Analyzing Coaches' Behaviors in the Link Between Motivational Climate and Performance Satisfaction Among Table Tennis Athletes
Keywords:
coaching behavior, motivational climate, performance satisfaction, goal setting, table tennisAbstract
The purpose of this qualitative phenomenological study was to analyze coaches’ behaviors in the link between motivational climate and athletes’ perceived performance progress and satisfaction among table tennis athletes. Seven table tennis coaches and 25 developing players were recruited through snowball sampling. Players were 14 to 18 years old and coaches were 30 to 40 years old. Data were collected through semi-structured interviews, transcribed verbatim, and analyzed using reflexive thematic analysis. Repeated reading, line-by-line coding, continuous code review, analytic memoing, and theme review were used to strengthen methodological rigor. The lived experiences of coaches were organized into five overarching themes: coaching philosophy, social support behavior, leadership style, motivational climate, and goal setting. The lived experiences of players were organized into four overarching themes: perceived coaching philosophy, supportive performance experience, mastery climate, and goal setting. The findings indicate that coaches’ feedback, leadership style, social support, and goal-setting practices shape athletes. perception of motivational climate, intrinsic motivation, perceived progress, and satisfaction with the practice experience. Because coach and player data were not analyzed as matched dyads, the findings should be interpreted as a comparative qualitative account rather than as a direct causal link between each coach and each athlete. Training coaches to use autonomy-supportive behaviors, mastery-oriented goals, and psychologically safe communication may improve the quality of practice environments and athletes’ positive experience of performance development.
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