(69) HOW CAN STRENGTH & CONDITIONING SESSIONS IMPROVE ATHLETE MOTIVATION AND PERFORMANCE? A COMPARISON OF IN-SEASON GYM-BASED TASK DESIGN

Motivation is a fundamental construct for the precise analysis of the athlete’s behaviour, training process, and performance.  Previous studies have noted increases or decreases in motivation can occur solely based on the ways in which tasks are implemented and groups are designed.  Tasks can differ based on the demands placed on the group and how the group is evaluated. 

Purpose:

The purpose of this study was to compare six gym-based strength and conditioning session designs (i.e., 1. Individual with no feedback, 2. Individual with feedback, 3. Working in pairs, 4. Working in pairs with stronger partner, 5. Leader board with no feedback, 6. Leader board with feedback) on athlete motivation and performance.

Methods:

Twenty-four semi-professional rugby union players completed six field-based strength and conditioning sessions.  Motivation was assessed pre and post training via a questionnaire.  Performance was measured by the average set velocity for the back squat.    To compare between the six session designs, a repeated measures analysis of variance was undertaken along with Cohen’s d effect sizes between each session (e.g., 1v2, 1v3, 2v3).

Results:

For performance an overall significant difference was found across the session designs for the load lifted, with session 6 (leader board with feedback) producing the highest performance. An overall significant effect was found for change in motivation, and motivation between the session designs (see table).  Session 2 (individual with feedback), 4 (prescribed pair), and 6 (leader board with feedback) demonstrated significantly greater (very large effect sizes) motivation than session 1 (individual) and session 4 (leader board with no feedback). 

Conclusions:

Coaches are key figures in shaping and developing their athletes’ motivation.  Through the manipulation of session design and motivation style (e.g., coaching behaviour and interaction) coaches can facilitate support or thwart motivation and the differentiated consequences derived from it.

Providing visual and auditory feedback, working in pairs, or using a leader board with feedback produced greater motivation and performance compared to working alone or using a leader board without feedback.

PRACTICAL APPLICATIONS:


This research should inform practitioners on the worthiness of planning, delivering, and reflecting upon the biopsychosocial impacts of the training environment on individual and group performance and motivation.

Acknowledgements: None