How Teachers Shape Motivation in Beginners: Lessons from Soccer and Trombone

By Dr. Logan Chopyk
San Diego Trombone Lessons – www.sandiegotrombonelessons.com

Discover how teaching style affects student motivation in music and sports. Research shows that kind, structured, and autonomy-supportive teachers inspire long-term growth while controlling styles cause burnout. Written by a San Diego trombone teacher reflecting on research and real-life coaching.

The Power of Teaching Style

Student motivation is one of the most important factors in a trombone player’s growth—and it’s directly shaped by their teacher.
Whether in music lessons or sports coaching, research consistently shows that teaching style determines not only howstudents learn but whether they stay motivated to keep learning.

Yet many teachers, even talented ones, default to how they were taught. Sometimes those “old-school” methods—yelling, shaming, over-control—may seem effective short term but can quietly erode a student’s love of the craft. As both a trombone teacher in San Diego and a parent of young athletes, I’ve seen both extremes firsthand.

Two Opposing Teaching Styles: Supportive vs. Controlling

1. Supportive, Structured, and Autonomy-Oriented Teaching

Decades of educational and sport psychology research describe this approach as authoritative or autonomy-supportive.
It blends warmth, encouragement, and flexibility with expert structure, high expectations, and clear feedback.

According to Self-Determination Theory, students are most motivated when three core needs are met:

• Autonomy – feeling a sense of ownership over learning

• Competence – feeling capable and improving with guidance

• Relatedness – feeling connected to the teacher and peers

When these needs are satisfied, students practice more, persist longer, and experience joy and self-confidence. In both sports and music, this is known as a mastery climate—a culture focused on learning, growth, and curiosity rather than punishment or competition.

2. Controlling, Fear-Based, or Authoritarian Teaching

This older, “command-and-control” approach relies on obedience and fear of failure. Students may improve quickly under pressure, but their motivation becomes extrinsic—driven by fear or approval rather than love of the activity.
Research shows that controlling or performance-oriented climates can lead to burnout, anxiety, and eventual dropout, especially among younger learners. In short, the harder you push from the outside, the less the motivation comes from within.

A Tale of Two Soccer Coaches

My daughters began competitive soccer this year on different clubs—and they each got a real-life lesson in these two contrasting styles.

Coach #1 (Supportive, Structured)
My 10-year-old’s coach never yelled, even after early defeats. Instead, he taught strategy, structured practices, and always asked questions:

“What do you see happening out there?”
“What could we try differently?”

This collaborative style built autonomy and confidence. Players started communicating on the field, solving problems together, and showing real leadership. Even off the field, they played soccer for fun—because they loved the game.

Coach #2 (Controlling, Fear-Based)
My 8-year-old’s coach, on the other hand, ranked players publicly, humiliated mistakes, and micromanaged every move. The team stopped taking risks and played only to avoid being yelled at. Despite starting with top talent, they underperformed—and several players quit by season’s end. The environment crushed motivation.

These two teams perfectly illustrate what decades of motivation research have shown: supportive structure builds long-term growth, while control breeds burnout.

How I Teach Trombone (and Why Motivation Comes First)

In my studio at San Diego Trombone Lessons, my teaching philosophy is simple: do no harm.
I see my role as a guide—someone who helps students grow through expert structure, kindness, and patience.

• I tailor lessons to each student’s pace and personality.

• I celebrate process over performance.

• I emphasize curiosity, creative thinking, and self-reflection.

• I make sure students feel seen, supported, and capable.

When students feel safe to explore, they play with joy.
My students develop world-class tone with ease, navigate challenges independently, and cultivate musical instinct—because their motivation comes from within, not from fear of disappointing someone else.

Why This Matters for Music Motivation

Motivation is not a mystery—it’s a relationship between the student and their learning environment.
When teachers create emotional safety, provide clear goals, and allow choice, students don’t just become better musicians or athletes—they become lifelong learners.

For anyone teaching beginners, whether in music, sports, or academics, the research is clear:

Be kind. Be structured. Be an expert guide—not a dictator.

That’s how motivation lasts a lifetime.

References and Further Reading (Annotated)

1. Patzak, A., & Zhang, X. (2025). Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis. Educational Psychology Review.
   Shows that autonomy support combined with structured guidance produces the strongest student motivation and engagement.
   Read it here ›

2. Ma, Q., et al. (2021). The Role of Teacher Autonomy Support on Students’ Academic Engagement and Resilience.Frontiers in Psychology.
   Confirms that autonomy-supportive teaching increases engagement, resilience, and well-being.
   Read it here ›

3. Bonneville-Roussy, A., & Evans, P. (2024). The Support of Autonomy, Motivation, and Music Practice in University Music Students.
   Finds that supportive music teachers foster motivation and persistence; controlling teachers undermine both.
   Read it here ›

4. Curran, T., Hill, A. P., Hall, H., & Jowett, G. (2015). Relationships Between the Coach-Created Motivational Climate and Athlete Engagement in Youth Sport. Journal of Sport & Exercise Psychology.
   Shows that empowering climates increase enjoyment and engagement, while disempowering climates predict burnout.
   Read it here ›

5. van Geert, P., et al. (2022). Promoting Creative Autonomy Support in School Music Education: An Intervention Study. Frontiers in Education.
   Demonstrates how teachers can learn autonomy-supportive strategies to boost creative engagement in music students.
   Read it here ›

6. “Motivational Climate, Resilience, and Burnout in Youth Sport.” (Springer, 2014).
   Shows that a mastery climate fosters resilience and prevents burnout, while performance climates heighten exhaustion.
   Read it here ›

7. “Towards Evidence-Based Music Teaching and Learning: A Meta-Analysis.” (ScienceDirect, 2025).
   Provides data-driven support for effective teaching in music, underscoring the benefits of structure and autonomy support.
   Read it here ›