Academic literature on the topic 'Coach-athlete relationships College athletes School sports Coaches (Athletics)'

A large amount of research and scholarship has focused on the college and university choice factors of potential student-athletes. The aforementioned research, however, is disproportionately conducted using male or large revenue-generating sport participants. Kankey and Quarterman (2007) addressed these biases by developing a questionnaire and conducting research centered on Division I softball players in Ohio regarding the factors that influenced their college or university choice. Additionally, Kankey and Quarterman advocated more research utilizing different athlete populations to further analyze college and university choice factors among student athletes. As a result, the purpose of this research is to apply Kankey and Quarterman’s (2007) questionnaire to community college softball players in an attempt to determine: What factors are important to community college softball players when deciding to attend their present school? Statistical analyses indicate the most important choice factor to be head coach. Other important factors include personal relationships, financially-based reasons, and academics. The least important factors included media related issues, school infrastructure, and past coaches. Hossler and Gallagher’s (1987) student choice model is combined with Symbolic Interactionism to explain results, and provides recommendations for college sport practitioners.

The present study drew from the model of moral action proposed by Shields and Bredemeier (1995) according to which a sport team’s collective norms influence behavior. The focus was on team cheating and aggression norms in relation to demographic variables, leadership style, and team cohesion. Participants were baseball and softball players (N=298) at the high school and community college level. It was found that age, year in school, and years playing ball all correlated positively with expectations of peer cheating and aggression, and with the belief that the coach would sanction cheating if necessary to win. MANOVA results indicated higher anticipations of cheating and aggression among males, college athletes, winning team members, and nonstarters. Significant relationships between leadership style variables and collective team norms, and between team cohesion variables and collective team norms, were also obtained.

Background: Elbow injuries among adolescent baseball players have been outpacing those of college and professional players. In attempts to prevent injuries and maximize return-to-play potential following injury, attention has been focused on “return to throw” programs, which include long-toss throws. Because the few studies that were conducted on long-toss throwing focused primarily on college-aged athletes, it is not known what type of load is incurred at the elbow during interval throwing progression among high school baseball players. Purpose: To quantify the change in arm slot, arm speed, shoulder external rotation, and elbow varus torque across increasing throwing distances within a given athlete. Study Design: Descriptive laboratory study. Methods: Ninety-five high school baseball players performed a long-toss protocol while wearing an inertial sensor and sleeve. Each participant was tested for 5 throws at distances of 9 m, 18 m, 27 m, 37 m, and 46 m. Linear mixed-effects models and likelihood ratio tests were used to estimate the within-participant relationship between throw distance and arm slot, arm speed, shoulder external rotation, and elbow varus torque. Results: Arm slot ( P < .01), arm speed ( P < .01), shoulder external rotation ( P < .01), and elbow varus torque ( P < .01) were significantly associated with long-toss throw distance. As the throw distance increased, there was an increase in arm speed and shoulder external rotation and a decrease in arm slot for each distance. However, elbow varus torque increased with each distance up to 37 m and then remained the same at 46 m. Conclusion: The use of longer distances for conditioning and rehabilitation may be beneficial in increasing shoulder range of motion and arm speed; however, precaution needs to be taken, as throwing longer distances are accompanied by an increase in arm rotation, arm speed, and elbow torque, with a decrease in arm slot. Clinical Relevance: Return-to-throw programs have been utilized by sports medicine clinicians and coaches to help guide a player during rehabilitation. These programs involve throwing at increased efforts through increased distances with no immediate feedback on elbow stress. This investigation describes arm biomechanical changes during submaximum interval throwing and demonstrates a tool that can be utilized to measure arm stress in real time for clinicians and athletes progressing through an interval throwing program.

Abstract Context: There is limited research concerning the relationship between social determinants of health, including race, healthcare access, socioeconomic status (SES), and physical environment; and, concussion nondisclosure in college-athletes. However, in high school athletes, disparities have been noted, with Black athletes attending under-resourced schools and lacking access to an athletic trainer (AT) disclosing fewer concussions. Objective: To investigate whether concussion nondisclosure disparities exist by 1) race, 2) SES, and 3) AT healthcare access prior to college; and to understand the differential reasons for concussion nondisclosure between Black and White college-athletes. Design: Cross-sectional Setting: College athletics Participants: 735 college-athletes (84.6% White, 15.4% Black) Main Outcome Measures: Participants completed a questionnaire that directly assessed concussion nondisclosure, including reasons for not reporting a suspected concussion. With the premise of investigating social determinants of health, race was the primary exposure of interest. The outcome of interest, nondisclosure, was assessed with a binary (yes/no) question, “Have you ever sustained a concussion that you did not report to your coach, athletic trainer, parent, teammate, or anyone else?” Results: Overall, among White and Black athletes 15.6% and 17.7% respectively reported a history of concussion nondisclosure. No significant differences were found by race for distributions of history of concussion nondisclosure (p=0.57). Race was not associated with concussion nondisclosure when evaluated as an effect modification measure or confounder; and, no significant associations were noted by SES or high school AT access. Differences by race for reported reasons for nondisclosure were found for: “At the time I did not think it was a concussion” (p=0.045) and “I thought my teammates would think I am weak” (p=0.03) with Black athletes reporting these more frequently than White athletes. Conclusions: These data help to contextualize race and its intersection with other social determinants of health that could influence concussion nondisclosure outcomes in college-athletes.

PurposeThe coach−athlete relationship mediates the relationship between sports participation and student-athlete character, health and well-being outcomes. High school athletic administrators (AAs) can provide critical leadership, mentorship and direction for coaches to optimize student-athlete performance and human development. Social and emotional learning (SEL) is an evidence-based approach to developing adult and student competencies for holistic development across the lifespan that has been primarily performed and researched in the classroom. The purpose of this research is to capture the lived experiences of AAs applying a novel SEL-based curriculum (InSideOut Initiative, ISOI) with coaches and student-athletes in high school sports.Design/methodology/approachInterviews of 10 AAs captured their lived experiences of applying SEL-based leadership and coaching and their perception of its impact on coaches and student-athletes in high school athletics.FindingsAAs described leadership and coaching that are characterized by (1) safety, support and mentorship; (2) skill and support-based behavior modeling; (3) trusting, loving and supportive relationships; (4) self-reflection of values/beliefs and behaviors that impact self, student-athlete and culture; (5) the influence of emotions on the aforementioned; (6) the ability to have a long-term, sustainable impact on student-athletes and (7) alignment with their immediate environmental context.Research limitations/implicationsThe data captured in this study suggest that ISOI-trained AAs practice SEL-competent leadership and coaching. Evaluation of the novel application of SEL-based interventions in athletics will be useful to understanding their effects on participant social and emotional competencies and outcomes traditionally associated with classroom-based SEL applications.Practical implicationsAthletic administrator interviews describe an approach to high school sports that requires a reconceptualization of the purpose of athletics. When the high school sport operates as a curriculum, integrated opportunity for its student-athletes and athletic administrator and coach leadership aligns with this overarching philosophy, there may be increased potential for positive youth development.Originality/valueThe results of this research are valuable in demonstrating preliminary evidence of how SEL-based leadership and coaching is applied and impacts adult and student-athletes in a unique sport context.

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.<br>Department of Speech Communication