The Untapped Academy

Walk into any gym and you’ll see people training for all sorts of reasons.

One person may be preparing for a competition. Another may want to lose weight, improve their health, or feel more confident. Someone else may simply be trying to build a routine and stick with it.

The goal may be different, but the quality of the motivation matters.

Self-Determination Theory, developed by Edward Deci and Richard Ryan, helps explain why some people stay engaged while others quickly lose interest. It suggests that people are more likely to enjoy, value, and continue an activity when three basic psychological needs are supported:

• Autonomy: feeling that you have some ownership and choice
• Competence: feeling capable and able to improve
• Relatedness: feeling connected, respected, and part of the group

These needs are relevant whether someone is a child playing sport for the first time, an adult joining a gym, or an experienced athlete chasing performance.

Not All Motivation Is Equal

It is easy to think of motivation as something a person either has or does not have.

In reality, people can be motivated for very different reasons.

An athlete may train because:

• They enjoy it
• They value what it will help them achieve
• It fits with the type of person they want to be
• They feel guilty when they miss a session
• They are afraid of disappointing their coach
• They want praise, rewards, or approval

All of these reasons may get someone through a workout, but they are not likely to have the same long-term effect.

Self-Determination Theory describes motivation as more autonomous when people choose to participate because they enjoy it or genuinely value the outcome.

Motivation is more controlled when it is driven by pressure, guilt, fear, or reward.

This distinction matters because not every training session is going to be enjoyable. Athletes will not love every conditioning session, rehabilitation exercise, or technical drill.

That does not mean motivation is poor.

An athlete can dislike part of a programme but still be highly motivated if they understand why it matters and believe it will help them reach a goal they care about.

Compliance Is Not the Same as Commitment

A coach can often create short-term compliance through pressure.

Threats, embarrassment, shouting, or constant comparison may get an athlete to complete a session. But getting someone to obey in the moment is not the same as helping them become committed in the long term.

A more effective question for coaches is not:

“How do I make this person more motivated?”

It is:

“What kind of environment am I creating?”

Does the athlete understand the purpose of the programme?

Do they feel capable of improving?

Do they feel respected and valued?

Do they have any ownership of the process?

Supporting these needs does not mean removing standards or making everything easy. Good coaching still requires structure, accountability, and honest feedback.

The difference is in how it is delivered.

“Do it because I said so” may get a quick response.

“This exercise will help improve your control and strength in this position” gives the athlete a reason they can understand and value.

The best coaches do more than write good programmes. They shape how people experience training.

When athletes feel capable, connected, and involved, they are more likely to stay engaged and build a healthier, longer-lasting relationship with sport and exercise.

References: Deci and Ryan (2000); Ryan and Deci (2017); Teixeira et al. (2012); Mossman et al. (2024).