A retrospective investigation of the perceived influence of coaches, parents and peers on talented football players’ motivation during development

Figures & data

Table 1. Descriptions of categories and higher order themes of social agent influence on athlete motivation.

Category	Description	Higher Order Themes	Description
Relationship Factors	Indicators of the quality of relationships between athletes and social agents	Friendships	Positive relationships motivating players within football setting
		Role Models	Players looked up to social agents and aspired to be like them
		Group Factors	Encouragement to feel belonging to a team
		Closeness	Players established close relationships with social agents
		Similarity	Social agents had similar experiences and passions as players
		Selective Relationships	Players chose which social agents to interact with
		Continuity	Coaches being a constant presence during development important
Interpersonal Interactions	Behaviors demonstrated by social agents during interactions with players	Supportive Behaviors	Behaviors which matched the needs and goals of players
		Engendered Positive Feelings	Behaviors that made players feel good about themselves
		Negative Influence	Explicit and implicit behaviors which reduced player motivation
		Promoting Intrinsic Motivation	Behaviors which promoted player enjoyment and autonomy
Support for Development	Behaviors which contributed to players’ sport development	Technical Development	Assisting the development of players’ technical skills
		Psychological Development	Assisting the development of players’ psychological skills
		Facilitating Development	Contextualizing player experiences as developmental opportunities
		Prepare for Performance	Helping players develop their competitive performance skills
Support for Participation	Behaviors which facilitated and supported sport participation	Practical Support	Logistical and lifestyle support
		Social Support	Emotional and interpersonal support
		Effort Support	Support to maintain high levels of effort
		Gatekeepers for Performance	Social agents as gatekeepers for participation (e.g., team selection)
Feedback & Evaluation	Behaviors which helped players evaluate competencies	Reflection	Helping players understand and learn from developmental experiences
		Praise	Providing positive comments and encouragement for performance
		Forward Planning	Helping players maintain perspective of long-term development

Table 2. Summary of perceived motivationally-relevant social agent influence across each player developmental stage.

Social Agent	Sampling stage	Specializing stage	Investment stage
Coach	Dominant social agent within sport context, though has mainly similar influences as one or both other social agents. Provides all aspects of motivational-influence, apart from Providing Access to Sport. Perceived as only social agent supporting players’ psychological development and engendering positive feelings.	Very important influence, mainly in combination with both parents and peers. Quality of relationship with players less important. Supports players with praise.	Dominant social agent influence as performance level increases. Quality of relationship important especially when there is continuity in this relationship. Perceived as sole provider of praise and many developmental influences. Continuity of coaches (i.e., working with a coach for a long period of time) perceived as important.
Parent	Comparatively little perceived influence at this stage. Quality of relationship not perceived as being motivationally relevant within sport. Solely responsible for providing access to the sport.	No unique influence—each influence shared with both coaches and peers. Closeness only relationship factor of influence. Main influences in development, performance and interpersonal interaction categories.	Sole provider of practical support. Players choosing which types of support to gain from parent. Few additional relationship factors perceived as influential. Most influences shared with both coaches and peers.
Peer	Provides wide range of influence across each category. No influence for which they are solely responsible. Relationship factors important and shared with coach.	Dominant social agent of influence, involved in almost every type apart from praise. Quality of relationship with player of particular sole importance at this stage.	Influential across a range of categories, but friendships with player only unique influence. Quality of relationship continues to be important, yet players choose which peers to influence their development.