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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Milius, Inge, Wade D. Gilbert, Danielle Alexander, and Gordon A. Bloom. "Coaches’ Use of Positive Tactile Communication in Collegiate Basketball." International Sport Coaching Journal 8, no. 1 (January 1, 2021): 91–100. http://dx.doi.org/10.1123/iscj.2020-0001.
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There is a growing body of research on positive tactile communication and its impact on athlete performance and team dynamics. The purpose of the present study was to examine the profile and perceived impact of positive tactile communication as a coaching strategy in a high-performance team sport setting. Participants were members of a successful American collegiate women’s basketball team comprising the head coach, associate head coach, and 16 student-athletes. Methods of data collection included systematic observation and focus groups. Positive tactile communication was perceived to be an effective coaching strategy for enhancing relationships and athlete performance. To our knowledge, this is the first study to include both quantitative and qualitative data from multiple coaches on the same team, as well as athlete perceptions of coaches’ strategic use of positive tactile communication.
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Callary, Bettina, Chelsea Currie, and Bradley W. Young. "Insights into the Importance of Relational Coaching for Masters Sport." International Sport Coaching Journal 7, no. 3 (September 1, 2020): 390–97. http://dx.doi.org/10.1123/iscj.2019-0021.
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Research into the Masters (or adult) sport context has revealed important socially mediated participatory motives for Masters athletes, including a strong connection between their learning in sport and the relationships they have with their coaches. The purpose of this insights article was to identify and describe links between relevant relational perspectives in sport coaching and dominant themes extracted from research pertaining to the psychosocial aspects of coaching adults. Three theoretical perspectives are purposively explored: interdependence theory, humanistic coaching, and andragogy. We considered how these parallel bodies of literature ascribe to the particularities of coaching adults to provide insight on how to frame effective coaching approaches and coach–athlete interrelations for this unique athletic sample. We make the case for ongoing research using an andragogical model of coaching in Masters sport in understanding how coaching Masters athletes is a complex and nuanced phenomenon.
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Wekesser, Meredith M., Brandonn S. Harris, Jody Langdon, and Charles H. Wilson. "Coaches’ impact on youth athletes’ intentions to continue sport participation: The mediational influence of the coach–athlete relationship." International Journal of Sports Science & Coaching 16, no. 3 (February 3, 2021): 490–99. http://dx.doi.org/10.1177/1747954121991817.
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About 70% of youth athletes drop out of sport by age 13. Self-determination theory has been utilised to investigate athletes’ motivations for behaviours including sport persistence (i.e. continuation) and suggests that the coach can be an influence on such motivations. Basic need fulfillment via interpersonal coaching behaviours, the coach-athlete relationship (CAR), and intentions to continue sport participation have been examined independently and in various combinations and directions, but these variables have not been examined collectively in this manner. The purpose of this study was to determine if CAR quality mediates the relationship between interpersonal coaching behaviours and intentions to continue sport participation. Surveys were administered to 148 athletes ages 11 to 16 from organised sports teams. No significant indirect effects of mediation could be established. However, there was a significant and direct effect of competence-supportive behaviours on intentions ( β = .341, p < .001). Overall, the total effects model was significant ( F(1,146) = 18.762, p < .001, adjusted R2 = .114). Significant positive relationships were shown among supportive coach behaviours and CAR quality in addition to CAR quality and intentions. Negative relationships were demonstrated among thwarting coach behaviours and CAR quality. Results support that coaches’ competence-supportive behaviours can positively impact CAR quality and intentions to continue sport participation in youth athletes.
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Hong, Seong-Taek, and Sun-Lyoung Cho. "Roles of Coach-Athlete Relationships between Adolescent Athlete’s Perceived Coaching Behavior and Burnout." Journal of the Korean society for Wellness 15, no. 4 (November 30, 2020): 155–68. http://dx.doi.org/10.21097/ksw.2020.11.15.4.155.
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Braun, Courtney, and Katherine A. Tamminen. "Coaches’ interpersonal emotion regulation and the coach-athlete relationship." Movement & Sport Sciences - Science & Motricité, no. 105 (2019): 37–51. http://dx.doi.org/10.1051/sm/2019011.
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Researchers have examined the impact of coaches’ emotional expressions and emotional intelligence on athlete outcomes (Allan, V., & Côté, J. (2016). A cross-sectional analysis of coaches’ observed emotion-behavior profiles and adolescent athletes’ self-reported developmental outcomes. Journal of Applied Sport Psychology, 28, 321–337; Thelwell, R.C., Lane, A.M., Weston, N.J., & Greenlees, I.A. (2008). Examining relationships between emotional intelligence and coaching efficacy. International Journal of Sport and Exercise Psychology, 6, 224–235; van Kleef, G.A., Cheshin, A., Koning, L.F., & Wolf, S.A. (2018). Emotional games: How coaches’ emotional expressions shape players’ emotions, inferences, and team performance. Psychology of Sport & Exercise). However, there is little research examining coaches’ use of specific strategies to regulate their athletes’ emotions. The purpose of the present study was to explore the strategies coaches used to try and regulate their athletes’ emotions, and to explore the relationship and contextual factors influencing coaches’ IER strategy use. A longitudinal multiple case study approach was used (Stake, R.E. (2006). Multiple case study analysis. New York: The Guilford Press) with five cases, each consisting of one male coach and two individual varsity sport athletes (N = 15). Participants completed individual interviews, a two-week audio diary period, and a follow-up interview. Data were inductively and deductively analyzed and a conceptual model was developed outlining athletes’ emotions and emotion regulation, coaches’ IER, the coach-athlete relationship, and contextual factors. Participants described a bidirectional association between the coach-athlete relationship and coaches’ IER. A number of factors influenced athletes’ and coaches’ use of emotion regulation strategies and contributed to the quality of the coach-athlete relationship. The IER strategies that coaches used may reflect instrumental, performance-related motives, and coaches’ IER efforts may also contribute to coaches’ emotional labour.
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Huysmans, Zenzi, Damien Clement, Robert Hilliard, and Adam Hansell. "Exploring the Coach’s Role in Youth Life Skills Development in Southern Africa." International Sport Coaching Journal 5, no. 3 (September 1, 2018): 237–50. http://dx.doi.org/10.1123/iscj.2017-0097.
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A strong body of research supports the meaningful role of coaches in helping youth athletes develop personally and emotionally through the learning of life skills. However, limited exploration of this topic has taken place in non-Western regions where youth face very different developmental challenges. To explore this topic further, nine coaches in Swaziland participated in semi-structured interviews. Inductive thematic analysis revealed that although most coaches found it difficult to articulate a coaching philosophy, they valued developing both the athlete and the person. Coaches focused on teaching a range of life skills and values that were relevant to overcoming the most salient local youth challenges. The main strategies coaches employed to develop life skills were discussion, providing opportunities to build skills, and modelling appropriate behaviours through caring coach-athlete relationships. Results of this study provide further support for the role of coaches as facilitators of life skills learning in the Southern African context. Additional education is needed to help youth coaches craft coaching philosophies that are grounded in life skills outcomes. Future efforts should also focus on developing cost-effective programming to teach coaches how to build caring coach-athlete relationships and intentionally facilitate life skills learning in young people.
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Burden, Joe W., and Glenn W. Lambie. "Sociocultural Competencies for Sport Coaches: A Proposal for Coaches and Coach Education." Journal of Coaching Education 4, no. 3 (December 2011): 3–28. http://dx.doi.org/10.1123/jce.4.3.3.
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As social and cultural diversity increases in the United States, coaches frequently interact with athletes from a wide range of backgrounds. Therefore, it would be useful if coaches had established guidelines for best practices to support their socially and ethically responsible work with athletes. However, coaching organizations have not published best practice standards specifically for coaches’ work with socially and culturally diverse athletes. This article proposes Sociocultural Competencies for Sport Coaches (SCSC) to support positive coach-athlete relationships. Specifically, the paper (a) reviews standards for social and cultural competencies used in similar professions, (b) introduces SCSC to the field of coaching education, and (c) presents competencies, standards, and benchmarks to guide the implementation of SCSC with diverse athletes.
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Kim, Hyun-Duck, and Angelita B. Cruz. "The influence of coaches’ leadership styles on athletes’ satisfaction and team cohesion: A meta-analytic approach." International Journal of Sports Science & Coaching 11, no. 6 (November 2, 2016): 900–909. http://dx.doi.org/10.1177/1747954116676117.
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As a team leader, a coach plays a significant role in helping his/her players obtain high levels of performance and success; therefore, a coach should possess skills to help his/her athletes accomplish such daunting tasks. We conducted a meta-analysis to evaluate the relationship between coaching behaviors, athlete satisfaction, and team cohesion. Moreover, we examined gender as a possible moderating variable. Two-hundred eighty-eight effect sizes were obtained from 24 studies that used Chelladurai’s sports leadership scale. Overall, a moderate relationship was found between leadership and cohesion, and a large relationship was found between leadership and satisfaction. Training/instruction was the highest contributor for both relationships. Gender moderated both relationships. It is important to recognize the influence leadership behaviors have on the psychological state of players, especially as sports evolve to be more challenging and multifaceted.
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Kowalski, Christopher L., and Wade P. Kooiman. "Comparative Analysis of Coaches’ Self-Efficacy and Parents’ Perception of Coaches’ Efficacy." Journal of Coaching Education 6, no. 1 (May 2013): 4–22. http://dx.doi.org/10.1123/jce.6.1.4.
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Coaches influence children’s experiences in sports and have a significant impact on the psychosocial development of young athletes. It is important to understand the coaching-related components of youth sports, including game strategy, motivation, teaching technique, and character building. Coaching efficacy is multidimensional, has a number of sources, and highlights relationships that exist between the coach, athlete, and team. In the present study, parents and coaches’ perceptions of coaching efficacy were examined to see what variables may affect their responses. Coaches’ character-building efficacy was influenced by previous playing experience. Parents’ perceptions of coaches’ efficacy were collectively influenced by parents’ previous playing and coaching experience, attendance at sport-specific educational sessions, and the perceived ability of their child’s team.
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Manley, Andrew J., Iain Greenlees, Jan Graydon, Richard Thelwell, William C. D. Filby, and Matthew J. Smith. "Athletes’ Perceived Use of Information Sources When Forming Initial Impressions and Expectancies of a Coach: An Explorative Study." Sport Psychologist 22, no. 1 (March 2008): 73–89. http://dx.doi.org/10.1123/tsp.22.1.73.
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The study aimed to identify the sources of information that athletes perceive as influential during their initial evaluation of coaching ability. University athletes (N = 538) were asked to indicate the influence of 31 informational cues (e.g., gender, body language or gestures, reputation) on the initial impression formed of a coach. Following exploratory factor analysis, a 3-factor model (i.e., static cues, dynamic cues, and third-party reports) was extracted. Mean scores revealed that although static cues (e.g., gender, race or ethnicity) were rated as relatively unimportant during impression formation, dynamic cues (e.g., facial expressions, body language or gestures) and third-party reports (e.g., coaching qualifications, reputation) were viewed by athletes as influential factors in the formation of expectancies about coaches. Such findings have implications for the occurrence of expectancy effects in coach-athlete relationships and the way in which coaches seek to present themselves.
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Falcão, William R., Gordon A. Bloom, and Catherine M. Sabiston. "The impact of humanistic coach training on youth athletes’ development through sport." International Journal of Sports Science & Coaching 15, no. 5-6 (June 19, 2020): 610–20. http://dx.doi.org/10.1177/1747954120933975.
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The purpose of this study was to evaluate the impact of humanistic coach training on athletes’ developmental outcomes. A sample of 148 high school student-athletes between 12 and 17 years old from low socio-economic communities completed questionnaires during their season. The student-athletes were divided into an experimental group composed of student-athletes of 11 head coaches who participated in a humanistic coach training session, and a comparison group composed of student-athletes of 8 untrained coaches. Four questionnaires were used to assess competence, confidence, connection to the coach, and character (prosocial and antisocial behaviours) of the participants. The effects of the humanistic coach training program were assessed using repeated measures analysis of variance models. Results showed that connection to the coach worsened for athletes of untrained coaches. Also, participants from both groups reported an increase in antisocial behaviours at the end of the season, but the athletes of trained coaches reported engaging less frequently in antisocial behaviours compared to athletes of untrained coaches. These findings suggest that teaching humanistic coaching may help practitioners foster positive developmental outcomes in youth sport participants and build positive coach-athlete relationships, while also raising awareness to the use of sport as a tool to promote personal growth and development.
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Kim, Seungmo, Sungil Hong, Marshall J. Magnusen, and Yoojung Rhee. "Hard knock coaching: A cross-cultural study of the effects of abusive leader behaviors on athlete satisfaction and commitment through interactional justice." International Journal of Sports Science & Coaching 15, no. 5-6 (June 17, 2020): 597–609. http://dx.doi.org/10.1177/1747954120933405.
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The objective of this study was to examine the direct and indirect relationships between abusive coaching behaviors and athletes’ satisfaction and affective organizational commitment through interactional justice and to explore the differences in the relationships between Hong Kong and Korea. A total of 521 student-athletes (Hong Kong: 232; Korea: 289) in intercollegiate athletics participated in the survey. The results of structural equation modeling (SEM) indicated partial mediations of interactional justice between abusive and supportive coaching styles and satisfaction and commitment. Although the multigroup SEM results revealed no differences in terms of the directions and levels of significance of the relationships among the variables between two countries, there was a significant difference in the size of the effect of abusive leadership on the outcomes between the two groups.
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Tam, Alexia, Gretchen Kerr, and Ashley Stirling. "Influence of the #MeToo Movement on Coaches’ Practices and Relations With Athletes." International Sport Coaching Journal 8, no. 1 (January 1, 2021): 1–12. http://dx.doi.org/10.1123/iscj.2019-0081.
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Inspired by the #MeToo movement, women worldwide are coming forward to publicly share their accounts of sexual violence. These harmful experiences have been reported in a range of domains, including sport. As such, providing safe sport experiences for athletes is at the forefront of current discussions for all stakeholders in the sport environment, particularly coaches. Thus, the purpose of this research was to explore coaches’ perspectives of the #MeToo movement in sport and its influence on coaches’ practices and relationships with athletes. Semistructured interviews were conducted with 12 Canadian coaches, including male (n = 7) and female coaches (n = 5) from a variety of sports and competition environments. The study highlights that coaches expressed strong support for the #MeToo movement, while also noting an associated fear of false accusation. Coaches reflected on how the movement has impacted their coaching practices and relations with athletes and expressed a desire for greater professional development in this area. Implications include a need for greater coach education on safe touch, appropriate boundaries in the coach–athlete relationship, and clarifications regarding the process of investigating athletes’ accusations of sexual violence in order to alleviate coaches’ fears of being falsely accused.
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Westfall, Scott. "Worst to First: Turnaround Leadership Through the Lens of Successful High School Football Coaches." International Sport Coaching Journal 7, no. 2 (May 1, 2020): 163–74. http://dx.doi.org/10.1123/iscj.2019-0076.
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Turnaround leadership is a topic of particular interest within sports, as newly hired coaches are often expected to transform struggling teams into “winners.” The present study qualitatively examined American high school football coaches (N = 11) who led a dramatic turnaround within their school’s football program. After being hired, these participants experienced relatively quick success, as they achieved a winning record (M = 1.73 years) and reached the state playoffs within a short period of time (M = 1.82 years). Steps of the turnaround process included assembling a staff of quality assistants, creating a vision for program success, formulating a strong plan that supported the vision, generating buy-in from players and key members of the program, creating and celebrating early achievements, sustaining success through the establishment of new goals and benchmarks, and fighting the urge to become complacent once new levels of success were reached (i.e., making change stick). As a part of their coaching turnarounds, all of the participants talked about the importance of incorporating a quality strength and conditioning program into their team’s training regimen. Meanwhile, the majority of the participants identified “educational athletics” as the core of their coaching philosophy, in which they viewed their jobs as coaches as an extension of the classroom. Moreover, most participants implemented character education into their programs and used football as a platform for teaching life lessons to their players. Yet, the most recurrent theme of the process, and the most recommended approach for achieving a coaching turnaround, was establishing positive coach–athlete relationships.
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Junggren, Stephan E., Lars Elbæk, and Natalia B. Stambulova. "Examining coaching practices and philosophy through the lens of organizational culture in a Danish high-performance swimming environment." International Journal of Sports Science & Coaching 13, no. 6 (August 28, 2018): 1108–19. http://dx.doi.org/10.1177/1747954118796914.
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Interest in coaching and coaches, as well as coach–athlete relationships, has for a long time been a traditional and solid part of talent development literature. In recent times, talent development research has employed a holistic ecological approach and emphasized the important role of a broader athletic environment in athletes’ development and a constitutive role of organizational culture in the success of such an environment. This case study uses the holistic ecological perspective to examine coaching practices and philosophy through the lens of organizational culture in a Danish high-performance swimming environment. The environment was selected based on its performance success but also because of its nontraditional organization compared to typical Danish swimming clubs. Data were generated from in-depth interviews with six coaches, 30 h of participant observation of training and meetings, and analysis of related documents. Thematic data analysis was guided by Schein’s model of organizational culture. The findings revealed the organizational culture that incorporates specific features of coaching practices and philosophy through cultural artifacts, espoused values, and basic assumptions. In the artifacts, coaching practices were explicit (e.g. flexible training groups and schedules) and philosophy implicit (e.g. ongoing flow of feedback), while in the espoused values, coaching philosophy was explicit (e.g. swimmers as whole persons, long-term development focus) and consistent with basic cultural assumptions (e.g. swimmers’ autonomy as a basis for progress). The study revealed that the cultural lens was helpful in exploring consistency between what coaches communicate about what they do (and how and why they do it) and what they actually did (and how they did it).
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Krisztina, Kovács, Kőnig-Görögh Dóra, F. Földi Rita, and Gyömbér Noémi. "Az Edzői Viselkedés Kérdőív hazai adaptációja." Mentálhigiéné és Pszichoszomatika 22, no. 3 (September 20, 2021): 261–80. http://dx.doi.org/10.1556/0406.22.2021.009.
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Háttér és célkitűzések: Jelen tanulmány célja az Edzői Viselkedés Kérdőív (Coaching Behaviour Questionnaire) magyar változatának pszichometriai vizsgálata, a mérőeszköz reliabilitásának és validitásának ellenőrzése. Módszerek: A kérdőív érvényességét és megbízhatóságát egy 490 fős kényelmi mintán (234 férfi és 256 nő, átlagéletkor = 19,49 év; SD = 5,05 év) ellenőriztük. Az Edzői Viselkedés Kérdőív mellett felvételre került a Sportkörnyezet Kérdőív, a Sportmotiváció-2 Kérdőív, az Edző-Sportoló Kapcsolat Kérdőív, valamint a Sportverseny Pillanatnyi Szorongás Skála. Eredmények: A megerősítő faktoranalízis eredményeképpen az Edzői Viselkedés Kérdőív kétfaktoros elméleti modelljének illeszkedési mutatói megfelelőnek bizonyultak (χ 2 = 386,36;df = 89; TLI = 0,90; CFI = 0,91; RMSEA = 0,08 [90% CI = 0,07 – 0,09]; SRMR = 0,07). A kérdőív skáláinak belső megbízhatósága elfogadható (Negatív reakció Cronbach-α = 0,87, Támogatás Cronbach-α = 0,87). A konvergens validitás vizsgálata során a korábbi kutatásokkal megegyező korrelációkat kaptunk a Támogatás alskála és az észlelt autonómiatámogatás, az önbizalom, a sportmotiváció típusai és az edző-sportoló kapcsolat minősége között (r = –0,29 – 0,90; p < 0,001), a Negatív reakció alskála mindezeken a skálákon túl szignifikáns kapcsolatba hozható a sportolói állapotszorongással is (r = 0,21 – 0,25; p < 0,001). Következtetések: Az Edzői Viselkedés Kérdőív magyarra fordított változata pszichometriailag megfelelő mérőeszköznek tekinthető. Background and aims: The purpose of the study was to examine the psychometric properties of the Hungarian version of the Coaching Behaviour Questionnaire and examine the reliability and validity of this questionnaire. Methods: 432 athletes were involved in this study (mean age = 19.49; SD = 5.05; men = 234; women = 256). Besides the above-mentioned questionnaire, the Sport Climate Questionnaire, the Sport Motivation Scale-2, the Coach-Athlete Relationship Questionnaire, and the Competitive State Anxiety Inventory-2 were applied for the validation. Results: The confirmatory factor analysis supported the two-dimensional theoretical model (χ 2 = 386.36;df = 89; TLI = 0.90; CFI = 0.91; RMSEA = 0.08 [90% CI = 0.07 – 0.09]; SRMR = 0.07), that indicated an acceptable fit to the data. Internal consistency of the subscales (Negative activation Cronbach’s α = 0.87, Supportiveness Cronbach’s α = 0.87) proved to be adequate. Examination of construct validity revealed positive relationships among Supportiveness subscale and self-determined motivation, autonomy-supported coach behaviour, self-confidence and coach-athlete relationship (r = – 0.29 – 0.70), and negative relationship among the Negative activation and the trait anxiety in addition to the below mentioned scales (r = 0.21 – 0.25). Discussion: The Hungarian version of the CBQ seems to be a valid and reliable questionnaire to measure.
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Kayhan, Recep Fatih. "Determining the Attachment Styles of Football Coaches to Their Athletes." Journal of Educational Issues 6, no. 2 (October 25, 2020): 232. http://dx.doi.org/10.5296/jei.v6i2.17668.
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In this study, it was aimed to determine the attachment styles of soccer trainers to their athletes according to various variables. The relationship between the trainers and their athletes is an important element to act in line with the goals, in this context, determining the attachment styles will create an awareness for the trainers and will provide support for the development of the trainers in order to raise successful and mentally healthy athletes in the long term. The research sample consists of 406 licensed male football coaches who are actively performing as trainers in football at different levels and age groups. In the study, a questionnaire was created using the trainer-athlete attachment scale to determine the personal information form attachment styles to collect the demographic characteristics of football coaches. SPSS 25 program was used to analyze the data. It was determined that the data were distributed normally, and the t-test and the One-way ANOVA test was used to compare independent groups. Tukey test was used as a complementary post-hoc analysis to determine the difference after the ANOVA test. The significance level in the analyses was determined to be p <0.05. While there was a significant difference in attachment styles of the trainers according to marital status, number of weekly training and years of coaching; no significant difference was found according to the variables of age, education level and coaching level. As a result, it was found that coaches who are married and train 6 times and more in a week have good problem-solving skills in their interpersonal relationships, have a positive approach to problems, are constructive while solving problems, are self-confident, do not evade responsibility, and have an insistent attitude in solving problems. Trainers can help athletes develop their positive emotions and life satisfaction with healthy evaluations and positive/optimistic thoughts. It is thought that the sharing environment that develops as a result of the cooperation and efforts made in line with common goals in sports environments, especially in training, increases the level of coach-athlete relationship.
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Teatro, Courtney, Melissa Thompson, Pam H. Kulinna, Hans van der Mars, and JaYoun Kwan. "Coaching behaviors and stakeholders’ views of coaches’ efficacy." International Journal of Sports Science & Coaching 12, no. 4 (August 2017): 452–60. http://dx.doi.org/10.1177/1747954117718094.
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There appears to be a relationship between coaching efficacy and athlete satisfaction, confidence, and performance, as well as coach behavior. However, little research exists, specifically within a high school setting, examining the relationship between coaches’ perceptions of efficacy and those of stakeholders (parents and athletes). The purpose of this research was to examine the relationship between coaches’ efficacy and stakeholders’ views of coach efficacy. A sample of 516 coaches, 115 athletes, and 103 parents were recruited. Coaches have significantly higher levels of coaching efficacy on all four efficacy domains than the ratings from athletes and parents, while no differences between athlete and parent scores exist. Although coaches reported relatively high levels of coaching efficacy, they reported the lowest efficacy for motivation. Athletes concurred, providing the lowest scores for coaches in motivation. Implications for coaching education are discussed, including a greater need for training on implementing athlete motivation techniques.
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Norman, Leanne. "The Coaching Needs of High Performance Female Athletes within the Coach-Athlete Dyad." International Sport Coaching Journal 2, no. 1 (January 2015): 15–28. http://dx.doi.org/10.1123/iscj.2013-0037.
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Within the research literature there is little work that has examined how coaches (and coaching) can positively influence female athletes’ continued participation and development in performance sport. One barrier that has been recently cited that prevents more women from progressing in sport is the inability of coaches to understand how to engage their female athletes. With this in mind, utilising a phenomenological approach, the current study focused on the coaching preferences of female athletes within the elite coach-athlete dyad. Through interviews with 27 current high performance female athletes, four major coaching needs were found. These were: to be supported as a person as well a performer, coaching to be a joint endeavour, the need for positive communication, and recognition of the salience of gender within the coach-athlete dyad. The findings highlight the complexities and contradictions that are inherent within such a relationship, but ultimately provide evidence that the relational expertise of coaches is at the forefront of these women’s coaching needs. The present study also demonstrates that gender is a salient influence on the coach-athlete relationship. Such findings hold practical significance through demonstrating the need for gender-responsive coaching practitioners.
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Kim, Minjung, Yukyoum Kim, and Doyeon Won. "From commanding to serving athletes: Nurturing the coach–athlete relationship." International Journal of Sports Science & Coaching 13, no. 6 (July 25, 2018): 891–901. http://dx.doi.org/10.1177/1747954118790810.
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As one of the emerging themes in research on sport management leadership, servant leadership focuses on facilitating individual growth and moral development. The present study tested a hypothesized research model that demonstrates support for the effects of a head coach's servant leadership on athletes' ethical development and team outcome confidence through the quality that characterizes the coach–athlete relationship. We recruited 347 student-athletes of football teams and men's basketball teams who play under the Division I system of the US National Collegiate Athletic Association. Whereas the quality of the coach–athlete relationship partially mediated the association between servant leadership and ethical development, it fully mediated the paths from servant leadership to team outcome confidence. This study provides empirical support for the positive influence of servant leadership behaviors and advances an improved understanding of the role played by the aforementioned relationship quality in coaching leadership research.
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Hovden, Jorid, and Anne Tjønndal. "The gendering of coaching from an athlete perspective: The case of Norwegian boxing." International Review for the Sociology of Sport 54, no. 2 (June 27, 2017): 239–55. http://dx.doi.org/10.1177/1012690217715641.
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Coaching is a male dominated area of sport. Globally, women coaches represent a small minority and only a few women coach male athletes. In Norway it is estimated that only about 19% of all coaches are women. In this article we engage in issues regarding the gendering of coaching from an athlete perspective. The concerns are how meanings of gender mirror the athletes’ perceptions and experiences of coaching practices. The theoretical framework develops our understanding of gender and how leadership ideals and practices are structured by and through gender. The data material consists of qualitative interviews with Norwegian boxers. The analysis demonstrates that male coaches earn the respect of their boxers more easily than female coaches do. Furthermore, female boxers experience a more open and socially supportive coach–athlete relationship with female coaches. The coach–athlete relationship with male coaches is often shaped by paternalism, which particularly seems to represent a challenge for young female athletes. The interviewees describe sound coaching as consisting of leadership forms associated with both masculine and feminine skills.
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Collins, Karen, and Russell Medbery. "Go to the Source: High School Athletic Directors and Coaching Education." Journal of Coaching Education 1, no. 2 (October 2008): 1–18. http://dx.doi.org/10.1123/jce.1.2.1.
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The coach-athlete relationship is an important determinant in creating a healthy sport environment. Educating coaches is a critical component of cultivating a positive coach-athlete relationship. It is through systematic coaching education programs that positive coaching skills are learned (Smith & Smoll, 1997). It is equally important to accurately assess current needs and demands of state high school coaching education programs. Therefore, the purpose of this research was to systematically assess the current state of coaching education. This needs assessment included descriptions of athletic departments, funding, quality, type, and content of coaching education programs, as well as the level of satisfaction with the current coaching education delivery system. The needs assessment was conducted via a survey that was mailed to every athletic director in the state of New Hampshire. There was a 49% (n = 46) return rate after two follow-up reminders. Results were organized in four categories: financial overview, sport organizational structure, coaching education requirements, and coaching education curriculum content. Overall, results indicated: a clear need to re-evaluate the New Hampshire state requirements for coaching education; how the requirements are met; the content of state coaching education,; and how coaching education is supported financially.
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Olympiou, Alkisti, Sophia Jowett, and Joan L. Duda. "The Psychological Interface between the Coach-Created Motivational Climate and the Coach-Athlete Relationship in Team Sports." Sport Psychologist 22, no. 4 (December 2008): 423–38. http://dx.doi.org/10.1123/tsp.22.4.423.
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The study’s objective was to investigate the motivational significance of the coach-athlete relationship in team sports. 591 athletes completed the Perceived Motivational Climate in Sport Questionnaire (Newton, Duda, & Yin, 2000) to assess perceptions of the coach-created motivational climate and two Coach-Athlete Relationship Questionnaires to assess direct perceptions (Jowett & Ntoumanis, 2004) and meta-perceptions (Jowett, in press) of the relationship quality. Canonical correlation analyses revealed that the perceived task-involving features of the coaching climate, in which role importance, co-operation, and improvement are emphasized, were associated with experiencing higher levels of closeness, commitment, and complementarity with the coach. Perceptions of the ego-involving features of the coach-created environment which emphasizes punitive responses to mistakes, rivalry, and unequal recognition were associated with lower levels of perceived closeness, commitment, and complementarity with the coach. These results support the notion that the coach-athlete relationship has implications for the motivation of athletes participating in team sports.
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Paul Meeûs, Mathieu Simon, Sidónio Serpa, and Bert De Cuyper. "The Effects of Video Feedback on Coaches’ Behavior and the Coach-Athlete Relationship." Journal of Clinical Sport Psychology 4, no. 4 (December 2010): 323–40. http://dx.doi.org/10.1123/jcsp.4.4.323.
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This study examined the effects of video feedback on the nonverbal behavior of handball coaches, and athletes’ and coaches’ anxieties and perceptions. One intervention group (49 participants) and one control group (63 participants) completed the Coaching Behavior Assessment System, Coaching Behavior Questionnaire, and Competitive State Anxiety Inventory-2 on two separate occasions, with 7 weeks of elapsed time between each administration. Coaches in the intervention condition received video feedback and a frequency table with a comparison of their personal answers and their team’s answers on the CB AS. Repeated-measures ANOVAs showed that over time, athletes in the intervention group reported significantly less anxiety and perceived their coaches significantly more positively compared with athletes in the nonintervention condition. Over time, coaches in the intervention group perceived themselves significantly more positively than coaches in the nonintervention condition. Compared with field athletes, goalkeepers were significantly more anxious and perceived their coaches less positively. It is concluded that an intervention using video feedback might have positive effects on anxiety and coach perception and that field athletes and goalkeepers possess different profiles.
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Shimazaki, Takashi, Hiroaki Taniguchi, and Masao Kikkawa. "Gender- and Age-Group Differences in the Effect of Perceived Nonverbal Communication on Communication Ability and Coaching Evaluation in Japanese Student Athletes." International Journal of Sport Communication 14, no. 3 (September 1, 2021): 379–97. http://dx.doi.org/10.1123/ijsc.2021-0001.
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A coach’s nonverbal communication (NC) plays a central role in the construction of the coach–athlete relationship. Moreover, perceived NC and its effect on communication ability and coaching evaluation may differ according to the athletes’ demographics. This study explored the impact of perceived NC on coaching evaluation and overall communication among different genders and age groups. The study recruited 233 athletes from five high schools and seven university teams in Japan. The coaches’ NC, communication ability, and coaching evaluations were assessed. Negative and positive NC directly influenced coaching evaluation in female athletes. Specifically, negative NC directly impacted coaching evaluation in high school athletes, whereas positive NC directly influenced coaching evaluation in university athletes. Positive NC consistently influenced communication ability regardless of demographics. The findings promote talent development and team management in the coaching context.
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Sarkar, Mustafa, and Nathan K. Hilton. "Psychological Resilience in Olympic Medal–Winning Coaches: A Longitudinal Qualitative Study." International Sport Coaching Journal 7, no. 2 (May 1, 2020): 209–19. http://dx.doi.org/10.1123/iscj.2019-0075.
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Although there is burgeoning research on resilience in elite athletes, there has been no empirical investigation of resilience in elite coaches. The purpose of this study was to explore psychological resilience in world-class coaches and how they develop resilience in athletes. A longitudinal qualitative design was adopted due to the dynamic and temporal nature of resilience. Five Olympic medal–winning coaches (four males and one female) were interviewed twice over a 12-month swimming season. Reflexive thematic analysis was employed to analyze the data. Findings revealed 14 higher order themes, which were categorized into the following three general dimensions: coach stressors (managing the Olympic environment, preparation for major events, coach personal well-being, directing an organization); coach protective factors (progressive coaching, coaching support network, maintaining work/life balance, secure working environment, durable motivation, effective decision making); and enhancing resilience in athletes (developing a strong coach–athlete relationship, creating a facilitative environment, developing a resilience process, athlete individual factors). The results are presented to demonstrate the interplay between coach stressors and protective factors over time, which offers an original and significant contribution to the resilience literature by providing a unique insight into the dynamic and temporal nature of resilience in Olympic medal–winning coaches.
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Moreno-Murcia, Juan Antonio, Elisa Huéscar Hernández, Luis Conte Marín, and Juan L. Nuñez. "Coaches’ Motivational Style and Athletes’ Fear of Failure." International Journal of Environmental Research and Public Health 16, no. 9 (May 4, 2019): 1563. http://dx.doi.org/10.3390/ijerph16091563.
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Background: The purpose of this study was to examine the relationship between coaches’ interpersonal style and fear of failure in athletes. Methods: A sample of 340 athletes at the Federation Level with a mean age of 18.96 years (SD = 5.69 years.) comprised the sample. Athletes completed questionnaires related to fear of failure in sports as well as their perceptions of the extent to which their coaches provided support for athlete autonomy and control. Results: The results revealed a significant and positive relationship between coaches’ controlling style and athletes’ fear of failure whereas coach autonomy support was associated with reduced fear of failure. Through the use of cluster analysis, two athlete profiles emerged. One profile indicated moderate levels of fear of failure among those athletes who perceived a controlling coaching style. The second profile revealed a cluster of athletes with low levels of fear of failure and favorable perceptions of coach support for athlete autonomy. Conclusions: These findings provide further evidence for the role of coaches as social influences capable of contributing to both adaptive and maladaptive psychological outcomes for athletes in sports.
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Rato Barrio, María, Clemens Ley, Anne Schomöller, and Detlef Dumon. "Mental Well-Being or Ill-Being through Coaching in Adult Grassroots Sport: A Systematic Mapping Review." International Journal of Environmental Research and Public Health 18, no. 12 (June 17, 2021): 6543. http://dx.doi.org/10.3390/ijerph18126543.
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There is convincing evidence on the effects of sport and exercise on mental health and well-being. Less evidence is provided about how to achieve these benefits in the context of grassroots sport coaching. We systematically reviewed the scientific literature of three databases to narratively synthesize the current knowledge about which coaching-related factors influence well-being or ill-being, and how to promote mental health in adult athletes through sport coaches. The review includes 52 studies with different methodological and theoretical approaches and mental health outcomes. The wide range of themes were mapped and synthesized within two clusters, i.e., coaching behavior, antecedents, and context; and coach–athlete relationship and social support. The results highlight the importance of the promotion of empowering environments, autonomy-supportive coaching behavior, and coach–athlete relationship quality that relate to the satisfaction of basic psychological needs. The review also calls for a critical perspective, in the sense that the coaching context and working environment may not be empowering and supportive to the well-being of coaches and consequently to the athletes, and that coaches who want to provide autonomy-supportive environments may face various obstacles. Finally, the review synthesizes recommendations for the training of coaches, as one piece of a holistic mental health promotion.
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Schools, Jordan A., Leslee A. Fisher, Matthew J. Moore, Sierra V. Morris, Trevor J. Egli, and Susannah K. Knust. "“It’s more than just a game”: NCCAA Division II student-athletes’ perceptions of coach caring." International Journal of Sports Science & Coaching 15, no. 4 (May 21, 2020): 481–94. http://dx.doi.org/10.1177/1747954120926449.
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The construct of care within the coach–athlete relationship has only recently been examined. However, this research has yet to include athletes’ perceptions of caring coaching practice. Thus, the primary purpose of the current study was to examine self-described Christian student-athletes’ perceptions of coach caring practices. Therefore, the guiding research questions were: (a) in what ways do student-athletes feel that their coaches demonstrate care? (b) In what ways have student-athletes’ religion/spirituality shaped the way they understand and perceive care? (c) Does proximity to a caring coach practice—that is, those who are still competing versus those who have graduated—influence the ways in which student-athletes view coach caring? Eleven current and former student-athletes (mean age = 26 years; seven males, four females) from four different sports (basketball, cross country, soccer, and tennis) at one NCCAA school were interviewed. Data analysis was conducted by a six-person research team using Consensual Qualitative Research. Five domains were constructed to represent Christian University 1 student-athlete perceptions of: (I) how they learned coach caring, (II) how they defined a lack of coach caring, (III) how they defined coach caring, (IV) how they perceived the expression of the caring climate, and (V) how they perceived the expression of the Christian caring climate.
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Roxas, Adela S., and Lynn L. Ridinger. "Relationships of coaching behaviors to student-athlete well- being." Higher Education Politics & Economics 2, no. 1 (April 5, 2016): 95–109. http://dx.doi.org/10.32674/hepe.v2i1.21.
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Research on the association between coaching behaviors and student-athlete well-being has revealed significant relationships among coaching behaviors and a range of outcomes including anxiety, burnout, self-confidence, college choice satisfaction, and willingness to cheat to win. Findings from multiple studies suggested the need for improvements in coaching education. Overall, this review of extant literature suggested the need for additional research and empirically supported practices for coach and athlete development that support well-being.
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Haugen, Tommy, Jan F. Riesen, Ketil Østrem, Rune Høigaard, and Martin K. Erikstad. "The Relationship between Motivational Climate and Personal Treatment Satisfaction among Young Soccer Players in Norway: The Moderating Role of Supportive Coach-Behaviour." Sports 8, no. 12 (December 12, 2020): 162. http://dx.doi.org/10.3390/sports8120162.
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Motivational climate and coach-behaviour seem important to understand sport involvement and participation. However, less is known about the potential interaction between these facets, and how it relates to athlete satisfaction. This study’s purpose is to examine the relationship between the perceived motivational climate, supportive coach-behaviour, and athletes’ personal treatment satisfaction among young soccer players. More specifically, we investigated the moderating effect of supportive coach-behaviour on the relationship between motivational climate and personal treatment satisfaction. Five hundred and thirty-two players (Mean age = 15.4 years, SD = 1.2) attending a Norwegian national soccer tournament participated in the study. Self-completion questionnaires were used to attain data. A linear regression analysis revealed that mastery of climate and supportive coach-behaviour were positively associated with personal treatment satisfaction. A negative association was found between performance climate and personal treatment satisfaction. Further, moderation analyses revealed that supportive coach-behaviour moderated the relationship between performance climate and personal treatment satisfaction. The findings indicate that a performance climate may not be as maladaptive when coaches provide supportive behaviour. The findings highlight the value of a further examination of the interaction between motivational climate and coaching behaviours, and its potential relations to young athlete’s sport experience.
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Price, Melissa S., and Maureen R. Weiss. "Relationships among Coach Burnout, Coach Behaviors, and Athletes’ Psychological Responses." Sport Psychologist 14, no. 4 (December 2000): 391–409. http://dx.doi.org/10.1123/tsp.14.4.391.
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The purpose of the present study was to examine the relationship among coach burnout, coaching behaviors, and athletes’ psychological responses using Chelladurai’s (1980, 1990) multidimensional model of leadership as a theoretical framework. Two questions were addressed: (a) Do coaches who vary in level of burnout differ in the behaviors athletes perceive they exhibit? (b) Are coaching behaviors related to athletes’ enjoyment, perceived competence, anxiety, and burnout? A sample of 193 female soccer players and 15 head coaches of high school teams completed measures of the constructs of interest. Coaches higher in emotional exhaustion were perceived by their teams as providing less training and instruction and social support and making fewer autocratic and greater democratic decisions. For the second question, athletes’ perceptions of greater training and instruction, social support, positive feedback, democratic decisions, and less autocratic style were related to more positive (i.e., perceived competence, enjoyment) and less negative (i.e., anxiety, burnout) psychological outcomes.
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John P. Tolentino, Aaron. "COACHING COMPETENCE OF PUBLIC SCHOOL TEACHERS: AN INPUT TO STUDENT-ATHLETE PERFORMANCE." International Journal of Advanced Research 8, no. 10 (October 31, 2020): 1092–102. http://dx.doi.org/10.21474/ijar01/11938.
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Coaches have been recognized as important influencers and direct purveyors due to school sports developmental mandate to foster quality relationships that set the stage for quality athletic performance of students. Here, coaches have lots of responsibilities, liabilities, and duties to advocate and hold up for developing their sportsmen and confirming needed suggestions to certainly correspond to one imperative concern (Jacob, Couture, Lamarche, Provencher, Morissette, Valois, Goulet, &Drapeau, 2019). Consistent and uniform improvement and in additional to consistent achieving and winning are allusions of athlete compensation and repayment, which as a result put into organizational and team effectiveness (Simon, 2020). Therefore, thisdescriptive and comprehensive study was conducted to investigate the coaching competence of public school teachers as input to student-athlete performance. A sample of 100 student-athletes(male = 51 female = 49)from different public junior high school in Nagcarlan, Laguna participated in this research. The research focused on the responses given by student-athletes about the coaching competence of their sports coaches and their own athletic performance in terms of the highest level of competition they have reached, number of athletic awards they have received, and rate of winning records (%). Along with the problems of this research on the coaching competence of teachers, the student-athletes was also examined and based on the data gathered and computed, the study found out that most of the student-athletes are fourteen to fifteen years old and there are about equal number of female and male of them in this research. Majority of the student-athletes that competed in different athletic meets are grade ten students. Secondly, among the nine sports participated and competed, volleyball was the first leading sport followed by sepaktakraw and basketball as the third leading sport. Based on the overall statistical analysis, the coaching competence of public junior high school teachers is very high. It was also found out that some of the student-athletes have reached only district-based competitions while few of them have reached inter-division and higher athletic meets. Looking at the number of athletic awards received by the students, it was shown that majority received one to five athletic awards in their overall sports participation. Speaking of participation, among the number of sports competitions participated, the rate of win of student-athletes is high resulted to a high performance in overall in terms of rate of win. The overall relationship between the teachers coaching competence and students athletic performance showed a significant correlation. Looking forward to the findings of this study, coordinators and school-sports program developers should widen sports and extend training programs or experiences relative to other unfamiliar sports in order to offer more opportunities to students who want to excel and develop themselves for different field of sports. Additionally, the coaches should continue their training programs or regime and develop further enhancement that will consistently benefits the success and performance of their subordinates or athletes. Also, the researcher would like to extend his great concern for future researchers to conduct a study not just on the athletic but also on the academic performance of student-athletes to see balance results both as a student and athlete.
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Kenow, Laura J., and Jean M. Williams. "Relationship between Anxiety, Self-Confidence, and Evaluation of Coaching Behaviors." Sport Psychologist 6, no. 4 (December 1992): 344–57. http://dx.doi.org/10.1123/tsp.6.4.344.
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Two experiments examined Smoll and Smith’s (1989) model of leadership behaviors in sport. The coaching behaviors of a male head coach of a collegiate women’s basketball team (n=11 players) were examined. The data supported competitive trait anxiety as an individual-difference variable that mediates athletes’ perception and evaluation of coaching behaviors. There also was support for adding athletes’ state cognitive anxiety, state self-confidence, and perception of the coach’s cognitive anxiety to the model as individual-difference variables. Athletes who scored high in trait anxiety (p<.001) and state cognitive anxiety (p<.05) and low in state self-confidence (p<.05), and athletes who perceived the coach as high in state cognitive anxiety (p<.001), evaluated coaching behavior more negatively. Game outcome may influence the effect of self-confidence in mediating athletes’ perception and evaluation of coaching behaviors. Additionally, athletes perceived several specific coaching behaviors more negatively than did the coach, and athletes drastically overestimated their coach’s self-reported pregame cognitive and somatic anxiety and underestimated his self-confidence. Overall, the results suggest that coaches should be more supportive and less negative with high anxious and low self-confident athletes.
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Fisher, Leslee A., Leslie K. Larsen, Matthew P. Bejar, and Terilyn C. Shigeno. "A heuristic for the relationship between caring coaching and elite athlete performance." International Journal of Sports Science & Coaching 14, no. 2 (February 7, 2019): 126–37. http://dx.doi.org/10.1177/1747954119827192.
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While the topic of caring coaching and its relationship to performance has been explored by researchers mainly in the UK, it has been neglected in the US with the exception of three studies by Fisher and colleagues. The core problem is a lack of understanding regarding the construct of care and whether coaches can care about athletes in pressure-filled, high-stakes, win-at-all-cost sport contexts. Thus, in this paper, we draw upon the ethic of care first proposed by Gilligan and later developed by Noddings and on results from the aforementioned studies by Fisher and colleagues as well as insights from scholarship in the UK to propose a heuristic of the potential relationship between caring coaching and elite athlete performance. Such a heuristic could be used in future coach development programs.
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Buning, Megan M. "The Relationship Between Coach Expectations and Female Softball Athletes’ Motivation and Perceptions of Coach Behavior." Women in Sport and Physical Activity Journal 24, no. 1 (April 2016): 43–53. http://dx.doi.org/10.1123/wspaj.2014-0056.
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The purpose of this study was to examine the relationship between coach expectations, female athletes’ perceptions of coach behavior, and motivation to play softball, and to observe changes in perceptions of behavior and motivation by expectancy group. Self-determination theory (SDT; Ryan & Deci, 2000) was used as a guide. Participants were randomly selected from Division I softball teams competing in the United States (n = 20). Head coaches (n = 20) completed evaluations rating expectations of athletes’ performance ability, and athletes (n = 148) self-reported motivation and perceived coaching behaviors pre- and post-study. Cluster analysis distinguished between three expectancy groups based from coach expectation ratings: High, low, and average. Pearson’s r revealed weak relationships between coach expectancy ratings, perceived coaching behaviors, and motivation. Split-plot analysis of variance tests revealed expectancy groups perceived behaviors differently and were motivated differently. Low expectancy athletes perceived more non-rewarding behaviors, less positive behaviors, and were more non-self-determined to play softball. Overall, coaches were perceived as mostly positive.
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Sullah, Abbylolita, and Chee Hian Tan. "PERSONALITY AFFECTING COACHES-ATHLETES RELATIONSHIP OF MALAYSIAN FOOTBALL TEAMS." Malaysian Journal of Sport Scienceand Recreation (MJSSR) 16, no. 1 (March 15, 2020): 1. http://dx.doi.org/10.24191/mjssr.v16i1.13528.
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Personality has a great effect on performance and coach-athlete relationship in a team. Sports scientist asserts that a lack of certain personality traits could help to explain “why some individuals gifted at sport do not thrive at elite level.” Therefore, the purpose of this study was to examine any differences of personality traits between coaches and players of Malaysian football teams as well to identify any differences concerning to personality traits among Malaysian successful and less successful football teams. (n =16) coaches and (n = 200) players of the Malaysia Super League and Malaysia Premier League were identified to participate in the modified GEQ (2009) which measured personal attributes and personal qualities. Independent t-test apply and the results indicated that the null hypothesis was rejected with the statistically of n (214); t = 2.441, p = .015; <.05 and n(214); t = 2.434, p = .020; <0.05. Personal qualities and attributes showed significant high mean value for Malaysian successful football teams n (106); t = 4.947, p = .000; <.05. This study distinguished personality traits that seem to set apart the successful high-performing coach and athletes. This study has contributed to Coaching Science, the body of knowledge.
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Choi, Hun-Hyuk, and Seong-Kwan Cho. "Mediation effects of Coaching Behaviors on the Relationship between Perceived Passion and Coach-Athlete Relationship in Athletes." Journal of the Korean society for Wellness 11, no. 2 (May 31, 2016): 111. http://dx.doi.org/10.21097/ksw.2016.05.11.2.111.
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Wasend, Matea, and Nicole M. LaVoi. "Are Women Coached by Women More Likely to Become Sport Coaches? Head Coach Gender and Female Collegiate Athletes’ Entry into the Coaching Profession." Women in Sport and Physical Activity Journal 27, no. 2 (October 1, 2019): 85–93. http://dx.doi.org/10.1123/wspaj.2018-0043.
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A plethora of research on barriers facing women in the coaching profession exists, but less attention has been devoted to female student-athletes’ transition into coaching. Some research suggests that female athletes who are coached by women are more likely to become coaches. In the present study, existing research is extended by examining the relationship between collegiate female basketball players’ post-playing career behavior and the gender of their collegiate head coach. Two research questions are addressed: (1) Are female collegiate Division-I basketball players who are coached by female head coaches more likely to enter the coaching profession than athletes who are coached by men? And; (2) If female basketball players do enter coaching, are those who were coached by women more likely to persist in coaching? Collegiate head coach gender did not emerge as a significant predictor of athletes’ likelihood to enter coaching, but logistic regression indicated that athletes who did enter coaching were 4.1-times more likely to stay in coaching if they had a female head coach. This study extends the scarce and outdated body of research on the potential salience of same-sex coaching role models for female athletes and provides baseline data on collegiate athletes’ entry rate into coaching, lending support to advocacy aimed at reversing the current stagnation of women in the sport coaching profession.
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Pestano, Rayvin Domingo. "Sports-Teachers’ Coaching Style, Behavior, Competency and Student-Athletes Performance in Sports." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 1 (March 26, 2021): 9–16. http://dx.doi.org/10.33369/jk.v5i1.14619.
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Student-athletes’ performance in sports can be influenced by a lot of factors. The coaching style, behavior, and competency of coaches are critical to the development of athletic talent. Thus, this research examined the relationship that existed between coaching style, behavior, competency of coaches, and student-athletes’ performance in sports. Furthermore, predictors of student-athletes’ performance were also explored. Using descriptive correlational research design, quantitative data were gathered using a questionnaire as the main instrument. The study enlisted a total of 59 purposively selected sport-teachers assigned to coach student-athletes. Results of the study revealed that command style, reciprocal style, problem-solving style, and guided discovery style were the coaching styles highly practiced by the respondents. Coaching behavior such as physical training and planning, technical skill, mental preparation, competition strategy, personal rapport, and negative personal rapport was the coaching behavior that is highly applied by the respondents. Coaching competence like motivation, game strategy, character building, and technique were found to be very high. On the other hand, student-athletes performance in sports in the division level was found to be satisfactory, while it is unsatisfactory in regional and national level. Guided discovery coaching style, competition strategy competency, and motivation competency were found to have a moderate significant relationship with student-athletes performance. Competition strategy competency was found to be a predictor of student-athletes performance. Therefore, it is highly recommended that coaches must consistently sustain their high level of competence in this area.