Analyzing coaches' behaviors in the link between motivational atmosphere and satisfaction with the performance of table tennis athletes

Hamidreza Sarafrazian; Zohreh Meshkati; Rokhsareh Badami; Zahra Serjooi

doi:10.61838/

Authors

Hamidreza Sarafrazian Ph.D. Student in Motor Behavior, Faculty of Physical Education and Sports Sciences, Isf.C., Islamic Azad University, Isfahan, Iran

Zohreh Meshkati * Department of Motor Behaviour and Sport Psychology, Isf.C., Islamic Azad University, Isfahan, Iran. zmeshkati@iau.ac.ir

Rokhsareh Badami Professor of Motor Behavior, Faculty of Physical Education and Sports Sciences, Isf.C., Islamic Azad University, Isfahan, Iran

Zahra Serjooi Assistant Professor of Motor Behavior, Faculty of Physical Education and Sports Sciences, Isf.C., Islamic Azad University, Isfahan, Iran

https://doi.org/10.61838/

Keywords:

coaching behavior; motivational climate; performance satisfaction; table tennis; self-determination theory; qualitative research

Abstract

This qualitative phenomenological study analyzed coaches' behaviors in the relationship between motivational climate and performance satisfaction among developing table tennis athletes. Coaches are central social agents in youth sport, because their feedback, leadership style, goal-setting practices, and interpersonal behavior shape athletes' perceptions of competence, autonomy, relatedness, and achievement. Seven table tennis coaches and 25 developing athletes aged 14-18 years were recruited through snowball sampling. Data were collected through semi-structured interviews and analyzed using reflexive thematic analysis. The findings were organized into two complementary perspectives. From the coaches' accounts, five overarching themes were identified: coaching philosophy, social support behavior, leadership style, motivational climate, and goal setting. From the athletes' accounts, four overarching themes emerged: coaches' philosophy from the athletes' viewpoint, performance climate, skill climate, and goal setting. The integrated interpretation showed that supportive communication, positive feedback, emotional support, adaptive leadership, mastery-oriented climates, and individualized goal setting were perceived as facilitating athletes' motivation and satisfaction with performance. Conversely, excessive control, punishment for mistakes, rigid outcome emphasis, and social comparison were described as potentially reducing intrinsic motivation and psychological safety. The study contributes to coaching science by showing how coaching behaviors are experienced simultaneously as technical, ethical, relational, and motivational practices in table tennis. Practical implications are offered for coach education, particularly the need to train coaches in reflective self-regulation, autonomy-supportive communication, constructive feedback, and goal-setting methods that support both performance development and athlete well-being.

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