A persons judgment of their competence and how they perceive success is referred to as:

My players don’t want to be at training”, “They are losing interest”, “There is no motivation in our lot.” From my coaching experiences over the last 10 years these are quite often remarks I hear coaches make and I too have experienced as a novice coach.

In this piece I will look at Sport Psychology theory with cited examples of how they can be utilised in an applied setting across different levels of sports performance.

The Self-Determination Theory (Deci & Ryan 2000) states that three core elements are essential for players having an inner determination or intrinsic motivation to train and compete. These are competence, autonomy and relatedness.

Competence by definition is the feeling of perceived success in something people do.

Within one group of special needs children I had the pleasure of coaching, lay a girl who was on the autistic spectrum. Trying to get her to participate was extremely difficult, she was quite clumsy and was extremely harsh on herself in regard her self-talk. Out of chance she ventured into goals for a game, bravely threw herself in the way of a number of goal bound efforts and essentially carried out the key role of a goal keeper successfully.

This three minute stint had a powerful effect. In the following sessions instead of trying to make excuses not to take part, she was in fact first there. In addition, she purchased herself a pair of goal keeper gloves. Why? Because she was having the associated feelings of success. This sense of competence was a stronger motivating factor than feedback or reinforcement I as a coach could ever give.

Moreover we as coaches have an integral role in developing competence, based upon on how we set up our coaching sessions. With children a key facet in this is the art of differentiation. Essentially setting up your coaching session in such a way that every child is achieving some form of success. This may be the same exercise with each child having a different target relevant to their ability levels. Yet when each child reaches their target this must be celebrated in equal measures.

When an individual/ team is low in confidence, one significant reason for this is a perceived lack of recent competence. e.g. a forward line struggling to get scores. A method to increase their competence could be within a coaching session to overload forwards against defenders in order to give them the opportunity to experience more success.

Autonomy  is where people feel control over their own behaviours.

The use of open-ended questions is a great way of instilling this: e.g. Why was it a good pass? Or what would be a better next time? Often as coaches we are so keen to correct mistakes that we are “commentating” and telling players what to do. By players having to work it out for themselves, they are gaining ownership over their game and a sense of control over their own behaviours. In addition, this is a key step in establishing “thinking players”

With adult teams especially at a high level where more resources are available, video analysis is a powerful way of instilling autonomy.I know of one County GAA senior football team using this to great effect. They give the players clips of themselves in action which they have to view and actually feedback to their team mates. They also give units of the team clips and they feed back on patterns of play and movement. Although this may have elements of risk, if managed properly is an extremely effective way of instilling autonomy and again “thinking players.”

Relatedness is where people feel a sense of belonging or attachment to what they are doing. The following clip shows the power of sport to instil a sense of relatedness in human beings they may not get in other aspects of their lives. https://www.youtube.com/watch?v=0Ejh_hb15Fc

As a coach I try to increase a sense of relatedness in my players by talking to at least four or five different players each session and actively listening to what they say. This also helps build up a sense of trust and shows your players you care.

Having all your team kitted out in the same training gear, team wrist bands and team buzz words based on your team principles are further examples to help this process. Additionally, further examples may be involving all the players in pre game huddles and not just the starting team, or at half time bringing all players into the changing room as opposed to just the starting team. The last thing a coach wants is two separate teams within one team.

Therefore we can see what the three strands of the Self-Determination Theory are and how by utilising them as coaches we can have more intrinsically motivated players.

1. Theories
2. Self-Determination

Self-Determination Theory and Motivation

By Gabriel Lopez-Garrido , published Jan 04, 2021

Take-home Messages

• Self-determination theory is a theory of human motivation and personality which suggests that people are able to become self-determined when their needs for competence, relatedness, and autonomy are fulfilled.
• The presence versus absence of environmental conditions that allow satisfaction of these basic needs (in people’s immediate situations and in their developmental histories) is a key predictor of whether or not people will display vitality and mental health.
• People tend to become happier when pursuing things that are intrinsically motivated and are aligned with their own goals – it not only makes them feel more responsible about the outcomes, it also helps them to really focus their time on what they want to be doing.
• Self-determination theory itself can be helpful in understanding the things that might motivate a given individual’s behavior. Feeling like one has both the autonomy and the capabilities required to make choices on their own is something that most, if not every, individual would want to have.

What is Self-Determination?

The term self-determination was first introduced by Deci and Ryan in their 1985 book Self-Determination and Intrinsic Motivation in Human Behavior.

The term self-determination refers to a person’s own ability to manage themselves, to make confident choices, and to think on their own (Deci, 1971).

Self-determination is a macro theory of human motivation and personality. It is a theory that deals with two huge factors: people's inherent growth tendencies and the innate psychological needs of these same individuals.

Given how self-determination can help with achieving independence, this concept plays an essential role not only in the overall well-being of the individual, but also their overall psychological health. Because self-determination puts the individual in the driving seat, it makes the person both responsible and potentially culpable for whatever happens.

Given this, self-determination also has a large impact on motivation. If the individual themselves believe they can manage themselves properly, they would more than likely find more motivation in whatever task they wish to carry out.

Two key assumptions of the theory:

The need for growth drives behavior. The first assumption of self-determination theory is that a need for growth as a human being drives behavior. People are always actively seeking to grow and to improve (Deci & Ryan, 1985). Gaining mastery over challenges (both new and old) is essential for developing a sense of self or, at the very least, a cohesive one.

Autonomous motivation is important. Self-determination theory focuses on the interplay between the extrinsic forces acting on persons and the intrinsic motive and needs of human beings. People can generally be motivated by outside factors such as money, acclaim, and fame, and this type of motivation is known as extrinsic. However, self-determination theory focuses primarily on internal sources of motivation (known as intrinsic motivation), such as learning to gain independence and wanting to prove yourself.

According to Lepper, Greene, and Nisbett (1973) if the behavior is purely self-determined, there is a very high chance that it will be both intrinsically driven and that the behavior is done not for the reward or the prize, but rather for self-satisfaction, interest, and enjoyment for the behavior itself.

Non-self-determined behaviors are only performed only because they have to get done – not out of enjoyment or because it fulfills the individual, rather because the individual has little to no choice on whether they want to partake in said behavior. This leads to a lack of control given that this behavior is not done willingly.

Basic Needs

Self-determination theory posits that people are driven by three innate and universal psychological needs, and that personal well-being is a direct function of the satisfaction of these basic psychological needs (Deci &&lt;/p&gt;&lt;/blockquote&gt;&lt;h4&gt;&lt;span class="glyphicon glyphicon-chevron-right" aria-hidden="true" style="color:green"&gt;&lt;/span&gt;&lt;strong&gt;Competence&lt;/strong&gt; &lt;small&gt;(need to be effective in dealing with the environment)&lt;/small&gt;&lt;/h4&gt;&lt;p&gt;Competence is a term utilized to describe someone who has sufficient qualities to perform a given task or to describe the state of having sufficient intellect, judgment, skill, and/or strength.&lt;/p&gt;&lt;span id="ezoic-pub-video-placeholder-16" class="ezoic-videopicker-video"&gt;&lt;/span&gt;&lt;p&gt;&lt;span id="ezoic-pub-video-placeholder-18" class="ezoic-videopicker-video"&gt;&lt;/span&gt;&lt;span id="ezoic-pub-video-placeholder-17" class="ezoic-videopicker-video"&gt;&lt;/span&gt;When an individual feels competent they feel able to interact effectively within their environment, and they have the skills needed for success to ensure that their goals are achieved. A competent person feels a sense of mastery over their environment.&lt;/p&gt;&lt;p&gt;If tasks are too challenging or a person receives negative feedback, feelings of competence can decrease. Alternatively, feelings of competence are enhanced when the demands of a task are optimally matched to a person's skills, or positive feedback is received. &lt;span id="ezoic-pub-ad-placeholder-852" class="ezoic-adpicker-ad"&gt;&lt;/span&gt;&lt;/p&gt;&lt;h4&gt;&lt;span class="glyphicon glyphicon-chevron-right" aria-hidden="true" style="color:green"&gt;&lt;/span&gt;&lt;strong&gt;Relatedness&lt;/strong&gt; &lt;small&gt;(need to have close, affectionate relationships)&lt;/small&gt;&lt;/h4&gt;&lt;p&gt;Relatedness is the ability to feel a sense of both attachment to other people and a sense of belonging amongst other people. Relatedness involves feelings of closeness and belonging to a social group.&lt;/p&gt;&lt;p&gt;Without connections, self-determination is harder to achieve because the individual would lack access to both help and support.&lt;/p&gt;&lt;p&gt;Feelings of relatedness are enhanced when individuals are respected and cared for by others, and are part of an inclusive environment. Alternatively, feelings of relatedness are undermined by competition with others, cliques, and criticism from others.&lt;/p&gt;&lt;h4&gt;&lt;span class="glyphicon glyphicon-chevron-right" aria-hidden="true" style="color:green"&gt;&lt;/span&gt;&lt;strong&gt;Autonomy&lt;/strong&gt; &lt;small&gt;(need to feel self-governing and independent)&lt;/small&gt;&lt;/h4&gt;&lt;p&gt;&lt;span id="ezoic-pub-ad-placeholder-102" class="ezoic-adpicker-ad"&gt;&lt;/span&gt;&lt;span id="ezoic-pub-video-placeholder-32" class="ezoic-videopicker-video"&gt;&lt;/span&gt;&lt;span class="ezoic-ad ezoic-at-0 medrectangle-4 medrectangle-4102 adtester-container adtester-container-102" data-ez-name="simplypsychology_org-medrectangle-4"&gt;&lt;span id="div-gpt-ad-simplypsychology_org-medrectangle-4-0" ezaw="300" ezah="250" style="position:relative;z-index:0;display:inline-block;padding:0;min-height:250px;min-width:300px" class="ezoic-ad"&gt;&lt;script data-ezscrex="false" data-cfasync="false" style="display:none"&gt;if(typeof ez_ad_units!='undefined'){ez_ad_units.push([[300,250],'simplypsychology_org-medrectangle-4','ezslot_10',102,'0','0'])};__ez_fad_position('div-gpt-ad-simplypsychology_org-medrectangle-4-0');Autonomy is the ability to feel in control of one's behavior and destiny, and involes self-initiation and self-regulation of one's own behavior.</p><p>Autonomy involves being able to make your own decisions and is associated with feelings of independence.</p><p>Feelings of autonomy are enhanced when individuals are given choice and are able to govern their own behavior, and when other people acknowledge their feelings.</p><p>Alternatively, the individual lacks autonomy if they feel controlled or threatened by others, or have to operate according to deadlines.</p><p><span id="ezoic-pub-ad-placeholder-642" class="ezoic-adpicker-ad"></span>Tangible rewards can also reduce feelings of autonomy. If one were to give someone an extrinsic reward for already intrinsically motivated behavior, then the likelihood that autonomy is undermined (given that the extrinsic reward is likely to draw attention away from autonomy) is fairly large.</p><p><span id="ezoic-pub-ad-placeholder-619" class="ezoic-adpicker-ad"></span>It gets even worse if the behavior is repeated: as the behavior becomes increasingly controlled by external rewards rather than by autonomy. Thus, intrinsic motivation is diminished, and people start to feel both a different source for their motivation and less belief in their own personal qualities.</p><hr><a name="application"></a><p></p><h2>Self-Determination in the Real World</h2><blockquote><span id="ezoic-pub-ad-placeholder-630" class="ezoic-adpicker-ad"></span><p>Research on self-determination theory has shown the importance of the three basic needs in real-world settings, such as the workplace, education, and sports.</p></blockquote><div class="panel panel-primary"><div class="panel-heading"><h6>In the Classroom</h6></div><div class="panel-body"><ul><li>Researchers have found that students show a greater intrinsic motivation towards learning when teachers encourage a culture of autonomy in the classroom (Niemiec &amp; Ryan, 2009). Students experience autonomy when they feel supported to explore, take initiative and develop and implement solutions for their problems.</li><li><span id="ezoic-pub-ad-placeholder-101" class="ezoic-adpicker-ad"></span>Teachers should provide prompt feedback and stretch and challenge students to promote a sense of competence. If done correctly, feedback not only works because it provides an insight into how that student is doing, but because when students perform well and they are given positive feedback, it makes them feel good about the work they have achieved.</li><li>Students experience relatedness when they perceive others listening and responding to them. When these three needs are met,</li><li>It is fine to reward a student for their success, but avoiding excessive external rewards for actions students already enjoy is essential if one wants to improve their internal desire for motivation (Deci, Koestner, &amp; Ryan, 1999) Students who are more involved in setting educational goals are more likely to experience intrinsic motivation, and are more likely to reach their goals.</li></ul></div></div><div class="panel panel-primary"><div class="panel-heading"><h6>In the Workplace</h6></div><div class="panel-body"><p>People who feel that they are able to have a positive effect at work tend to feel more engaged and motivated. How else can employers build self-determination in their workers?</p><ul><li>Organizations should encourage autonomy in the workplace as this can enhances employees’ wellbeing, productivity, and personal growth, and contributes to organizational effectiveness (Strauss &amp; Parker, 2014).</li><li>One way that managers and leaders can help their employees with developing self-determination is by putting them in leadership roles. For example, let’s say that the company needs to prepare a presentation for a huge client. A manager who wants to build his employer's sense of self-determination will take steps to ensure that the each of the team members working on the presentation take an active role. One could be in charge of designing the graphs, while the other is put in charge of the marketing strategy.</li><li style="margin-top:5px">Constructive feedback works wonders for building self-determined behaviors like competence. Feedback helps individuals understand what they are doing wrong and how they can improve doing said task. It helps people feel as if their work has actual value, which is key in trying to build motivation.<span class="ezoic-autoinsert-ad ezoic-long_content"></span></li><li style="margin-top:5px">Employers should be careful not to offer one too many extrinsic rewards as this can diminish a sense of autonomy. If extrinsic rewards are in the picture, it is likely to become the case that – at some point – the work will stop being about loving what one does and become about simply obtaining the reward.</li></ul></div></div><div class="panel panel-primary"><div class="panel-heading"><h6>In Competition</h6></div><div class="panel-body"><p>Fostering a sense of self-determination is one of the many things that can inspire certain individuals to excel – this is especially true in competitive settings -such as sports and athletics – where the stakes are sometimes so high.</p><ul><li>It surely is a given that athletes are driven to perform better in their designated sport if they themselves believe that they are capable of overcoming the hurdles that may arise along the way (Hagger &amp; Chatzisarantis, 2008).<span class="ezoic-autoinsert-ad ezoic-longer_content"></span><span style="clear:both;display:block" id="ez-clearholder-large-leaderboard-2"></span><span class="ezoic-ad ezoic-at-0 large-leaderboard-2 large-leaderboard-2550 adtester-container adtester-container-550" data-ez-name="simplypsychology_org-large-leaderboard-2"><span id="div-gpt-ad-simplypsychology_org-large-leaderboard-2-0" ezaw="300" ezah="250" style="position:relative;z-index:0;display:inline-block;padding:0;min-height:250px;min-width:300px" class="ezoic-ad"><script data-ezscrex="false" data-cfasync="false" style="display:none">if(typeof ez_ad_units!='undefined'){ez_ad_units.push([[300,250],'simplypsychology_org-large-leaderboard-2','ezslot_14',550,'0','0'])};__ez_fad_position('div-gpt-ad-simplypsychology_org-large-leaderboard-2-0');

if an individual attempts to forge close, and affectionate relationships with other people – the likelihood that self-determination behaviors improve (or are seen more often) is high. What are some specific ways that people can build self-determination in social settings?

• One specific way to build self-determination in these types of settings is by actively seeking positive relationships with people that promote a positive environment.
• When seeking social relationships an individual who wants to work on their self-determination should look for individuals who will support them in the pursuit of their goals.

How to Improve Self-Determination

People who are high in self-determination tend to believe in their own innate ability and that they have control over their own lives.

People who practice self-determined behaviors have an internal locus of control, and this makes them feel that their behaviors will have an influence on outcomes. More importantly, it makes them understand that in order for other people to start believing in this individual’s abilities, the same individual must first believe in themselves.

People who believe in themselves- when faced with a difficult scenario feel that they can overcome anything they set their minds on through the use of diligence, good choices, and hard work.

Without an individual believing in themselves, chances are that individual is likely less to give 100% of his effort when trying to achieve any task (after all, why would said individual give so much time and effort to a cause they think they are bound to already fail)?

People who are high in self-determination tend to have high self-motivation.

People who demonstrate self-determined behaviors tend not to rely on external rewards as a means for them to do a task. Often, times completing the task properly is its own reward.

If one is to improve their motivation it is essential to remove external rewards and punishments as a reason for completing a task. Self-determined individuals set goals and work to reach them because they feel enough motivation knowing that their effort will produce a finished product.

People who are high in self-determination tend to take responsibility for their behaviors.

The biggest difference between someone who is self-determined and someone who isn’t is that highly self-determined people take credit for their success, but they also hold their heads high up in the face of failure. They have no problem with taking responsibility, because they know they can do better.

Conversely, individuals who lack self-determination will attempt to put the blame on someone or something else in an attempt to take of the pressure from themselves.

Taking responsibility is important for learning how to become self-determined as it helps the individual accept that they are human (meaning, that they are capable of failure) and also that they are capable of owning up to their mistakes (which is a sign of confidence).

It puts the individual in a situation where they appreciate that things happen to them even more because – at the end of the day – the person who is responsible for putting the individual in that situation is the individual themselves.

How to reference this article:

Lopez-Garrido, G (2021, Jan 04). Self-determination theory and motivation. Simply Psychology. www.simplypsychology.org/self-determination-theory.html

APA Style References

Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115.

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological bulletin, 125(6), 627.

Deci, E., & Ryan, R. (1991). A motivational approach to self: Integration in personalit'. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol. 38. Perspectives on motivation (pp. 237–288). Lincoln: University of Nebraska Press.

Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), Oxford handbook of human motivation (pp. 85-107). Oxford, UK: Oxford University Press.

Hagger, M., & Chatzisarantis, N. (2008). Self-determination theory and the psychology of exercise. International review of sport and exercise psychology, 1(1), 79-103.

Lepper, M. K., Greene, D., & Nisbett, R. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the "over justification" hypothesis. Journal of Personality and Social Psychology, 28(1), 129–137.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and research in Education, 7(2), 133-144.

Pritchard, R.; Campbell, K.; Campbell, D. (1977). Effects of extrinsic financial rewards on intrinsic motivation. Journal of Applied Psychology, 62(1), 9.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

Ryan, R. M. & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publishing.

Strauss, K., & Parker, S. K. (2014). Effective and sustained proactivity in theworkplace: A self‐determination theory perspective. In M. Gagné (Ed.), The Oxford handbook of work engagement, motivation, and self‐determination theory (pp. 50–72). Oxford: Oxford University Press

Keep Learning

Deci, E. L., La Guardia, J. G., Moller, A. C., Scheiner, M. J., & Ryan, R. M. (2006). On the benefits of giving as well as receiving autonomy support: Mutuality in close friendships. Personality and Social Psychology Bulletin, 32(3), 313–327. Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268. Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26(4), 419–435. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

How to reference this article:

Lopez-Garrido, G (2021, Jan 04). Self-determination theory and motivation. Simply Psychology. www.simplypsychology.org/self-determination-theory.html

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