Identifying Motivational Climates in Tech-Enhanced Training Environments: Coach–Athlete Dyads
Keywords:
motivational climate, coach–athlete dyads, technology-enhanced training, sport psychology, digital feedback, athlete motivationAbstract
This study aimed to qualitatively explore and identify the dimensions of motivational climates emerging in technology-enhanced training environments, focusing on coach–athlete dyads. A qualitative research design was employed, using semi-structured interviews with 19 participants from the United States, including both athletes and coaches across diverse sporting disciplines. Participants were recruited through purposive sampling, ensuring direct experience with technology-integrated training. Data collection continued until theoretical saturation was achieved. Interviews lasted between 45 and 75 minutes, were audio-recorded, and transcribed verbatim. NVivo 14 software facilitated thematic analysis, which followed an inductive process of open coding, categorization, and theme development. Trustworthiness was ensured through constant comparison, memoing, and reflexive interpretation. Four overarching themes were identified. (1) Digital feedback and performance tracking: athletes valued real-time monitoring, personalized goals, and collaborative data review, though some reported stress and overreliance on metrics. (2) Coach–athlete relationship dynamics: technology enhanced communication and transparency but also altered authority structures, with athletes increasingly relying on digital feedback over coach judgment. (3) Athlete motivation and psychological climate: gamification features fueled competition and confidence but also heightened anxiety and disengagement risks when data reflected poor progress. (4) Barriers and ethical concerns: participants highlighted privacy issues, unequal access to devices, varying digital literacy, and sustainability challenges in maintaining long-term engagement with technological tools. The findings suggest that technology reshapes motivational climates by amplifying both empowering and disempowering elements. While digital tools enhance accountability, autonomy, and feedback quality, they also risk creating ego-involving pressures and ethical dilemmas. Coaches and organizations must strike a balance between leveraging the benefits of technology and safeguarding athlete well-being, autonomy, and equity. This study contributes to motivational climate theory by integrating digital, relational, and cultural dimensions within modern sport contexts.
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