Overview

Motivation in sport is not a simple case of being “motivated” or “not motivated.” Instead, it exists along a continuum, ranging from amotivation (a complete lack of drive) to controlled motivation (driven by external pressure or rewards) to autonomous motivation (driven by internal interest or personal value). Understanding this continuum is essential in recognising how and why athletes engage with their sport, and how coaches and support staff can help them develop more self-determined forms of motivation.

At one end of the spectrum is amotivation, a state where an athlete sees no value or reason to participate. This can occur when they feel their actions will not lead to the desired outcomes or when they lack confidence in their ability to succeed. Athletes experiencing amotivation may appear disinterested, disengaged, or indifferent, and they are at the highest risk of dropout or poor performance.

Moving along the continuum, we encounter controlled forms of motivation, which are still forms of extrinsic motivation, but driven by external or internal pressures. This category includes:

External regulation: Performing a task to gain a reward or avoid punishment. For example, an athlete might train hard to receive praise from a coach or to avoid being dropped from the team.

Introjected regulation: Performing a task to avoid guilt or to protect self-worth. Here, the motivation comes from internal pressure, such as feeling obligated or fearing failure.

Although controlled motivation can produce results in the short term, it is often unstable and accompanied by anxiety, reduced enjoyment, and increased likelihood of burnout, especially if the athlete does not also feel a sense of personal ownership over their actions.

At the more self-determined end of the spectrum is autonomous motivation, which is associated with greater persistence, enjoyment, and psychological well-being. This includes:

Identified regulation: The athlete recognises the personal value or importance of the activity, even if it isn’t inherently enjoyable. For example, they may train hard because they value the health benefits or because it contributes to long-term goals.

Integrated regulation: The behaviour is fully aligned with the athlete’s values and identity. It becomes part of who they are. For example, a person who sees themselves as a committed athlete trains because it reflects their self-concept.

Intrinsic motivation: The activity is done purely for the joy, interest, or satisfaction it brings. This is the most autonomous and internally rewarding form of motivation.

The goal in sport development is often to move athletes along the continuum, from controlled to autonomous forms of motivation. This is best achieved when their psychological needs for autonomy, competence, and relatedness are met, principles outlined in Self-Determination Theory.

In summary, motivation in sport lies along a continuum, ranging from amotivation to controlled motivation, and ultimately to autonomous motivation. Athletes who are more self-determined are more likely to stay engaged, perform consistently, and enjoy long-term participation. Coaches play a crucial role in fostering this development by creating environments that support internal motivation and personal growth.