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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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Frazer, Kirk Jack. "Factors affecting coaches with stress and burnout." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2896.
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Jowett, Sophia. "The psychology of interpersonal relationships in sport : the coach-athlete relationship." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342012.
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Manley, Andrew John. "Expectancies and their consequences within the coach-athlete relationship : an athlete-centred investigation." Thesis, University of Chichester, 2009. http://eprints.chi.ac.uk/816/.
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Theoretical models of expectancy processes (e.g., Olson, Roese, & Zanna, 1996) have conceptualised the sources of information by which expectancies of others are formed, and suggest that expectancies have the potential to influence the cognitive, affective, and behavioural responses of both perceivers and targets. The main aim of this thesis was to examine expectancy effects within the coach-athlete relationship from the perspective of the athlete. Specifically, the aims were to examine: a) the sources of information that athletes deem influential when developing expectancies of a coach; b) the cognitive consequences of athletes' expectancies of coaches; c) the affective responses of athletes to initial expectancies of a coach; and d) the behavioural consequences of athletes' expectancies of their coach. In order to achieve these aims, the investigation employed a range of experimental methods including an explorative survey (study one); experimental designs, which involved obtaining athletes' ratings in response to a range of stimuli such as static photographs, written information, and dynamic video footage (studies two and three); and a field-based examination, which was assessed via a combination of notational analysis and questionnaire (study four). The main findings reveal that while static cues (e.g., gender) are deemed relatively unimportant during impression formation, dynamic cues (e.g., facial expressions) and third-party reports (e.g., reputation) are viewed by athletes as influential factors in the formation of expectancies about coaches. Specifically, the findings suggest that athletes' initial expectancies of an unknown coach's competency are influenced by the presentation of reputation information. Although the results show that coach gender also has a significant impact on athletes' expectancies, the effect of gender on athletes' expectancies was not as large as that of reputation information. In addition, reputation information is shown to significantly impact on athletes' positive affective responses to a coach. Finally, the results demonstrate that coach reputation impacts on athletes' attention, effort, and persistence during a training session. Overall, the research presented in this thesis provides support for the use of Olson et al.'s (1996) model of expectancy processes as a theoretical framework for the investigation of expectancy effects within the coach-athlete relationship. The thesis provides initial empirical support for the contention that athletes' expectancies of coaches impact on athletes' cognitive, affective, and behavioural responses. Such findings have important implications for coaching guidelines and the development of effective coach-athlete relationships. The proposal that third-party reports represent an influential source of information with regard to expectancy formation in sport has also received initial support.
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Joubert, Pierre. "Accountability under the coach-athlete relationship in sport." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/65663.
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Over the past decades sport has changed dramatically with regard to, amateurism to professionalism, the abolition of racial segregation in sport, equality in sport on all levels, media coverage of sport; just to mention a few. Athletes have become bigger, stronger and quicker, including the impact of science, technology and training in sport. The revolutionising of sport has put immeasurable pressure on stakeholders involved in sport, such as sports organisations and federations, sports committees, coaches, agents, managers, sponsors, the media and the diversity of sports stakeholders and athletes. This evolution has initiated stringent measures to control and regulate the existing laws in sport by sports governing bodies. Sports bodies have to adapt and be alert to newly formed legislation relating to the sport they are associated with, to satisfy the new demands amidst the rapid growth of sport. The challenge will be to implement practical and functional policies and/or new laws. The appointment of competent people (who accept these new responsibilities to regulate and develop the sporting culture) can be problematic and good corporate governance is vital. In this study the main focus is on the coach-athlete relationship, the liability and implementation thereof. It also refers to how other countries have successfully promulgated policies and other initiatives to advance the interests of sport, especially to the welfare of children and women, and the prevention of sexual abuse. It further suggests practical procedures that can be followed, such as training programs and the monitoring thereof. Most people around the world acknowledge that children are the future of our sport and should be protected against all odds. Without any dispute, most people worldwide will also agree that there is a problem relating to sexual abuse (especially young girls and boys) in the realm of sport.<br>Dissertation (LLM)--University of Pretoria, 2018.<br>Procedural Law<br>LLM<br>Unrestricted
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Czekanski, William Andrew. "Social Exchange in Intercollegiate Athletics: An Exploration of Exchange Ideologies in the Coach-Student-Athlete Dyad." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1336664431.
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Gisslén, Sofie, and Elin Sundström. "COMMUNICATION AND HIGH QUALITY COACH-ATHLETE RELATIONSHIP : THE MODERATING ROLE OF ATHLETE ATTACHMENT." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159658.
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This cross-sectional study presented two aims: 1) to examine whether associations could be found between athletes’ use of communication strategies conflict management, openness and support, and athletes’ perceptions of coach-athlete relationship quality, and 2) to examine whether athletes’ attachment style (secure, anxious-ambivalent or avoidant) would act as a moderator for this association. A sample of 396 athletes (males = 183, females = 210) whose age ranged from 15 to 60 years (mean age = 19.17, SD = 4.59 years). The sample was recruited from a variety of both individual and team sports. In order to participate, athletes responded a questionnaire, online or in paper version. Statistical analyses were performed in IBM SPSS 24 and Amos 24, and by using Structural Equation Modelling (SEM). The results confirmed associations between athletes’ use of the selected communication strategies and their perceptions of the coach-athlete relationship quality. Regarding moderating effects, athletes’ attachment style was shown to have a significant moderation effect on a majority of the found associations. Suggestions for future research is to examine more of the communication strategies presented in the COMPASS model, in order to strengthen the model’s practical use. Also, longitudinal studies would complement these findings, as well as qualitative research for a deepened understanding of the communication strategies.<br>Denna tvärsnittsstudie hade två syften: 1) att undersöka om det fanns ett samband mellan idrottares användande av kommunikationsstrategierna konflikthantering, öppenhet och stöd och deras skattning av kvaliteten på relationen till tränaren, samt 2) att undersöka om idrottares anknytningsstil (trygg, ambivalent och undvikande) hade påverkan det sambandet. 396 idrottare (män = 183, kvinnor = 210 ) i åldrarna 15-60 år (medelålder = 19.17, SD = 4.59 år). Urvalet rekryterades från både individ- och lagidrott. För att delta fyllde idrottarna i ett formulär, i webb- eller pappersform. Statistiska analyser utfördes i IBM SPSS och Amos 24, samt genom Structural Equation Modelling (SEM). Resultaten bekräftade samband mellan idrottares användande av de valda kommunikationsstrategierna och deras skattning av kvaliteten på tränar-idrottare-relationen. Idrottarnas anknytningsstil visade sig ha en statistiskt signifikant modererande effekt på de funna sambanden. Förslag för vidare forskning är att undersöka fler av de kommunikationsstrategier som presenteras i COMPASS-modellen, för att kunna stärka modellens praktiska användning. Dessutom skulle longitudinella studier kunna komplettera dessa resultat, liksom kvalitativ forskning för att få en djupare förståelse för kommunikationsstrategierna.
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Dowdell, Trevor John, and N/A. "Measuring Sports Class Learning Climates - the Development of the Sports Class Environment Scale." Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20071217.121601.
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Teaching (in this study, coaching) is a key determinant in learning any sports skill. The coach-athlete relationship is one of the most important influences on athlete's motivation and performance (Mageau & Vallerand, 2003). One of the key leadership roles the coach has in this relationship is the creation and maintenance of the sports class learning climate. The joint influence of the athlete's motivation and the environmental press (class learning climate) can determine the cognitive, affective, and performance patterns regularly displayed by athletes (Ntoumanis & Biddle, 1999). A sports class' learning climate is a set of internal characteristics that has an important role in shaping an athlete's motivational and behavioural pattern (Ames, 1992) and is a key characteristic of class effectiveness. In sports classes, motivational climate is a sub-set of the overall learning climate and is created primarily by the sport class coach. Motivational climate can be described as the participants' relatively persistent collective perceptions of the achievement goal structure of that setting. Recent studies of motivational climate in sport have provided insight into coaching behaviour and its effect on sports class motivational climate (Ntoumanis & Biddle, 1999). In spite of the potential value of class learning climate research to the field of sports class behavioural studies, no research has consolidated the fields of classroom learning climate research and sports class motivational climate studies. This study provides a model for the investigation of gymnastics sports class learning climates that involves a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000) and the Classroom Environment Scale (Moos & Trickett, 1987). The development and validation of a new, unique learning climate scale - the Sports Class Environment Scale (SCES) - constitutes the focus of this research. The process of developing this consolidated instrument began with the production of an initial scale, and was followed by a review by a panel of experts in coaching and independent university researchers in sport and physical education. The SCES draft was then pilot tested with a small group (n = 41) of competitive gymnasts to prompt some changes to the scale. Initial field-testing of the SCES occurred with 28 male and 180 female competitive gymnasts from 6 metropolitan and 4 regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis provided a revised SCES with five subscales labeled Task Involvement and Improvement, Ego Involvement and Mistakes, Coach-Athlete Communication, Effort, Order and Organization, and Affiliation. Using the revised SCES subscales as dependent variables, multivariate analyses of variance were conducted to compare club type, gender, and competitive level. In this study, the low training hours and the high training hours gymnastics classes were different in their perceptions of the Ego Involvement of their class climate. Male and female gymnasts were different in their perceptions of Ego Involvement, Affiliation, and Effort, Order and Organization aspects of their class climates. This study demonstrates the potential utility of creating class learning climates high in both Task Involvement and Ego Involvement for competitive gymnastics clubs. This study breaks new ground, and may lead to novel insights into sports class learning climates. Because class learning climate is easier to manipulate than individual achievement goal dispositions (Whitehead, Andree, & Lee, 1997) and because perceptions of learning climate account for variance in learning outcomes beyond that attributable to student ability (Fraser, 1994, 1998, 2002), class learning climate is an important variable that should be better understood, described, developed, and manipulated. Effective measurement of sports class learning climates using the SCES may lead to a greater understanding of effective sports classes, and of coach and athlete behaviours in those classes, and provides a first step in monitoring sports class learning climates.
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Maitland, Alison. "Organisational culture and coach-athlete relationships : an ethnographic study of an elite rowing club." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7192.
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This thesis explores how coach-athlete relationships are influenced within the organisational culture of a rowing club. Relational Cultural Theory and the work of Weber are used to examine how the concept of organisational culture informs understanding of coach and athlete relating. The study, covering a complete competitive season, involved an eleven month long ethnography of an elite rowing club in Great Britain. The findings demonstrate the visceral, enculturated and complex nature of coach-athlete relationships in elite sport. Relational disconnection occurred in the disenchanted organisational life, where intrinsic values were subordinated to a rational quest for efficiency, control and ultimately success, as well as traditional social ordering based on status and gender. Relationships were characterised by power over relating, distance and impersonal relations, caretaking rather than caring about, fragile trust by the athlete and trust through surveillance by the coach, where emotion was concealed and conflict avoided. However, enacting shared identities, the emotion involved in competing and the fact this was a voluntary organisation with competing values, provided an escape from simulacra of elite sport to allow for multi-value paradigm of interests. The opportunity for coaches and athletes to connect with each other based on their values and with emotion exposed their humanity and revealed the potential for relational mutuality and authenticity. The study challenges the valorised coaching and elite sport relationships and lifestyle. Implications for coaching include providing individuals with confidence to raise the issue of relationship, providing coaches and athletes with knowledge of connection and disconnection in relationship and the outcome on well-being. The need to develop a systemised approach to embedding growth-fostering relationships in the culture of high performance sport is highlighted.
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Querfurth-Böhnlein, Sydney Carola [Verfasser], and Bernd [Akademischer Betreuer] Strauß. "Trust in the coach - athlete relationship through digital communication / Sydney Carola Querfurth-Böhnlein ; Betreuer: Bernd Strauß." Münster : Universitäts- und Landesbibliothek Münster, 2019. http://d-nb.info/1180496418/34.
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Rocchi, Meredith. "Contexts, Motivation, and Coaching Behaviours – A Self-Determination Theory Perspective on Coach-Athlete Relationships." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35129.
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Based in Self-Determination Theory (SDT), the overall objective of this thesis was to explore how the coaching context, coach psychological needs, and coach motivation influenced coaches’ interpersonal behaviours when they interacted with their athletes, and how these interpersonal behaviours impacted athletes’ psychological needs and motivation in sport. This objective was achieved through a series of 10 studies, looking at different samples of coaches and athletes, divided into four manuscripts. First, there was a need to create a measure that captured both perceptions of others’, as well as self-reports of the six interpersonal behaviours according to SDT (autonomy-support, competence-support, relatedness-support, autonomy-thwarting, competence-thwarting, and relatedness-thwarting). As such, in Manuscript #1, the Interpersonal Behaviours Questionnaire (IBQ) was created and validated as a general measure of perceptions of other people’s interpersonal behaviours (Study 1 N = 534 students; Study 2 N = 351 students) and as a self-report of interpersonal behaviours used in general (Study 3 N = 607 students). In Manuscript #2, the validity of the measure was extended to include the sport context by testing the scale with coaches and athletes. Specifically, Study 1 (N = 239 athletes) validated the measure with a sample of athletes reporting on their coaches’ behaviours, and Study 2 (N = 240 coaches) looked at coaches’ reports of their own behaviours in their interactions with their athletes. Overall, the results of these five studies provided support for the factor structure and validity of the IBQ as a measure of perceived and self-reported interpersonal behaviours in both the general context, as well as sport. Next, Manuscript #3 explored the antecedents of coaches’ reported interpersonal behaviours. Specifically, Study 1 (N = 56 coaches) looked at the coaching context in order to identify the factors that had the largest impact on coaches’ experiences. In Study 2 (N = 310 coaches), the relationship between coaches’ psychological needs, motivation for coaching, and interpersonal behaviours was explored to confirm the sequence occurred as would be expected according to SDT. Finally, in Study 3 (N = 225 coaches), the influence of the contextual factors on coaches’ psychological needs, motivation, and interpersonal behaviours was examined. Overall, the results supported that coaches in a supportive context experienced increased need satisfaction, higher autonomous motivation for coaching, and were more likely to engage in supportive interpersonal behaviours with their athletes; while coaches in a thwarting context experienced increased need frustration, higher controlled motivation, and were more likely to engage in thwarting interpersonal behaviours. Finally, Manuscript #4 explored the outcomes of coaches’ interpersonal behaviours. First, Study 1 (N = 180 athletes) looked at athletes’ perceptions of their coaches’ behaviours and how their perceptions impacted psychological needs and motivation in sport. Lastly, Study 2 (N = 278 athletes; N = 53 coaches) explored whether coaches’ self-reports of their interpersonal behaviours were in line with their athletes’ same perceptions of these behaviours, and explored the factors that were related to whether coaches and athletes were in agreement. These last two studies found that supportive interpersonal behaviours promoted need satisfaction and autonomous motivation for athletes; while thwarting interpersonal behaviours promoted need frustration and controlled motivation for athletes. Overall, this thesis helped extend the existing research in motivational psychology and helped address some important limitations.
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Felber, Charbonneau Evelyne. "Parental Involvement in Sport During Early-Mid Adolescence: Perspectives from Parent-Child Dyads." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36633.
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The purpose of this Master’s thesis was to document parents’ and their children’s perspectives on parental involvement in sport during early-mid adolescence. Individual semi- structured interviews were conducted with eight parent-child dyads, composed of eight athletes (three males, five females) between 12 and 16 years of age (M= 14) and eight parents (six males, two females) between 36 and 53 years of age (M = 44). The dyads recruited were involved in four team sports: basketball (n=3), ice hockey (n=2), soccer (n=2), and Canadian football (n=1). Based on the data collected, two articles were written. In article one, Basic Needs Theory (BNT) was used as a theoretical framework (Deci & Ryan, 1985; Ryan & Deci, 2000) to examine parents’ and their children’s perspectives on how parental involvement in sport influences basic psychological needs during early-mid adolescence. The findings revealed how parental behaviours were generally believed to satisfy athletes’ basic psychological needs within the sport context, although need frustration was also reported. Article two explored how parents’ interactions with coaches and teammates were perceived to influence the sport climate. The findings demonstrated the importance of having parents make efforts to establish friendly and supportive relationships with their children’s coaches and teammates to nurture a positive sport climate. Collectively, the findings from this Master’s thesis contribute to the literature by providing a theoretically-informed and nuanced portrait of parental involvement in youth sport.
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Pinheiro, Amanda Emily Pinheiro. "The Relationship of Bone Density and Body Composition Between Student Athletes and a Non-Student Athlete Population." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523273874020281.
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Ramsey, Michael W., Jenna M. Kraska, Ann M. Kinser, et al. "The Relationship Between Coaches’ Rank and Explosive Strength Performance in Female Collegiate Athlete." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4100.
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Samawi, Anton. "Kampsportsutövaren och självbestämmandeteorin: en studie om svenska tonåringars motivation till att träna taekwondo." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34624.
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The purpose of this study is to investigate which motivational factors cause teenagers to remain in competitive taekwondo. Some teenagers, especially during high school seem to experience serious difficulties maintaining motivation towards sport. The reason for this may be caused by inhibitory factors such as such as burnout, degenerated motivation, counteracting hobbies associated with adolescence and lack of support from peers, coaches and parents as well as early specialization. Using a qualitative thematic analysis and semi-structured interviews, this study analyzed the motivation factors and its relation to the coach within three Swedish taekwondo organizations located in southern and northern part of the country within the framework of Self-determination theory. The current findings indicate motives such as interest/enjoyment, individual development, positive feedback, challenge/competition and a sense of competence as well as autonomy support as highest motivators for sports participation within taekwondo. In contrast, lack of psychological needs such as sense of competence and autonomy were determining reasons for dropout. In parallel, motives such as encouragement, “break from reality”, group cohesion, security and a sense of relatedness also seem to play a critical role, although not essential for the actual participation. Nonetheless, according to the participants, highly important in order to thrive. In that regard, the coach has great influence upon the well-being and satisfaction of the psychological needs associated with Self-determination theory. Which is based upon the environment and specific coach behavior which directly or indirectly facilitates the participants’ sense of autonomy, competence and relatedness. According to the participants, an environment and coach behavior such as democracy, discipline, high social interaction, equity, and person-oriented verbal reinforcement, encouragement, competence, and empathy as well as strong coach-athlete relationship facilitates and regulates how they perceive the psychological needs autonomy, competence and relatedness.
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Ishida, Ai. "Athlete Monitoring Program in Division I Collegiate Female Soccer." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3867.
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The objectives of this dissertation include 1) to review athlete monitoring strategies and the physical performance demands of female soccer match-play and to provide practical application of athlete monitoring programs, 2) to examine individual and group relationship between training load (TL) and subjective recovery and stress state and neuromuscular performance, and 3) to investigate acute effects of match-play on neuromuscular and subjective recovery and stress state in National Collegiate Association Athlete (NCAA) division I collegiate female soccer. TL was assessed using 10Hz Global Navigation Satellite System units. Subjective recovery and stress state was measured using the Short Recovery and Stress Scale (SRSS) consisting of 8 subscales including Physical Performance Capability (PPC) Mental Performance Capability (MPC), Emotional Balance (EB), Overall Recovery (OR), Muscular Stress (MS), Lack of Activation (LA), Negative Emotional State (NES), and Overall Stress (OS). Neuromuscular performance was assessed using countermovement jump (CMJ) with a polyvinyl chloride pipe (CMJ0) and 20kgs bar (CMJ20). CMJ variables included body mass (BdM), jump height (JH), modified reactive strength index (RSI), peak force (PF), relative peak force (RPP), eccentric impulse (EI), concentric impulse (CI), peak power (PP), relative peak power (RPP), eccentric average peak power (EAP), and concentric average power (CAP). Results of this dissertation showed that 12 individual players demonstrated negative correlations between total distance and MPC (p≤0.05, r=-0.78 to -0.34, number of significant individual correlations [N]=3) and OR (p≤0.05, r=-0.91 to -0.08, N=3). Positive correlations were observed between MS and total distance among all individual players (p≤0.05, r=0.21 to 0.82, N=3) while the group correlations were moderate to large (p≤0.001, r=0.55). Results of this dissertation also demonstrated that significant moderate to large decreases were observed at 12 hours post-match in JH, RSI, CI, PP, RPP, and CPA in CMJ0 and CMJ20 (p
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Bennie, Andrew. "Effective Coaching in Cricket, Rugby League and Rugby Union: A Qualitative Investigation Involving Professional Coaches and Players from Australia." Faculty of Education and Social Work, 2009. http://hdl.handle.net/2123/5739.
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Doctor of Philosophy (PhD)<br>This study examines professional Australian coach and athlete perceptions of effective coaching. Rather than assess the ability or effectiveness of the coaches and teams involved, the purpose was to gather perceptions of what professional coaches and players believe it takes to be an effective coach. Given the broad range of tasks that fit under the auspice of coaching, an important question to address was ‘what’ a coach does in order to be considered effective. In addition, an understanding of ‘why’ and ‘how’ these factors are effective was also essential. These questions formed a starting point in order to find out what professional coaches do (including how they behave), and why players and coaches perceive certain coaching strategies to be effective. This study employed a qualitative research design to identify perceptions about, and strategies of, effective coaching within the professional sport context. Interviews enabled participants to discuss their interpretations of the world in which they live, from their own point of view – a key feature of the present research. Observational data allowed me to view coaching behaviours and interactions with players in training and competition contexts. Using professional Australian coaches and players from cricket, rugby union and rugby league, 6 coaches and 25 players were interviewed while up to 16 coaches and 80 players were observed during 41 observation sessions at training and competition venues. The constant comparative method (Côté, Salmela, Baria, & Russell, 1993; Côté, Salmela, & Russell, 1995b; Glaser & Strauss, 1967) was used to analyse the observation and interview accounts. This enabled rich descriptions of what effective coaches do as well as providing information regarding how and why they carry out certain actions. Findings from the current research indicated that an effective coach possesses specific personal characteristics, qualities and skills as well as a general philosophy or direction for the team. The effective coach uses their own unique leadership, player management, communication and planning skills to create and maintain the team environment to ensure that everyone involved with the team ‘works off the same page’. The interaction of all these features leads to the primary goal of player development, improvement in player performance and winning matches. This thesis identified key perceptions and applications of effective coaching based on Australian professional coach and player experiences.
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Geholm, Jakob. "Coach-atlet relationens kvalité och faktorer för överträning hos svenska CrossFit-utövare : Påverkar svenska CrossFit-utövares upplevda relation med deras coach graden av faktorer som kan relateras till överträning?" Thesis, Umeå universitet, Idrottsmedicin, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149371.
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Syftet med studien var att utöka förståelsen för coachers roll i graden av faktorer som kan relateras till överträning hos svenska CrossFit-utövare. Urvalet bestod av 42 CrossFit-utövare (n=42), dessa bestod av 30 kvinnor (72%), 11 (26%) män och en som inte ville definiera kön (2%). Alla deltagare var från Sverige. Deltagarna var 33 (±8.8) år gamla och tränade CrossFit regelbundet i genomsnitt 5,9 timmar/veckan (±3.4). En enkät bestående av The Coach-athlete Relationship Questionnaire, Motives for Physical Activity Measurement-Revised, The Behavioral Regulation in Exercise Questionnaire Revised Version, The multi-component Training Distress Scale, The Perceived Stress Scale- 4 item samt ett Feedback Questionnaire skickades ut till 120 aktiva CrossFit-utövare. Signifikansnivån i studien var alfa=0.05. Resultaten visade ett signifikant positivt samband (p<0.05, r=0.347) mellan den upplevda coach-atlet relationens kvalité och CrossFit-utövares viljestyrka, signifikant positivt samband (p<0.05, r=0.349) mellan den upplevda coach-atlet relationens kvalité och positiv feedback samt ett signifikant negativt samband mellan motivet ”Hälsa” för fysisk aktivitet och sömnsvårigheter (p<0.05, r=-0.323). Studien kunde inte säkerställa en konklusion av det sistnämnda resultatet, däremot hade den upplevda coach-atlet relationens kvalité ett samband med en specifik faktor relaterad till överträning bland svenska CrossFit-utövare, närmare bestämt deras viljestyrka. Studies resultat visar även att typen av kommunikation som CrossFit-utövaren upplever att hens respektive coach använder har ett samband med den upplevda coach-atlet relationens kvalité. Framtida forskning bör undersöka området vidare för att utöka förståelsen för samspelet mellan coacher och CrossFit-utövare.<br>The aim of this study was to expand the understanding of the role of coaches in the degree of factors that can be related to overtraining among Swedish CrossFit-athletes. The participants consisted of 42 CrossFit-athletes (n=42), these consisted of 30 women (72 %), 11 (26 %) men and one who did not want to define gender (2 %). All participants were from Sweden. The participants were 33 (± 8.8) years old and trained CrossFit regularly an average of 5.9 hours / week (± 3.4). A questionnaire consisting of The Coach-Athlete Relationship Questionnaire, Motives for Physical Activity Measurement-Revised, The Behavioral Regulation in Exercise Questionnaire Revised Version, The Multi-component Training Distress Scale, The Perceived Stress Scale- 4 Item, and a Feedback Questionnaire was sent to 120 active CrossFit-athletes. The significance level of the studie was alpha=0.05. The results showed a significant positive correlation (p<.05, r = .347) between the quality of the coach-athlete relationship and the vigour of CrossFit-athletes, significant positive correlation (p<.05, r = .349) between the quality of the coach-athlete relationship and positive feedback as well as a significant negative correlation between the motive "Health" for physical activity and sleep difficulties (p<.05, r =-.323). A sure conclusion cannot be deduced from the latter result, but the quality of the coach-athlete relationship seems to be related to one certain specific factor related to overtraining among Swedish CrossFit-athletes, more specifically their vigour. The studie’s results also show that the type of communication that the CrossFit-athlete experiences their coach is using, could be related to the coach-athlete relationship quality. Future research should explore the subject to expand the understanding of the relationship between coaches and CrossFit-athletes.
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Meireles, Livia Gomes Viana. "Empatia e treinadores esportivos brasileiros: um estudo exploratório." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8362.
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Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro<br>A empatia é considerada uma característica humana que se constrói na relação entre as pessoas e está envolvida no estabelecimento de relacionamentos e interações sociais de qualidade. O termo empatia é usado para descrever sentimentos, expressões e comportamentos que qualificam o indivíduo a reconhecer, perceber e responder apropriadamente aos estados emocionais dos outros. A psicologia estuda a empatia em diversos contextos e em diferentes perspectivas teóricas. Entre essas correntes teóricas, a psicologia evolucionista, que embasa esse estudo, compreende a empatia como sendo uma habilidade evolutivamente importante para a sobrevivência da espécie humana ao aumentar a coesão grupal e para manutenção dos relacionamentos sociais. Particularmente, no contexto esportivo o estudo da empatia entre treinadores e atletas, em comparação com outras áreas da psicologia (como aconselhamento, terapia e educação), quase não existe, principalmente com treinadores brasileiros. Nesse sentido, o objetivo desse estudo foi investigar a empatia em treinadores esportivos brasileiros. Para responder a este propósito foi realizada uma pesquisa descritiva e correlacional. Os dados foram obtidos de um total de cem treinadores que responderam ao Inventário de Empatia (IE) (Falcone et a.l, 2008), ao Questionário de Empatia no Contexto Esportivo (QECE) e ao Questionário de informações sociodemográficas. Os dados descritivos apontam que os treinadores participantes tinham idade média de 37,05 anos (DP = 8,27) e atuavam em média há 12,19 anos (DP = 8,52). Foram realizados Teste t de Student, com os dados coletados por meio do IE, e Qui-quadrado, com os dados coletados pelo QECE. Esses testes de comparações de médicas possibilitaram identificar os efeitos independentes das variáveis explicativas (ex-atleta, nível competitivo, categoria, nível de experiência, grau de instrução e sexo) sobre os escores do IE e do QECE. Houve diferença significativa para o fator TP (p = 0,044) e a variável ex-atleta, sendo o grupo de treinadores que não foram ex-atletas os que tiveram maior média nesse fator. Existiu diferença significativa para o fator sensibilidade afetiva (p = 0,019) e a variável experiência, sendo que a maior média encontrada está para os respondentes com pouca experiência. No fator Flexibilidade Interpessoal com relação à variável nível competitivo, houve diferença significativa (p= 0,038) sendo a maior média para treinadores da iniciação esportiva. Em síntese, esse estudo indica que treinadores que não foram atletas no passado têm maior possibilidade de compreender e atender as exigências dos atletas, treinadores menos experientes tendem a ter maior preocupação ou consideração pelas necessidades dos outros e uma tendência a agir de acordo com essas necessidades do que treinadores mais experientes e treinadores que atuam na iniciação esportiva demonstraram ter mais facilidade em aceitar pontos de vista diferentes do que treinadores do alto rendimento. Conclui-se que o fato do treinador ter sido atleta, a experiência e o nível competitivo contribuem de modo diferenciado na empatia dos treinadores, denominada de empatia esportiva que se desenvolve na ambivalência do contexto esportivo e mostra-se importante na relação treinador e atleta
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Buckley, Shannon K. "Coach's [sic] influence on the career development of student athletes." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045621.
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The goal of many institutions of higher education is to provide students with the necessary skills and knowledge to be successful citizens of society. For college student athletes an athletic coach can play a vital role in the collegiate experience. The thesis, Coach's Influence On The Career Development Of Student Athletes, examined the extent, if any, an athletic head coach influenced the career planning process encountered by college student athletes. The study was original in nature as it attempted to investigate a head athletic coach's influence on a student athlete's career development. The participants of the study were 163 male and 92 female student athletes attending a Midwestern, NCAA division 1, mid-sized, public university. The 40 question, scaled, survey instrument was created by the researcher and field tested before the actual administration of the instrument. Significant findings were found for male head coaches influencing the career development of male student athletes. Other significant findings are also discussed. Recommendations of the study direct coaches and athletic administrators to be aware of the career-related challenges faced by college student athletes, and to create an environment that promotes healthy career choices.<br>Department of Secondary, Higher, and Foundations of Education
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Fraser, Jeremiah Owen. "The coach-athletic trainer relationship and its association with athletic trainers' job satisfaction." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/849.
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The purpose of this study was to examine if Division I Collegiate Athletic Trainers' (ATs') perceived.quality of their relationship, with a head coach, is associated with total job satisfaction. The study was driven by three questions: 1) Does a correlation exist between ATs' perceptions of the quality of the coach-AT relationship and total job satisfaction? 2) Will either the direct or the meta-perspective held by the AT be significant predictors of overall job satisfaction? and 3) Will ATs' assumed similarity be a significant predictor of overall job satisfaction? In order to examine this issue, ATs assigned to NCAA division I institution's baseball or softball team were given a compendium survey. The survey was composed of the Job Satisfaction Survey (Spector, 1994), a modified Coach-Athlete Relationship Questionnaire (CART-Q) (Jowett & Ntoumanis, 2004), and a modified meta Coach-Athlete Relationship Questionnaire (meta CART-Q). The surveys measured ATs' total job satisfaction.and satisfaction with various job sub factors, and their direct and meta-perspectives of their relationship with their coach, respectively. Correlational and regression analyses were used to determine the influence and predictability of aspects of a quality relationship to total job satisfaction. The findings demonstrate that ATs' perception of the quality of certain aspects of their relationship with a head coach is related to overall job satisfaction. This indicates that greater efforts need to be taken to improve overall coach-AT relationship dynamics. Improving the dynamics is needed to improve conditions that can cause unacceptably low levels of job satisfaction, which lead to burnout and attrition. The quality of the coach-AT relationship and its impact on Job satisfaction needs to be recognized as a contributing factor to AT job satisfaction. Understanding the coach-AT relationship can help direct measures to address decreased job satisfaction levels and stave off attrition in athletic training.
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Masters, Tyler J. "Subjective Well-Being, Sport Performance, Training Load and Life Experiences of College Athletes." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1244822249.
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Fraser, Jeremiah Owen. "The coach-athletic trainer relationship and its association with athletic trainers' job satisfaction : a thesis." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/849.
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The purpose of this study was to examine if Division I Collegiate Athletic Trainers' (ATs') perceived.quality of their relationship, with a head coach, is associated with total job satisfaction. The study was driven by three questions: 1) Does a correlation exist between ATs' perceptions of the quality of the coach-AT relationship and total job satisfaction? 2) Will either the direct or the meta-perspective held by the AT be significant predictors of overall job satisfaction? and 3) Will ATs' assumed similarity be a significant predictor of overall job satisfaction? In order to examine this issue, ATs assigned to NCAA division I institution's baseball or softball team were given a compendium survey. The survey was composed of the Job Satisfaction Survey (Spector, 1994), a modified Coach-Athlete Relationship Questionnaire (CART-Q) (Jowett & Ntoumanis, 2004), and a modified meta Coach-Athlete Relationship Questionnaire (meta CART-Q). The surveys measured ATs' total job satisfaction.and satisfaction with various job sub factors, and their direct and meta-perspectives of their relationship with their coach, respectively. Correlational and regression analyses were used to determine the influence and predictability of aspects of a quality relationship to total job satisfaction. The findings demonstrate that ATs' perception of the quality of certain aspects of their relationship with a head coach is related to overall job satisfaction. This indicates that greater efforts need to be taken to improve overall coach-AT relationship dynamics. Improving the dynamics is needed to improve conditions that can cause unacceptably low levels of job satisfaction, which lead to burnout and attrition. The quality of the coach-AT relationship and its impact on Job satisfaction needs to be recognized as a contributing factor to AT job satisfaction. Understanding the coach-AT relationship can help direct measures to address decreased job satisfaction levels and stave off attrition in athletic training.
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Reiff, Cadie Elizabeth. "The Effects of Coaching Styles on Athletes' Willingness to Self-Report Injury." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami162681487553751.
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Villalon, Christina Ann. "Relationship between Males' Coaching Efficacy and Prior Exposure to Sport Psychology." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157535/.
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Coaching efficacy is largely influenced by mastery experiences such as formal education, coaching experience, and sport participation. Further examining specific experiences, such as exposure to sport psychology, may prove helpful in advancing our understanding of coaching efficacy. Thus, the purpose of this study was to explore male high school coaches' coaching experience to determine whether sport psychology education and interactions with sport psychology consultants relate to coaches' coaching efficacy. Participants, 585 males (Mage = 43.89 + 10.02), completed an online survey measuring coaching efficacy and coaching and sport psychology experience. A hierarchical regression analysis revealed that after controlling for years of coaching experience and school size, sport psychology education and interactions with sport psychology consultants were associated with higher overall coaching efficacy scores (p < .001). Additionally, analysis of covariance revealed that those with extensive sport psychology education had statistically higher coaching efficacy scores than those reporting no sport psychology education (p < .05). Knowledge of these phenomena may be relevant for sport psychology consultants, coach educators, and researchers.
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Young, Christine Andrea. "An examination of how coaching behavior influences athletes' sport-confidence and athletes' perceived coaching competence." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323894866.
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Alban, Bradley A. "Relationships of Characteristics to Running Performances and Their Changes Throughout Collegiate Cross Country and Track Seasons." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3290.
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A monitoring program is essential in assuring goal attainment and reducing the risk of overtraining or undertraining, establishing long-term athlete development, and ensuring success. This monitoring program needs to be integrated into the training process, developed, and executed by both the sport science and coaching staff. This staff forms the SPEG (sports performance enhancement group), which is athlete centered and coach driven. The purpose of this dissertation was to create an evidence based, or white box approach, to collegiate distance running by identifying key characteristics, utilizing appropriate monitoring tools, and examining the annual plan. Collegiate distance runners took part in a monitoring program through East Tennessee State University, which included vertical jumps, V̇O2max, running economy, anthropometrics, isometric mid-thigh pull, performance results and ultrasound measurements. There were strong correlations between performance results and monitoring data, and there were significant changes that occurred throughout the monitoring program. The results indicate the importance of V̇O2max in collegiate runners and that monitoring variables, including performance, sum of skinfolds, ultrasound and vertical jumps significantly change throughout the competitive season. The results also identify characteristics of a high-level runner and indicate the impact that a strength program can have on monitoring variables and performance. Results further suggest that strength can be a critical component of a training program, can be tracked through systematic monitoring, and is associated with an increase in performance.
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Croft, Chris. "Factors influencing Big 12 Conference college basketball male student-athletes' selection of a university." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Barnes, Kiki Baker. "The Relationship Between Head Coaches’ Influence and Student Engagement of NCAA DI Women Basketball Players: Implications for Student-Athlete Success." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1901.
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The National Collegiate Athletic Association (NCAA) recently passed new legislation highlighting the critical role coaches play in student-athlete success called the Head Coach’s Academic Progress Rate (APR). The APR measure does not calculate the actions of the head coach and is therefore an inadequate measure of coaches’ influence. There are numerous verbal accounts of the influence of the coach on student-athlete success, but there is little quantitative data to support this claim. As a result, this correlational study explored the relationship between head coaches’ influence and student engagement among a sample of 135 women basketball players at National Collegiate Athletic Association (NCAA) Division I (DI) institutions. The Student-Athlete Perception of Coaches’ Influence, Student Engagement and Student Athlete Success Survey (SAPCISESASS), an instrument developed by the researcher, was used to measure coaches’ influence and engagement. Results revealed that overall student-athletes perceived an overall positive relationship with their head coach, were satisfied with their relationship, and would choose to return to attend the same institution if the same coach were employed with the institution. Student-athletes reported being heavily engaged in community service and engaged in 16 or more hours per week in athletic-related activities. Student-athletes perceived the overall campus climate to be supportive and relationships with various campus constituencies were positive. Student-athletes reported a strong belief in their head coaches’ influence on their personal and social development. A strong relationship was found between coaches’ influence and personal and social development (adjusted R2 = .62, p
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Hesson, Chet. "Using Student-Athlete Experience To Predict Mental Well-being." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530543277648681.
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Haun, Cody. "An Investigation of the Relationship Between a Static Jump Protocol and Squat Strength: A Potential Protocol for Collegiate Strength and Explosive Athlete Monitoring." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2534.
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The purpose of this study was to examine the relationship between estimated absolute and relative squat strength and a static jump protocol with potential to provide desirable training adaptation data to practitioners in the field of collegiate strength and conditioning. Forty-one young (20.80 ± 2.44 years), healthy volunteers reported estimated back squat 1RM’s based on the most recent training block and completed a static jump protocol. Males (n=19, est. 1RM 141.29 ± 32.02kg) and female (n=22, est. 1RM 71.56 ± 19.64kg) jump data revealed large to very large correlations between squat strength, mean jump heights of jumps and other calculated variables.
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Pappas, George Demetrios. "Perceptions of Coaching Behavior, Seasonal Performance Success, and Quality of Life: Assessing Relationships Over the Course of a Season." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091752262.
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Schwarz, Christopher Charles. "Attack-ademically Ineligible: Student Athlete Sex Crimes and the Dangerous Misunderstandings of FERPA." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1457096185.
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Fuentes, Raul, and Joar Svensson. "An examination of the role of sport-trait anxiety and rumination in the relationship between mindfulness and performance." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41713.
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Syftet med den föreliggande studien var att undersöka rollen av prestationsångest och ältande mellan dispositionell mindfulness och självskattad prestation. Det var totalt 53 idrottare (22 kvinnor, 31 män; Målder = 29.32, SD = 12.28 år) från 18 olika idrotter som deltog i studien. Studien var av kvantitativ longitudinell design (tre tillfällen under en fyra veckors period) där den oberoende variabeln, den beroende variabeln och två möjliga mediatorer undersöktes med hjälp av Athletic Mindfulness Questionnaire, Sport Performance Questionnaire, Sport Anxiety Scale-2, och Rumination Reflection Questionnaire. Resultaten visade ingen signifikant indirekt effekt av dispositionell mindfulness på självskattad prestation genom varken ältande eller prestationsångest. Resultaten indikerar att ältande och prestationsångest inte medierar förhållandet mellan dispositionell mindfulness och självskattad prestation i det undersökta urvalet. Det diskuteras att mindfulness ändrar förhållandet idrottaren har med ångesten istället för att sänka den upplevda nivån av ångest. Forskning om ältande som en mediator mellan mindfulness och prestation diskuteras som sällsynt, vilket kan göra kunskapen om förhållandet otillräckligt för att göra några bestämda uttalanden. Resultaten bör tolkas med försiktighet med tanke på att undersökningen gjordes på en heterogen grupp av idrottare med en subjektiv mått av prestation. Vidare forskning bör fokusera på en bestämd grupp och använda mer objektiva mått på prestation, samt använda ett idrottsspecifik instrument för att mäta ältande. Nyckelord: prestationsångest, dispositionell mindfulness, idrottsprestation, idrottare<br>The purpose of this study was to examine the role of sport-trait anxiety and rumination in the relationship between dispositional mindfulness and self-assessed performance. A total of 53 athletes (22 women, 31 men; Mage = 29.32, SD = 12.28 years) from 18 different sports participated. A quantitative longitudinal design (three-time measures within a four-week period) was conducted wherein the independent and dependent variables, as well as the two potential mediators were measured using Athletic Mindfulness Questionnaire, Sport Performance Questionnaire, Sport Anxiety Scale-2, and Rumination Reflection Questionnaire. The results showed no significant indirect effect of dispositional mindfulness on self-assessed performance through neither sporttrait anxiety nor rumination. These findings indicate that sport-trait anxiety and rumination do not mediate the relationship between dispositional mindfulness and self-assessed performance in the examined sample. Mindfulness is discussed as altering the athlete’s relationship with anxiety rather than lowering the perceived levels of anxiety. Since research on rumination as a mediator between mindfulness and performance is very scarce, the knowledge about the relationship might be insufficient to make any decisive statements. Findings are to be taken with caution given the heterogeneous sample of athletes considered and the use of a subjective measure of performance. Further research should focus on a more targeted group and use a more objective performance measure, as well as a sport-specific rumination scale. Keywords: sport-specific anxiety, dispositional mindfulness, athletic performance, athlete
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K'Bidy, Julie. "Comprendre - Transformer - Comprendre : Analyse de la dynamique interactive entraîneurs experts – badistes de Haut Niveau et étude de l’impact d’un dispositif transformatif sur le développement professionnel des entraîneurs experts." Thesis, Bordeaux, 2021. http://www.theses.fr/2021BORD0006.
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Qu’est-ce qu’un entraîneur expert ? Le manque de consensus autour de cette question impacte régulièrement le recrutement des entraîneurs de Haut Niveau souvent plébiscités pour leur succès en tant qu’athlète et non par la qualité de leurs formations (Gilbert et al., 2006). Le choix de la Fédération Française de Badminton en avril 2015 de renouveler la quasi-totalité des entraîneurs nationaux de l’INSEP par une nouvelle équipe avec à sa tête, le Danois Peter Gade, ancien n°1 mondial, en est un parfait exemple. Ce manque de critères objectifs (Abraham et al., 2006) amène aussi régulièrement à évaluer les entraîneurs experts à travers la performance de leurs athlètes, elle-même fréquemment résumée aux résultats de ces derniers en compétition. En effet, il est difficile de rendre compte de l’activité des entraîneurs experts, tant elle paraît guidée par des connaissances tacites (Saury & Sève, 2004), amenant même à les considérer comme des alchimistes de la performance (Ripoll, 2012). Pour alimenter les travaux visant à délimiter les contours de l’expertise, cette recherche vise tout d’abord à analyser l’activité des entraîneurs dits experts in situ à travers un programme de recherche en anthropologie culturaliste (Bertone & Chaliès, 2015). Ce programme permet de comprendre les fondements de l’activité des entraîneurs (i) en conceptualisant les significations que les acteurs associent aux expériences qu’ils vivent et (ii) en appréciant les accords de significations entre les acteurs. Le premier volet de cette étude a été mené en collaboration avec trois badistes masculins de l’équipe de France sénior et deux entraîneurs dits experts (un entraîneur national de l’INSEP et un ancien entraîneur national bulgare). Les données ont été recueillies à partir d’enregistrements audio-vidéo (EAV) de chaque séance d’entraînement suivi d’entretiens d’auto-confrontation (EAC) avec l’entraîneur et le badiste. Les premiers résultats ont montré que les interactions entraîneur-athlète étaient régulièrement le lieu de désaccords entre les acteurs amenant une collaboration improductive et desservant par conséquent l’objectif de performance poursuivie. Ces premiers résultats nous ont amené à prolonger cette étude par un second volet visant à offrir aux entraîneurs experts un espace de développement professionnel. À cet effet, un dispositif de recherche transformatif a été construit afin de leur donner accès au vécu de l’athlète et ainsi leur permettre de prendre conscience de certains aspects de leur activité et de ses effets sur celle du badiste. Menées en collaboration avec les badistes et les entraîneurs nationaux des Pôles France Relève de Bordeaux et Strasbourg, les données ont de nouveau été recueillies à partir des EAV de séances d’entraînements individuels suivis d’EAC menés avec l’entraîneur et le badiste. Un entretien aménagé a ensuite été mené avec l’entraîneur afin de le confronter aux propos tenus par le badiste lors de son EAC. Il lui était alors demandé d’interpréter le désaccord observé et de s’engager dans d’éventuelles pistes de transformation de son activité. Un EAV de la séance d’entraînement suivante a ensuite été réalisé pour observer de possibles traces de développement professionnel chez l’entraîneur. Les résultats ont montré qu’un tel dispositif consistant à donner accès à l’entraîneur au vécu de l’athlète peut permettre à la dyade de tendre vers un plus haut niveau d’intersubjectivité (Jowett, 2006). En tentant de rendre accessible les schémas d’expériences et d’actions habituellement non-conscientisés (Alheit & Dausien, 2005) en vue d’accompagner une dynamique de développement professionnel, ce dispositif s’inscrit dans la problématique de l’articulation entre les situations de formation et les situations de travail (Durand & Fillietaz, 2009) dans la perspective d’un apprentissage tout au long de la vie<br>What’s an expert coach ? The shortage of consensus around this question regularly has an impact on the high level coaches’ recruitment who are frequently recruit for their athlete success and not for their schooling (Gilbert et al., 2006). The Badminton French Federation’s choice in April 2015 to change almost all the national coaches by a new team takes in charged by the danish Peter Gade, retire player, previously number 1 in the world, is a perfect example. The shortage of unbiased norms (Abraham et al., 2006) also regularly leads to assess the experts coaches through their athletes’ performances, themselves frequently summarized by theirs tournaments’ results. Indeed, it’s difficult to assess the experts coaches’ activity, so much it seems to be guided by tacit knowledge (Saury & Sève, 2004), leading to considerate them as alchemists of performance (Ripoll, 2012). To flow into the studies aim for delimited the expertise’s contours, first this research aims for analyze expert coaches activity in situ through a research program in culturalist anthropology (Bertone & Chaliès, 2015). This program allows to understand the base of coaches’ activity (i) by conceptualized the significations the actors associate to their lived experiences and (ii) by appreciated the agreements of significations between the actors. The first part of this study was conducted in collaboration with three male players’ member of the French senior national team and two experts coaches (an INSEP national coach and a former national Bulgarian coach). The data was collected from audio-video recordings (AVR) of each training session follow by autoconfrontation interviews (ACI) with the coach and the athlete. The first results showed that the coach-athlete interactions are regularly the place of disagreements between the actors causing an unproductive collaboration and harming the performance. This first results lead us to extend this study with a second part aims to offer to expert coaches a professional development space. For that, a transformative research design was constructed for giving them access of the athlete’s life and thus allow them to become aware of some aspects of their activity and the effects on the athlete’s one. Conducted in collaboration with the badminton players and the national coaches of the national center for young players based in Bordeaux and Strasbourg, the data has been collected from AVR of individual trainings sessions follow by ACI with the coach and the athlete again. A special interview was then be lead with the coach to confront him with the athlete’s words held during his ACI. It was then asked him to interpret the observed disagreements and to get involved in eventual transformation leads of his activity. An AVR of the next training session was then be made to observe possible marks of professional development in the coach’s work. The results show that such a design, involving to give access for the coach of the athlete’s life, can allow the dyad to tend towards a high level of intersubjectivity (Jowett, 2006). Trying to get accessible the experiences and actions patterns, ordinary unaware (Alheit & Dausien, 2005) in order to guide a professional development dynamic, this design is inscribed in problematic of the articulation between the education situations and the work situations (Durand & Fillietaz, 2009) in a perspective of a lifelong learning
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Burg, Jonathan M. "The relationship between the quality of the coach-athlete relationship and perceptions of the motivational climate." Diss., 2008.
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Lewis, Dawn Kimberly. "Personal and situational bases for coaches' causal attributions for the recovery outcome of injured athletes." 2004. http://www.oregonpdf.org.
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Thesis (Ph. D.)--Michigan State University, 2004.<br>Includes bibliographical references (leaves 262-269). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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Coffman, Jodi P. "The community college coach leadership practices and athlete satisfaction /." 1999. http://www.oregonpdf.org.
Full textAbstract:
Thesis (Ed. D.)--University of San Diego, 1999.<br>Includes bibliographical references (leaves 124-132). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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Fernandez, Jeffrey Evan. "Coaches' motivational techniques and individual athletic performance." 2005. http://www.oregonpdf.org.
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Boonveerabut, Suebsai. "Relationship between sport competitive achievement orientations and coaching behavior preferences among young male athletes in Thailand." Thesis, 1992. http://hdl.handle.net/1957/35948.
Full textAbstract:
This study was based upon the Multidimensional Model
of Leadership (Chelladurai, 1978, 1990), and the administration
of the Leadership Scale for Sport (LSS) and the
Sport Orientation Questionnaire (SOQ) (Gill and Deeter,
1988). The purposes of the study were: 1) To determine
the competitive achievement orientations (competitiveness,
goal and win) and coaching behavior preferences (training
and instruction, democratic, autocratic, social support,
and positive feedback) among young male Thai athletes
(n=403); and 2) to examine the relationships between competitive
orientations and coaching behavior preferences
among athletes for two different levels of competition,
high and low; two different age groups, from ages 13-15 and
16-18; and two types of sports, team and individual.
A preliminary MANOVA and ANOVAs indicated that significant
age x type interactions contributed to the competitiveness achievement orientation and all coaching behavior
preferences. Thai athletes showed the highest score for
goal orientation, followed by competitiveness and win
orientations. They preferred training and instruction, and
social support coaching behaviors over democratic and
positive feedback coaching behaviors. Autocratic coaching
behavior was least preferred. Results of the ANOVAs indicated
significant group differences in competitiveness
orientation variables and all coaching behavior variables.
Multivariate multiple regression demonstrated significant
relationships between competitive achievement orientations
and coaching behavior preferences. Canonical correlation
analyses of the four age x type interaction groups were
utilized, indicating bidirectional relationships between
all of the competitive achievement orientations, and all of
the coaching behavior preferences for older athletes who
participated in either team sports or individual sports.
The younger individual sport athletes presented a relationship
between training and instruction, democratic and
social support coaching behavior preferences and all competitive
achievement orientations, whereas younger team
sport athletes showed no relationship. This finding indicated
a stronger influenced of coaching behavior preferences
on younger individual sport athletes' competitive
achievement orientations.<br>Graduation date: 1993
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"PERSEVERANCE THROUGH MENTAL BLOCKING: EXPLORING COACH-ATHLETE DYADIC RELATIONSHIPS." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-05-2152.
Full textAbstract:
Collective case study (Creswell, 2014; Stake, 1995) was used to explore the journey of coach-athlete dyads who were able to successfully maintain their training and interpersonal relationships throughout the course of the athlete enduring a mental block. Three coach-athlete dyads, plus one additional athlete, completed in-depth one-on-one interviews, discussing their coach-athlete relationship before, during, and after the mental block. All dyads were same sex, nationally ranked coach-athlete pairs, from sports involving mandatory elements that include both twisting and flipping components. Categorical aggregation of participant statements lead to the formation of five main themes associated with dyads successfully overcoming a mental block (where success was defined as the athlete regaining the ability to perform the skill that they had previously been unable to do on account of the mental block and the dyad maintaining their training and interpersonal relationship): 1) Get to Know Your Athlete: The Need for High Quality Communication; 2) Be a United Front; 3) Mistakes and Miscommunications Happen: Recovery is Key; 4) Seek Outside Resources; 5) Be Patient. Results suggest that an environment for success can flourish when each party is open, honest, and self-aware of their own limitations. It is suggested that future research utilize the 3 + 1Cs Model of the coach-athlete relationship in exploring how dyads can successfully overcome a mental block.