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Relevant bibliographies by topics / Coach-athlete relationships. Sports Athletes

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Academic literature on the topic 'Coach-athlete relationships. Sports Athletes'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Coach-athlete relationships. Sports Athletes"

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Milroy, Jeffrey J., David L. Wyrick, Lindsey Sanders, Erin Refisteck, and Emily Beamon. "Student-athlete concussion disclosure and coach communication within collegiate athletics." Journal of Concussion 3 (January 2019): 205970021989410. http://dx.doi.org/10.1177/2059700219894104.

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Background Between 1.6 and 3.8 million sports- and recreation-related concussions occur in the United States annually. Reports indicate that a significant number of athletes who have experienced symptoms of a potential sport-related concussion did not disclose their symptoms. Aims The purpose of this study was to investigate the impact of coach communication about concussion disclosure on student-athlete intentions to disclose symptoms of a concussion and encourage another student-athlete to disclose their concussion symptoms. Methods A total of 2881 student-athletes completed a web-based survey during Fall of 2016. Multiple linear regression was conducted to primarily investigate the relationship between coach communication and intentions to disclose concussion symptoms. Secondarily, biological sex, year in school, athletic division, and sport category was also assessed. Results Coach communication predicted greater intentions to disclose symptoms to their coach, athletic trainer/sports medicine sports medicine staff member and encourage another athlete to disclose their symptoms of a concussion. Biological sex and sport category also predicted intentions to disclose concussion symptoms. Discussion Findings from this study provide support for the important role coaches play in an athlete’s regarding concussion safety and introduces preliminary evidence suggesting the impact of coach communication on athlete intentions to disclose concussion symptoms to a coach or athletic trainer/sports medicine staff member. Conclusion Future studies and behavioral interventions ought to consider the inclusion of coach communication or other coach-related variables when exploring concussion disclosure among athletes.

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Horne, Tammy, and Albert V. Carron. "Compatibility in Coach-Athlete Relationships." Journal of Sport Psychology 7, no. 2 (1985): 137–49. http://dx.doi.org/10.1123/jsp.7.2.137.

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Three major issues were examined in the present study: (a) the variables discriminating between compatible and incompatible coach-athlete dyads; (b) the relationship between coach-athlete compatibility and athlete performance; and (c) the relationship between compatibility and athlete satisfaction. Subjects were 77 coach-athlete dyads from female intercollegiate teams. Compatibility was assessed using a sport-adapted version of Schutz's (1966) Fundamental Interpersonal Relations Orientation (FIRO-B) scale and Chelladurai and Saleh's (1980) Leadership Scale for Sports (LSS). Self-ratings of the quality of the coach-athlete relationship, athlete performance, and satisfaction with the coach's leadership were obtained. There were two variables that significantly discriminated between compatible and incompatible dyads. The sole variable predicting athletes' performance perceptions was the score reflecting discrepancy between athlete perceptions and preferences on the LSS reward dimension. Variables predicting athlete satisfaction were discrepancy between athlete perceptions and preferences on the LSS dimensions of training, reward, and social support. Recommendations for future research in this area are discussed.

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Svetlova, A. A. "Athlete and Coach Relationship as a Factor of the Success in Sports Activities." Psychological-Educational Studies 6, no. 3 (2014): 181–87. http://dx.doi.org/10.17759/psyedu.2014060318.

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We present the results of a theoretical analysis of the psychological bases of success of athletes. We provide an overview of studies of the factors influencing the success of the activities in the sport. Sports activities are considered as a joint activity of athlete and coach, the success of which is affected by the personal qualities and characteristics of the relationship of its members. We summarize the main approaches to the study of personality and social psychological aspects of successful athletes and coaches. As the main factors in the success of sports activities, we considered individual psychological characteristics of athletes (motives, attitudes, modes of behavior and response), and socio-psychological characteristics of the interaction of coach and athlete (leadership style, the nature of interpersonal relationships and role expectations). We emphasize the importance of mutual role expectations of athlete and coach to achieve high results of sports activity.

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Cho, Sun-Lyoung, and Woo-Yeul Baek. "Coach–autonomy support and youth sport team efficacy mediated by coach–athlete relationship." Social Behavior and Personality: an international journal 48, no. 2 (2020): 1–9. http://dx.doi.org/10.2224/sbp.8362.

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In most previous research on the relationships between coach–autonomy support, the coach–athlete relationship, and team efficacy in team sports, the focus has been on adult players, limiting the generalizability of the findings to other age groups. Thus, we investigated the mediating role of the coach–athlete relationship in the link between coach–autonomy support and team efficacy in a youth team sports context. Participants were 254 Korean youth athletes. Results showed that coach–autonomy support served as a crucial antecedent of the coach–athlete relationship and team efficacy. Further, the coach–athlete relationship had a significant effect on team efficacy. We also confirmed a partial mediating effect of the coach–athlete relationship in the link between coach–autonomy support and team efficacy in a youth team sports context. Our findings provide insight into the psychological sources of team efficacy in youth team sports.

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Choi, Hunhyuk, Jae-Ahm Park, and Youngsook Kim. "Decreasing Aggression through Team Communication in Collegiate Athletes." Sustainability 11, no. 20 (2019): 5650. http://dx.doi.org/10.3390/su11205650.

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Researchers have been interested in the topic of aggression in sports, and research shows it may not only hinder team success but also cause serious injuries (e.g., career-ending injuries) to athletes. Previous studies found that variables (e.g., communication, coaches, and efficacy) increased or decreased aggression in athletes; however, no studies have been conducted to investigate a model including these variables and aggression. Therefore, the purpose of this study is to simultaneously examine the relationships among communication, coach–athlete relationship, team efficacy, and aggression in team sports. After 294 collegiate athletes playing in team sports completed the battery of questionnaires, the data were analyzed for descriptive statistics and the structural equation modeling. The bootstrapping method was utilized to test the mediation effects. The results showed that communication was positively related to the coach–athlete relationship and team efficacy. The coach–athlete relationship was positively related to team efficacy which was negatively related to aggression. The bootstrapping results indicated a significant indirect effect from communication to aggression through coach–athlete relationship and team efficacy. The current study suggests that coaches should improve their communication skills to help athletes to have positive perceptions in the relationships with their coaches, to increase team efficacy, and to reduce aggressive behaviors.

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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 (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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Ivanova, Vesela, and Vasil Dimitrov. "RELATIONSHIPS BETWEEN COACHES AND ATHLETES IN RHYTHMIC GYMNASTICS." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 98–103. http://dx.doi.org/10.12955/pss.v1.54.

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Interesting for science in terms of success, are coach-athlete relationship. They are subject of much research and analysis, as the focus is on building strong bonds of trust, respect and support between the two most important sides in the sport. The aim of our study is to research coach-athlete relationship in rhythmic gymnastics and its influence on the training process. In the investigation, a questionnaire with 24 items was used and the respondents were 14 elite rhythmic gymnasts. The results of the study showed the majority of elite gymnasts have their own opinion about the methods used; they want to be listened to. Тhe biggest differences being observed in the proximity of the individual athletes with the coach. A good relationship between a coach and an athlete here are not only the key to sports success, but they are a major source of good education, building a value system and character of the gymnasts.

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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 (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 (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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Gencer, Eylem. "The Relationship between Self-Esteem, Satisfaction with Life and Coach-Athlete Relationship." Journal of Educational Issues 6, no. 2 (2021): 493. http://dx.doi.org/10.5296/jei.v6i2.18028.

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The purpose of the study was to examine the relationships between the self-esteem, satisfaction with life and coach-athlete relationship, and to examine these structures according to gender, international/national status, educational status, and sport experience in an elite sport context. 206 elite judoists participated in the study. Data collected by adapted and validated forms of Rosenberg Self-Esteem Scale (RSES), Satisfaction with Life Scale (SWLS), and Coach-Athlete Relationship Questionnaire (CART-Q). Positive significant relationships were found between the constructs of RSES, SWLS, and CART-Q. Besides, female judoists’ self-esteem scores were higher than their male counterparts. National judoists were closer to their coaches than international judoists in terms of coach-athlete relationship, and high-school judoists were closer and more committed towards their coaches than university judoists regarding educational status. In conclusion, positive relationships established between athletes and coaches may promote self-esteem and satisfaction with life of the athletes, and high self-esteem and satisfaction with life may enhance coach-athlete relationships.

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Dissertations / Theses on the topic "Coach-athlete relationships. Sports Athletes"

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

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Suomela, Tobias. "Coach-Athlete Relationship & Engagement : Sambandsanalys på unga tävlingsidrottare." Thesis, Örebro universitet, Hälsoakademin, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-16203.

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Relationen mellan tränare och aktiv idrottande individ är en viktig faktor för idrottsrelaterad framgång. Många forskare framhäver dess vikt och menar att det ibland är den mest avgörande faktorn. Vidare är det bevisat att engagemang är viktigt för individens idrottsrelaterade prestationer. Syftet med undersökningen är därför att undersöka huruvida relationen mellan tränare och aktiv idrottande individ har ett samband med individens engagemang och om det föreligger skillnader mellan lagidrott och individidrott. Kvantitativ datainsamlingsmetod användes och undersökningen gjordes på 108 stycken (79 pojkar och 29 flickor) unga tävlingsidrottare i åldern 15-18 år. Undersökningen är en tvärsnittsstudie med frågeformulär baserat på tidigare forskning. Analysen gjordes med korrelationsanalys, både för totala gruppen av respondenter och på de olika idrottstyperna individuell idrott (n=55) och lagidrott (n=53) samt genom en multipel regressionsanalys. Resultatet visade på ett positivt, medelstarkt samband där en förändring i engagemang kan förklaras av en förändring i relation till 20 procent. De starkast korrelerade faktorerna visade sig vara complementarity för relation och för engagemang visade undervariablerna framåtanda och hängivenhet starkast samband med relationen. Slutsatserna visade att det finns ett samband mellan relation och engagemang. Inga betydliga skillnader i total relation fanns i jämförelsen mellan individidrott och lagidrott, dock visade det sig att olika variabler korrelerar starkast beroende på idrottstyp. För lagidrott har självförtroende och för individidrott har hängivenhet starkast samband med total relation. Nivå har även betydelse för individens engagemang, högre nivå visade ett samband med högre engagemang.<br>The relation between a coach and an active athlete is, as many researchers postulated, a very important factor for success in sports. Sometimes even accentuated as the most important and crucial element. Researchers have earlier proven that engagement also is very important for the individual athletes‟ prosperity. The aim of this study is therefore to investigate the relationship and its influence to the individual athletes‟ engagement and if differences between team-sports and individual sports exists. 108 young Swedish competitive athletes (79 males and 29 females) in ages between 15-18 years were examined trough a quantitative cross-sectional study. The questionnaires used is based on earlier studies and developed by other recognized researchers. Analyze is based on correlation analysis, both as the whole group of respondents as one unit and the types of sports differentiated such as individual (n=55) and team (n=53) plus multiple regression analysis. Results revealed a positive medium strong relation with an explanation in change for engagement is explained by a change in relation to a value slightly overbearing twenty percent. The factors that incline to be, at total, strongest correlated to relation are vigor and dedication and the most important subcategory in relation appeared to be complementarity. The conclusion in this study is that coach-athlete relationship is related to engagement. No considerable differences arose for total relation in comparison between individual sports and team-sports. However, results revealed that different variables in engagement are implicated differently based on type of sport. For athletes active in team-sports is self-confidence and for individual athletes is dedication the most implicated variable. Levels of competition also showed to be related to engagement, higher level were related to engagement.

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

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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

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

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Steege, Eric E. "The role of emotional intelligence on coach-athlete relationships and motivational climate." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10237.

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

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

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Åslund, Pierre. "Utforskandet av relationen mellan idrottsrelaterad utbrändhet och tränare- aktiv relationen bland idrottsgymnasieelever." Thesis, Örebro universitet, Hälsoakademin, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-21465.

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Att samtidigt göra en satsning på sin idrott och skolan ställer krav på individen. Dessa krav kan leda till idrottsrelaterad utbrändhet. Att hitta faktorer som påverkar idrottsrelaterad utbrändhet är viktigt för att kunna förebygga och förhindra problemet. Många olika faktorer har visat sig påverka och en faktor som behöver undersökas noggrannare är den sociala faktorn. En sådan social faktor är tränare- aktiv relationen. Syftet var att undersöka om det finns något samband mellan symptom av idrottsrelaterad utbrändhet och den upplevda kvalitén på tränare- aktiv relationen. En enkätundersökning genomfördes av 107 idrottsgymnasieelever (34 tjejer och 73 killar) i åldrarna 15-18 år. Idrottsrelaterad utbrändhet visade sig vara negativt korrelerat med tränare- aktiv relationen. Underkategorin Complementary visade sig vara den som visade starkast samband med idrottsrelaterad utbrändhet. 16 procent av eleverna på skolan upplevde höga symtom. Instruktörer på skolan bör fundera igenom deras relationer med eleverna och hur dessa kan förbättras för att reducera problemet. Idrottsgymnasier borde fundera kring både hur kraven både inom skolan och inom elevernas respektive idrott ser ut under de tre gymnasieåren.

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Haleem, Hussain, and n/a. "Running in pain : an autoethnography of power, coercion and injury in coach-athlete relationship." University of Otago. School of Physical Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20060901.135917.

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This autoethnographic study investigates the emotional and social dimensions of a coaching relationship from the athlete�s perspective. Autoethnography is an approach that draws on highly personalised biographical accounts in which authors tell stories about their lived experiences (Ellis & Bochner, 2000; Richardson, 2000) in order to place the "self within a social context" (Reed-Danahay, 1997, p. 9). Consequently, through the analysis of my memories and ethnographic notes, I analyse my experiences as an Olympic marathon runner and, in particular, the challenges I faced with my coach. In the process of investigating the emotional and social dimensions of the coaching process (which I have divided into three phases), I focus specifically on the creation of (1) my 'athletic identity', (2) the power relationship that developed between my coach and myself and, (3) my early retirement from running. In order to make sense of my experiences, I draw upon theories of identity (e.g. Bradley, 1996), Foucauldian concepts on 'power' (e.g. Foucault, 1980), and the literature addressing 'premature retirement' (e.g. Sparkes 1996; 2000). Finally, a conclusion summarises the main points made in addition to outlining their implications for further coaching research and practice.

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Hayden, Dorothy L. "Female and Male Athletic Coaches and Female High School Athletes Perception of Sexual Harassment and the Incidence among Female High School Athletes." Diss., Counseling, Human and Organizational Studies, George Washington University, 2003. http://hdl.handle.net/1961/115.

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Degree awarded (2003): EdDC, Counseling, Human and Organizational Studies, George Washington University<br>This study was designed to examine the perception and incidence of sexual harassment and determine the incidence of sexual harassment in relation to girls participating in high school athletics. The similarities and differences of interpretation of various interactions between high school athletes with their male and female athletic coaches were examined. This study also investigated the actual incidence of sexual harassment by male and female high school athletic coaches as reported by female athletes.<p>The study population included male and female athletic coaches currently coaching a female high school athletic team and female college students who participated in high school athletics.</p><p>This researcher, in order to accommodate the study population and research questions, adapted the Sexual Harassment Survey (1995) by Margery J. Holman, Ph.D. Female student athletes and male and female coaches responded to survey questions on demographics and their perceptions and understanding of described behaviors. The student athletes completed an additional section of the survey pertaining to their experience of sexual harassment.</p><p>Descriptive statistics (including frequencies and percentages as well as means and standard deviations) and inferential statistics (One-Way Analysis of Variance with a Scheffe test of significance) were used to analyze the data.</p><p>A comparison of the responses of all three groups (female athletes, male coaches and female coaches) to questions pertaining to perceptions of sexual harassment indicated agreement among the groups in the identification of inappropriate behaviors. However, there was a significant difference in the level of agreement for seven described behaviors. In general, male and female coaches agreed with each other more often than with female athletes when identifying the behaviors associated with sexual harassment. The investigation of incidence indicated that female athletes experienced more behaviors associated with sexual harassment from male coaches than from female coaches. Understanding that the same behaviors were identified by female athletes, male coaches and female coaches, it can be concluded that inappropriate behavior was consistently identified, but the identification of sexual harassment does not necessarily diminish the incidence of sexual harassment.</p><br>Advisory Committee: Dr. Lori Lefcourt, Dr. Chris Erickson, Dr. Patricia Sullivan, Dr. Janet C. Heddesheimer, Dr. Donald C. Linkowski (Chair)

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Johansson, Susanne. "Sexual Relationships between Athletes and Coaches : Love, Sexual Consent, and Abuse." Doctoral thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-4890.

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Coach-athlete sexual relationships (CASR) and sexual harassment and abuse (SHA) in sport can profoundly impact athletes’ welfare and performance. Yet, it is often ignored due to sensitivity, secrecy, and lack of knowledge. There is no previous research on SHA in sport in Sweden, and legal, consensual, same-sex CASR is under-researched. The overall purpose of this doctoral thesis is to examine CASR in competitive sport in Sweden. More specifically: a) athletes’ experiences of CASR; b) prevalence of SHA in coach-athlete relationships; c) conceptual and theoretical issues to broaden the understanding of CASR and SHA, will be examined. Survey methodology is employed in Article I to explore the prevalence of SHA, coach-athlete relationship factors, and association between relationship factors and SHA. A random sample of current and former male and female Swedish athletes (n=477) aged 25 participated. Article II outlines critical issues of CASR, and theories and conceptualisations of romantic love, sexual consent, and female athlete sexual agency is further developed in the thesis research summary. Drawing on interviews with five female elite athletes aged 23-30, experiences of CASR are analysed in-depth using discourse analyses in Article III and narrative case study design in Article IV. Results show that athletes’ experiences of CASR are positively and negatively diverse but potentially problematic because boundary ambiguity, secrecy, and isolation are common. Social and ethical dilemmas may also occur because CASR intersect contrasting discourses regarding elite sport, coach–athlete relationships, and romantic love. Moreover, CASR integrate professional and private contexts in which equality and power deviate. The research illustrates empirically and theoretically how female elite athletes exercise agency and recognise consensual, mutually desired CASR where romantic love is priority. However, sexual consent can be ambivalent rather than a mutually exclusive yes/no dualism. Socially, consent is a process of negotiation informed by contextual factors, sexual agency, and social structure. In addition, 5.5% prevalence of SHA perpetrated by male coaches is reported, distributed throughout the sampled athletes’ gender, age, sport performance levels, and individual/team sports in the sample. In conclusion, this thesis expands knowledge of athletes’ experiences of love, sexual consent, and abuse in CASR. Previous evidence of SHA in sport is confirmed to include sport in Sweden. Implications for sport and sport sciences are offered.

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Books on the topic "Coach-athlete relationships. Sports Athletes"

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

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

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

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Sportscheck: A step by step guide for sports organisations to safeguard children. NSPCC, 2002.

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

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Lagzdins, Milaina. The coach-athlete relationship in university female team sports: Perceptions of moral agency and ethical considerations. Brock University, Faculty of Applied Health Sciences, 2007.

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The road to athletic scholarship: What every student-athlete, parent, and coach needs to know. New York University Press, 1996.

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

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

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

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Book chapters on the topic "Coach-athlete relationships. Sports Athletes"

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

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

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Carlsson, Andreas. "Coach–Athlete Relationship." In Becoming a Better Sports Coach. Routledge, 2021. http://dx.doi.org/10.4324/9781003195153-7.

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Coumbe-Lilley, John E. "Coach–athlete relationship." In Complex Cases in Sport Psychology. Routledge, 2018. http://dx.doi.org/10.4324/9781315178882-2.

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Nicholls, Adam R. "The Coach-Athlete Relationship." In Psychology in Sports Coaching, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003201441-19.

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Coumbe-Lilley, John E. "Coach–athlete relationship conflict." In Complex Cases in Sport Psychology. Routledge, 2018. http://dx.doi.org/10.4324/9781315178882-6.

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Jowett, Sophia, and Calum Arthur. "Effective coaching: The links between coach leadership and coach-athlete relationship—From theory to research to practice." In APA handbook of sport and exercise psychology, volume 1: Sport psychology (Vol. 1). American Psychological Association, 2019. http://dx.doi.org/10.1037/0000123-022.

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Hopwood, Maria, and Hamish McLean. "Social Media in Crisis Communication." In Analyzing the Strategic Role of Social Networking in Firm Growth and Productivity. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0559-4.ch003.

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Social media engagement is changing the relational dynamic between organizations - and individuals - and their publics. This is particularly evident in the world of elite sport where the market value of an elite athlete is measured by their public reputation which is pinned on healthy relationships with stakeholders, such as fellow athletes, team managers, coaches and, importantly, fans (Hopwood 2007). In fact, social media analysts have attributed much of Twitter's growth to early adopters in the sports world. As a continually expanding global business, sport has to grapple with the challenges of how to harness this uncontrolled medium to best advantage, particularly in times of crisis. This chapter examines the bond between fans and sport in the context of social media in order to examine how this relationship could foster forgiveness for elite athletes who confess to transgressions, thus having enduring implications for the athlete's sport and sport business generally.

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"The coach–athlete relationship." In Psychology in Sports Coaching. Routledge, 2012. http://dx.doi.org/10.4324/9780203102718-25.

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"The coach–athlete relationship." In Psychology in Sports Coaching. Routledge, 2017. http://dx.doi.org/10.4324/9781315203836-12.

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Conference papers on the topic "Coach-athlete relationships. Sports Athletes"

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Галухин, Рудольф Михайлович. "FEATURES OF INTERPERSONAL RELATIONSHIPS BETWEEN A COACH AND AN ATHLETE." In Психология. Спорт. Здравоохранение: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Декабрь 2020). Crossref, 2021. http://dx.doi.org/10.37539/psm294.2020.35.53.004.

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Показана роль компетентной готовности тренера к работе со спортсменами, построение взаимоотношений между ними и оценка спортсменами профессиональной деятельности тренера. The role of the competent readiness of the coach for working with athletes, building a relationship between them and the evaluation of athletes of professional activity of the coach.

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Zelepukina, Natalia Mikhailovna. "INFLUENCE OF PECULIARITIES OF THE TEMPERAMENT OF THE PERSONALITY ON THE ACTIVITIES OF SPORTS AND PHYSICAL CULTURE AND HEALTH ACTIVITIES." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-500/503.

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The article discusses the characteristics of personality temperament, studies the properties of temperament and its features, and explores the types of relationships between these features, which, as it was revealed, can have a direct impact on the success of a person engaged in physical activity and sports. The necessity of taking into account the type of temperament of the trainer and the athlete involved in training and preparing for the competition is described.

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