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Abstract

Grounded in self-determination theory (SDT), the purpose of this study was two-fold: 1) to evaluate the psychometric properties of SDT-related measures in a sample of coach learners, and 2) to examine the relationships between need satisfaction and frustration, coach motivation, and engagement in training sessions.. A total of 796 coaches participated in the study, completing surveys measuring basic psychological need satisfaction and frustration, coaching motivation, and engagement. Aside from confirming the validity and reliability of measures for use among coach learners, findings indicate that satisfaction of basic psychological needs positively correlated with intrinsic motivation and engagement, while frustration of these needs was associated with lower engagement and increased external motivation. Autonomous forms of motivation, such as intrinsic and identified regulation, were found to enhance engagement, while external regulation and amotivation had minimal or negative effects. Results highlight the importance of designing coach education programs that foster autonomy, competence, and relatedness to enhance motivation and engagement. This study contributes to the growing body of research on non-academic coach learning environments, demonstrating the applicability of SDT in understanding coach development. Coaches who experience need satisfaction are more likely to engage meaningfully in learning opportunities, which may translate into improved coaching behaviors. These findings underscore the importance of coach education programs in prioritizing psychological needs support, thereby promoting more effective learning experiences that sustain motivation and enhance coaching quality.

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