Coaching Experiences and Achievement Goal Orientation in Masters Swimmers

This study explored the effects of coaches' coaching behaviors on the achievement goal orientation of Masters swimmers. In-depth interviews were conducted with five swimmers belonging to Masters swimming training teams in the Seoul and Gyeonggi regions, using Giorgi's phenomenological research method based on semi-structured questionnaires. As a result of the study, first, the participants consistently showed a task goal orientation that emphasized self-development and record improvement rather than competition with others. Second, coaches' positive coaching behaviors (individualized feedback, achievable goal setting, and emotional support) strengthened task goal orientation and increased self-directed motivation, while negative coaching behaviors (negative words and actions, excessive emphasis on records, and comparisons with others) resulted in decreased motivation and loss of confidence. Third, trust-based relationships and authentic communication with coaches played a key role in the formation and maintenance of achievement goal orientation. Fourth, process-oriented feedback increased self-efficacy and training persistence, whereas result-oriented feedback caused temporary declines in motivation. This study suggests the need for individualized coaching strategies that understand and promote participants' task goal orientation in Masters swimming instruction settings, and provides foundational data for the expansion and field application of adult life sports research.