Log in

Relevant bibliographies by topics / Coach-athlete relationships Coaching (Athletics)

Contents

Journal articles
Dissertations / Theses
Books
Book chapters

Academic literature on the topic 'Coach-athlete relationships Coaching (Athletics)'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Coach-athlete relationships Coaching (Athletics).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Coach-athlete relationships Coaching (Athletics)"

1

Choi, Hunhyuk, Yunduk Jeong, and Suk-Kyu Kim. "The Relationship between Coaching Behavior and Athlete Burnout: Mediating Effects of Communication and the Coach–Athlete Relationship." International Journal of Environmental Research and Public Health 17, no. 22 (November 20, 2020): 8618. http://dx.doi.org/10.3390/ijerph17228618.

Full text

Abstract:

The purpose of this study was to investigate the relationships between perceived coaching behavior (autonomy-supportive and controlling), communication, coach–athlete relationship, and athlete burnout. The study participants comprised 347 Korean active collegiate athletes from 10 sports. The results of the final model indicated that autonomy-supportive coaching was positively related to communication, whereas controlling coaching was negatively related to communication. Communication was positively related to coach–athlete relationship and was negatively related to athlete burnout. Autonomy-supportive coaching was significantly related to both the coach–athlete relationship (positively) and athlete burnout (negatively), whereas controlling coaching was only related to athlete burnout (positively). Coach–athlete relationship was negatively related to athlete burnout. Significant indirect effects were observed. The bootstrapping results indicated that the relationship between autonomy-supportive and athlete burnout was mediated by team communication and the coach–athlete relationship. The study findings enhance our current understanding of the relationships between perceived coaching behavior and athlete burnout and shed light on the important roles of team communication and the coach–athlete relationship in the relationship.

APA, Harvard, Vancouver, ISO, and other styles

2

Gillham, Andy, Eva Gillham, and Keith Hansen. "Relationships Among Coaching Success, Servant Leadership, Cohesion, Resilience and Social Behaviors." International Sport Coaching Journal 2, no. 3 (September 2015): 233–47. http://dx.doi.org/10.1123/iscj.2014-0064.

Full text

Abstract:

This study examined relationships among coaching success, servant leadership, team cohesion, athlete resilience and social behaviors utilizing responses from over 300 collegiate athletes. Horn’s (2008) model of coaching effectiveness served as the basis from which variables were operationalized and concurrently measured. Bivariate correlation analysis identified significant correlations among servant leadership and coaching success, cohesion and coaching success, cohesion and servant leadership, resilience and coaching success, and resilience and servant leadership, with most relationships moderate to weak. Canonical correlations were used to examine the data in greater depth and significant canonical variants revealed both expected and unexpected relationships. Multivariate analysis of variance results identified a significant main effect and seven significant follow-up analysis of variance tests. Athlete resilience, coach servant leadership and task-based team cohesion all varied significantly across the three levels of coaching success. Results of this study can be used by coaches, athletic administrators and coach educators for coach development.

APA, Harvard, Vancouver, ISO, and other styles

3

Fasting, Kari, Trond S. Sand, and Mari K. Sisjord. "Coach–athlete sexual relationships: Coaches’ opinions." International Journal of Sports Science & Coaching 13, no. 4 (January 12, 2018): 463–70. http://dx.doi.org/10.1177/1747954117753807.

Full text

Abstract:

The focus of this article is the opinions and attitudes towards coach–athlete sexual relationships presented through the voices of female (n = 24) and male (n = 12) elite-level coaches in Norway. The results are based on in-depth interviews and the data were developed around the following question: “There are examples of athletes that fall in love with their coach and about sexual relationships between a coach and an athlete—what are your reflections around such coach–athlete relationships?” The coaches found such relationships very problematic and unacceptable. When it occurs, openness, i.e. to talk about it, is important. But the rule of thumb was that the coach–athlete relationship had to come to an end. In their elite-coaching role, these coaches believed it is important to have strict rules and clear boundaries. Furthermore, they should be aware of the power that they have and not exploit it. The results are discussed with respect to the professionalization of the coaching role, and the importance of including ethics in the education of coaches.

APA, Harvard, Vancouver, ISO, and other styles

4

Norman, Leanne. "Is There a Need for Coaches to Be More Gender Responsive? A Review of the Evidence." International Sport Coaching Journal 3, no. 2 (May 2016): 192–96. http://dx.doi.org/10.1123/iscj.2016-0032.

Full text

Abstract:

The purpose of this paper is to explore current research evidence to understand whether and how gender influences the coach-athlete relationship. Considering the importance of coach-athlete relationships, the field still remains under researched and the influences on this relationship require greater examination. Coach-athlete exchanges are shaped by assumptions and ideas about coaching and teaching relationships. Interactions are complex because sport makes a number of (at times competing) demands on participants. Varying individual characteristics increase this complexity. Yet within this multifaceted context, gender relations appear constant and problematic, particularly with respect to coaching. Evidence suggests that while male and female athletes share many similarities in what they want and prefer in terms of their coaching needs and expectations, there are specific nuances and differences that must be understood to facilitate an effective relationship. Furthermore, the evidence also suggests that male coaches, unwittingly, play a role in the perpetuation of the stereotype of women as the less able, less competitive and frailer athlete. These findings evidence the need to include a greater focus on gender-responsive coaching. The paper also highlights different coaching styles that may facilitate working with male and female athletes and emphasises the need for coaches to become relational experts to empower their athletes.

APA, Harvard, Vancouver, ISO, and other styles

5

Ferrar, Phil, Lillian Hosea, Miles Henson, Nadine Dubina, Guy Krueger, Jamie Staff, and Wade Gilbert. "Building High Performing Coach-Athlete Relationships: The USOC’s National Team Coach Leadership Education Program (NTCLEP)." International Sport Coaching Journal 5, no. 1 (January 1, 2018): 60–70. http://dx.doi.org/10.1123/iscj.2017-0102.

Full text

Abstract:

The purpose of the present article is to share the design and impact of a coach-athlete relationship coach education seminar. The seminar is part of the United States Olympic Committee’s (USOC) National Team Coach Leadership Education Program (NTCLEP). Development and delivery of the seminar is facilitated by The People Academy (www.people.academy). Impact results from participation in this seminar are drawn from coaches and athletes from USA Archery and USA Cycling. The article is organized into three sections. In the first section an overview of the coach-athlete relationship building component of the USOC’s high performance coach education program is provided. Two case summaries are then presented on the impact of the program on coach-athlete relationships and athlete performance. The third and final section is used to offer suggestions for future coach education initiatives and coaching strategies aimed at enhancing coach-athlete relationships.

APA, Harvard, Vancouver, ISO, and other styles

6

Coker-Cranney, Ashley, and Justine J. Reel. "Coach Pressure and Disordered Eating in Female Collegiate Athletes: Is the Coach-Athlete Relationship a Mediating Factor?" Journal of Clinical Sport Psychology 9, no. 3 (September 2015): 213–31. http://dx.doi.org/10.1123/jcsp.2014-0052.

Full text

Abstract:

When athletes “uncritically accept” the coaching expectations associated with their sport, negative health consequences (e.g., disordered eating behaviors, clinical eating disorders) may result. The coach’s influence on disordered eating behaviors may be a product of factors related to overconformity to the sport ethic, issues with coach communication regarding recommendations for weight management, and the strength of the coach-athlete relationship. The present study investigated perceived weight-related coach pressure, the coach-athlete relationship, and disordered eating behaviors by surveying 248 female varsity athletes and dancers from four universities. Mediational analysis revealed that the coach-athlete relationship was a partial mediating variable between perceived coach pressures and disordered eating behaviors. Subsequently, strong relationships between coaches and their athletes may reduce the negative impact of perceived weight-related coach pressure on the development or exacerbation of disordered eating behaviors in female collegiate athletes.

APA, Harvard, Vancouver, ISO, and other styles

7

Lisinskiene, Ausra. "The Effect of a 6-Month Coach Educational Program on Strengthening Coach-Athlete Interpersonal Relationships in Individual Youth Sport." Sports 6, no. 3 (July 29, 2018): 74. http://dx.doi.org/10.3390/sports6030074.

Full text

Abstract:

The purpose of this intervention study was to develop an educational program for coaches to strengthen the coach–athlete interpersonal relationship in individual youth sport. To obtain data in the qualitative interpretative phenomenology phase, 10 youth sports coaches took part in semi-structured, in-depth interviews. The educational program was developed by integrating psychological, educational and social skills into the educational coaching sessions. The program involved a detailed video analysis, theoretical classes, and individual consultations. The qualitative interpretative phenomenology research design was used and enabled to evaluate the program. The study results revealed that the program had a positive impact on the transformation of the coach–athlete interpersonal relationship in sport. Behavioural, emotional, cognitive, and social strategies changes occured. The quality of the coach–athlete relationship changed: trust, communication, cooperation, encouragement, and a connection between athletes and the coaches appeared. The study’s results showed that the educational program for coaches had a positive effect on the quality of interpersonal relationships between athletes and the coaches and increased positive coaching strategies in youth sport.

APA, Harvard, Vancouver, ISO, and other styles

8

Gilbert, Wade, Luke Lichtenwaldt, Jenelle Gilbert, Lynnette Zelezny, and Jean Côté. "Developmental Profiles of Successful High School Coaches." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 415–31. http://dx.doi.org/10.1260/174795409789623928.

Full text

Abstract:

The purpose of this exploratory study was to compare the developmental profiles of successful high-school sport coaches, and to determine if elements of a coach's developmental profile were associated with coaching success. Sixteen high-school coaches in the United States – nine who coach basketball and seven cross-country running – participated in structured retrospective quantitative interviews. All coaches had accumulated extensive experience as an athlete ( M = 19.6 seasons; 2,428.8 hours) and were better than average athletes in relation to their peers. Positive significant relationships were found between time (seasons and hours) spent as an athlete in the sport that the participants now coach and five measures of coaching success. The results are discussed in relation to the ongoing dialogue about coach development, coaching effectiveness, and coach education.

APA, Harvard, Vancouver, ISO, and other styles

9

Davis, Louise, Andreas Stenling, Henrik Gustafsson, Ralph Appleby, and Paul Davis. "Reducing the risk of athlete burnout: Psychosocial, sociocultural, and individual considerations for coaches." International Journal of Sports Science & Coaching 14, no. 4 (July 3, 2019): 444–52. http://dx.doi.org/10.1177/1747954119861076.

Full text

Abstract:

Past research suggests that athletes’ relationships with their coach can act as a risk factor in the development of burnout. Coaching practice may be enhanced through understanding the multidimensional factors that can augment the associations between coach–athlete relationship quality and athlete burnout. The present study explored both individual difference characteristics (gender, age, and sport level) and sociocultural factors (sport type) as moderators of this relationship. Our findings show statistically significant interaction effects for gender and age. Coaches and practitioners working with younger athletes and male performers in particular, are advised to work with strategies aiming to build relationships and reduce the risk of burnout.

APA, Harvard, Vancouver, ISO, and other styles

10

Preston, Cassidy, Veronica Allan, Lauren Wolman, and Jessica Fraser-Thomas. "The Coach–Parent Relationship and Athlete Development in Elite Youth Hockey: Lessons Learned for Conflict Management." Sport Psychologist 34, no. 2 (June 1, 2020): 143–52. http://dx.doi.org/10.1123/tsp.2019-0130.

Full text

Abstract:

Extensive research highlights the important roles of coaches and parents in fostering positive youth development (PYD). However, little research has examined the complex coach–parent relationship in the bidirectional interactions of the coach-parent-athlete triad. This research is particularly pertinent in elite youth sport, wherein the performance-oriented environment may impede the pursuit of PYD. As such, this study aimed to deepen understandings of the coach–parent relationship in relation to athletes’ PYD. Specifically, the first author critically analyzed and reflected on his experiences as an elite youth ice hockey coach, thus offering a unique portrayal of reflective practice in the context of sport coaching. Two interconnected themes emerged: understanding conflict in the coach-parent-athlete relationship and fostering collaboration through enhanced coach–parent communication. Findings and reflections are discussed in relation to the dual-concern model of conflict resolution, and strategies to help practitioners foster cooperative coach–parent relationships are presented.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Coach-athlete relationships Coaching (Athletics)"

1

Wildman, Jonathan C. "The athlete leader role : interaction of gender, sport type, and coaching style /." Access full text online:, 2006. http://digital.library.unt.edu/permalink/meta-dc-5486:1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Blom, Lindsey C. "Understanding the coach-athlete dyad the impact of educational interventions on perceptions and psychosocial variables /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3981.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains vii, 111 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

3

Portenga, Steve. "Critical conditions of a positive team environment /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144451.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Norris, Maxwell R. "An analysis of coaching dimensions and their impact on athlete motivation and affective learning." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1569023.

Full text

Abstract:

This study examined the relationship between coaching behaviors and traits and their impact on athlete motivation and affective learning in a collegiate coactive team setting. By conducting in-depth interviews with NCAA Division I men’s tennis players at a Midwestern, mid-sized University it was discovered that Coach Craig Keller’si credibility and caring behaviors had the most salient impact on athlete intrinsic motivation, his use of mild verbal aggression and his career record had the most salient impact on athlete extrinsic motivation, and his extreme verbal aggression and lack of feedback/praise significantly decreased their levels of intrinsic and extrinsic motivation. Moreover, the athletes noted that Coach’s credibility and caring behaviors increased their levels of affective learning, his will to win and desire to be professional increased affective learning through trait modeling, and his inability to follow through with claims decreased their affective learning. The most significant finding was that Coach’s dynamic leadership had the most positive impact on player intrinsic motivation while his mild verbal aggression had the most positive impact on player extrinsic motivation. However, it was discovered that this type of leadership ceased being motivational when the sentiment of the messages became negative and singled out individual players.
Department of Speech Communication

APA, Harvard, Vancouver, ISO, and other styles

5

Wildman, Jonathan C. Jr. "The Athlete Leader Role: Interaction of Gender, Sport Type, and Coaching Style." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5486/.

Full text

Abstract:

Effective leadership is a concept shown to be important for successful team performance in the fields of business, education, and sport. In sport, the role of the athlete leader has been under-examined and specifically, how coaching behaviors can affect athlete leader behaviors and how various leadership models (e.g., trait, behavioral, situational) relate to the athlete leader role has never been studied. The present study examined how autocratic, democratic, and collaborative coaching styles affect the athlete leader behavior preferences of athletes of different genders and sport types. Three coach scenarios reflecting the three aforementioned coaching styles were created so that athletes could imagine that they were coached by the individual presented in the scenario and then rate what type of athlete leader behaviors that they would prefer given the style of the coach that they read about. Results showed that the coach scenarios failed to have a significant impact; however, significant differences were discovered between men and women and between individual and team sport athletes on variables measuring preferred performance/task, relationship, motivation, and representation behaviors. Data were gathered on the style of athletes' current coach and this variable also produced significant differences for such behaviors as resolving conflict, providing positive reinforcement, and acting respectfully towards others. In addition, exploratory analyses showed that athletes who hold different leadership positions prefer different athlete leader behaviors. The current study seemed to offer concrete evidence on how coaching style can affect athlete leader preferences and how the athlete leader role can be explained by trait, behavioral, and situational leadership theories; however, future studies will have to further explore the impact that a coach's style can have on the behavior of athlete leaders as well as analyzing the relationship between athlete leaders and teammates utilizing the transformational leadership approach.

APA, Harvard, Vancouver, ISO, and other styles

6

Rocchi, Meredith. "Contexts, Motivation, and Coaching Behaviours – A Self-Determination Theory Perspective on Coach-Athlete Relationships." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35129.

Full text

Abstract:

Based in Self-Determination Theory (SDT), the overall objective of this thesis was to explore how the coaching context, coach psychological needs, and coach motivation influenced coaches’ interpersonal behaviours when they interacted with their athletes, and how these interpersonal behaviours impacted athletes’ psychological needs and motivation in sport. This objective was achieved through a series of 10 studies, looking at different samples of coaches and athletes, divided into four manuscripts. First, there was a need to create a measure that captured both perceptions of others’, as well as self-reports of the six interpersonal behaviours according to SDT (autonomy-support, competence-support, relatedness-support, autonomy-thwarting, competence-thwarting, and relatedness-thwarting). As such, in Manuscript #1, the Interpersonal Behaviours Questionnaire (IBQ) was created and validated as a general measure of perceptions of other people’s interpersonal behaviours (Study 1 N = 534 students; Study 2 N = 351 students) and as a self-report of interpersonal behaviours used in general (Study 3 N = 607 students). In Manuscript #2, the validity of the measure was extended to include the sport context by testing the scale with coaches and athletes. Specifically, Study 1 (N = 239 athletes) validated the measure with a sample of athletes reporting on their coaches’ behaviours, and Study 2 (N = 240 coaches) looked at coaches’ reports of their own behaviours in their interactions with their athletes. Overall, the results of these five studies provided support for the factor structure and validity of the IBQ as a measure of perceived and self-reported interpersonal behaviours in both the general context, as well as sport. Next, Manuscript #3 explored the antecedents of coaches’ reported interpersonal behaviours. Specifically, Study 1 (N = 56 coaches) looked at the coaching context in order to identify the factors that had the largest impact on coaches’ experiences. In Study 2 (N = 310 coaches), the relationship between coaches’ psychological needs, motivation for coaching, and interpersonal behaviours was explored to confirm the sequence occurred as would be expected according to SDT. Finally, in Study 3 (N = 225 coaches), the influence of the contextual factors on coaches’ psychological needs, motivation, and interpersonal behaviours was examined. Overall, the results supported that coaches in a supportive context experienced increased need satisfaction, higher autonomous motivation for coaching, and were more likely to engage in supportive interpersonal behaviours with their athletes; while coaches in a thwarting context experienced increased need frustration, higher controlled motivation, and were more likely to engage in thwarting interpersonal behaviours. Finally, Manuscript #4 explored the outcomes of coaches’ interpersonal behaviours. First, Study 1 (N = 180 athletes) looked at athletes’ perceptions of their coaches’ behaviours and how their perceptions impacted psychological needs and motivation in sport. Lastly, Study 2 (N = 278 athletes; N = 53 coaches) explored whether coaches’ self-reports of their interpersonal behaviours were in line with their athletes’ same perceptions of these behaviours, and explored the factors that were related to whether coaches and athletes were in agreement. These last two studies found that supportive interpersonal behaviours promoted need satisfaction and autonomous motivation for athletes; while thwarting interpersonal behaviours promoted need frustration and controlled motivation for athletes. Overall, this thesis helped extend the existing research in motivational psychology and helped address some important limitations.

APA, Harvard, Vancouver, ISO, and other styles

7

Pappas, George Demetrios. "Perceptions of Coaching Behavior, Seasonal Performance Success, and Quality of Life: Assessing Relationships Over the Course of a Season." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091752262.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Frazer, Kirk Jack. "Factors affecting coaches with stress and burnout." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2896.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Young, Christine Andrea. "An examination of how coaching behavior influences athletes' sport-confidence and athletes' perceived coaching competence." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323894866.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Villalon, Christina Ann. "Relationship between Males' Coaching Efficacy and Prior Exposure to Sport Psychology." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157535/.

Full text

Abstract:

Coaching efficacy is largely influenced by mastery experiences such as formal education, coaching experience, and sport participation. Further examining specific experiences, such as exposure to sport psychology, may prove helpful in advancing our understanding of coaching efficacy. Thus, the purpose of this study was to explore male high school coaches' coaching experience to determine whether sport psychology education and interactions with sport psychology consultants relate to coaches' coaching efficacy. Participants, 585 males (Mage = 43.89 + 10.02), completed an online survey measuring coaching efficacy and coaching and sport psychology experience. A hierarchical regression analysis revealed that after controlling for years of coaching experience and school size, sport psychology education and interactions with sport psychology consultants were associated with higher overall coaching efficacy scores (p < .001). Additionally, analysis of covariance revealed that those with extensive sport psychology education had statistically higher coaching efficacy scores than those reporting no sport psychology education (p < .05). Knowledge of these phenomena may be relevant for sport psychology consultants, coach educators, and researchers.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Coach-athlete relationships Coaching (Athletics)"

1

The power of positive coaching. Boston: Jones and Bartlett Publishers, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Haworth, Rob. What great coaches do differently: Eleven elements of effective coaching. Larchmont, NY: Eye on Education, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

J, Fewing Peter R., ed. Coaching principles for the development of championship teams: On and beyond the pitch. Champaign, Ill: Common Ground Pub., 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Perfect phrases for sports coaches: Hundreds of ready-to-use winning phrases for any sport--on and off the field. New York: McGraw-Hill, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Pim, Ralph L. Perfect Phrases for Coaches. New York: McGraw-Hill, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Tomlinson, Paul. Power and ethics in coaching. Gloucester, Ont: Coaching Association of Canada, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

R, Anderson John. Why good coaches quit: And how you can stay in the game. Minneapolis, MN: Fairview Press, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

God on the starting line: The triumph of a Catholic school running team and its Jewish coach. Halcottsville, N.Y: Breakaway Books, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

L, Jones Robyn, ed. The sports coach as educator: Reconceptualising sports coaching. Abingdon, Oxon: Routledge, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Jones, Robyn. The Sports Coach as Educator: Reconceptualising Sports. Routledge, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Coach-athlete relationships Coaching (Athletics)"

1

Mohd Kassim, Ahmad Fikri, Wan Faizal Iskandar Wan Abdullah, Siti Jameelah Md Japilus, and Asmahan Shahirah Azanuar Yusri. "Coach-Athlete Relationship and Coaching Effectiveness in Team Sports Athletes." In Enhancing Health and Sports Performance by Design, 451–62. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3270-2_46.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Yang, Sophie X., and Sophia Jowett. "Understanding and enhancing coach–athlete relationships through the 3 + 1Cs model." In The Psychology of Sports Coaching, 54–67. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315689210-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

"Case 18: Coach–Athlete Relationships." In Case Studies in Coaching, 85–91. Routledge, 2017. http://dx.doi.org/10.4324/9781315213446-19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!