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In an effort to better understand an established and well-considered coaching pedagogy, I sat down with Head Men's Soccer Coach Ian Barker to hear his opinions on the matter. What follows ought not be considered as Barker's literal ideas, nor my own, but rather, a discussion of how Barker's ideas struck me. Though these are the musings of a very experienced and lauded coach, it is also important to recognize that coaching philosophies differ widely by sport, position and gender and therefore ought not be considered under a 'one-size-fits-all' approach.

Throughout our discussion two themes emerged as central to the way Barker organizes and encourages his team: the importance of consistency within the program during the season, and across programs over time, in conjunction with the necessity of fostering intrinsic motivation for competition and, ultimately, success.

As a way of visualizing his conception of cultivating a program that derives much of its strength from its formal continuity, Barker cited the Greek Philosopher, Heraclitus of Ephesus, in the latter's discussion of 'universal flux' by reference to the unity of a river: “Ever newer waters flow on those who step in the same rivers” (Heraclitus cited from Plato's Cratylus). Just as the river maintains a logical continuity of identity over time despite constant change, so too does the soccer program Barker seeks to develop. It is organic in structure, but cohesive in nature and thus allows his athletes to know what to expect from their coach and their teammates, both on the field and off of it, as well giving them a framework through which to organize their own actions.

Barker tied this reference to a current study by way of demonstrating the tangible benefits of such a strategy for his athletes. Richard Ryan and Edward Deci published their findings in 2000 in an article entitled “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development and Well-Being.” In this study the authors identified three innate psychological needs, the fulfillment of which, they thought, would “…yield enhanced self-motivation and mental health” while the deficiency of them would “…lead to diminished motivation and well-being” (Ryan). The three factors to which they make reference are “competence, autonomy, and relatedness” (Ryan) which closely mirror the principles Barker seeks to instill and encourage in his athletes.

While 'relatedness' in coaching strategies and organizational approaches to training and travel are most under the control of the coach, and therefore of principle importance to him/her, 'competence' and 'autonomy' in the athletes are equally integral to the overall cohesion of the team. To achieve those ends, Barker seeks to instill in his athletes a sense of investment in the decision making of the team as a whole. This approach not only encourages the 'competence' aspect to which Ryan and Deci spoke, but it also emphasizes personal responsibility for the well-being and success of the team in its campaigns on the field and related to travel.

The encouragement of such personal involvement—especially in its relation to autonomous and competent decision-making—also promotes the second tenet of Barker's coaching philosophy: intrinsic motivation. In contrast to extrinsic motivation whereby the athlete derives satisfaction from the tangible rewards of participation in the athletic contest—praise, money, renown—intrinsic motivation is that which the participant takes from his/her love of the game itself and participation in the competition. The latter is a much stronger, action-compelling force and the one Barker sees as the most productive for achieving success. It is through these guiding principles of consistency and intrinsic motivation that Barker has shepherded his team to the accomplishments they have enjoyed.


Works Cited:
Plato. Translated by D. N. Sedley. Cratylus. New York: Cambridge University Press, 2003. Print.
Ryan, Richard, and Edward Deci. "Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being." American Psychologist 55.1 (2000): 68-78. Print.