
the confidentiality and anonymity element. Participation of respondents was strictly on
voluntary basis. Participants will be fully informed the purpose of the study and consented.
Furthermore, participant’s right of withdrawal from the study at any point of time was also
respected

21
 Chapter Four

4. Results

The objective of this study was to investigate the relationship between autonomy supportive
coaching and athlete’s motivation in western Shewa zone athletic projects. This chapter deals
with the presentation and analysis of the data gathered from participants based on the
formulated research questions. Questionnaires were collected from 62athletes (33 Males and
29 females). Different statistical techniques were employed in the analysis of the variables
included in this study. First, descriptive statistics are presented. This is followed by
presentation of results calculated through inferential statistics, such as correlation, t-test and
regression.

4.1. Demographic Characteristics of Respondents

In this section, the demographic characteristics of the participants were analysed. The socio-
demographic characteristics analysed include gender, age, and participant’s
familySocioeconomic status.

Table 2: Respondent’s information about their sex

Sex N %
Male 33 53.2
Students
Female 29 46.8
Table 2 below summarizes information about the sex of participants. Data was collected from
a total of 62athletes of three athletic projects, namely, Dandi, Galessa and Gedo. Out of this
number 33(53.2%) of them were male and 29 (46.8%) of them were female.

Table 3: Respondent’s information about their Educational level

Grades N %

Grade 5-8 45 72.6

Athletes
Grade 9-10 17 27.4

From table 3 provided the educational status athletes. Accordingly, majority of athletes
(72.6%) are attending elementary school and only 17 (27.4%) of them are attending
secondary schools (9-10 grades).

22
Table 4: Respondents Information about their family’s Socioeconomic Status (SES)
Educ. Level Frequency Percent
Low 7 11.3
SES Moderate 41 66.1
High 14 22.6
Table 4 above shows the educational levels of student’s fathers. Data shows that majority of
the participant’s family had moderate or low level of SES. Hence, 41 (66.1%) of athlete’s
family had moderate level of SES and 7 (11.3%) reported as their family had low whereas
only 14 (22.6%) reported as their family had high level of SES.

4.2. Profile of Athletes on Autonomous supportive coaching and Athletic Motivation

Athlete’s perception of Autonomous supportive coaching and their own Athletic Motivation
was obtained and computed. Table 6 below shows the level of perceived Autonomous
supportive coaching and Athletic Motivation

Table 5: Athletes level on Autonomous supportive coaching and Athletic Motivation

Characteristics Category Total

Score N %
Low 12-23 12 19.4

Moderate 24-36 45 72.6

ASC
High 37-47 5 8.1

Low 18-36 7 11.3

Moderate 37-54 39 62.9

AM
High 55-72 16 25.8

Athletes were responded about their status on athletic motivation and Autonomous supportive
coaching provided to them. Hence, concerning level on Autonomous supportive coaching
majority of them 45 (72.6%) of athletes reported that their level on their perceived
Autonomous supportive coaching is moderate and 12 (19.4%) of them reported as their
perceived Autonomous supportive coaching is low whereas only5 (8.1%) had reported

23
highAutonomous supportive coaching. Concerning Athletic Motivation data also shows that
majority of the respondents reported that the level of their Athletic Motivation either
moderate or high. Accordingly, about 39 (62.9%) of athletes had moderate athletic
motivation and 16 (25.8%) of them had high Athletic Motivation whereas only 7 (11.3%) of
them reported as they had low athletic motivation.

4.3. The association between Athletes demographic characteristics, Autonomous

supportive coaching and Athletic Motivation

Table 6: Correlation between Predictors and outcome Variables (N=62)

1 2 3 4
1. Age of respondents 1
2. Family’s SES .082 1
3. ASC -.145 .766** 1
4. AM .065 .826** .748** 1

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

The above table 6 shows the relationship between Autonomous Supportive Coaching along
with some demographic variables and Athletic motivation. The result of the study shows the
significantly and positively relationship between ASC and AM (r=.748**, P<.01). The result
of the study also revealed that Athletic motivation is positively and significantly related to
family’s socioeconomic status (SES) (r=.826**, P<.01). The correlation result also revealed
no significant relationship between athletic motivation and age of athletes.

24
4.4. The contribution of Autonomous supportive Coaching and SES to Athletic
Motivation

Table 7: Contribution of demographic variables and Athletic Supportive Coaching to

Athletic Motivation
R=.845

R Square =.714

Adjusted R Square = .704

Std. Error of the Estimate = 4.40362

Model Sum of Squares df Mean Square F Sig.

1 Regression 2853.315 2 1426.658 73.570 .000b
Residual 1144.120 59 19.392
Total 3997.435 61
Dependent Variable: AM
Predictors: (Constant) SES and ASC
Table 7 indicates Athletic Motivation was significantly related to Autonomous Supportive
Coaching, family’s Socioeconomic level (p<0.05). In the regression model of the same table,
adjusted R2 change reveals information on the variance in Athletic Motivation explained by
Autonomous Supportive Coaching, family’s Socioeconomic level(F(2,61) = 73.570, P<.01).
So that family relationship, father’s educational levels, mother’s educational levels and age
accounted for about 70.4% of the influence on Athletic Motivation, which is large.

Table 8: The relative contribution of Family’s Socioeconomic Status and Autonomous

Supportive Coaching on Athletic Motivation
Unstandardized Standardized
Coefficients Coefficients
Std.
Variables B Error Beta t Sig.
(Constant) 23.694 2.969 .612 7.981 .000
SES 5.162 .913 .279 5.652 .000**
ASC .390 .151 .612 2.576 .013**
a. Dependent Variable: Athletic Motivation

25
Table 8 shows the how family’s socioeconomic status (SES) and autonomous supportive
coaching predict Athletic motivation of athletes in western Shewa zone athletic projects.
Accordingly, family SES (β=.279, p=.000) and Autonomous Supportive Coaching (β=.612,
p=.013) were significantly contributed to Athletic Motivation.

4.5. Gender Difference on Athletic Motivation

Table 9: t-tests Result on Gender Differences on Athletic Motivation

Sex N Mean SD t Df Sig. Decision
Athletic F 29 47.28 7.43 1.08 60 .281 Not
Motivation Significant
M 33 49.52 8.61

Independent t-test was computed to see if there is a gender difference on athletic motivation.
Thus, the result of t-test revealed that there is no significant mean difference on Athletic
Motivation scores for females (47.28, SD=7.43) and males (M=49.52, SD=8.61, t (60) =1.08,
P=.281 (two-tailed), P<.05). This implies that there is no statistically significant sex
difference on athletic motivation in which males and females reported almost similar on
athletic motivation score.

26
 Chapter Five

5. Discussion

5.1.Athlete’s Profile on Autonomous Supportive Coaching and Athletic Motivation

The present research investigated the relationship between Autonomous Supportive Coaching
and Athletic Motivation of athletes in western Shewa Zone athletic projects. Data depicted
about the status of Autonomous Supportive Coaching and Athletic Motivation as reported by
athletes. Data was gathered from 62 (29 female and 33 male) athletes. Data shows that
majority of the athletes, 72.6%) and 19.4%, reported moderate and low level on their
perceived Autonomous supportive coaching respectively. On the other hand, only small
number of participants (8.1%) reported as they perceived high Autonomous supportive
coaching. In consistent with this result MageauandVallerand (2003) asserted that, despite the
high importance of autonomous supportive coaching, still many coaches do not utilize
autonomous supportive behaviours adequately. Data collected on the level of athletic
motivation also revealed that majority of the participants (62.9%) had moderate athletic
motivation and (25.8%) of them had high Athletic Motivation whereas only few athletes
(11.3%) reported as they had low athletic motivation.

From the above data autonomous supportive coaching is low as perceived by athletes where
only small number of athletes reported high autonomous supportive coaching. in relation to
the level of athletic motivation though, small number of participants scored low athletic
motivation still majority of them had moderate athletic motivation.

5.2.The Contribution of Autonomous Supportive Coaching to Athletic Motivation

The result from Pearson correlation shows that autonomous supportive Coaching is
significantly and positively related to Athletic motivation ((r=.748**, P<.01). The contribution
of Autonomous Supportive Coaching to Athletic Motivation was also tested with regression
and the result shows that Autonomous Supportive Coaching was significantly predict Athletic
Motivation (β=.612, p=.013). According to Mageau and Vallerand (2003) Autonomy-
supportive coaching is one of the coaching behaviour that characterised by coaches’ feeling

27
of acknowledgement of athletes perspectives, absence of overly controlling athletes and low
external pressures.

In consistence with this result several studies indicate that there is a positive association
between the external supports an individual athleteacquire such as autonomous supportive
couching and an increased likelihood of Athletic Motivation.

For instance, the present finding agreed with the study by (Amorose and Anderson-Butcher,
2007; Conroy and Coatsworth, 2007) who reported that autonomous supportive coaching
highly predict athletic motivation so as positive athletic outcomes. Similarly, Mallet (2005)
and Mageau&Vallerand, (2003) asserted that coaches create sporting environments that allow
athletes to develop motivation towards sport. Evidences also indicated that coaches an
important context for athlete’s outcome through serving as motivators, teachers, leaders,
administrators, planners, managers, performers, and negotiators (Giges, Petitpas, Vernacchia,
2004).Similarly, Adie and colleagues (2012) argued that the more athletes’ perceptions of
autonomy support provided by coaches, the more their subsequent basic psychological need
satisfaction. In addition, in supporting this finding Amorose and Horn (2007) found that
coaches who provided autonomous support such as high frequency of positive, encouraging,
and informational feedback, created an environment that facilitated the development of
intrinsic motivation in their athletes. Smith et al., (2016) also asserted that athletes who
perceived positive autonomy support from their coaches reported an increase in need
satisfaction and subsequent motivation and athletes who perceive their coaches as lack of or
low autonomy supportive behaviours reported higher in need frustration, low motivation and
leads to negative outcomes in sport.
Generally, Supportive context-athlete relationship plays an important role in promoting
athletic motivation and positive outcomes in athletes. Autonomy supportive coaching, an
important context for athletes, is an important behaviour of coaching that plays an important
role in promoting athlete’s positive outcomes through enhancing their motivation. Coaches
who are committed to create sporting environments and necessary supports are supposed to
allow athletes to develop motivation towards sport than coaches who do not support their
athletes. Thus, coaches need to provide necessary supports to produce competent athletes.
Because of the fact that supportive coaching and kind relationship with athletes assist athletes
in developing multiple areas of competence, motivation, personal confidence, social
connections, personal character, and also the ability to care and contribute to society.

28
Thus, it is imperative to enhance athletic motivation for the better performance and positive
outcomes of athletes. Evidences show that athletes with high motivation are more likely to
have better performance (Vallerand, 2007a; Vallerand& Rousseau, 2001). The possible way
to enhance athlete’s motivation is through promoting important contextual supports,
especially coach’s autonomy support. Mageau&Vallerand(2003) also discussed the
importance of coaches' behaviours as determinants of athletes' motivation. Hence, coaches
need to enhance athletic motivation through providing autonomous supports which
characterized by provision of choices within limits, recognizing athletes’ feelings and
perspectives, providing informational feedback, creating opportunities for athletes to
demonstrate initiative, avoiding overt control and criticism and also structuring reward
systems thoughtfully.

5.3.Demographic Characteristics and Athletic Motivation

The contributions of some demographic variables (Age, gender and SES) to athletic
motivation were also discussed. Accordingly, in this research the contributions of these
variables to the athletic motivation were investigated.

Thus, the result of the study on the role of family’s socioeconomic level in promoting athletic
motivationclearly indicated that family’s socioeconomic level(β=.279, p=.000, as seen from
regression table) was positively correlated and contributed to athletic motivation. This shows
that family is another important context for athletic motivation and outcomes.In supporting
the present result,Theokas and Lerner (2006) stated that within the ecological development
assets, family’s characteristics are the strongest predictor of individual outcomes in all
directions.

Concerning gender difference on athletic motivation the result from independent t-test
asserted no significant gender difference on athletic motivation. Similarly, the correlation
result revealed no significant relationship between age and athletic motivation.

29
 CHAPTER SIX

6. CONCLUSION AND RECOMMENDATION

6.1. Conclusion
The main objective of this study was to investigate the relationship between autonomous
supportive coaching along with some demographic variables and athletic motivation in
western shewa zone athletic projects. The result of the study revealed that majority of the
athletes reported that their perceived autonomous supportive coaching was either moderate or
low. The result of the study also indicated that majority of the students had below moderate
score on athletic motivation. The result of correlation and regression analysis also revealed
that family’s socioeconomic Status, and autonomous supportive coaching were positively
related and contributed to athletic motivation. However, age and gender were not related to
athletic motivation. In conclusion, the results demonstrated that athletic motivation was
determined by family’s characteristics, especially family’s SES, and autonomous supportive
coaching. Without motivation athletes may not put their best efforts and become successful.
Thus, to be effective and competitive enough, coaches should have motivated their athletes.
The more athletes feel autonomous the higher their self-determined motivation and, in turn,
their high performance. On the other hand, low autonomous support and high controlling
behaviours may bring negative athlete outcomes through decreasing their motivation.

The findings of this study can support athletic projects, families and practitioners to improve
athletic motivation through identifying possible factors related to coaches and families. The
outcome of the present research can also help coaches to understand the vital role of
autonomous support in creating competent athletes and provide supportive couching through
creating smooth and supportive relationship. One clear implication of the study for projects
is that higher autonomous supportive coaching which leads to motivated athletes can increase
athletic performance and positive outcome. Therefore, it may guide athletic projects to
understand the importance of supportive coaching and family context. Thus, they need to
develop and increase the autonomous supportive couching and also find new ways on how to
intervene with families of athletes with financial hard ship so as enhance athletic motivation.
Generally, athlete’s perceptions of being supported by their coaches play a key role in
promoting athletic motivation, and serves as a key factor in athletic outcome. On the other
hand, athletes who feel unsupported by their coaches and from families with low SES are
often show low motivation which may affect their performance.

30
Recommendations
Based on the conclusions made, the following recommendation have been forwarded:
 Autonomous supportive coaching is significantly contributed to Athletic Motivation.
Therefore, projects, athletic federation and clubs who are working on athletics better
to understand the importance of family relationship and they need to develop projects
that aimed to create awareness about the importance of autonomous supportive
coaching in promoting athletic motivation.
 Family SES is also another important determinant of athletic motivation. Thus, to
enhance athletic motivation family based intervention needs to be considered.
 Autonomous supportive coaching strategies should be developed at project levelsto
promoting athletic motivation
 In addition to autonomous supportive coaching strategies that enhance athletes
supportive interactions, societal support, should also be focused to enhance athletic
motivation.
 Professionals, projects and policy makers should work on a successful system-wide
change that focus on promoting athletic motivation through enhancing autonomous
supportive coaching and involving and enhancingthe participation families should be
enhanced for better athletic motivation and positive outcomes.
 Athletic motivation is affected by individual and contextual factors. In the present
research, the role of individual factors in predicting athletic motivation is not focused.
Thus, it is recommended that the role of both individual and contextual factors in
predicting athletic motivation needs further investigation by researchers in future
researches.
 Further finding also suggested by giving attention to other contexts, environments,
materials and individual factors.

31
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 Appendixes
APPENDIX A

AMBO UNIVERSTY

College of Natural and Computational sciences

Questionnaire prepared for Athletes

Dear athlete:

These questionnaires are designed to collect data for a partial fulfillment of master of
degree in athletics coaching. The focus of the research is to point out relations ship between
autonomy supportive coaching and athletics motivation. Your genuine response for the
following questions is extremely important for the successful completion of this work. The
information you provide will be only for the purpose of a research and will be kept highly
confidential. Therefore, you are kindly requested to feel all the questions.
Part I: Background Information

Instruction: write the correct answers that describe you in the space provided for the
following questionnaires.

1. Sex: Male: _________ Female: ________

2. Age: ______________

3. Educational level: _____________

4.Family’s Socioeconomic Status :________________

1. Very Low______________ 2: Low___________. 3: Medium______________4:.

High_____________5: very High

Part II: Autonomous supportive coaching scale

Direction: On this page, you will be asked to respond to sentences about your perception
about the supports provided by your coach/s in sport activities. Please read each sentence
carefully and encircle one of the four alternative numbers that best describes how you agree
or disagree with the statement about your perception of coaches autonomous support. The
numbers represent: 1= Strongly Disagree, 2= Disagree, 3 = Agree, 4= Strongly Agree,
No. Items Levels of agreement
Why do you practice sport? 1 2 3 4
1 I feel that coaching provides me with choices, options, and 1 2 3 4

34
 opportunities about whether to do active sports and/or vigorous
exercise in my free time
2 I think that my coaching teacher understands why I choose to 1 2 3 4
do active sports and/or vigorous exercise in my free time
3 My coaching displays confidence in my ability to do active 1 2 3 4
sports and/or vigorous exercise in my free time
4 My coaching encourages me to do active sports and/or 1 2 3 4
vigorous exercise in my free time
5 My coaching listens to me about my active sports and/or 1 2 3 4
vigorous exercise in my free time
6 My coaching provides me with positive feedback when I do active 1 2 3 4
sports and/or vigorous exercise in my free time
7 I am able to talk to my coaching about the active sports and/or 1 2 3 4
vigorous exercise I do in my free time
8 8. My coaching makes sure I understand why I need to do 1 2 3 4
active sports and/or vigorous exercise in my free time
9 My coaching answers my questions about doing active sports 1 2 3 4
and/or vigorous exercise in my free time
10 My coaching cares about the active sports and/or vigorous 1 2 3 4
exercise I do in my free time
11 I feel I am able to share my experiences of active sports and/or 1 2 3 4
vigorous exercise with my coaching .
12 I trust my coaching’s advice about the active sports and/or 1 2 3 4
vigorous exercise I do in my free time

Part III: Athletic Motivation Scale

Direction: On this page, you will be asked to respond to sentences about your motivation to
engage in sport activities. Please read each sentence carefully and encircle one of the four
alternative numbers that best describes how you agree or disagree with the statement about
why you practice sport. The numbers represent: 1= Strongly Disagree, 2= Disagree, 3 =
Agree, 4= Strongly Agree,
Do not skip any sentences. Thank you!
No. Items Levels of agreement
Why do you practice sport? 1 2 3 4
1 Because it gives me pleasure to learn more about my sport 1 2 3 4

2 Because I find it enjoyable to discover new performance 1 2 3 4

strategies.
3 Because it is very interesting to learn how I can improve. 1 2 3 4

4 Because practicing sports reflects the essence of whom I am. 1 2 3 4

35
5 Because participating in sport is an integral part of my life. 1 2 3 4

6 Because through sport, I am living in line with my deepest 1 2 3 4

principles
7 Because I have chosen this sport as a way to develop myself 1 2 3 4

8 Because I found it is a good way to develop aspects of myself 1 2 3 4

that I value.
9 Because it is one of the best ways I have chosen to develop 1 2 3 4
other aspects of myself.
10 Because I would feel bad about myself if I did not take the time 1 2 3 4
to do it
11 Because I feel better about myself when I do 1 2 3 4

12 Because I would not feel worthwhile if I did not 1 2 3 4

13 Because people I care about would be upset with me if I didn’t. 1 2 3 4

14 Because I think others would disapprove of me if I did not. 1 2 3 4

15 Because people around me reward me when I do 1 2 3 4

16 I used to have good reasons for doing sports, but now I am 1 2 3 4

asking myself if I should continue
17 So that others will praise me for what I do. 1 2 3 4

18 It is not clear to me anymore; I don’t really think my place is in 1 2 3 4

sport.

36
 APPENDIX B
YuniversiitiiAmboo

KolleejjiiSaayinsiiUumamaa fi Kumputiishinaalii

Bar-gaaffiiAtileetotaaf
Atileetotaa;
Bar-gaaffileenarmaangadiikunniinqorannoodigiriilammaffaakootiif raga
funaanuufidha.Kaayyoonbaargaaffileekanaashariiroodeggarsaleenjisaandhuunfaadhaanatileet
iiftaasisuu fi kaka’umsainniatileetiikessattiuumuqorachuufidha.
Kanaafuudeebiinisinkennitangalmaga’insaqorannookanaafshooraol’aanaakanqabuu fi
dhimmaqorannookanaafqofakanooluta’uuhubattaniiamanamummaadhaanodeeffannoosirrii fi
qulqulluuta’eakkanaaflaattankabajaananisingaafadha

Kutaa I: OdeeffannooWaliigalaa

Qajeelfama: Barata, gaaffileenarmaangadii raga

odeeffannoodhuunfaakeetiiargachuufkandhiyaatanidha.
Gaaffileebarreeffamaandeebiibarbaadaniiffuuldurattibarreessuudhaan,
kanneenfilannoofimmoodeebiisirriikanta’eefmallattoo “√”
Saanduqakeessattibarreessuudhaandeebisi

2. Umurii________________

3. Sadarkaabarnootaayknkutaa _______________
4. Sadarkaahawaasa-dinagdeemaatii
1: Baay’eeGadiaana________ 2: Gadiaanaa___________ 3: giddugaleessa___________4:
Ol’aanaa____________5: Baay’eeOl’aaanaa
Kutaa II: MadaaltuuDeggarsaLeenjisaa

Qajeelfama: Himootniarmaangadiideggarsaleenjisaankeesiiftaasisukanqabatedha.
Gaaffileekanneenargadubbisteehubatteeboodafilannoowwandhiyaatan shaman
keessaadeggersaargachaajiraachuukeetii fi argachaajiraachuudhabuukeeirrattiwaliigaluu fi
waliigaluudhabuukeesirriittiniibsakanjettuuttimari. Haalumakanaan, Lakkoofsi “1”
sirriiittiwaliifhingalu , Lakkoofsi “2” waliifhingalu, LakkoofsiLakkoofsi’’ 3’’ waliif nan gala,
Lakkoofsi “4” sirriittanwaliif gala kanjedhubakkabu’u.

37
La Himoota Sadarkaawaliigaltee
kk.
1 2 3 4
1 Akkanyaaduttileenjisaankooyerooaniqaburrattiiispoortiihojjech
uu fi dhiisuukooilaalchiseefilannoo fi
haalawwangaggaariianaafnimijeessa
2 Akkanyaaduttileenjisaankooyerooqabukeessattimaaliifakkansp
oortiianihojjechuubarbaadetokkofiladhenahubata
3 Leenjisaankoodandeettiianiispoortiihojjechuufqabuirrattiofittiamana
mummaaniargisiisa
4 LeenjisaankooyerookookeessattiSpoortiiakkanhojjedhunajajjab
eessu
5 Leenjisaankooyerooaniqabukeessattiwaay’eespoortiianihoojjed
huuilaalchiseenadhaggeeffatu
6 Leenjisaankooyerooanispoortiihojjedhuttiduubdeebiigaariianaafniken
nu
7 Aniwaay’eespoortiianihojjedhuuleenjisaakoowaliindubbadha
8 Leenjisaankoomaaliifakkanspoortiihojjedhuhubachuukoonimir
kaneeffatu
9 Leenjisaankoowaayeespoortiianihojjedhuuilaalchiseegaaffiiani
dhiyeessuufdeebiinideebisu
10 Leenjisaankoospoortii fi
sochiileeqaamaaanihojjedhuttixiyyeeffannaanikennu
11 Akkanyaaduttianimuuxannooanispoortiiirrattiqabuleenjisaakoo
tiif nan qooda
12 Gorsaleenjisaankoosochiispoortiianitaasisuirrattianaaflaatu nan
fudhadha

Kutaa III: SafartuuKaka’umsaAtileetotaa (Athletic Motivation Scale)

Qajeelfama: Himootniarmaangadiikaka’unsaatispoortiihojjechuufqabdukanqabatedha.
Gaaffileekanneenargadubbisteehubatteeboodafilannoowwandhiyaatan shaman
keessaakaka’umsaqabaachuu fi qabaachuudhabuukeeirrattiwaliigaluu fi
waliigaluudhabuukeesirriittiniibsakanjettuuttimari. Haalumakanaan, Lakkoofsi “1”
sirriiittiwaliifhingalu , Lakkoofsi “2” waliifhingalu, Lakkoofsi , Lakkoofsi “3” waliif nan
gala, Lakkoofsi “4” sirriittanwaliif gala kanjedhubakkabu’u.

38
La Himoota Sadarkaawaliigaltee
kk.
Maaliifspoortiihojjetta? 1 2 3 4
1 Sababaanicaalaattiwaayeespoortiikootiibeekuubarbaaduuf
2 Sababniisaakallattiiwwaanii fi
stirateegiwwansosochiileespoortiibaruunwaananattitoluuf
3 Sababniisaaakkamiinakkan of
fooyyessubarachuunbay’eewaananattitoluuf
4 Sabaniisaaspoortiihojjechuunkooagarsiistuuijoomaalummaako
otiiwaanta’eef
5 Spoortiittihirmaachuunqaamajireenyakootiiwaanta’eef
6 Karaaspoortiipirinsiippilootabarbaachisoodhaanhordofuunwaan
anjiraadhuuf
7 Sababiisaaspoortii kana filachuunkaraaittiinani of
guddisuwaanta’eef
8 Sababniisaakaraaguddinajireenyakootiitijedheewaananilaaluuf
9 Sababniisaadaandiijireenyakooisaanbirooffilannookooisaangaf
awaanta’eef
10 Sababni
isaayoonyeroofudghadheespoortiihinhojjedhuta’emiirrigaddaa
waananattidhagayamuuf
11 Sababniisaayeroonspoortiihojjedhumiirrigaariiwaannattidhagay
amuuf
12 Sababniisaayoonspoortiihinhojjedhuta’emiirrigaariinwaananatti
hindhagayamneef
13 Sababniisaayoonhinhojjedhuta’enamootnianihidhatakoota’anw
aananattimufataniif
14 Sababniisaayoonnspoortiihinhojjedhuta’enamootnibiroonwaan
ga’umsakoohinamanneef
15 Sababniisaayeroonspoortiihojjedhunamootnianattidhiyaatanwa
ananabadhaasaniif
16 Spoortiihojjechuukootiifsababaga’aaqabaadhullee,

39
 yerooammaa kana ittifufuukooirratti of gaafachaanjira
17 Namootnibiroonwaananhojjedhuirrattiwaananadinqisiifataniif
18 Kana
boodacarraankoospoortiikeessata’uuisaasirriidhajedheehinyaad
u, ifaanaafmiti

40