Welcome

We’re back for the second issue of the newsletter!

Check out the summary below for a quick insight on what this issue looks at, and scroll through to find out more.

Enjoy!

At a glance

• Research by Jordan, Macdonald and Allen (2024) found that military sports recovery athletes experienced greater well-being, resilience, and engagement when coaches supported their basic psychological needs of autonomy, competence, and relatedness

• Lefever and colleagues (2025) found that a strong coach-athlete bond can intensify rather than mitigate the harmful effects of controlling coaching, leading to worse athletic performance and higher anxiety

• Do we overlook the different impacts of need-thwarting vs need-depriving coaching behaviour? My blog explains why we need to widen our vocabulary around dimensions of motivational coaching behaviours to ‘catch out’ passive long term threats to athletes.

• 3 practical ways for embedding SDT into your coaching practice today!

• I’ve started creating a non-fiction story out of thematic findings on parent-coach behaviour influences, and am adding a psychological needs perspective to design of a homeless outreach project

• Interview features from the LoSC podcast around a Salutogenic talent development approach and creating professional opportunities in coaching

In the (Journal) News

Article 1: Jordan, Macdonald and Allen (2024)

Title: Military Sports Recovery Athletes’ Perspectives on Role of the Coach in Athletes’ Well-Being: The Importance of Supporting Basic Psychological Needs
Summary: Jordan, Macdonald, & Allen (2024) explored the role of coaches in supporting the well-being of military sports recovery athletes, in this context wounded, injured, or sick service members using competitive winter sports for rehabilitation. Through semi-structured interviews with 8 athletes, the study examined how coaches impacted their motivation, confidence, and overall psychological well-being. Using thematic analysis, the research team found that athletes thrived when coaches met their basic psychological needs of autonomy, competence, and relatedness. Supportive coaching fostered resilience and recovery (including a new sense of enthusiasm for sport and wider post-military life), while coaching behaviours acting in opposition to these needs negatively impacted athletes’ perceived well-being and subsequent engagement. The study highlights the vital role of need-supportive coaches in rehabilitation-focused sports programs.

Citation and link to full paper:

Jordan, N., Macdonald, S., & Allen, J. (2024). Military Sports Recovery Athletes' Perspectives on Role of the Coach in Athletes' Well-Being: The Importance of Supporting Basic Psychological Needs. Adapted physical activity quarterly : APAQ, 42(1), 114–132.

Article 2: Lefever et al. (2025)

Title: Does a closer coach-athlete bond buffer or exacerbate the detrimental effects of controlling coaching on athletes’ coping and outcomes?
Summary: A study by Lefever and colleagues (2025) challenges the idea that a warm and supportive coaching style can counteract the negative effects of controlling coaching. Surveying 179 competitive volleyball players, the researchers found that controlling coaching (characterised by pressure and strict demands) was linked to worse performance, higher anxiety, and increased burnout. Athletes often coped through compulsive compliance, feeling pressured to obey rather than making autonomous choices. Surprisingly, when coaches were both controlling and supportive, the negative effects on performance and anxiety intensified rather than diminished, as athletes felt even more obligated to meet expectations. These findings support the "exaggeration hypothesis", suggesting that a strong coach-athlete bond can heighten, rather than buffer, the harm of controlling coaching. The study underscores the importance of need-supportive coaching strategies alongside the avoidance of controlling ones to help athletes perform and avoid harm.

Citation and link to full paper:

Lefever, E., Flamant, N., Morbée, S., Soenens, B., Vansteenkiste, M., Ntoumanis, N., & Haerens, L. (2024). Does a closer coach-athlete bond buffer or exacerbate the detrimental effects of controlling coaching on athletes’ coping and outcomes?. International Journal of Sports Science & Coaching, 17479541241287433.

A musing on motivation theory in sport coaching

Need-Depriving vs. Need-Thwarting Coaching: Why the Distinction Matters

When we think about coaching behaviours, we often categorise them into two clear-cut groups: those that support an athlete’s psychological needs and those that frustrate or thwart them. However, there’s a crucial middle ground that often goes unnoticed: need-depriving behaviours. While less obvious than more overtly harmful coaching methods we’re used to reading about in journal articles, these behaviours can have similar long-term negative effects on an athlete’s motivation and well-being.

What Are Psychological Needs in Coaching?

Self-Determination Theory (SDT) suggests that athletes have three core psychological needs:

• Autonomy: The need to feel in control of one’s actions.

• Competence: The need to feel capable and skilled.

• Relatedness: The need to feel connected and valued.

Coaching behaviours exist on a spectrum, from actively supporting these needs to actively thwarting them. However, need deprivation represents a subtler, passive failure to meet these needs, which can be just as damaging over time.

The Plant Metaphor: Support, Thwart, or Deprive?

I’m taking this imagery from a fantastic conceptual article by Vansteenkiste & Ryan, (2013). Imagine a plant. You can:

1. Water it regularly → Actively support growth.

2. Pour salt on it → Actively thwart its ability to thrive.

3. Neglect it → Passively deprive it of nutrients like water, and sunlight.

While salting the plant kills it quickly (like harsh, controlling coaching), neglect starves the plant (or athlete) over time of the psychological nutrients needed to thrive. Many coaches don’t deliberately harm athletes but may fail to provide the right environment for growth.

Examples of Coaching Behaviours in Each Category

Why Need Deprivation is Dangerous

Need-thwarting behaviours are easier to spot, as they cause immediate harm. Need-depriving behaviours, however, operate silently and gradually. A coach who seldom encourages autonomy or rarely acknowledges progress might not seem harmful, but over time, athletes may lose motivation, disengage, or quit altogether.

What Can Coaches Do?

• Be aware of passive neglect—not engaging enough can be just as harmful as being overly controlling.

• Create structured support—consistently offer feedback, encouragement, and clear expectations.

• Foster autonomy and connection—regularly involve athletes in decisions and show personal interest.

Recognizing the three categories of coaching behaviors (supportive, thwarting, and depriving) can help create healthier, more motivating sports environments. Instead of just avoiding harmful behaviors, coaches must actively nurture motivation and well-being in their athletes.

👉 Reflect on your coaching. Are you truly supporting your athletes’ needs, or just avoiding (short term) harm?

🎧 Listen to me talk about this topic on the podcast!

My research updates from “the field”

Recently I’ve been immersed in two exciting projects that explore motivation in very different yet deeply connected ways—one in sport coaching and the other in social outreach.

In my research, I’ve been working on transforming the findings of my thematic analysis of fieldnote observations and interviews with parent-coaches into a composite narrative. This work examines the behaviours of parent-coaches, specifically what drives them to act in ways that shape the motivational environments they create for their young athletes. Rather than simply presenting direct quotes and broad themes, I’ve taken a more creative approach by crafting a story. This creative non-fiction story follows a single coach navigating the challenges of both coaching and fatherhood, as he leads his son’s football team. It’s been a fascinating process, blending research with storytelling to bring the psychological complexities of coaching to life. Right now, I’m in the early drafting stages of a manuscript for publication, and I’m excited about where it’s heading.

Beyond sport, I’ve recently become involved in an outreach project with the International Network of Street Papers, an inspiring initiative that supports individuals who have experienced homelessness by providing opportunities to develop journalistic skills and contribute to widely published street papers. My role in this project is to help design workshops that empower participants to write their own articles, drawing on psychological needs theory to ensure the process fosters autonomy, competence, and connection. I’ll also be working on ways to evaluate the programme’s impact using these principles.

Please check out a news release on this exciting work (recognising our knowledge and skills of motivational psychology in sport can be used beyond sport to help wider societal challenges).

Coach hacks for higher quality motivation

Some easy to use practical methods for embedding SDT into your next coaching session!

1. Implement "What Would You Do?" Scenarios

Why It Works: Encourages autonomy (athletes analyse situations and make decisions), competence (critical thinking in real-time), and relatedness (team discussion fosters shared learning and collaboration).

Best Fit: Tactical training sessions or pre-game strategy meetings.

Time Requirements: Low; 5-10 minutes as a warm-up or cool-down discussion.

Challenges & Solutions: Some athletes may struggle with confidence in decision-making. Start with simple scenarios and build complexity gradually.

Actionable Tip: Use real game footage or past experiences to create scenarios. Let athletes justify their choices before providing coach insights to reinforce learning.

2. Rotate Leadership Roles in Training

Why It Works: Supports autonomy (athletes take responsibility), competence (decision-making and leadership skills), and relatedness (builds trust, respect, and stronger team bonds through shared leadership experiences).

Best Fit: Team-building activities, pre-season preparation, or skill development phases.

Time Requirements: Low to moderate; easily built into existing drills.

Challenges & Solutions: Some athletes may lack leadership confidence. Start with small tasks (e.g., leading a warm-up) before progressing to bigger roles.

Actionable Tip: Assign rotating team captains for training, ensuring everyone has an opportunity to lead in different ways (strategy discussions, drill setups, motivation, etc.).

3. Use Peer Feedback Sessions

Why It Works: Develops autonomy (athletes assess and refine their own skills without solely relying on the coach), competence (learning from different perspectives and receive praise from peers), and relatedness (constructive peer interactions showing respect and care).

Best Fit: Post-drill reflections or video analysis reviews.

Time Requirements: Low to moderate; can be a quick reflection or structured discussion.

Challenges & Solutions: Some athletes may hesitate to give feedback. Provide a feedback framework (e.g., one strength, one area for growth).

Actionable Tip: Use “two stars and a wish” (two positives, one improvement) to ensure feedback is balanced and constructive.

There’s more to coaching than motivation! Wider learning from the Labours of Sport Coaching podcast

Guest interview features from recent episodes.

Coaching for Long-Term Growth: A Conversation with Dr Andrew Kirkland

Dr Andrew Kirkland, a lecturer in sports coaching at the University of Stirling and former British Cycling coach developer, joined the podcast to discuss a salutogenic approach to coaching. His perspective challenges traditional talent development models, shifting the focus from simply preventing harm to ensuring that athletes develop the psychological and social resources to thrive throughout their careers and beyond.

A central theme of our discussion was how life experiences shape an athlete’s development. Andy emphasised that athletes are not just products of their training environment but of their entire life course, including their successes, setbacks, and the support systems they have encountered along the way.

Understanding Life Experiences in Talent Development

Andy reflected on how talent development programmes often overlook the individual life stories of athletes. Too often, development pathways are structured around a linear view of success, assuming that athletes will progress in a straightforward manner if they follow a set plan. However, he argued that this approach does not reflect reality, as many athletes experience significant personal and external challenges that influence their ability to perform.

During our conversation, Andy shared his own experiences of struggling with certain skills as a child, particularly with tasks requiring coordination, such as tying shoelaces. These early difficulties shaped his persistence and problem-solving approach, teaching him that frustration and setbacks are part of the learning process. He noted that if coaches only focus on fixing immediate technical flaws without considering the wider personal journey of the athlete, they may miss opportunities to support deeper, long-term growth.

We also discussed how many athletes face barriers that are unrelated to ability, such as socioeconomic background or family circumstances. Andy highlighted the example of a highly talented BMX rider he once worked with, who was from a challenging background where sporting opportunities were limited. While his raw talent was undeniable, the system was not set up to support athletes like him. Instead, athletes from less privileged backgrounds often face exclusion rather than investment, meaning they never get the chance to fully develop their potential.

Health and High Performance: A False Dichotomy?

One of the most thought-provoking parts of our discussion was whether prioritising athlete well-being means compromising on performance. Andy argued that this is a false choice and that elite athletes, including Olympians, often struggle when their sense of identity is too narrowly tied to performance outcomes.

We touched on examples of high-profile athletes questioning whether the sacrifices required for elite success were truly worth it. Rather than pushing athletes to sustain unhealthy training and competition environments, Andy suggested that coaches should focus on making those environments better. This means supporting athletes in ways that enhance their sense of purpose and ability to manage stress, ensuring they have the mental and emotional resources to handle the pressures of high performance.

Practical Coaching Takeaways

From our discussion, several key takeaways emerged for coaches looking to foster resilience and sustainable performance in their athletes:

✔ Consider the athlete’s full life course – Coaches should recognise that every athlete has a unique set of life experiences that shape their strengths, weaknesses, and mindset. Taking the time to understand these factors can improve coaching effectiveness.

✔ Encourage challenge and responsibility – Andy stressed that exposure to manageable stress is necessary for growth. If athletes are constantly protected from difficulty, they may struggle to cope when challenges inevitably arise.

✔ Recognise and build on strengths – Rather than focusing solely on fixing weaknesses, Andy discussed the importance of identifying what an athlete does well and finding ways to amplify those strengths. This can help build confidence and motivation.

✔ Support identity beyond sport – Athletes who develop interests and skills outside of their sport often perform better and cope more effectively with setbacks. Andy pointed out that some of the most successful athletes maintain a broader sense of meaning and purpose, which helps them stay motivated and balanced.

Final Thoughts

Our conversation with Andy made it clear that coaching should not just be about performance but about developing people. A salutogenic approach does not lower standards—it enhances them by ensuring that athletes are equipped with the skills, confidence, and resilience to succeed in both sport and life.

📖 Read more: Reimagining Talent Development in Sport: Seeing a Different World (Edited by Andy Borey & Emily Ryle)

🎧 Listen to the full conversation on the podcast!

Creating a Coaching Identity: A Conversation with Alejandro Sánchez

Alejandro Sánchez, a UEFA Pro Licence coach and football director, joined the podcast to discuss his journey from coaching in Spain to leading international football projects. His career trajectory highlights the importance of adapting to new opportunities, understanding human development, and navigating the realities of the coaching industry.

Shaping a Coaching Path Through Experience

Alejandro’s journey into coaching began early, with a clear ambition to become a head coach. He pursued a degree in sports science, believing that understanding physiology and biomechanics would provide the best foundation for improving player performance. Alongside his studies, he obtained his UEFA coaching licences and worked at every level of youth football, ensuring he gained hands-on experience across different stages of player development.

However, he soon realised that breaking into elite coaching roles in Spain was an uphill battle, as the industry favoured former professional players. This led him to explore alternative routes to remain within football, prompting a move into international coaching opportunities. His willingness to relocate and take on diverse roles, including physical training, academy management, and teaching UEFA courses, allowed him to build a unique skill set that extended beyond traditional coaching.

The Importance of Adaptability in Coaching Careers

One of the key themes in our conversation was the need for coaches to be adaptable. Alejandro acknowledged that many coaches focus too narrowly on becoming a head coach, which limits their career prospects. Instead, he emphasised the importance of being open to different roles within football, whether in sporting direction, project management, scouting, or education.

His transition from coaching to project leadership came naturally, as clubs increasingly valued professionals who could combine technical expertise with strategic thinking. His role in establishing new football academies and leading master’s programmes demonstrated the power of leveraging one’s knowledge across multiple domains, rather than being confined to a single job title.

Personal Identity and Career Development

A particularly insightful part of the discussion centred around how personal identity shapes career decisions. Alejandro described coaching as a profession where internal and external expectations must align. Many coaches become frustrated when their aspirations do not match the realities of the industry, leading to disillusionment. He emphasised the importance of constantly re-evaluating personal goals and adjusting one’s path based on realistic opportunities rather than rigid expectations.

Rather than chasing an unattainable dream, he reshaped his ambitions to fit the evolving landscape of football. This self-awareness enabled him to transition into roles that still fulfilled his passion for football, while also providing stability and career longevity.

Key Lessons for Coaches

From our conversation, several key takeaways emerged for coaches navigating their careers:

✔ Be adaptable – A coaching career is rarely linear. Exploring different roles within football can open new and unexpected opportunities.

✔ Develop multidisciplinary knowledge – Understanding sports science, psychology, and leadership can make a coach more valuable beyond just the technical and tactical aspects of the game.

✔ Align internal goals with external realities – Success in coaching isn’t just about achieving a specific title; it’s about finding fulfilment in contributing to the game in different capacities.

Final Thoughts

Alejandro’s story is a powerful example of how coaches can build careers that are both sustainable and fulfilling by embracing new challenges and continuously learning. His advice to aspiring coaches is clear: be patient, be adaptable, and always seek growth beyond the conventional coaching pathway.

🎧 Listen to the full conversation on the podcast!

Some upcoming LoSC podcast episodes to look forward to!

• Creator of the first UK sport coaching degree, John Lyle

• Learning from speaking to the best in coaching, with John Osullivan

• A critique of the constraints led approach, with Dave Collins

• A Christian approach to sport coaching, with Don Vinson

Before you leave

I hope you’ve enjoyed this second issue. I’ll be back (again) next month!

Please comment or get in touch with me with any feedback or ideas for making this newsletter better in its early stages - it’s a working progress, after all! And PLEASE PLEASE PLEASE share the newsletter with any researchers, students, coaches, and coach developers you believe would find it useful! Because it’s here for the long term!

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