Analyzing Coaches' Behaviors in the Link Between Motivational Climate and Performance Satisfaction Among Table Tennis Athletes

Abstract

The purpose of this qualitative phenomenological study was to analyze coaches’ behaviors in the link between motivational climate and performance 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, constant comparison, 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, performance climate, 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, performance satisfaction, and developmental pathway. Training coaches to use autonomy-supportive behaviors, mastery-oriented goals, and psychologically safe communication may improve the quality of practice environments and athletes’ satisfaction with performance.