Psychology focuses on studying the nature of behavior, its functions, and mental experiences (Colman, 2015). Sport and exercise psychology systematically examines the behaviors, thoughts, and emotions of individuals engaged in sport and physical activity (Abu Jamous et al., 2024; Alkasasbeh and Amawi, 2023; Akroush et al., 2025; Amawi et al., 2025; Ohuruogu et al., 2016). Sport psychologists work with athletes and coaches to enhance performance at both professional and elite levels (Ohuruogu et al., 2016). Athletic performance is shaped by complex interplay of various factors (Soares et al., 2020). Every athlete aims to excel, achieve victory, and continuously improve their performance (Arribas Galarraga et al., 2017; Ruiz-Vanoye et al., 2017). Players put in significant effort to achieve both individual and team goals. Success in sports requires athletes to perform at their best within their capabilities to reach the highest levels of achievement (Arribas Galarraga et al., 2017). Sports performance studies have addressed the impact of various variables on performance (Abdullah et al., 2016), with psychological abilities playing a major role in enhancing it (Olmedilla et al., 2010). The psychological characteristics of players are important, not only for their direct impact on performance but also as a mediator between physical and technical competencies and athletic performance (Anderson et al., 2014; Arthur et al., 2017; Olmedilla et al., 2018; Formenti et al., 2019; Trecroci et al., 2020). Analyzing these variables contributes to improving athletes’ performance (Marco et al., 2007; Olmedilla et al., 2010). For young athletes, the perception of performance is often as important as actual performance (Soares et al., 2020).

Motivation is one of the most popular research topics in sport psychology, as it plays an important role in influencing people’s well-being and sporting performance (Orhan et al., 2025; Setyobroto, 2001). Motivation is one of the main psychological factors in improving athletic performance (Rabaz et al., 2015; Fletcher and Sarkar, 2012; Gillet and Vallerand, 2016; Gómez-López et al., 2013; MacNamara et al., 2010). Motivation can be defined as the interaction of internal and external forces that initiate, sustain, and enhance individuals’ engagement in sport and physical activity (Shoxrux, 2023). It not only drives performance but also promotes long-term adherence to exercise and competitive sports. Furthermore, motivation is closely associated with other psychological constructs such as physical self-concept and emotional intelligence. Intrinsic motivation, in particular, has been shown to correlate positively with higher levels of physical self-concept and better emotional regulation (Conde-Pipó et al., 2021). Additionally, motivation is not fixed; it is dynamic and situational. Highly self-determined individuals tend to experience a positive evolution of situational intrinsic motivation during task engagement, indicating the importance of creating supportive and autonomy-enhancing environments in sports settings (Angot and Martinent, 2025). Overall, motivation is a multidimensional and evolving construct that varies across age groups, psychological profiles, and situational contexts. This underlines its central role in both theoretical and applied domains of sport psychology research and practice (Shoxrux, 2023).

Motivation in sports is a multidimensional construct that encompasses various sources, including intrinsic factors such as personal satisfaction, extrinsic incentives like rewards, and social influences such as coaching and team dynamics. Understanding this complex nature of motivation is crucial because it directly impacts athletes’ engagement, persistence, and overall performance (Deci and Ryan, 2000). Within this framework, creativity and innovation play a significant role. These terms refer to athletes’ ability to generate novel ideas and implement new strategies during training and competition, which facilitates adaptation to changing conditions and provides a competitive advantage (Vaughan et al., 2019). Furthermore, the concept of immediate performance highlights the short-term improvements in athletic output that occur in response to motivational stimuli. This term emphasizes how quickly an athlete can enhance effort and focus following external incentives, which is critical for achieving timely competitive results (Liu et al., 2022).

According to Self-Determination Theory (SDT), motivation exists on a continuum, ranging from amotivation to extrinsic motivation (EM) and intrinsic motivation (IM) (Ryan and Deci, 2000; Deci and Ryan, 2013). EM can be classified into controlled (external and internal regulation) and autonomous forms of regulation (Lonsdale et al., 2008). IM, which is driven by inherent enjoyment and interest in the activity, represents the highest form of self-determined motivation and is associated with positive outcomes such as engagement and well-being (Ryan and Deci, 2024). Studies have demonstrated that IM can significantly improve athletic performance, even when proficiency levels are equal (Gillet et al., 2009; Gillet et al., 2012; Pope and Wilson, 2015).

According to self-determination theory, the satisfaction of three fundamental psychological needs competence, autonomy, and relatedness is what propels IM (Ryan and Deci, 2024). Competence refers to the need to feel effective and masterful, while autonomy relates to the individual’s ability to self-regulate their actions and life experiences. Relatedness refers to the feeling of social connectedness (Ryan and Deci, 2024; Ryan and Deci, 2020). When these basic needs are met, intrinsic motivation increases, contributing to improved mental readiness and athletic performance. Multiple studies have shown a relationship between the satisfaction of these needs and athletic performance (Cerasoli et al., 2016), particularly regarding competence (Sheldon et al., 2013). Several factors influence young athletes’ decision to leave sport, Including factors like lack of enjoyment, perceived competence, social pressures, competing priorities, and injuries (Molinero et al., 2006; Crane and Temple, 2015), leading to decreased performance (Oliveira et al., 2007).

Studies indicate that coaches play a significant role in influencing athletes (Almagro et al., 2010; Pineda Espejel et al., 2017; Pulido et al., 2018), as the motivational model of the coach-athlete relationship explains how coaches can impact athletes’ motivation, making them a key factor in determining performance and persistence (Mageau and Vallerand, 2003). Additionally, children’s intention to participate in sport can be a strong predictor of their motivation and behavior related to sport activity (Goudas et al., 1995). Positive experiences in sport contribute to enhancing the intention to continue physical activities (Ajzen et al., 2018), which in turn boosts commitment to sport (Abu Jamous et al., 2024). These positive experiences are associated with a strong self-concept and a high perception of competence during practice (Moreno et al., 2007). Participation rates in sports have increased, prompting researchers to study individuals’ motivations for sports participation (Cunningham and Kwon, 2003). Sport psychology aims to analyze the reasons why individuals choose or discontinue a particular sporting activity and the influence of factors such as age, gender, and experience on their motivations (Jones et al., 2006). Assessing motivations for participation also helps in understanding the priorities and strategies that support continued physical activity (Weiss and Petlichkoff, 1989). Motivations drive and direct individuals’ behavior and include intrinsic factors such as enjoyment and skill development, as well as extrinsic factors such as rewards and health improvement (Deci and Ryan, 2013). Skill development, entertainment, and fitness are among the most prominent reasons for sports participation (Deci and Ryan, 2013). Participants’ motivations in competitions differed from those in routine sports activities (Frederick and Ryan, 1993), while Ntoumanis et al. (2007) highlighted the role of enjoyment motivation as a predictor of continued participation.

Addressing sports motivation (SM) from a psychological perspective is crucial for improving athletic performance and achieving success at various levels (Kostopoulos et al., 2024). Understanding psychological motivations and their impact on athletic performance is a vital step in developing strategies to enhance players’ commitment and continuity in sports (Kostopoulos et al., 2024). This research bridges the knowledge gap regarding how psychological motivation influences players’ performance, encompassing various dimensions of sports participation, whether competitive or recreational. Highlighting the relationship between SM and other psychological factors contributes to the design of effective and integrated training programs that enhance athletes’ performance and support their sustainable development. This research also serves as an important pillar for understanding the challenges faced by young athletes, such as low enjoyment or social pressures, and for providing innovative solutions to overcome them. This narrative review aims to explore psychological approaches to enhancing performance by analyzing the role of motivation, identifying the factors influencing continued participation, and highlighting how coaches, parents, and organizations can support athletes in reaching optimal performance.

A narrative review was conducted to explore the impact of psychological motivation on athletic performance and to identify the relationship between different types of motivation (intrinsic and extrinsic) and athletes’ performance. The aim of this review was to understand how psychological motivation affects athletic performance and how coaches can develop effective motivational strategies to enhance performance. An initial search retrieved approximately 150 studies published between 2001 and 2024. After applying inclusion and exclusion criteria, a total of 97 studies were selected for detailed analysis. The literature was collected from reputable academic databases, including Google Scholar, PubMed, Scopus, and PsycINFO, as well as specialized journals in sports psychology.

This review highlights the vital role of psychological motivation in improving athletic performance. Intrinsic motivation rooted in self-determination and personal goals supports long-term commitment, skill growth, and resilience. Extrinsic motivation, like rewards and external feedback, offers short-term performance gains but works best when combined with intrinsic drives for lasting success. Coaches are key in creating balanced, supportive environments that meet athletes’ individual and team needs. For example, in endurance sports, setting personal goals fosters intrinsic motivation, while in team sports, recognition and positive feedback boost extrinsic motivation. Addressing challenges such as injury or performance slumps requires adaptive motivational strategies tailored to each athlete’s situation. Future research should focus on innovative motivational techniques and their effects across different sports levels. These insights can help coaches and sports programs develop more effective methods for enhancing performance and athlete well-being. Therefore, it is essential for researchers, coaches, and sports institutions to collaborate in implementing evidence-based motivational strategies that promote both high-level performance and long-term athlete development.