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Journal articles on the topic 'Coach-athlete relationships'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 March 2023

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1

Choi, Hunhyuk, Yunduk Jeong, and Suk-Kyu Kim. "The Relationship between Coaching Behavior and Athlete Burnout: Mediating Effects of Communication and the Coach–Athlete Relationship." International Journal of Environmental Research and Public Health 17, no. 22 (2020): 8618. http://dx.doi.org/10.3390/ijerph17228618.

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The purpose of this study was to investigate the relationships between perceived coaching behavior (autonomy-supportive and controlling), communication, coach–athlete relationship, and athlete burnout. The study participants comprised 347 Korean active collegiate athletes from 10 sports. The results of the final model indicated that autonomy-supportive coaching was positively related to communication, whereas controlling coaching was negatively related to communication. Communication was positively related to coach–athlete relationship and was negatively related to athlete burnout. Autonomy-su

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2

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.

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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

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

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Three major issues were examined in the present study: (a) the variables discriminating between compatible and incompatible coach-athlete dyads; (b) the relationship between coach-athlete compatibility and athlete performance; and (c) the relationship between compatibility and athlete satisfaction. Subjects were 77 coach-athlete dyads from female intercollegiate teams. Compatibility was assessed using a sport-adapted version of Schutz's (1966) Fundamental Interpersonal Relations Orientation (FIRO-B) scale and Chelladurai and Saleh's (1980) Leadership Scale for Sports (LSS). Self-ratings of the

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Ferrar, Phil, Lillian Hosea, Miles Henson, et al. "Building High Performing Coach-Athlete Relationships: The USOC’s National Team Coach Leadership Education Program (NTCLEP)." International Sport Coaching Journal 5, no. 1 (2018): 60–70. http://dx.doi.org/10.1123/iscj.2017-0102.

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The purpose of the present article is to share the design and impact of a coach-athlete relationship coach education seminar. The seminar is part of the United States Olympic Committee’s (USOC) National Team Coach Leadership Education Program (NTCLEP). Development and delivery of the seminar is facilitated by The People Academy (www.people.academy). Impact results from participation in this seminar are drawn from coaches and athletes from USA Archery and USA Cycling. The article is organized into three sections. In the first section an overview of the coach-athlete relationship building compon

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

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

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Fasting, Kari, Trond S. Sand, and Mari K. Sisjord. "Coach–athlete sexual relationships: Coaches’ opinions." International Journal of Sports Science & Coaching 13, no. 4 (2018): 463–70. http://dx.doi.org/10.1177/1747954117753807.

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The focus of this article is the opinions and attitudes towards coach–athlete sexual relationships presented through the voices of female (n = 24) and male (n = 12) elite-level coaches in Norway. The results are based on in-depth interviews and the data were developed around the following question: “There are examples of athletes that fall in love with their coach and about sexual relationships between a coach and an athlete—what are your reflections around such coach–athlete relationships?” The coaches found such relationships very problematic and unacceptable. When it occurs, openness, i.e.

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

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The purpose of the study was to examine the relationships between the self-esteem, satisfaction with life and coach-athlete relationship, and to examine these structures according to gender, international/national status, educational status, and sport experience in an elite sport context. 206 elite judoists participated in the study. Data collected by adapted and validated forms of Rosenberg Self-Esteem Scale (RSES), Satisfaction with Life Scale (SWLS), and Coach-Athlete Relationship Questionnaire (CART-Q). Positive significant relationships were found between the constructs of RSES, SWLS, and

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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.

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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 show

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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.

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Zuleger, Brian, and Rick McGuire. "Case Studies of Olympic Medalist Coach–Athlete Relationships: A Retrospective Analysis Prior to and During the Olympics." Case Studies in Sport and Exercise Psychology 5, S1 (2021): S1–36—S1–43. http://dx.doi.org/10.1123/cssep.2021-0019.

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The Olympics is a unique and challenging performance setting that tests the strength of the coach–athlete relationship. The purpose of this study was to investigate the coach–athlete relationship prior to and during the Olympics with Olympic-medal-winning athletes and their coaches. Qualitative research methods were implemented where three Olympic medalist coach–athlete dyads participated in semistructured interviews. Data collection included three separate interviews (athlete, coach, and coach–athlete) for each dyad. Cross-case analysis identified three lower order themes related to creating

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Li, Sitan, and Juan Li. "Fostering trust: Authoritarian, benevolent, and moral paternalistic leadership styles and the coach–athlete relationship." Social Behavior and Personality: an international journal 49, no. 12 (2021): 1–11. http://dx.doi.org/10.2224/sbp.10452.

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We used leadership theories and social cognitive theory to examine the association between paternalistic leadership styles and the coach–athlete relationship in sports contexts, along with the role of trust as a mediator. Participants were 312 teenage soccer players aged 13–19 years at two Chinese professional soccer schools, who completed a survey. The results show that the three dimensions of paternalistic leadership (i. e., authoritarian leadership, benevolent leadership, and moral leadership) each had different effects on the coach–athlete relationship. Benevolent leadership and moral lead

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Coker-Cranney, Ashley, and Justine J. Reel. "Coach Pressure and Disordered Eating in Female Collegiate Athletes: Is the Coach-Athlete Relationship a Mediating Factor?" Journal of Clinical Sport Psychology 9, no. 3 (2015): 213–31. http://dx.doi.org/10.1123/jcsp.2014-0052.

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When athletes “uncritically accept” the coaching expectations associated with their sport, negative health consequences (e.g., disordered eating behaviors, clinical eating disorders) may result. The coach’s influence on disordered eating behaviors may be a product of factors related to overconformity to the sport ethic, issues with coach communication regarding recommendations for weight management, and the strength of the coach-athlete relationship. The present study investigated perceived weight-related coach pressure, the coach-athlete relationship, and disordered eating behaviors by survey

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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.

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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

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Jackson, Ben, and Mark R. Beauchamp. "Self-efficacy as a metaperception within coach–athlete and athlete–athlete relationships." Psychology of Sport and Exercise 11, no. 3 (2010): 188–96. http://dx.doi.org/10.1016/j.psychsport.2009.12.005.

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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.

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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, opp

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

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Interesting for science in terms of success, are coach-athlete relationship. They are subject of much research and analysis, as the focus is on building strong bonds of trust, respect and support between the two most important sides in the sport. The aim of our study is to research coach-athlete relationship in rhythmic gymnastics and its influence on the training process. In the investigation, a questionnaire with 24 items was used and the respondents were 14 elite rhythmic gymnasts. The results of the study showed the majority of elite gymnasts have their own opinion about the methods

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Burke, Michael. "Obeying Until It Hurts: Coach-Athlete Relationships." Journal of the Philosophy of Sport 28, no. 2 (2001): 227–40. http://dx.doi.org/10.1080/00948705.2001.9714616.

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

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Researchers have been interested in the topic of aggression in sports, and research shows it may not only hinder team success but also cause serious injuries (e.g., career-ending injuries) to athletes. Previous studies found that variables (e.g., communication, coaches, and efficacy) increased or decreased aggression in athletes; however, no studies have been conducted to investigate a model including these variables and aggression. Therefore, the purpose of this study is to simultaneously examine the relationships among communication, coach–athlete relationship, team efficacy, and aggression

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Bastık, Canan, and Hayrettin Gümüşdağ. "Investigation of Attachment Styles and Levels of Athletes in Different Branches to Their Coaches." Journal of Educational Issues 8, no. 3 (2022): 14. http://dx.doi.org/10.5296/jei.v8i3.20110.

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The aim of this study is to examine the attachment styles in the relationships between coach and individual and team sports athlete. Attachment styles are related to how people interact with other people and how they are influenced by their experiences. Attachment styles may vary in stability later in a person’s life. Because of this, it is possible that the attachment styles of athletes, coaches or educators can be influenced by each other in sports environments. Relations between coach-athlete/athlete-coach are very important for the success of the sporting. The universe of the research is c

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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.

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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

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Haugan, Jan Arvid, Frode Moen, Maja Olsen Østerås, and Frode Stenseng. "Effects of a Mentor Program for Coaches on the Coach-Athlete Relationship." Sports 9, no. 8 (2021): 116. http://dx.doi.org/10.3390/sports9080116.

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The present study was designed to explore the effects of a one-year coach education program on coaches’ perceptions of their communication skills and co-orientation of their coach-athlete relationships. The study was designed with an experimental group and a control group. The experiment group consisted of 66 coaches (and 295 athletes) who received formal mentoring and the control group consisted of 41 coaches (and 148 athletes) who did not receive any mentoring. Data were analysed using structural equation modelling with autoregressive cross-lagged analysis. Results from the self-reported que

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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.

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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 rela

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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.

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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,

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Preston, Cassidy, Veronica Allan, Lauren Wolman, and Jessica Fraser-Thomas. "The Coach–Parent Relationship and Athlete Development in Elite Youth Hockey: Lessons Learned for Conflict Management." Sport Psychologist 34, no. 2 (2020): 143–52. http://dx.doi.org/10.1123/tsp.2019-0130.

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Extensive research highlights the important roles of coaches and parents in fostering positive youth development (PYD). However, little research has examined the complex coach–parent relationship in the bidirectional interactions of the coach-parent-athlete triad. This research is particularly pertinent in elite youth sport, wherein the performance-oriented environment may impede the pursuit of PYD. As such, this study aimed to deepen understandings of the coach–parent relationship in relation to athletes’ PYD. Specifically, the first author critically analyzed and reflected on his experiences

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Jackson, Ben, Peter Knapp, and Mark R. Beauchamp. "The Coach-Athlete Relationship: A Tripartite Efficacy Perspective." Sport Psychologist 23, no. 2 (2009): 203–32. http://dx.doi.org/10.1123/tsp.23.2.203.

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The purpose of the current study was to identify putative antecedents and consequences associated with self-efficacy, other-efficacy, and relation-inferred self-efficacy, within the context of elite coach-athlete dyads. Semistructured interviews were conducted with each member of six international-level coach-athlete partnerships, and data were analyzed using inductive and deductive content analytic techniques. Results for both athletes and coaches demonstrated that the above ‘tripartite efficacy beliefs’ (cf. Lent & Lopez, 2002) were identified as originating from perceptions regarding on

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Davis, Louise, Andreas Stenling, Henrik Gustafsson, Ralph Appleby, and Paul Davis. "Reducing the risk of athlete burnout: Psychosocial, sociocultural, and individual considerations for coaches." International Journal of Sports Science & Coaching 14, no. 4 (2019): 444–52. http://dx.doi.org/10.1177/1747954119861076.

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Past research suggests that athletes’ relationships with their coach can act as a risk factor in the development of burnout. Coaching practice may be enhanced through understanding the multidimensional factors that can augment the associations between coach–athlete relationship quality and athlete burnout. The present study explored both individual difference characteristics (gender, age, and sport level) and sociocultural factors (sport type) as moderators of this relationship. Our findings show statistically significant interaction effects for gender and age. Coaches and practitioners workin

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Poczwardowski, Artur, James E. Barott, and Sophia Jowett. "Diversifying approaches to research on athlete–coach relationships." Psychology of Sport and Exercise 7, no. 2 (2006): 125–42. http://dx.doi.org/10.1016/j.psychsport.2005.08.002.

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Norman, Leanne. "Is There a Need for Coaches to Be More Gender Responsive? A Review of the Evidence." International Sport Coaching Journal 3, no. 2 (2016): 192–96. http://dx.doi.org/10.1123/iscj.2016-0032.

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The purpose of this paper is to explore current research evidence to understand whether and how gender influences the coach-athlete relationship. Considering the importance of coach-athlete relationships, the field still remains under researched and the influences on this relationship require greater examination. Coach-athlete exchanges are shaped by assumptions and ideas about coaching and teaching relationships. Interactions are complex because sport makes a number of (at times competing) demands on participants. Varying individual characteristics increase this complexity. Yet within this mu

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Lisinskiene, Ausra, and Marc Lochbaum. "The Coach–Athlete–Parent Relationship: The Importance of the Sex, Sport Type, and Family Composition." International Journal of Environmental Research and Public Health 19, no. 8 (2022): 4821. http://dx.doi.org/10.3390/ijerph19084821.

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Interpersonal relationships exist in many forms within the sport environment. Athlete performance and career direction, at times, depend on their formed sport relationships. Positive and negative interpersonal relationships among the coach, the athlete, and the parent affects many athletes’ behavioral outcomes, such as continued participation. Our research aimed to understand whether the positive and negative processes in the coach, athlete, and parent interpersonal relationships depend on athletes’ sex, age, family composition, sport experience, and the type of sport. To achieve our research

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Wang, Kai Wei. "The Relationships between Perceived Coach-Athlete Relationship, Athletic Identity, and Burnout." Korean Journal of Sports Science 28, no. 4 (2019): 389–400. http://dx.doi.org/10.35159/kjss.2019.08.28.4.389.

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Lisinskiene, Ausra. "The Effect of a 6-Month Coach Educational Program on Strengthening Coach-Athlete Interpersonal Relationships in Individual Youth Sport." Sports 6, no. 3 (2018): 74. http://dx.doi.org/10.3390/sports6030074.

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The purpose of this intervention study was to develop an educational program for coaches to strengthen the coach–athlete interpersonal relationship in individual youth sport. To obtain data in the qualitative interpretative phenomenology phase, 10 youth sports coaches took part in semi-structured, in-depth interviews. The educational program was developed by integrating psychological, educational and social skills into the educational coaching sessions. The program involved a detailed video analysis, theoretical classes, and individual consultations. The qualitative interpretative phenomenolog

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Jowett, Sophia. "The Measurement of Socially Desirable Responding in Two-Person Relationships: The Coach-Athlete Relationship." Journal of Clinical Sport Psychology 2, no. 2 (2008): 108–26. http://dx.doi.org/10.1123/jcsp.2.2.108.

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Four studies were conducted to assess the psychometric properties and the theoretical basis of a version of the Inventory of Desirable Responding in Relationships, which was originally developed and validated for the assessment of romantic relationships, in a different relational context (i.e., coach-athlete relationships). The first study aimed to address the content validity of the modified inventory, the Inventory of Desirable Responding in Coach-Athlete Relationship (IDR-CART) scale. The second study employed factor analytic techniques to examine its psychometric properties. Results confir

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

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We present the results of a theoretical analysis of the psychological bases of success of athletes. We provide an overview of studies of the factors influencing the success of the activities in the sport. Sports activities are considered as a joint activity of athlete and coach, the success of which is affected by the personal qualities and characteristics of the relationship of its members. We summarize the main approaches to the study of personality and social psychological aspects of successful athletes and coaches. As the main factors in the success of sports activities, we considered indi

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Sandström, Elin, Lukas Linnér, and Natalia Stambulova. "Career profiles of athlete–coach relationships: Descriptions and interpretations." International Journal of Sports Science & Coaching 11, no. 3 (2016): 395–409. http://dx.doi.org/10.1177/1747954116645012.

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Staff, Helen R., Faye F. Didymus, and Susan H. Backhouse. "Dyadic coping in coach-athlete relationships: A grounded theory." Psychology of Sport and Exercise 50 (September 2020): 101741. http://dx.doi.org/10.1016/j.psychsport.2020.101741.

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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.

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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 accomp

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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.

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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 des

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Gillham, Andy, Eva Gillham, and Keith Hansen. "Relationships Among Coaching Success, Servant Leadership, Cohesion, Resilience and Social Behaviors." International Sport Coaching Journal 2, no. 3 (2015): 233–47. http://dx.doi.org/10.1123/iscj.2014-0064.

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This study examined relationships among coaching success, servant leadership, team cohesion, athlete resilience and social behaviors utilizing responses from over 300 collegiate athletes. Horn’s (2008) model of coaching effectiveness served as the basis from which variables were operationalized and concurrently measured. Bivariate correlation analysis identified significant correlations among servant leadership and coaching success, cohesion and coaching success, cohesion and servant leadership, resilience and coaching success, and resilience and servant leadership, with most relationships mod

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Gilbert, Wade, Luke Lichtenwaldt, Jenelle Gilbert, Lynnette Zelezny, and Jean Côté. "Developmental Profiles of Successful High School Coaches." International Journal of Sports Science & Coaching 4, no. 3 (2009): 415–31. http://dx.doi.org/10.1260/174795409789623928.

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The purpose of this exploratory study was to compare the developmental profiles of successful high-school sport coaches, and to determine if elements of a coach's developmental profile were associated with coaching success. Sixteen high-school coaches in the United States – nine who coach basketball and seven cross-country running – participated in structured retrospective quantitative interviews. All coaches had accumulated extensive experience as an athlete ( M = 19.6 seasons; 2,428.8 hours) and were better than average athletes in relation to their peers. Positive significant relationships

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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.

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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 style

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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.

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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 correlatio

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Colvin, Michelle, Lindsey Blom, and Chelsea Bastin. "The Impact of Season Success on New Coach-Athlete Relationships." Journal for the Study of Sports and Athletes in Education 6, no. 3 (2012): 311–24. http://dx.doi.org/10.1179/ssa.2012.6.3.311.

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Johansson, Susanne, and Carolina Lundqvist. "Sexual harassment and abuse in coach–athlete relationships in Sweden." European Journal for Sport and Society 14, no. 2 (2017): 117–37. http://dx.doi.org/10.1080/16138171.2017.1318106.

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Barnett, Nancy P., Frank L. Smoll, and Ronald E. Smith. "Effects of Enhancing Coach-Athlete Relationships on Youth Sport Attrition." Sport Psychologist 6, no. 2 (1992): 111–27. http://dx.doi.org/10.1123/tsp.6.2.111.

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A field experiment was conducted to examine the impact of the Coach Effectiveness Training program on athlete attrition. Eight Little League Baseball coaches attended a preseason sport psychology workshop designed to facilitate desirable coach-athlete interactions. A no-treatment control group consisted of 10 coaches. Children who played for both groups of coaches were interviewed before and after the season and were contacted again the following year. At the end of the initial season, children in the experimental group evaluated their coaches, teammates, and the sport of baseball more positiv

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Roxas, Adela S., and Lynn L. Ridinger. "Relationships of coaching behaviors to student-athlete well- being." Higher Education Politics & Economics 2, no. 1 (2016): 95–109. http://dx.doi.org/10.32674/hepe.v2i1.21.

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   Research on the association between coaching behaviors and student-athlete well-being has revealed significant relationships among coaching behaviors and a range of outcomes including anxiety, burnout, self-confidence, college choice satisfaction, and willingness to cheat to win. Findings from multiple studies suggested the need for improvements in coaching education. Overall, this review of extant literature suggested the need for additional research and empirically supported practices for coach and athlete development that support well-being.  

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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.

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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 satisfactio

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Höök, Martina, Max Bergström, Stig Arve Sæther, and Kerry McGawley. "“Do Elite Sport First, Get Your Period Back Later.” Are Barriers to Communication Hindering Female Athletes?" International Journal of Environmental Research and Public Health 18, no. 22 (2021): 12075. http://dx.doi.org/10.3390/ijerph182212075.

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Competitive female athletes perceive their hormonal cycles to affect their training, competition performance and overall well-being. Despite this, athletes rarely discuss hormonal-cycle-related issues with others. The aim of this study was to gain an in-depth understanding of the perceptions and experiences of endurance athletes and their coaches in relation to barriers to athlete–coach communication about female hormonal cycles. Thirteen Swedish national-/international-level female cross-country skiers (age 25.8 ± 3.6 y) and eight of their coaches (two women and six men; age 47.8 ± 7.5 y) com

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Braun, Courtney, and Katherine A. Tamminen. "Coaches’ interpersonal emotion regulation and the coach-athlete relationship." Movement & Sport Sciences - Science & Motricité, no. 105 (2019): 37–51. http://dx.doi.org/10.1051/sm/2019011.

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Researchers have examined the impact of coaches’ emotional expressions and emotional intelligence on athlete outcomes (Allan, V., & Côté, J. (2016). A cross-sectional analysis of coaches’ observed emotion-behavior profiles and adolescent athletes’ self-reported developmental outcomes. Journal of Applied Sport Psychology, 28, 321–337; Thelwell, R.C., Lane, A.M., Weston, N.J., & Greenlees, I.A. (2008). Examining relationships between emotional intelligence and coaching efficacy. International Journal of Sport and Exercise Psychology, 6, 224–235; van Kleef, G.A., Cheshin, A., Koning, L.F.

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Kim, Dong-Moon, and Sun-Lyoung Cho. "Roles of Youth Athletes" Resilience in Relationships between Coach-Athlete Relationships and Burnout." Korean Journal of Sports Science 31, no. 4 (2022): 277–88. http://dx.doi.org/10.35159/kjss.2022.8.31.4.277.

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Milius, Inge, Wade D. Gilbert, Danielle Alexander, and Gordon A. Bloom. "Coaches’ Use of Positive Tactile Communication in Collegiate Basketball." International Sport Coaching Journal 8, no. 1 (2021): 91–100. http://dx.doi.org/10.1123/iscj.2020-0001.

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There is a growing body of research on positive tactile communication and its impact on athlete performance and team dynamics. The purpose of the present study was to examine the profile and perceived impact of positive tactile communication as a coaching strategy in a high-performance team sport setting. Participants were members of a successful American collegiate women’s basketball team comprising the head coach, associate head coach, and 16 student-athletes. Methods of data collection included systematic observation and focus groups. Positive tactile communication was perceived to be an ef

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