Nicholls (1984a, 1984b) and Dweck (Dweck & Elliott, 1983), in particular, suggest that task and ego orientation entail distinct ways of judging or construing one's level of demonstrated competence. When one is task oriented, task mastery and/or personal improvement reflect high competence and therefore subjective success. According to Nicholls (1984a; Nicholls & Miller, 1984), perceived ability (and perceptions of goal accomplishment) is self-referenced in a task orientation. An ego orientation, by contrast, is otherreferenced and entails the demonstration of a normative conception of ability (Nicholls, 1984a). That is, for an individual with a strong ego orientation, subjective success means being better relative to others on a normatively challenging task. Coach direct and indirect orientation to the task was dominant and we can predict that task orientation would relate to the view that sport participation is important for its own sake and that athletic involvement fosters prosocial characteristics (e.g., being a responsible citizen, being considerate of others). Only coaches with no formal coach education and in an induction period presented lower task orientations levels with an involvement more extrinsic and individualistic (e.g., enhancing one's social status). The results of the study also verified the notion that the four-factor model of the Coaches' Motivational Orientation Scale had potential to warrant further testing.
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