To see the other types of publications on this topic, follow the link: Coach-athlete relationships. Sports Athletes.
Journal articles on the topic 'Coach-athlete relationships. Sports Athletes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Coach-athlete relationships. Sports Athletes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Olympiou, Alkisti, Sophia Jowett, and Joan L. Duda. "The Psychological Interface between the Coach-Created Motivational Climate and the Coach-Athlete Relationship in Team Sports." Sport Psychologist 22, no. 4 (2008): 423–38. http://dx.doi.org/10.1123/tsp.22.4.423.
Full textAbstract:
The study’s objective was to investigate the motivational significance of the coach-athlete relationship in team sports. 591 athletes completed the Perceived Motivational Climate in Sport Questionnaire (Newton, Duda, & Yin, 2000) to assess perceptions of the coach-created motivational climate and two Coach-Athlete Relationship Questionnaires to assess direct perceptions (Jowett & Ntoumanis, 2004) and meta-perceptions (Jowett, in press) of the relationship quality. Canonical correlation analyses revealed that the perceived task-involving features of the coaching climate, in which role importance, co-operation, and improvement are emphasized, were associated with experiencing higher levels of closeness, commitment, and complementarity with the coach. Perceptions of the ego-involving features of the coach-created environment which emphasizes punitive responses to mistakes, rivalry, and unequal recognition were associated with lower levels of perceived closeness, commitment, and complementarity with the coach. These results support the notion that the coach-athlete relationship has implications for the motivation of athletes participating in team sports.
12
Stefansen, Kari, Gerd Marie Solstad, Åse Strandbu, and Maria Hansen. "Young Athletes’ Perceptions of Coach-Athlete Sexual Relationships: Engaging With Competing Ethics." Sociology of Sport Journal 36, no. 4 (2019): 339–46. http://dx.doi.org/10.1123/ssj.2019-0007.
Full textAbstract:
In this paper, we use data from focus group interviews with young athletes to explore their thinking about coach-athlete sexual relationships (CASRs). Our aim is to further the understanding of the ambivalence surrounding CASRs in the sports field, which are simultaneously viewed as ethically problematic and acceptable—at least when they involve high-profile adult athletes. Inspired by Swidler’s toolkit approach to culture, we analyze how athletes understand and justify CASRs. We found that three different ethics were activated in the interviews: the safeguarding, love, and athletic-performance ethics. We discuss how these ethics are linked to different underlying “imaginaries,” or cultural frames, about the meaning of sport in society and offer thoughts on how the results can inform sporting organizations’ future prevention efforts.
13
Sut Txi, Mon Redee. "The level of relationship between athletes and coaches among sport school students in Malaysia." Jurnal Sains Sukan & Pendidikan Jasmani 8, no. 2 (2019): 42–49. http://dx.doi.org/10.37134/jsspj.vol8.2.5.2019.
Full textAbstract:
Coaches and athletes of different sport background can have a marked influence on their relationship. The objective of this study was to compare the relationship level between the athlete and coach, among sport school students. In addition, this study aimed to compare the level of athlete to coach relationship and vice versa. The Coach-Athlete Relationship Questionnaire (CART-Q) is used in the data collection process. In this study, the measurement is made from the contract of interpersonal relationships (closeness, commitment and complementarity). The findings are presented in the form of descriptive statistics. The comparison and relationship among variables was determined using t-tests and Pearson correlation tests. The study found that there was a significant correlation between coaches in the team sports category with the closeness of t = 2.098, sig = 0041* (p <0.05). The study also found that there was a correlation between the total time of training in a week with the commitment of athletes r = 0.155, sig = 0.016* (p <0.05). These findings indicate that the coaches have a higher level of closeness compared with athletes. Meanwhile, it appears to be no problem with athletes’ commitment with the training period set by their coach. It can be concluded that, the higher the level of interpersonal qualities (closeness, commitment and complement) the higher the level of relationship between athletes and coaches.
14
Camiré, Martin, Scott Rathwell, Stéphanie Turgeon³, and Kelsey Kendellen. "Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport." International Journal of Sports Science & Coaching 14, no. 5 (2019): 591–606. http://dx.doi.org/10.1177/1747954119869542.
Full textAbstract:
High school sport is one of the most popular school-based extracurricular activities in North America, situated as a developmental activity during which coaches can foster quality relationships with students to promote basic psychological needs satisfaction and teach life skills. The primary purpose of the study was to examine associations between coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport. The secondary purpose consisted of addressing the psychometric properties of the scales employed in the study, namely the Coach–Athlete Relationship Questionnaire, the self-report version of the Interpersonal Behaviors Questionnaire, and a modified coach version of the Life Skills Scale for Sport. The sample was comprised of 1238 (58.8% male) Canadian high school coaches and the data were analysed using structural equation modelling. The mediated model indicated that coaches' perceptions of their interpersonal behaviours satisfying athletes' basic psychological needs either fully or partially mediated the positive relationships between coach–athlete relationships and the teaching of life skills. Coach–athlete relationships, particularly those within which coaches exhibit interpersonal behaviours that satisfy athletes' basic psychological needs, appear to be associated with the teaching of life skills in the context of high school sport.
15
Güllü, Sevim. "The Effect of the Coach-Athlete Relationship on Passion for Sports: The Case of Male Handball Players in Super League." Journal of Education and Training Studies 7, no. 1 (2018): 38. http://dx.doi.org/10.11114/jets.v7i1.3724.
Full textAbstract:
The purpose of this study is to reveal out the relationship between the team players' perceived coach-athlete relationship and their passion in sports. This is a research carried out with sectional screening model. The study group consisted of 200 male handball players in super league in Turkey. Participants were asked questions with demographic information to obtain personal information. Additionally, 11 question “Coach-Athlete Relationship Scale” developed by Jowett & Ntoumanis (2004) and adapted to Turkish by Altıntaş et al. (2012) and 12 question “Athlete Passion Scale” developed by Vallerand et al. (2003) and adapted to Turkish by Kelecek & Aşçı (2013) was applied. To evaluate the obtained data SPSS 20 package program was used and percentage (%), frequency (f), Kruskal Wallis test, correlation analysis, and regression analysis were conducted. There was a positive relationship between the coach-athlete relationship and its sub-dimensions of commitment, closeness and complementarity and also between the passion for sports and its sub-dimensions of harmonious passion and obsessive passion. Besides, the regression analysis has shown that the coach-athlete relationship has a relatively high impact on the passion for sports. In other words, as the effectiveness and quality of the coach-athlete relationship increase, so does "passion", which is one of the most important motivation sources for the athletes. At the end of our research it was found that, the coach-athlete relationship was at high level. As a result, there is a relationship between coach-athlete relationship and sport passion.
16
Robinson, Suzanne, Jessica L. Fraser-Thomas, Robert Balogh, Yona Lunsky, and Jonathan A. Weiss. "Individual and Contextual Correlates of Frequently Involved Special Olympics Athletes." American Journal on Intellectual and Developmental Disabilities 123, no. 2 (2018): 164–75. http://dx.doi.org/10.1352/1944-7558-123.2.164.
Full textAbstract:
Abstract It is important to understand factors associated with sport participation for youth with intellectual and developmental disabilities (IDD). With a sample of 414 Special Olympics (SO) athletes, this study examined how frequently involved athletes differ from other youth who are less involved in SO. Results showed that frequently involved athletes are older, have more sport-specific parental support, stronger athlete-coach relationships, and more positive SO experiences than other athletes. These factors were predictive of SO involvement, even after controlling for athlete characteristics, including behavior problems and adaptive behavior. Athletes with IDD have the potential to be highly involved in sports when external supports (i.e., coaches and parents) are strong.
17
Lafrenière, Marc-André K., Sophia Jowett, Robert J. Vallerand, Eric G. Donahue, and Ross Lorimer. "Passion in Sport: On the Quality of the Coach–Athlete Relationship." Journal of Sport and Exercise Psychology 30, no. 5 (2008): 541–60. http://dx.doi.org/10.1123/jsep.30.5.541.
Full textAbstract:
Vallerand et al. (2003) developed a dualistic model of passion, wherein two types of passion are proposed: harmonious (HP) and obsessive (OP) passion that predict adaptive and less adaptive interpersonal outcomes, respectively. In the present research, we were interested in understanding the role of passion in the quality of coach–athlete relationships. Results of Study 1, conducted with athletes (N = 157), revealed that HP positively predicts a high-quality coach–athlete relationship, whereas OP was largely unrelated to such relationships. Study 2 was conducted with coaches (N = 106) and showed that only HP positively predicted the quality of the coach–athlete relationship. Furthermore, these effects were fully mediated by positive emotions. Finally, the quality of the coach–athlete relationship positively predicted coaches’ subjective well-being. Future research directions are discussed in light of the dualistic model of passion.
18
Milroy, Jeffrey J., Stephen Hebard, Emily Kroshus, and David L. Wyrick. "Sport-Related Concussion Reporting and Coach-Athlete Attachment Among Collegiate Student-Athletes." Journal of Clinical Sport Psychology 12, no. 2 (2018): 268–81. http://dx.doi.org/10.1123/jcsp.2017-0029.
Full textAbstract:
Between 2001 and 2015, 3.4 million traumatic brain injury (TBI) occurrences in the U.S. were accounted for by sport participation. It is estimated between 12% and 60% of athletes delay seeking care after sustaining a concussion. Differences in sport-related concussion (SRC) reporting have been attributed to several different factors. Whereas prior research related to SRC reporting behavior focus on normative and competitive pressures to continue play, less attention is given to the interpersonal context in which reporting takes place. Grounded in attachment theory, this study investigated relationships between coach-athlete attachment and help-seeking behavior. Findings suggest that as coach-athlete anxiousness increases, not reporting increases. and as coach-athlete secureness increases, not reporting decreases. Logistic regression analyses indicate that secure coach attachment significantly predicts greater likelihood of SRC reporting. These findings underscore the important role coach-athlete relationships may have on care-seeking behaviors of student-athletes and can inform individual and group interventions promoting SRC reporting.
19
Choi, Hunhyuk, Seongkwan Cho, and Jinyoung Huh. "The Association Between the Perceived Coach–Athlete Relationship and Athletes' Basic Psychological Needs." Social Behavior and Personality: an international journal 41, no. 9 (2013): 1547–56. http://dx.doi.org/10.2224/sbp.2013.41.9.1547.
Full textAbstract:
In this study we investigated the association between the perceived coach–athlete relationship and athletes' 3 basic psychological needs: competence, autonomy, and relatedness. Participants were 328 Korean collegiate athletes from various sports. The study results showed that, overall, the perceived coach–athlete relationship was related to the athletes' basic psychological needs. Specifically, commitment and closeness were significantly correlated with competence and autonomy, whereas complementarity was significantly correlated with competence and relatedness.
20
Davis, Louise, Andreas Stenling, Henrik Gustafsson, Ralph Appleby, and Paul Davis. "Reducing the risk of athlete burnout: Psychosocial, sociocultural, and individual considerations for coaches." International Journal of Sports Science & Coaching 14, no. 4 (2019): 444–52. http://dx.doi.org/10.1177/1747954119861076.
Full textAbstract:
Past research suggests that athletes’ relationships with their coach can act as a risk factor in the development of burnout. Coaching practice may be enhanced through understanding the multidimensional factors that can augment the associations between coach–athlete relationship quality and athlete burnout. The present study explored both individual difference characteristics (gender, age, and sport level) and sociocultural factors (sport type) as moderators of this relationship. Our findings show statistically significant interaction effects for gender and age. Coaches and practitioners working with younger athletes and male performers in particular, are advised to work with strategies aiming to build relationships and reduce the risk of burnout.
21
Braun, Courtney, and Katherine A. Tamminen. "Coaches’ interpersonal emotion regulation and the coach-athlete relationship." Movement & Sport Sciences - Science & Motricité, no. 105 (2019): 37–51. http://dx.doi.org/10.1051/sm/2019011.
Full textAbstract:
Researchers have examined the impact of coaches’ emotional expressions and emotional intelligence on athlete outcomes (Allan, V., & Côté, J. (2016). A cross-sectional analysis of coaches’ observed emotion-behavior profiles and adolescent athletes’ self-reported developmental outcomes. Journal of Applied Sport Psychology, 28, 321–337; Thelwell, R.C., Lane, A.M., Weston, N.J., & Greenlees, I.A. (2008). Examining relationships between emotional intelligence and coaching efficacy. International Journal of Sport and Exercise Psychology, 6, 224–235; van Kleef, G.A., Cheshin, A., Koning, L.F., & Wolf, S.A. (2018). Emotional games: How coaches’ emotional expressions shape players’ emotions, inferences, and team performance. Psychology of Sport & Exercise). However, there is little research examining coaches’ use of specific strategies to regulate their athletes’ emotions. The purpose of the present study was to explore the strategies coaches used to try and regulate their athletes’ emotions, and to explore the relationship and contextual factors influencing coaches’ IER strategy use. A longitudinal multiple case study approach was used (Stake, R.E. (2006). Multiple case study analysis. New York: The Guilford Press) with five cases, each consisting of one male coach and two individual varsity sport athletes (N = 15). Participants completed individual interviews, a two-week audio diary period, and a follow-up interview. Data were inductively and deductively analyzed and a conceptual model was developed outlining athletes’ emotions and emotion regulation, coaches’ IER, the coach-athlete relationship, and contextual factors. Participants described a bidirectional association between the coach-athlete relationship and coaches’ IER. A number of factors influenced athletes’ and coaches’ use of emotion regulation strategies and contributed to the quality of the coach-athlete relationship. The IER strategies that coaches used may reflect instrumental, performance-related motives, and coaches’ IER efforts may also contribute to coaches’ emotional labour.
22
Wekesser, Meredith M., Brandonn S. Harris, Jody Langdon, and Charles H. Wilson. "Coaches’ impact on youth athletes’ intentions to continue sport participation: The mediational influence of the coach–athlete relationship." International Journal of Sports Science & Coaching 16, no. 3 (2021): 490–99. http://dx.doi.org/10.1177/1747954121991817.
Full textAbstract:
About 70% of youth athletes drop out of sport by age 13. Self-determination theory has been utilised to investigate athletes’ motivations for behaviours including sport persistence (i.e. continuation) and suggests that the coach can be an influence on such motivations. Basic need fulfillment via interpersonal coaching behaviours, the coach-athlete relationship (CAR), and intentions to continue sport participation have been examined independently and in various combinations and directions, but these variables have not been examined collectively in this manner. The purpose of this study was to determine if CAR quality mediates the relationship between interpersonal coaching behaviours and intentions to continue sport participation. Surveys were administered to 148 athletes ages 11 to 16 from organised sports teams. No significant indirect effects of mediation could be established. However, there was a significant and direct effect of competence-supportive behaviours on intentions ( β = .341, p < .001). Overall, the total effects model was significant ( F(1,146) = 18.762, p < .001, adjusted R2 = .114). Significant positive relationships were shown among supportive coach behaviours and CAR quality in addition to CAR quality and intentions. Negative relationships were demonstrated among thwarting coach behaviours and CAR quality. Results support that coaches’ competence-supportive behaviours can positively impact CAR quality and intentions to continue sport participation in youth athletes.
23
Jowett, Sophia, and Melina Timson-Katchis. "Social Networks in Sport: Parental Influence on the Coach-Athlete Relationship." Sport Psychologist 19, no. 3 (2005): 267–87. http://dx.doi.org/10.1123/tsp.19.3.267.
Full textAbstract:
The study aims to explore the nature of influences that parents exert on the quality of the dyadic coach-athlete relationship. A conceptual model was proposed as a guiding framework for the study. The proposed model incorporates Sprecher, Felmlee, Orbuch, and Willets’ (2002) notion of social networks and Jowett and Cockerill’s (2002) conceptualization of coach-athlete relationships. Fifteen participants from five coach-athleteparent triads were interviewed, and content analysis revealed that athletes’ parents (a “psychologically significant” network member) provided a range of information, opportunities, and extensive emotional support, all of which influenced the quality of the coach-athlete relationship as defined by closeness, commitment, and complementarity. Results are discussed based on previous relevant research along with recommendations for future research directions and practical applications.
24
Davis, Louise, and Sophia Jowett. "Investigating the Interpersonal Dynamics Between Coaches and Athletes Based on Fundamental Principles of Attachment." Journal of Clinical Sport Psychology 4, no. 2 (2010): 112–32. http://dx.doi.org/10.1123/jcsp.4.2.112.
Full textAbstract:
Grounded in Bowlby’s (1969/1982, 1988) attachment theory, this study aimed to explore (a) the pervasiveness of the three main functions of attachment within the context of the coach-athlete relationship, (b) the associations of athletes’ attachment styles with such important variables as satisfaction with the relationship and satisfaction with the sport, and (c) the process by which athletes’ attachment styles and satisfaction with sport are associated. Data were collected through self-report measures of attachment functions and styles as well as relationship satisfaction and sport satisfaction from 309 student athletes (males = 150, females = 159) whose age ranged from 18 to 28 years (Mage = 19.9, SD = 1.58 years). Athletes’ mean scores indicated that the coach was viewed as an attachment figure fulfilling all three functions of secure base, safe haven, and proximity maintenance. Bivariate correlations indicated that athletes’ avoidant and anxious styles of attachment with the coach were negatively correlated with both relationship satisfaction and sport satisfaction. Mediational regression analysis revealed that athletes’ satisfaction with the coach-athlete relationship may be a process that links athletes’ attachment styles with levels of satisfaction with sport. The findings from this study highlight the potential theoretical and practical utility of attachment theory in studying relationships within the sport context.
25
Pristiwa, Lalu Gigir Gilas, and Fathul Lubabin Nuqul. "GAMBARAN KECEMASAN ATLET MAHASISWA: STUDI PADA UNIT KEGIATAN MAHASISWA (UKM) OLAH RAGA UNIVERSITAS ISLAM MAULANA MALIK IBRAHIM MALANG." Jurnal Psikologi Integratif 6, no. 1 (2018): 50. http://dx.doi.org/10.14421/jpsi.v6i1.1471.
Full textAbstract:
Abstract. Fighting anxiety often occurs in male and female athletes, as well as individual group sports and sports. The anxiety is a feeling of worry, anxiety, and uneasiness by considering the game as something dangerous. There are many factors that can cause an athlete to experience anxiety during a match that is dysfunctional thoughts and stress, academic problems, anxiety injuries, and poor team relationships. Other factors also exist from such individuals and the environment, such as negative thoughts on the outcome of the game, the pressure of the coach or supporters. Therefore, the fighting anxiety is very important to be known by every athlete or team that will compete, in order to be able to improve its best performance in the face of the game. This study used a quantitative approach measured using the scale of The Sport Interference Checklist (SIC) to measure athlete's anxiety. The subjects of the study were 110 people consisting of athletes of students in the Sports student Unit State Islamic University Maulana Malik Ibrahim Malang. With male gender of 64 people and 46 women, as well as individual sports from two sports that is badminton and table tennis totaling 31 people and sports groups from four sports that is soccer, volleyball, basketball, and sepak takraw amounted to 79 person. The analysis is descriptive analysis. The results showed that there was no difference between sex of male athlete with percentage 63,00% and woman equal to 66,89%, because anxiety at athlete evaluated from gender have no significance, and difference between type of individual sport with percentage 67, 12% and sports groups of 63.64%, if reviewed the anxiety of the athlete's sports type does not have significant. This means that athletes in the Sport students Unit equally have anxiety problems when playing.
26
Ada, Elif Nilay, Nikos Comoutos, Hasan Ahmad, Rabia Yıldız, Sophia Jowett, and Zişan Kazak. "The Coach–Athlete Relationship and Self-Talk in Turkish Athletes." Sustainability 13, no. 11 (2021): 5764. http://dx.doi.org/10.3390/su13115764.
Full textAbstract:
Background: The first purpose of the study was to evaluate the validity and reliability of the Automatic Self-Talk Questionnaire for Sports (ASTQS) in the Turkish language and the secondary purpose was to examine the relationship between the quality of the coach–athlete relationship and athletes’ self-talk. Methods: 477 athletes (females = 252, males = 225) completed the Turkish versions of the Coach–Athlete Relationship Questionnaire (CART-Q) and the ASTQS. Results: ASTQS showed good psychometric properties in the Turkish language. Findings on the construct validity of the scale were consistent with the original scale’s 8-factor structure. The Cronbach’s alpha coefficients ranged from 0.65 to 0.91. Furthermore, path analysis results showed that closeness had a direct effect on disengagement, psych-up, and anxiety control. The commitment had a direct effect on somatic fatigue, and complementarity had a direct effect on worry, confidence, and instruction. Conclusions: Finally, the results from the present study indicated that the Automatic Self-Talk Questionnaire provided a reliable and valid measure for Turkish athletes. The results revealed the importance of the coach–athlete relationship in sport and its’ role in shaping athletes’ self-talk.
27
Stebbings, Juliette, Ian M. Taylor, and Christopher M. Spray. "Interpersonal Mechanisms Explaining the Transfer of Well- and Ill-Being in Coach–Athlete Dyads." Journal of Sport and Exercise Psychology 38, no. 3 (2016): 292–304. http://dx.doi.org/10.1123/jsep.2015-0172.
Full textAbstract:
The current study explored coaches’ interpersonal behaviors as a mechanism for well- and ill-being contagion from coach to athlete and vice versa. Eighty-two coach–athlete dyads from individual sports completed selfreport measures before and after a training session. Structural equation modeling supported three actor–partner interdependence mediation models, in which coaches’ presession well- and ill-being were associated with changes in athletes’ well- and ill-being over the course of the session. These relationships were mediated by athletes’ perceptions of their coaches’ interpersonal styles during the session. The reciprocal transfer from athlete to coach was not fully supported. Nonetheless, coaches’ perceptions of their own interpersonal behaviors were associated with changes in their postsession well- and ill-being. Overall, evidence is provided for the contagion of affect from authority figures to those under their instruction but not vice versa.
28
Norman, Leanne. "Is There a Need for Coaches to Be More Gender Responsive? A Review of the Evidence." International Sport Coaching Journal 3, no. 2 (2016): 192–96. http://dx.doi.org/10.1123/iscj.2016-0032.
Full textAbstract:
The purpose of this paper is to explore current research evidence to understand whether and how gender influences the coach-athlete relationship. Considering the importance of coach-athlete relationships, the field still remains under researched and the influences on this relationship require greater examination. Coach-athlete exchanges are shaped by assumptions and ideas about coaching and teaching relationships. Interactions are complex because sport makes a number of (at times competing) demands on participants. Varying individual characteristics increase this complexity. Yet within this multifaceted context, gender relations appear constant and problematic, particularly with respect to coaching. Evidence suggests that while male and female athletes share many similarities in what they want and prefer in terms of their coaching needs and expectations, there are specific nuances and differences that must be understood to facilitate an effective relationship. Furthermore, the evidence also suggests that male coaches, unwittingly, play a role in the perpetuation of the stereotype of women as the less able, less competitive and frailer athlete. These findings evidence the need to include a greater focus on gender-responsive coaching. The paper also highlights different coaching styles that may facilitate working with male and female athletes and emphasises the need for coaches to become relational experts to empower their athletes.
29
Li, Juan, Hongyan Gao, and Jianbo Hu. "Satisfaction and the coach–athlete relationship: The mediating role of trust." Social Behavior and Personality: an international journal 49, no. 2 (2021): 1–11. http://dx.doi.org/10.2224/sbp.9807.
Full textAbstract:
We examined the link between player satisfaction and the coach–athlete relationship within the organizational environment of a youth football team, and the mediating effect of players' trust in the coach. Participants were 223 young footballers aged between 13 and 19 years, who completed an anonymous self-report survey to assess satisfaction, the coach–athlete relationship, and trust. The results show that players' satisfaction had a significant predictive effect on the coach–athlete relationship, and that players' trust in their coach played a mediating role in this relationship. The results provide researchers with a new perspective for studying the relationships between trust in coaches, athlete satisfaction, and coach–athlete relationships in sports organizations.
30
Rottensteiner, Christoph, Niilo Konttinen, and Lauri Laakso. "Sustained Participation in Youth Sports Related to Coach-Athlete Relationship and Coach-Created Motivational Climate." International Sport Coaching Journal 2, no. 1 (2015): 29–38. http://dx.doi.org/10.1123/iscj.2014-0060.
Full textAbstract:
The main purpose of this study was to examine the links of coach-athlete relationship (CAR) and perceived coach-created motivational climate to persistence in youth sport. A total of 1692 persistent and 543 withdrawn football, ice hockey, and basketball players, aged 15–16 years, completed the Coach-Athlete Relationship Questionnaire and the Perceived Motivational Climate Sport Questionnaire. Results indicated that persistent players reported higher scores in CAR and task-climate than withdrawn players. Persistent players also represented higher competition level, higher amount of training, and more years of involvement in sport than withdrawn players. Cluster analysis identified three profiles: 1) High CAR, high task climate, and moderate ego climate, 2) Moderate CAR, moderate task climate, and moderate ego climate, and 3) Low CAR, low task climate, and high ego climate. Differences between profiles were found in terms of relative proportion of continuing players, competition level, and amount of training. In all, Profile 1 appeared to be the most beneficial from the perspective of sport persistence. The present findings lend support for the view that coach-athlete relationship and motivational climate together can have implications for young athletes’ maintenance in organized sports.
31
Cranmer, Gregory A., Maria Brann, and Keith Weber. "Quantifying Coach Confirmation." Communication & Sport 5, no. 6 (2016): 751–69. http://dx.doi.org/10.1177/2167479516660037.
Full textAbstract:
The lack of appropriate measurement to assess athlete-coach interaction and athletes’ psychological states has historically plagued sport studies research (i.e., an encompassing term for sport psychology, management, sociology, and communication) and may partially explain the lack of empirical research regarding athlete-coach interaction within the emerging field of sport communication. Without valid and reliable tools to assess athlete-coach interactions, understanding the antecedents and outcomes of these relationships, which is a central aim of sport communication research, cannot be accomplished. This article develops and demonstrates validity for a measure of the coach confirmation instrument (CCI) via two studies. In Study 1, an exploratory factor analysis and parallel analysis produced a 15-item, two-factor measure (challenge and acceptance). In Study 2, a confirmatory factor analysis confirmed this two-factor structure had an acceptable-to-good fit using a variety of fit indices. Additionally, preliminary degrees of validity for the CCI were demonstrated through Pearson correlations with athletes’ feeling of being confirmed, coach satisfaction, and perceptions of coach verbal aggression. Collectively, these studies indicate the CCI is a structurally stable measure, which demonstrates good reliability and initial degrees of face, concurrent, convergent, discriminant, and content validity.
32
Murphy, Alistair P., Rob Duffield, Aaron Kellett, and Machar Reid. "Comparison of Athlete–Coach Perceptions of Internal and External Load Markers for Elite Junior Tennis Training." International Journal of Sports Physiology and Performance 9, no. 5 (2014): 751–56. http://dx.doi.org/10.1123/ijspp.2013-0364.
Full textAbstract:
Purpose:To investigate the discrepancy between coach and athlete perceptions of internal load and notational analysis of external load in elite junior tennis.Methods:Fourteen elite junior tennis players and 6 international coaches were recruited. Ratings of perceived exertion (RPEs) were recorded for individual drills and whole sessions, along with a rating of mental exertion, coach rating of intended session exertion, and athlete heart rate (HR). Furthermore, total stroke count and unforced-error count were notated using video coding after each session, alongside coach and athlete estimations of shots and errors made. Finally, regression analyses explained the variance in the criterion variables of athlete and coach RPE.Results:Repeated-measures analyses of variance and interclass correlation coefficients revealed that coaches significantly (P < .01) underestimated athlete session RPE, with only moderate correlation (r = .59) demonstrated between coach and athlete. However, athlete drill RPE (P = .14; r = .71) and mental exertion (P = .44; r = .68) were comparable and substantially correlated. No significant differences in estimated stroke count were evident between athlete and coach (P = .21), athlete notational analysis (P = .06), or coach notational analysis (P = .49). Coaches estimated significantly greater unforced errors than either athletes or notational analysis (P < .01). Regression analyses found that 54.5% of variance in coach RPE was explained by intended session exertion and coach drill RPE, while drill RPE and peak HR explained 45.3% of the variance in athlete session RPE.Conclusion:Coaches misinterpreted session RPE but not drill RPE, while inaccurately monitoring error counts. Improved understanding of external- and internal-load monitoring may help coach–athlete relationships in individual sports like tennis avoid maladaptive training.
33
Moreno-Murcia, Juan Antonio, Elisa Huéscar Hernández, Luis Conte Marín, and Juan L. Nuñez. "Coaches’ Motivational Style and Athletes’ Fear of Failure." International Journal of Environmental Research and Public Health 16, no. 9 (2019): 1563. http://dx.doi.org/10.3390/ijerph16091563.
Full textAbstract:
Background: The purpose of this study was to examine the relationship between coaches’ interpersonal style and fear of failure in athletes. Methods: A sample of 340 athletes at the Federation Level with a mean age of 18.96 years (SD = 5.69 years.) comprised the sample. Athletes completed questionnaires related to fear of failure in sports as well as their perceptions of the extent to which their coaches provided support for athlete autonomy and control. Results: The results revealed a significant and positive relationship between coaches’ controlling style and athletes’ fear of failure whereas coach autonomy support was associated with reduced fear of failure. Through the use of cluster analysis, two athlete profiles emerged. One profile indicated moderate levels of fear of failure among those athletes who perceived a controlling coaching style. The second profile revealed a cluster of athletes with low levels of fear of failure and favorable perceptions of coach support for athlete autonomy. Conclusions: These findings provide further evidence for the role of coaches as social influences capable of contributing to both adaptive and maladaptive psychological outcomes for athletes in sports.
34
Lisinskiene, Ausra, Marc Lochbaum, Emily May, and Matt Huml. "Quantifying the Coach–Athlete–Parent (C–A–P) Relationship in Youth Sport: Initial Development of the Positive and Negative Processes in the C–A–P Questionnaire (PNPCAP)." International Journal of Environmental Research and Public Health 16, no. 21 (2019): 4140. http://dx.doi.org/10.3390/ijerph16214140.
Full textAbstract:
Youth sport participation is valued worldwide. Coaches, parents, and athlete youth routinely interact. These interactions impact youth sport participation. To date, only a 48-item measure exits assessing the overall perception of the coach–athlete–parent relationship with the same question set for coaches, parents, and athletes. However, this 48-item measure has not undergone quantitative development. Hence, we sought to assess these 48 items and to further develop a valid and reliable instrument measuring the coach–athlete–parent relationship. To do so, two studies were conducted. In Study 1, 308 participants completed the existing 48-item measure, resulting in 15 items that were fit into two dimensions, positive and negative group processes. In Study 2, 678 participants completed the 15-item measure. After examining the analyses, 11 items remained to form the Positive and Negative Processes in the Coach–Athlete–Parent Questionnaire (PNPCAP). In summary, the PNPCAP is a valid brief measure for assessing interpersonal relationships among coach–athlete–parents in both team and individual sport contexts. Future research is needed to continue to develop the scale for construct validity as well as translate the scale into multiple languages to determine validity in across countries.
35
Preston, Cassidy, Veronica Allan, Lauren Wolman, and Jessica Fraser-Thomas. "The Coach–Parent Relationship and Athlete Development in Elite Youth Hockey: Lessons Learned for Conflict Management." Sport Psychologist 34, no. 2 (2020): 143–52. http://dx.doi.org/10.1123/tsp.2019-0130.
Full textAbstract:
Extensive research highlights the important roles of coaches and parents in fostering positive youth development (PYD). However, little research has examined the complex coach–parent relationship in the bidirectional interactions of the coach-parent-athlete triad. This research is particularly pertinent in elite youth sport, wherein the performance-oriented environment may impede the pursuit of PYD. As such, this study aimed to deepen understandings of the coach–parent relationship in relation to athletes’ PYD. Specifically, the first author critically analyzed and reflected on his experiences as an elite youth ice hockey coach, thus offering a unique portrayal of reflective practice in the context of sport coaching. Two interconnected themes emerged: understanding conflict in the coach-parent-athlete relationship and fostering collaboration through enhanced coach–parent communication. Findings and reflections are discussed in relation to the dual-concern model of conflict resolution, and strategies to help practitioners foster cooperative coach–parent relationships are presented.
36
Kim, Minjung, Brent D. Oja, Han Soo Kim, and Ji-Hyoung Chin. "Developing Student-Athlete School Satisfaction and Psychological Well-Being: The Effects of Academic Psychological Capital and Engagement." Journal of Sport Management 34, no. 4 (2020): 378–90. http://dx.doi.org/10.1123/jsm.2020-0091.
Full textAbstract:
The quality of a student-athlete’s experience can be a product of the services provided by their sponsoring sport organization. In an attempt to improve the student-athlete experience, this study was positioned to examine how collegiate sport services could use academic psychological capital (PsyCap) and student-athlete engagement to promote school satisfaction and psychological well-being. A total of 248 National Collegiate Athletic Association Division I student-athletes participated in this study. Results indicated that academic classification moderated academic PsyCap’s influence on engagement. In addition, the academic PsyCap of the student-athletes positively influenced school satisfaction and psychological well-being, but student-athlete engagement fully mediated the relationship between academic PsyCap and psychological well-being. This empirical evidence provides new knowledge on the relationships among student-athletes’ motivational cognitive constructs, educational engagement, school satisfaction, and psychological well-being in the context of highly competitive collegiate sports. Theoretical and practical implications are discussed, including incorporating the results with services provided to student-athletes.
37
Lisinskiene, Ausra, Emily May, and Marc Lochbaum. "The Initial Questionnaire Development in Measuring of Coach-Athlete–Parent Interpersonal Relationships: Results of Two Qualitative Investigations." International Journal of Environmental Research and Public Health 16, no. 13 (2019): 2283. http://dx.doi.org/10.3390/ijerph16132283.
Full textAbstract:
The interpersonal relationship among the coach, athlete, and parent (C-A-P) in youth sports is a complex and dynamic phenomenon. The evaluation of such interpersonal relationship becomes an important factor in trying to understand the overall youth sports environment. The purpose of this study was to begin the development of a questionnaire to assess the coach-athlete–parent interpersonal relationships in youth sports. To achieve our purpose, two qualitative studies were conducted. In the first qualitative study, 136 research participants completed an online questionnaire asking for statements concerning the C-A-P based on an extensive literature review. In the second phase, a follow up phenomenological study design was conducted. For the phenomenological study, 30 participants (10 coaches, 10 athletes, and 10 youth sports parents) completed in-depth interviews. Based on both qualitative study results, the following three themes emerged: group processes, motivation, and over-involvement. The two qualitative investigations revealed themes and 48 potential questions to be used in developing a C-A-P questionnaire in quantifying the C-A-P results.
38
Contreira, Andressa Ribeiro, José Roberto Andrade do Nascimento Junior, Gislaine Contessoto Pizzo, et al. "Psychometric properties of the Brazilian version of the Coach–Athlete Relationship Questionnaire for coaches." International Journal of Sports Science & Coaching 14, no. 3 (2019): 285–93. http://dx.doi.org/10.1177/1747954119832715.
Full textAbstract:
The aim of this study was to assess the psychometric properties of the Brazilian version of the Coach–Athlete Relationship Questionnaire (CART-Q) for coaches. Subjects were 173 coaches (20–65 years old) from both sexes, from individual and team sports, ranging from amateur to national level; the instruments were the Coach version of CART-Q translated and adapted to Portuguese and the Athletic Satisfaction Scale adapted for coaches. Data analysis consisted of confirmatory factor analysis, internal consistency (Cronbach's alpha and composite reliability), concurrent validity (Spearman correlation), and temporal stability (intraclass correlation coefficient, ICC). Confirmatory factor analysis revealed a model with 11 items presenting adequate fit (χ2/df = 2.68; comparative fit index = 0.92; goodness-of-fit index = 0.91; Tucker–Lewis index = 0.90; root mean square error of approximation = 0.10) and the existence of a second-order factor (coach–athlete relationship). The scale has shown satisfactory internal consistency (composite reliability > 0.70 and α > 0.70). Concurrent validity assessment presented significant relationships (r > 0.40) with all coach satisfaction variables and temporal stability after 15 days was also adequate (0.65 < ICC < 0.88). It was concluded that the Brazilian version of the CART-Q Coach is adequate to assess coaches' perception regarding the relationship with their athletes.
39
Schools, Jordan A., Leslee A. Fisher, Matthew J. Moore, Sierra V. Morris, Trevor J. Egli, and Susannah K. Knust. "“It’s more than just a game”: NCCAA Division II student-athletes’ perceptions of coach caring." International Journal of Sports Science & Coaching 15, no. 4 (2020): 481–94. http://dx.doi.org/10.1177/1747954120926449.
Full textAbstract:
The construct of care within the coach–athlete relationship has only recently been examined. However, this research has yet to include athletes’ perceptions of caring coaching practice. Thus, the primary purpose of the current study was to examine self-described Christian student-athletes’ perceptions of coach caring practices. Therefore, the guiding research questions were: (a) in what ways do student-athletes feel that their coaches demonstrate care? (b) In what ways have student-athletes’ religion/spirituality shaped the way they understand and perceive care? (c) Does proximity to a caring coach practice—that is, those who are still competing versus those who have graduated—influence the ways in which student-athletes view coach caring? Eleven current and former student-athletes (mean age = 26 years; seven males, four females) from four different sports (basketball, cross country, soccer, and tennis) at one NCCAA school were interviewed. Data analysis was conducted by a six-person research team using Consensual Qualitative Research. Five domains were constructed to represent Christian University 1 student-athlete perceptions of: (I) how they learned coach caring, (II) how they defined a lack of coach caring, (III) how they defined coach caring, (IV) how they perceived the expression of the caring climate, and (V) how they perceived the expression of the Christian caring climate.
40
Gilbert, Wade, Luke Lichtenwaldt, Jenelle Gilbert, Lynnette Zelezny, and Jean Côté. "Developmental Profiles of Successful High School Coaches." International Journal of Sports Science & Coaching 4, no. 3 (2009): 415–31. http://dx.doi.org/10.1260/174795409789623928.
Full textAbstract:
The purpose of this exploratory study was to compare the developmental profiles of successful high-school sport coaches, and to determine if elements of a coach's developmental profile were associated with coaching success. Sixteen high-school coaches in the United States – nine who coach basketball and seven cross-country running – participated in structured retrospective quantitative interviews. All coaches had accumulated extensive experience as an athlete ( M = 19.6 seasons; 2,428.8 hours) and were better than average athletes in relation to their peers. Positive significant relationships were found between time (seasons and hours) spent as an athlete in the sport that the participants now coach and five measures of coaching success. The results are discussed in relation to the ongoing dialogue about coach development, coaching effectiveness, and coach education.
41
Kim, Hyun-Duck, and Angelita B. Cruz. "The influence of coaches’ leadership styles on athletes’ satisfaction and team cohesion: A meta-analytic approach." International Journal of Sports Science & Coaching 11, no. 6 (2016): 900–909. http://dx.doi.org/10.1177/1747954116676117.
Full textAbstract:
As a team leader, a coach plays a significant role in helping his/her players obtain high levels of performance and success; therefore, a coach should possess skills to help his/her athletes accomplish such daunting tasks. We conducted a meta-analysis to evaluate the relationship between coaching behaviors, athlete satisfaction, and team cohesion. Moreover, we examined gender as a possible moderating variable. Two-hundred eighty-eight effect sizes were obtained from 24 studies that used Chelladurai’s sports leadership scale. Overall, a moderate relationship was found between leadership and cohesion, and a large relationship was found between leadership and satisfaction. Training/instruction was the highest contributor for both relationships. Gender moderated both relationships. It is important to recognize the influence leadership behaviors have on the psychological state of players, especially as sports evolve to be more challenging and multifaceted.
42
Tam, Alexia, Gretchen Kerr, and Ashley Stirling. "Influence of the #MeToo Movement on Coaches’ Practices and Relations With Athletes." International Sport Coaching Journal 8, no. 1 (2021): 1–12. http://dx.doi.org/10.1123/iscj.2019-0081.
Full textAbstract:
Inspired by the #MeToo movement, women worldwide are coming forward to publicly share their accounts of sexual violence. These harmful experiences have been reported in a range of domains, including sport. As such, providing safe sport experiences for athletes is at the forefront of current discussions for all stakeholders in the sport environment, particularly coaches. Thus, the purpose of this research was to explore coaches’ perspectives of the #MeToo movement in sport and its influence on coaches’ practices and relationships with athletes. Semistructured interviews were conducted with 12 Canadian coaches, including male (n = 7) and female coaches (n = 5) from a variety of sports and competition environments. The study highlights that coaches expressed strong support for the #MeToo movement, while also noting an associated fear of false accusation. Coaches reflected on how the movement has impacted their coaching practices and relations with athletes and expressed a desire for greater professional development in this area. Implications include a need for greater coach education on safe touch, appropriate boundaries in the coach–athlete relationship, and clarifications regarding the process of investigating athletes’ accusations of sexual violence in order to alleviate coaches’ fears of being falsely accused.
43
Foulds, Steven J., Samantha M. Hoffmann, Kris Hinck, and Fraser Carson. "The Coach–Athlete Relationship in Strength and Conditioning: High Performance Athletes’ Perceptions." Sports 7, no. 12 (2019): 244. http://dx.doi.org/10.3390/sports7120244.
Full textAbstract:
The primary purpose of this study was to investigate high performance athlete perceptions of strength and conditioning coaches, specifically, (1) their character traits, (2) the effective behaviours that display these traits, and (3) how these relationships were fostered. Using the 3+1 C’s model of coach–athlete relationships as a framework (Jowett, 2007), 12 semi-structured interviews were conducted with high performance athletes (six female; six male) representing a variety of sports (i.e., freestyle wrestling, triathlon, field hockey, cycling, rowing, rugby union, netball, table tennis, and ice hockey). Participants ranged in age from 18 to 53 years (M = 29, SD = 9). Interviews took between 19–47 min and were transcribed verbatim. The transcripts equated to a total of 188 pages of data that were analyzed, coded, and further grouped into higher-order themes and general dimensions. The findings revealed 14 higher-order themes categorized under the 3+1 C’s general dimensions of closeness, commitment, complementarity, and co-orientation.
44
Arthur, Calum Alexander, Tim Woodman, Chin Wei Ong, Lew Hardy, and Nikos Ntoumanis. "The Role of Athlete Narcissism in Moderating the Relationship Between Coaches’ Transformational Leader Behaviors and Athlete Motivation." Journal of Sport and Exercise Psychology 33, no. 1 (2011): 3–19. http://dx.doi.org/10.1123/jsep.33.1.3.
Full textAbstract:
Leadership research that examines follower characteristics as a potential moderator of leadership effectiveness is lacking. Within Bass’s (1985) transformational leadership framework, we examined follower narcissism as a moderator of the coach behavior–coach effectiveness relationship. Youth athletes (male = 103, female = 106) from the Singapore Sports Academy (mean age = 14.28, SD = 1.40 years) completed the Differentiated Transformational Leadership Inventory (Callow, Smith, Hardy, Arthur, & Hardy, 2009), the Narcissistic Personality Inventory (Raskin & Terry, 1988), and indices of follower effort. Multilevel analyses revealed that athlete narcissism moderated the relationship between fostering acceptance of group goals and athlete effort and between high performance expectations and athlete effort. All the other transformational leader behaviors demonstrated main effects on follower effort, except for inspirational motivation.
45
MacDonald, Dany J., Martin Camiré, Karl Erickson, and Fernando Santos. "Positive youth development related athlete experiences and coach behaviors following a targeted coach education course." International Journal of Sports Science & Coaching 15, no. 5-6 (2020): 621–30. http://dx.doi.org/10.1177/1747954120942017.
Full textAbstract:
The purpose of this study was to examine if a positive youth development (PYD) coach education course would (i) result in more positive developmental experiences perceived by athletes of participant coaches and (ii) increase the frequency of PYD-oriented behaviors exhibited by participant coaches. A total of 14 coaches and 270 athletes participated in the study. Eight coaches ( Mage = 38.0 years) overseeing 154 athletes ( Mage = 13.8 years) were in the control group, while six coaches ( Mage = 36.7 years) overseeing 116 athletes ( Mage = 13.9 years) were in the experimental group. The 10-week intervention combined a group-based PYD coach education course with individualized coach meetings. Seven practices per coach were observed and recorded at baseline ( n = 2), intervention ( n = 3), and follow-up ( n = 2). Athletes completed measures of coach-athlete relationships and sport experiences at the three time points. Results of the 2 × 3 (group × time) mixed ANOVAs demonstrated that coaches in the intervention group increased the frequency of their PYD-oriented behaviors during the intervention but returned to levels slightly above baseline at follow-up. Coaches in the control group did not change their behaviors over the same period. Athlete reports of their developmental experiences were high at all time points and did not change over time. Findings suggest PYD coach education has the potential to influence coach behavior, but further research is required to determine how to create sustained changes for coaches and increases in athletes’ perceived positive developmental experiences.
46
Tavares, Mayara Almeida, Sofia Fonseca, António Lopes, Larissa Rafaela Galatti, and Riller Silva Reverdito. "Relação treinador-atleta e a experiência positiva de jovens no esporte extracurricular." Cuadernos de Psicología del Deporte 21, no. 1 (2021): 146–61. http://dx.doi.org/10.6018/cpd.428691.
Full textAbstract:
La calidad de la relación entrenador-atleta es reconocida como una experiencia positiva por jóvenes deportistas, que puede ser decisiva para la manutención en la práctica. El objetivo de esta investigación fue verificar si la calidad de la relación entrenador-atleta está relacionada con la percepción de la experiencia positiva de los jóvenes en el deporte. El estudio se realizó con 630 atletas (350 mas.; 280 fem.), en los deportes de equipo: balonmano (26%), voleibol (25%), fútbol sala (31%) y baloncesto (18%), todos participando en competencia de nivel estatal, clasificatoria para la etapa nacional. La edad de los atletas es de 16.06 ± 0.82 años y el tiempo medio de práctica en su deporte fue de 4.48 ± 2.54 años. El conjunto de datos se recopiló utilizando los cuestionarios de Relación Entrenador-Atleta (CART-Q Athlete) y Experiencia Juvenil en el Deporte (YES-Y), validados para el idioma portugués. Aunque la literatura reconoce la importancia de la relación entrenador-atleta, los resultados encontrados en el presente estudio sugieren que la calidad de la relación entrenador-atleta no influye en la experiencia positiva de los jóvenes en el deporte, en el contexto escolar extracurricular. The quality of the coach-athlete relationship is recognized as a positive experience by young people in sports, which can be decisive for a long-term sports practice. Our aim was to verify if the quality of the relationship coach-athlete is related to the perception of sport as a positive experience by young athletes. The participants are 630 young athletes (350 male; 280 female) in four different team sports: handball (26%), volleyball (25%), futsal (31%) and basketball (18%), participating in state competitions, which are qualifying for the national championship. The athletes' age was 16.06 ± 0.82 years with an average time of practice of 4.48 ± 2.54 years. The data was collected using the Coach-Athlete Relationship (CART-Q Athlete) and the Youth Experience in Sport (YES-Y) questionnaires, both validated for the Portuguese language. Although the literature recognizes the coach-athlete relationship as positive, the results found in this study suggest that the quality of the coach-athlete relationship, by itself, does not influences the perception of sports as a positive experience by young people in sports, in the extracurricular school context. A qualidade da construção do ambiente positivo para a prática esportiva estabelecida na relação treinador-atleta é reconhecida para uma experiência positiva dos jovens no esporte, podendo ser determinante para uma prática esportiva prolongada. O objetivo desta pesquisa foi verificar se a qualidade da relação treinador-atleta se relaciona com a percepção de experiência positiva dos jovens no esporte. Participam do estudo 630 atletas (350 masc.; 280 fem.), nas modalidades coletivas de handebol (26%), voleibol (25%), futsal (31%) e basquetebol (18%), em competição de nível estadual, classificatória para etapa nacional. A idade dos atletas é de 16.06±0.82 anos e o tempo médio de prática das respectivas modalidades foi de 4.48±2.54 anos. O conjunto de dados foi coletado por meio dos questionários Relacionamento Treinador-Atleta (CART-Q Atleta) e Experiência dos Jovens no Esporte (YES-Y), validados para a língua portuguesa. Apesar da literatura reconhecer a importância da relação treinador-atleta, os resultados encontrados no presente estudo sugerem que a qualidade da relação treinador-atleta não influência a experiência positiva dos jovens no esporte, no contexto escolar extracurricular.
47
Wachsmuth, Svenja, Sophia Jowett, and Chris G. Harwood. "Managing conflict in coach—athlete relationships." Sport, Exercise, and Performance Psychology 7, no. 4 (2018): 371–91. http://dx.doi.org/10.1037/spy0000129.
Full text
48
Milius, Inge, Wade D. Gilbert, Danielle Alexander, and Gordon A. Bloom. "Coaches’ Use of Positive Tactile Communication in Collegiate Basketball." International Sport Coaching Journal 8, no. 1 (2021): 91–100. http://dx.doi.org/10.1123/iscj.2020-0001.
Full textAbstract:
There is a growing body of research on positive tactile communication and its impact on athlete performance and team dynamics. The purpose of the present study was to examine the profile and perceived impact of positive tactile communication as a coaching strategy in a high-performance team sport setting. Participants were members of a successful American collegiate women’s basketball team comprising the head coach, associate head coach, and 16 student-athletes. Methods of data collection included systematic observation and focus groups. Positive tactile communication was perceived to be an effective coaching strategy for enhancing relationships and athlete performance. To our knowledge, this is the first study to include both quantitative and qualitative data from multiple coaches on the same team, as well as athlete perceptions of coaches’ strategic use of positive tactile communication.
49
Falcão, William R., Gordon A. Bloom, and Catherine M. Sabiston. "The impact of humanistic coach training on youth athletes’ development through sport." International Journal of Sports Science & Coaching 15, no. 5-6 (2020): 610–20. http://dx.doi.org/10.1177/1747954120933975.
Full textAbstract:
The purpose of this study was to evaluate the impact of humanistic coach training on athletes’ developmental outcomes. A sample of 148 high school student-athletes between 12 and 17 years old from low socio-economic communities completed questionnaires during their season. The student-athletes were divided into an experimental group composed of student-athletes of 11 head coaches who participated in a humanistic coach training session, and a comparison group composed of student-athletes of 8 untrained coaches. Four questionnaires were used to assess competence, confidence, connection to the coach, and character (prosocial and antisocial behaviours) of the participants. The effects of the humanistic coach training program were assessed using repeated measures analysis of variance models. Results showed that connection to the coach worsened for athletes of untrained coaches. Also, participants from both groups reported an increase in antisocial behaviours at the end of the season, but the athletes of trained coaches reported engaging less frequently in antisocial behaviours compared to athletes of untrained coaches. These findings suggest that teaching humanistic coaching may help practitioners foster positive developmental outcomes in youth sport participants and build positive coach-athlete relationships, while also raising awareness to the use of sport as a tool to promote personal growth and development.
50
Kowalski, Christopher L., and Wade P. Kooiman. "Comparative Analysis of Coaches’ Self-Efficacy and Parents’ Perception of Coaches’ Efficacy." Journal of Coaching Education 6, no. 1 (2013): 4–22. http://dx.doi.org/10.1123/jce.6.1.4.
Full textAbstract:
Coaches influence children’s experiences in sports and have a significant impact on the psychosocial development of young athletes. It is important to understand the coaching-related components of youth sports, including game strategy, motivation, teaching technique, and character building. Coaching efficacy is multidimensional, has a number of sources, and highlights relationships that exist between the coach, athlete, and team. In the present study, parents and coaches’ perceptions of coaching efficacy were examined to see what variables may affect their responses. Coaches’ character-building efficacy was influenced by previous playing experience. Parents’ perceptions of coaches’ efficacy were collectively influenced by parents’ previous playing and coaching experience, attendance at sport-specific educational sessions, and the perceived ability of their child’s team.