apply-motivational-interviewing

name	apply-motivational-interviewing
description	Use when a coach needs to have a conversation with an athlete who is resistant to change, low on motivation, or ambivalent about committing to a training or behavioral goal — to build intrinsic motivation rather than imposing external direction.

Apply Motivational Interviewing

Use the OARS technique and collaborative conversation to surface an athlete's intrinsic motivation and resolve ambivalence without coercion or external pressure.

Why This Is Best Practice

Adopted by: Olympic coaching programs (USOC mental performance division), addiction counseling (the origin domain), healthcare behavior change, and increasingly elite sport coaching education programs incorporate MI principles. The New Zealand All Blacks coaching staff, Wayne Smith in particular, has described MI-influenced approaches as part of their culture-building process. Impact: Mageau & Vallerand (2003) showed that autonomy-supportive coaching (giving choice, rationale, acknowledging feelings — all MI principles) predicts higher intrinsic motivation, greater persistence, and higher satisfaction than controlling coaching. Meta-analyses in healthcare show MI outperforms direct advice-giving for behavior change by 20-50% (Rubak et al., 2005). In sport: athletes high in intrinsic motivation (SDT framework) show 40% less burnout and 30% higher training consistency than extrinsically motivated counterparts.

Steps

1. Establish the MI spirit (before opening the conversation)

MI works only when the coach genuinely holds these four attitudes:

• Partnership: you are a consultant, not an authority; the athlete has the expertise about their own life
• Acceptance: unconditional positive regard — you accept the athlete regardless of their choices
• Compassion: the athlete's wellbeing (not performance outcomes) is genuinely the priority
• Evocation: the goal is to draw out the athlete's own motivation, not supply yours

If you are entering the conversation wanting to fix, convince, or tell: wait. MI from a controlling mindset backfires.

2. Open with open-ended questions (O)

Avoid closed or leading questions. Start with:

• "What's been going on for you with [training/behavior]?"
• "How are you feeling about where things stand?"
• "Tell me more about what's been on your mind lately."

Resist the urge to problem-solve in the first 5 minutes. The athlete needs to hear themselves talk.

3. Affirm authentically (A)

Acknowledge the athlete's strengths and efforts without condescension:

• "I've noticed you've kept showing up even when things are hard — that says something about your character."
• "It sounds like you've been thinking seriously about this."

Affirmations are not flattery — they acknowledge something real and specific. They build trust and reduce defensiveness.

4. Reflect what you hear (R)

Use reflections to demonstrate understanding and deepen exploration:

• Simple reflection: mirror content ("So you're not sure if the extra sessions are worth it.")
• Complex reflection: add what's beneath the surface ("It sounds like part of you wants the results but another part is exhausted.")
• Double-sided reflection: acknowledge both sides of ambivalence ("On one hand you want to compete at the next level, and on the other hand the commitment feels overwhelming right now.")

Avoid asking "Why don't you...?" — it provokes defensiveness. Reflect instead.

5. Summarize periodically (S)

Every 5-7 minutes, summarize what you've heard:

• "So if I'm understanding you right, you feel [X], you're hoping for [Y], but you're worried about [Z]. Does that capture it?"

Summaries serve two functions: they show you've listened, and they organize the athlete's own thinking.

6. Recognize and reinforce change talk

Change talk = any statement the athlete makes toward motivation or commitment:

• "I know I should be getting more sleep..."
• "I do want to make the squad next season."
• "Maybe I could try..."

When you hear change talk: reflect it back, explore it ("Say more about that"), and ask about next steps. Do NOT rush to action planning.

7. Roll with resistance

When the athlete pushes back, do not argue:

• Athlete: "It's just not realistic with work."
• Wrong: "You have to prioritize if you want to compete."
• Right: "It sounds like work has been really demanding. Makes sense this feels hard to add to."

Resistance signals the conversation has moved faster than the athlete. Slow down, reflect, evoke.

Common Mistakes

• Giving advice prematurely: The biggest MI violation. Advice before readiness to change = defensiveness, not engagement.
• Using MI as a technique to manipulate athletes into compliance: Athletes detect this quickly; it destroys trust. MI requires genuine respect for athlete autonomy.
• Asking "why" questions: "Why haven't you been sleeping enough?" = interrogation. "What's been making sleep difficult?" = exploration.

When NOT to Use

• Crisis situations (safety risk, acute injury, mental health emergency) — directive crisis response takes precedence.
• Technical instruction during practice — MI is for behavior/motivation conversations, not for teaching skills.