Motivating Language Theory and NCAA Coaches’ Halftime Communication

The purpose of this mixed-methods case study was to explore how, if at all, NCAA (National Collegiate Athletic Association) head men’s soccer coaches’ halftime communication influence match outcomes in the United States by utilizing the motivating language theory constructs of empathetic language, meaning-making language, and direction-giving language. The study sample was 10 NCAA head men’s soccer coaches located throughout the United States. Through the lens of motivating language theory, four research questions guided this study. Four sources of data were utilized: semistructured interviews, audio-recorded halftime speeches, final match box scores, and the Motivating Language Scale. The four sources generated data that were triangulated to provide answers to the four research questions. Inductive thematic analysis and a priori deductive coding were utilized. Findings of this study generated eight qualitative inductive themes specific to halftime speeches: sense of understanding, addressing psychological and emotional conditions, clarifying questions, metaphorical language, camaraderie and culture, tactical management, communicative timing, and modes of delivery.