Introduction

Adolescence is the most important period of personality and character development, formation of the core habits, attitudes towards life, and values. In this period, special conditions for physical activity are created, fostering health. Systematic sport activity is essential for adolescents in all spheres of life: physical, emotional, and social with improvement of their fitness, self-confidence, and socializing in a group. However, over the past couple of decades, factors such as the influence of digital technologies, heavy academic workloads, lack of time, and poor support systems have led to a fall in the interest of adolescents in continued sports participation.

One of the most important factors in ensuring sustainable motivation to sports in adolescents is the role of the coach. A coach not only teaches adolescents sports skills but also shapes their attitudes toward physical activity, helps them overcome challenges, and builds a positive perception of the training process. A good coach can provide conditions in which adolescents will feel confident and motivated to consider sport as a source of self-fulfillment as well as a means to achieve results. This article aims at analyzing the role of the coach in forming sustainable sports motivation among adolescents.

Main part. Psychological characteristics of adolescence

Adolescence is that important critical period of development which is marked by dramatic changes in physiological, emotional, cognitive, and social areas. These changes strongly influence the process of forming an adolescent’s personality, behavior, and attitude to the world surrounding them. Considering such characteristics, it would be proper to understand how they will further affect adolescents’ perception of sports activities and their motivation.

Emotional instability is characteristic of this age and is engendered through dramatic hormonal changes. One can note mood swings, increased sensitivity, and impulsive behavior in adolescents. In such conditions, their interest in sports can vary, and it becomes highly relevant for the coach and the social environment to provide emotional balance and create conditions that are propitious for training.

Among the critical processes occurring in adolescence, finding identity stands at the forefront. The period of adolescence is actively explored with respect to interests, ability, and the role within society [1]. Sport activities can prove beneficial in the discovery of such potential, while achieving success or even overcoming failure bolsters confidence in self. The participation of adolescents in sports also increases their sense of belonging and social integration through their affiliation with a particular team and intensification of interpersonal relationships.

Another important feature of adolescence is the significance of the opinions of authoritative adults and peers. Adolescents become more sensitive to the viewpoints of influential adults. In this sense, the coach plays a crucial role by being an exemplary figure that reflects the significance of discipline, perseverance, and responsibility. Interaction with friends in a sporting context further helps in the development of cooperation and socialization skills.

Abstract thinking, ability to reflect, and the capability to predict what will happen from their actions, are some of the cognitive changes that occur in adolescence. Nevertheless, adolescents still make decisions based on emotions, thus losing interest temporarily in sports or focusing too much on results. Coaches need to help the adolescents understand long-term effort and goal-setting to offset these tendencies.

The need for autonomy is usually accompanied by conflicts with authority and efforts to break the rules established [2]. It could be provided in sport conditions, giving them a certain degree of freedom-for example, the right to choose the training programs, their personal goals, or the competitions.

In summary, the psychological characteristics of adolescence shape their behavior and perception of sports activities. An effective approach to working with adolescents requires consideration of their emotional instability, need for identity, sensitivity to the opinions of authority figures and peers, and desire for autonomy. Sports can serve as a powerful tool for personal development if coaches and the social environment create conditions that positively channel these characteristics.

Motivation for sports in adolescents

Sports motivation in adolescents is a complex and multifaceted process, which is conditioned by the interaction of intrinsic needs, external stimuli, and social environment. Intrinsic factors are important in the development of independent interest in sports among adolescents. Great attention is given to the need for self-expression. Sports for adolescents are one of the ways to express their capabilities, beat their records, and strengthen their self-esteem. Of no less importance is a striving for physical fitness, connected with an age-related need of self-presentation and a positive perception of one’s own body. Sport activities contribute to the development of a competitive spirit, too, which arouses a motivational condition of adolescents for reaching success and showing their possibilities in conditions of competition.

Extrinsic factors, such as the support of coaches, parents, and peers, serve as additional sources of motivation. A coach, acting as a role model, has a direct impact on adolescents’ attitudes toward sports. Their ability to inspire, support, and recognize achievements creates a favorable atmosphere for training. Parents who show interest in their children’s success and provide conditions for regular sports activities reinforce adolescents’ positive attitudes toward physical activity. Peers, in turn, shape the social background where approval and recognition contribute to increased motivation.

The social environment and digital technologies have become important elements in the modern world of sports. The social environment establishes norms and attitudes that influence the perception of physical activity. For example, in societies where sports are considered prestigious and important, adolescents are more often motivated to participate in training and competitions. The impact of digital technologies is evident through tools such as fitness apps, online competitions, and virtual athlete communities. These technologies provide adolescents with opportunities to track their progress, compete with others, and receive instant recognition, stimulating interest and strengthening their commitment to training.

Thus, sustainable motivation for sports in adolescents is formed at the intersection of their personal aspirations, external social influences, and modern digital opportunities. The study of motivation for sports in adolescents relies on various psychological theories, each offering valuable tools for understanding the mechanisms of motivation and strengthening it (table 1).

Table 1

Theories of motivation [3, 4]

The author underlines that these theories give an important role to the coach in maintaining the motivation of adolescents. They require a holistic approach to be implemented-successfully-addressing the psychological needs, personal characteristics, and social context of adolescents. When effectively utilized, these theories indeed allow the coaches to provide sustainable grounds for developing intrinsic motivation that may serve as the key to maintaining long-term interest in sports and a healthy lifestyle.

The role of the coach in the motivational process

The coach plays a central role in shaping adolescents’ motivation for sports. Their behavior, attitude toward sports, and personal qualities serve as an example for adolescents, shaping their perception of the importance of physical activity. A coach demonstrates discipline, determination, and the ability to overcome challenges, helping adolescents associate sports with positive values. This example inspires adolescents to emulate the coach, adopt their approach to training, and carry these principles into other areas of their lives.

Adolescence is characterized by heightened emotional sensitivity, making it essential for the coach to build interactions based on mutual respect and understanding. Trusting relationships create an environment where adolescents feel secure, confident in sharing their challenges, and assured of the coach’s support. This atmosphere strengthens emotional attachment to training and fosters a positive perception of sports activities.

An individualized approach by the coach is an important tool for maintaining motivation, as each adolescent has unique characteristics, goals, and needs. Considering individual differences allows the coach to adapt the training process, making it more engaging and meaningful for each adolescent. This approach not only enhances the effectiveness of training but also strengthens intrinsic motivation, as adolescents feel that their efforts and progress matter.

Only a deep understanding of the psychological characteristics of adolescents, along with the application of a range of methods that would maintain and strengthen their interest in sports, can help a coach effectively perform his role in shaping motivation. Such methods do not only provide a supportive environment but also make for long-term commitment to training, which benefits adolescents in all aspects of their physical, emotional, and social development (fig. 1).

Figure 1. Methods for sustaining motivation

One of the main methods is setting achievable and incremental goals in accordance with the skill levels and abilities of adolescents. The successful achievement of such goals helps to build self-confidence, a sense of competence, and encourages further involvement in the training process. Gradual goal-setting prevents overloading and frustration, maintaining adolescents’ interest and enjoyment in sports.

Recognition and praise of achievements have a significant influence on the building up of a feeling of competence, enhancing adolescents’ self-esteem. An acknowledging coach-a coach who is sensitive even to the smallest achievements-makes the adolescent aware of his or her gains, which gives him or her more confidence to continue training [5]. Positive reinforcement through praise, symbolic recognition, reward, or new and more challenging assignments permits adolescents to become important members of a team or group.

Variety in the training process is an important element for maintaining adolescents’ interest. The use of game-based methods, diverse exercises, and innovative training approaches makes sessions more engaging and emotionally enriching [6]. Such variety prevents monotony, stimulates creative thinking, and helps adolescents associate sports with positive emotions.

Fostering long-term motivation is based on teaching adolescents’ goal-setting and self-assessment skills. The coach should teach the teenagers to set realistic goals for themselves that give meaning to their efforts. When they know what progress they have made, which areas need improvement, and so on, they develop a sense of responsibility regarding the goals they set for themselves.

In the USA, youth sports programs are very well-developed, and coaches actively implement various approaches to strengthen motivation and develop athletic skills in young people. For instance, the Character Education Program, initiated in schools such as the Gilman School, focuses on helping students reflect on their values as individuals and team members. During sessions, adolescents share personal stories, discuss their achievements and challenges, keep self-reflection journals, and set weekly goals. This approach helps to develop introspection skills, strengthen team spirit and foster a conscious attitude towards personal development and, as a result, increase one’s own motivation to play sports [7].

The study «Coaching behaviors and youth athletes’ motivation: examining the role of supportive coaching in organized youth sports» examined how coaching behaviors influence adolescents’ motivation in sports. The research centered its focus on supportive coaching behaviors and their effects on adolescents’ long-term commitment to the sport. These results indicated that high levels of support from their coaches, such as emotional recognition, constructive feedback, and the involvement of adolescents in goal-setting, enhanced coaches’ intrinsic motivation significantly (p<0.01). Adolescents involved with these coaches reported greater engagement in the training process and more intention to continue participating in sports into the long term [8].

Therefore, the coach’s role in the motivational process of adolescents is not a matter of simple transfer of knowledge and skills. It is a matter of deep psychological characteristics typical for the adolescent age and requires the ability to build trusting relations and to sustain interest and activity in the training process with the help of effective methods.

Conclusion

The coach plays a vital role in fostering sustainable motivation for sports in adolescents. Acting as both a mentor and a role model, he inspires and supports adolescents in their pursuit of self-fulfillment. The coach creates an environment where adolescents feel confident, motivated, and ready to achieve their goals.

An effective coaching approach, based on respect, individualization, and support, helps adolescents develop not only physical abilities but also social skills, discipline, and self-confidence. By applying methods such as setting achievable goals, recognizing achievements, diversifying the training process, and teaching adolescents independent goal-setting skills, coaches can strengthen their trainees’ intrinsic motivation. Establishing trust, fostering competence, and creating a positive atmosphere contribute to forming long-term commitment to sports. Thus, coaching should be regarded as an essential component of adolescent development, capable of significantly influencing their physical and social growth, as well as cultivating a lasting interest in a healthy lifestyle.