Self-determination theory in practice
How we coach
Players stay motivated and keep learning when three things are right. It is not an extra part of training; it is how we coach every part.
Competence | “I can feel myself getting better.” A challenge that just works; name what you saw; make progress visible. |
Autonomy | “I have a real choice, and I understand why.” Choice inside the structure; ask before you tell; players know why a limit is there. |
Relatedness | “I belong here, and they are glad I am here.” Connection before correction; every child matters to the group, also the one who doesn’t score; name the work nobody sees. |
Two warnings. Autonomy is not “no structure”: clear goals and limits help. Relatedness is not the same as being nice.
The checklist follows the coaching mode
What you ask of a drill depends on how you coach it. A teaching block asks for focus and correction, not autonomy. A competition block asks for a fair score and everyone involved.
Teaching
Short and precise, coach-led, at most about 10 minutes. Then back to play.
- One focus point, said out loud competence
- The 2–3 correction points you watch competence
- Many good repetitions, no queues competence
- An easier and a harder version ready competence
- Feedback names what you saw relatedness
Autonomy is not the criterion here.
Learning
Player-centred: variation, questions and room to find a solution.
- A real choice for the player autonomy
- Variation: angle, distance, defender, time competence
- Questions instead of answers ("what did you see?") autonomy
- Everyone can succeed; a challenge just above their level competence
- Partners rotate relatedness
Precise correction of form is not the criterion here.
Competition
Intensity, emotion and consequence. The coach protects the rules and stops play as little as possible.
- A score that rewards the focus, not only talent competence
- Everyone plays, nobody is eliminated relatedness
- Choices inside the rules autonomy
- Mixed teams that change relatedness
- Intensity, as few stops as possible competence
Long explanations and technical correction during play do not belong here.
Two checks per session
Before
Does every child get something to succeed at, one real choice and a moment with someone else?
After, one line each
Who got better at something? Who chose something? Who did we not reach today?
Every activity has the same checklist under “How do you coach it?”, with ideas to add autonomy, competence or relatedness. To the activities →