An Experimental Study of the Effects of Contextual Pressure and Performance Feedback on Coaching Styles and Athlete Experiences in Youth Basketball

Grounded in Self-Determination Theory, the current experimental study examines how the manipulation of (a) contextual pressure placed on coaches (pressure versus no pressure) and (b) the feedback coaches receive about their teams’ performance (performing below expectations versus performing well) affects the perceived coaching style by athletes and athletes' sports experiences in an ecologically valid field experiment in the context of basketball practice. The study involved 262 youth basketball players and their 30 coaches, who were randomly assigned to one of four experimental conditions. Results, analyzed using linear regression analyses with a random intercept, indicated that athletes of coaches assigned to the pressure conditions experienced less autonomy support than athletes of coaches in the no-pressure conditions. In addition, athletes of coaches who were told that their team performed poorly experienced less need satisfaction than athletes of coaches who received positive performance feedback. When the two antecedents were considered in combination, the condition involving the absence of pressure and the presence of positive feedback experienced the most autonomy support. No effects on perceived coach control, athletes’ intrinsic motivation, and feelings of tension were found. The discussion section elaborates on both significant and non-significant findings.