Dissertations / Theses: 'Coach-athlete Relationship'

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Almeida, Sara. "What makes up the Coach-Athlete Relationship?" Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/422156/.

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The purpose of this study was to understand the coach-athlete relationship based on coaches’ and athletes’ perceptions. In order to do that, a new model, the Coach-Athlete Relationship Model (CAR) was designed, interviews were conducted and the initial stages of the development of an inventory (CARI) was undertaken and then the CARI was piloted to examine this type of relationship in England and Portugal. Based on the CAR model, semi-structures interviews were conducted with sixteen dyads comprising of elite coaches and their athletes from Portugal (eight) and England (eight). The data was analysed qualitatively using both inductive and deductive analyses. The interview data revealed that coaches and athletes have different perspectives regarding a positive relationship; and varying attitudes towards Cohesion barriers, Compatibility, Commitment, Motivation, Co-orientation and Complementarity. Coaches believed that a positive relationship should be respectful and friendly however athletes believed that friendship and good communication were the best attributes. Regarding the Cohesion barriers, English dyads focused more on interpersonal barriers (such as lack of commitment, lack of trust) and Portuguese dyads focused more on structural barriers (distance, lack of time, education commitments). Concerning Compatibility, English dyads were more focused on the outcomes (goals) and Portuguese dyads on the relationship (do the personalities match?). Commitment was also perceived differently in both countries, for English dyads behaviours (travelling a long distance) demonstrated the level of commitment but for Portuguese dyads their attitudes (availability, dedication) demonstrated the degree of commitment. Extrinsic Motivation (achieving their goals) for the English dyads were the most important thing however for the Portuguese dyads, being part of a good environment motivated them more. The Co-orientation construct was also perceived in different ways, English dyads focused more on the drive and Portuguese dyads on attitude. And, regarding Complementarity, English and Portuguese dyads had different opinions regarding the sharing of beliefs, and long-time planning. Based on the participants’ interview responses, a diagnostic tool was developed, the Coach-Athlete Relationship Inventory (CARI). Initially the CARI had a total of 64 items, consisting of 8 constructs and used a 5 point Likert scale. Confirmatory Factor Analysis was used to refine and validate the scale. The data showed an excellent internal consistency and factorial structure. A total of 57 items survived this process. The validity of this scale it was achieved in part by using the participants’ statements from the interviews, and also, by aligning theoretically with the conceptual framework. This developmental stage also served as the first pilot and application of the CARI. The scale was made available online and was completed by 102 participants (54 from England and 48 from Portugal). A series of MANOVA analyses were undertaken to explore the differences between England and Portugal and correlations to explore the relationships between the major variables. The findings of this instrument were that, gender and age were not related, however, there were differences between the two countries and the nature of the relationship varies between countries. The findings of this study have implications for our understanding of the coach-athlete relationship, as well as future coach-athlete relationship research and a useful new tool for all the coaches, athletes and researchers.

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Lorimer, Ross. "Empathic accuracy in the coach-athlete relationship." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/14015.

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The purpose of this project of research was to investigate empathic accuracy in the coach-athlete relationship. It presents methodological paradigms that, while well established in social psychology, are an innovative adaptation in sport psychology. Study 1 assessed the empathic accuracy of 40 coach-athlete dyads. Coaches in individual sports were more accurate than coaches in team sports, and this result was mediated by shared cognitive focus between coaches and athletes. Coaches whose training sessions were longer demonstrated increased empathic accuracy, while female athletes were significantly more accurate than male athletes when working with a male coach. Study 2 assessed the empathic accuracy of 60 coach-athlete dyads. The results indicated an association between members' meta-perceptions Gudgments that their partner is positive about the athletic relationship) and increased empathic accuracy. Increased empathic accuracy was in turn associated with higher levels of satisfaction for athletes. No links between performance and empathic accuracy were evident. Finally, study 3 explored how the empathic accuracy of 60 badminton coaches was influenced by their professional training and personality, and the quality of feedback they received from the athlete. All coaches watched a video of a technical training session and made inferences about what the athlete's thoughts and feelings had been. Half the coaches were given corrective feedback. Empathic accuracy improved over the course of the video for both groups; the experimental group improved significantly more. Coaches' coaching experience and imagination were significantly associated with empathic accuracy for the control group only. This thesis has contributed to researchers' knowledge of how coaches and athletes understand each other and how this is influenced by how they interact and the views they hold about each other. It has expanded the broader literature on empathic accuracy through its examination in this unique context. The findings of this research highlight: (a) empathic accuracy can be measured in an actual training context, (b) the dynamics of the interaction play a key role in how well partners can accurately perceive each other, (c) empathic accuracy is associated with positive outcomes, and (d) empathic accuracy can be improved by manipulation.

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Sellars, Christopher N. "The coach and the athlete : an attributional analysis." Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/34799.

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Within competitive sport the coach–performer relationship is of central importance to the performance enhancement process. Such relationships may develop over many years, with effective communication and mutual understanding core components. Despite the obvious importance of the coach–performer relationship, very little is known about coach–performer compatibility, especially from a cognitive perspective. Attribution theory has been shown to be useful in explaining behaviour, cognitions and affect, both in achievement and social settings. A key feature of this approach has been the emergence of what has been termed actor–observer differences; this has been little examined within sport psychology. Where attribution theory has been applied in sport, it has tended to focus exclusively on the performer. The aim of this research, therefore, is to explore coaches' and their performers' attributions, and specifically to examine the presence or otherwise of coach–performer attribution differences.

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Joubert, Pierre. "Accountability under the coach-athlete relationship in sport." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/65663.

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Over the past decades sport has changed dramatically with regard to, amateurism to professionalism, the abolition of racial segregation in sport, equality in sport on all levels, media coverage of sport; just to mention a few. Athletes have become bigger, stronger and quicker, including the impact of science, technology and training in sport. The revolutionising of sport has put immeasurable pressure on stakeholders involved in sport, such as sports organisations and federations, sports committees, coaches, agents, managers, sponsors, the media and the diversity of sports stakeholders and athletes. This evolution has initiated stringent measures to control and regulate the existing laws in sport by sports governing bodies. Sports bodies have to adapt and be alert to newly formed legislation relating to the sport they are associated with, to satisfy the new demands amidst the rapid growth of sport. The challenge will be to implement practical and functional policies and/or new laws. The appointment of competent people (who accept these new responsibilities to regulate and develop the sporting culture) can be problematic and good corporate governance is vital. In this study the main focus is on the coach-athlete relationship, the liability and implementation thereof. It also refers to how other countries have successfully promulgated policies and other initiatives to advance the interests of sport, especially to the welfare of children and women, and the prevention of sexual abuse. It further suggests practical procedures that can be followed, such as training programs and the monitoring thereof. Most people around the world acknowledge that children are the future of our sport and should be protected against all odds. Without any dispute, most people worldwide will also agree that there is a problem relating to sexual abuse (especially young girls and boys) in the realm of sport.
Dissertation (LLM)--University of Pretoria, 2018.
Procedural Law
LLM
Unrestricted

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Jowett, Sophia. "The psychology of interpersonal relationships in sport : the coach-athlete relationship." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342012.

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Manley, Andrew John. "Expectancies and their consequences within the coach-athlete relationship : an athlete-centred investigation." Thesis, University of Chichester, 2009. http://eprints.chi.ac.uk/816/.

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Theoretical models of expectancy processes (e.g., Olson, Roese, & Zanna, 1996) have conceptualised the sources of information by which expectancies of others are formed, and suggest that expectancies have the potential to influence the cognitive, affective, and behavioural responses of both perceivers and targets. The main aim of this thesis was to examine expectancy effects within the coach-athlete relationship from the perspective of the athlete. Specifically, the aims were to examine: a) the sources of information that athletes deem influential when developing expectancies of a coach; b) the cognitive consequences of athletes' expectancies of coaches; c) the affective responses of athletes to initial expectancies of a coach; and d) the behavioural consequences of athletes' expectancies of their coach. In order to achieve these aims, the investigation employed a range of experimental methods including an explorative survey (study one); experimental designs, which involved obtaining athletes' ratings in response to a range of stimuli such as static photographs, written information, and dynamic video footage (studies two and three); and a field-based examination, which was assessed via a combination of notational analysis and questionnaire (study four). The main findings reveal that while static cues (e.g., gender) are deemed relatively unimportant during impression formation, dynamic cues (e.g., facial expressions) and third-party reports (e.g., reputation) are viewed by athletes as influential factors in the formation of expectancies about coaches. Specifically, the findings suggest that athletes' initial expectancies of an unknown coach's competency are influenced by the presentation of reputation information. Although the results show that coach gender also has a significant impact on athletes' expectancies, the effect of gender on athletes' expectancies was not as large as that of reputation information. In addition, reputation information is shown to significantly impact on athletes' positive affective responses to a coach. Finally, the results demonstrate that coach reputation impacts on athletes' attention, effort, and persistence during a training session. Overall, the research presented in this thesis provides support for the use of Olson et al.'s (1996) model of expectancy processes as a theoretical framework for the investigation of expectancy effects within the coach-athlete relationship. The thesis provides initial empirical support for the contention that athletes' expectancies of coaches impact on athletes' cognitive, affective, and behavioural responses. Such findings have important implications for coaching guidelines and the development of effective coach-athlete relationships. The proposal that third-party reports represent an influential source of information with regard to expectancy formation in sport has also received initial support.

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Gisslén, Sofie, and Elin Sundström. "COMMUNICATION AND HIGH QUALITY COACH-ATHLETE RELATIONSHIP : THE MODERATING ROLE OF ATHLETE ATTACHMENT." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159658.

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This cross-sectional study presented two aims: 1) to examine whether associations could be found between athletes’ use of communication strategies conflict management, openness and support, and athletes’ perceptions of coach-athlete relationship quality, and 2) to examine whether athletes’ attachment style (secure, anxious-ambivalent or avoidant) would act as a moderator for this association. A sample of 396 athletes (males = 183, females = 210) whose age ranged from 15 to 60 years (mean age = 19.17, SD = 4.59 years). The sample was recruited from a variety of both individual and team sports. In order to participate, athletes responded a questionnaire, online or in paper version. Statistical analyses were performed in IBM SPSS 24 and Amos 24, and by using Structural Equation Modelling (SEM). The results confirmed associations between athletes’ use of the selected communication strategies and their perceptions of the coach-athlete relationship quality. Regarding moderating effects, athletes’ attachment style was shown to have a significant moderation effect on a majority of the found associations. Suggestions for future research is to examine more of the communication strategies presented in the COMPASS model, in order to strengthen the model’s practical use. Also, longitudinal studies would complement these findings, as well as qualitative research for a deepened understanding of the communication strategies.
Denna tvärsnittsstudie hade två syften: 1) att undersöka om det fanns ett samband mellan idrottares användande av kommunikationsstrategierna konflikthantering, öppenhet och stöd och deras skattning av kvaliteten på relationen till tränaren, samt 2) att undersöka om idrottares anknytningsstil (trygg, ambivalent och undvikande) hade påverkan det sambandet. 396 idrottare (män = 183, kvinnor = 210 ) i åldrarna 15-60 år (medelålder = 19.17, SD = 4.59 år). Urvalet rekryterades från både individ- och lagidrott. För att delta fyllde idrottarna i ett formulär, i webb- eller pappersform. Statistiska analyser utfördes i IBM SPSS och Amos 24, samt genom Structural Equation Modelling (SEM). Resultaten bekräftade samband mellan idrottares användande av de valda kommunikationsstrategierna och deras skattning av kvaliteten på tränar-idrottare-relationen. Idrottarnas anknytningsstil visade sig ha en statistiskt signifikant modererande effekt på de funna sambanden. Förslag för vidare forskning är att undersöka fler av de kommunikationsstrategier som presenteras i COMPASS-modellen, för att kunna stärka modellens praktiska användning. Dessutom skulle longitudinella studier kunna komplettera dessa resultat, liksom kvalitativ forskning för att få en djupare förståelse för kommunikationsstrategierna.

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

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

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Ahmad, Hasan. "The coach-athlete relationship in the Middle East : cultural considerations." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/15237.

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Yang, Xin. "Understanding the coach-athlete relationship from a cross-cultural perspective." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/9088.

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This thesis is comprised of four studies. The first study aimed to examine the measurement invariance of the Coach-Athlete Relationship Questionnaire (11-item, athlete version CART-Q) employing a total of 1,363 athletes from Belgium (n =200), Britain (n =382), China (n =200), Greece (n =115), Spain (n =120), Sweden (n =169), and the United States of America (n =177). Multi-group mean and covariance structure (MACS) analyses supported the factorial validity of the CART-Q in a three-first order factor model across the seven countries. An examination of the latent mean differences of the CART-Q revealed that there are some variations in terms of the intensity athletes perceive in the quality of the relationship with their coach across the different countries. Overall, these results supply additional evidence of the psychometric properties of the CART-Q and highlight that it is a sound instrument that can be applied cross-culturally. The second study attempted to identify the cultural nuances that exist in Chinese coach-athlete relationships from an derived-emic perspective. Eight-hundred Chinese coaches and athletes completed the long and short versions of the CART-Qs. Results supported the reliability across the CART-Q versions examined, while confirmatory factor analyses only supported the factorial validity of the three-first order factor model of the 11-item CART-Q. The findings indicated that the corresponding aspect of complementarity may not best capture the Chinese coach-athlete behavioural interactions. Thus, it suggested that future research should consider conceptualising and measuring the coach-athlete reciprocal interactions in terms of coaches dominant behaviours and athletes submissive behaviours within Chinese sports context. The third study examined the nomological validity of the 11-item CART-Qs with 350 Chinese coach-athlete dyads. Big-Five personality traits and relationship satisfaction were employed as the criterion variables of coach-athlete relationships. Results revealed: (a) actor effects of personality traits, namely, conscientiousness, extroversion, and neuroticism, on both coaches and athletes perceptions of relationship quality and (b) partner effects of only athletes personality, namely, conscientiousness, extroversion, and neuroticism, on their coaches perceptions of relationship quality. The findings suggested that each relationship member s personality trait contributed independently to relationship quality, because no interaction effects of the coach s and the athlete s personality traits on relationship quality were found. In addition, the findings also supported both actor and partner effects of the coach s and the athlete s perceptions of relationship quality on their satisfaction with training. Based upon the relevant theory and findings generated from the previous three studies, the fourth and final study aimed to fill the gap in the relevant literatures by expanding the construct of complementarity to include coach-athlete reciprocal behaviours, namely the coach s dominant and the athlete s submissive behaviours. Study 4 included 4 phases reflecting the process undertaken to develop and validate the Dominant-Submissive Behaviours Scales. Phase 1 generated a pool of items based on the relevant literatures and feedback from the coaches and athletes; these items were then assessed by three panel groups including academic experts, coaches and athletes. In phase 2 and phase 3, confirmatory factor analysis was used to examine the construct validity, nomological validity, and internal reliability of the developed scales. As a result, the 10-item coach s dominant behaviour scale and the 10-item athlete s submissive behaviour scale were derived. Phase 4 employed athletes from five different countries to assess the cross-cultural validity of the submissive scale, and results supported the full structural invariance of the athlete s submissive behaviour scale across the five countries. Overall, results confirmed the dominant-submissive scale is a valid measure for assessing another dimension of complementarity in coach-athlete relationships. Collectively, this thesis has expanded the current knowledge of coach-athlete relationships to a broader social-cultural context by recruiting coaches and athletes from eight different countries across two continents. It is therefore plausible to conclude that the conceptualisation of the 3+1Cs model and the CART-Q seem to be universal across diverse cultures at a generic level. However, future research needs to continue discovering the universals as well as the variations of human behaviours in the content and the quality of coach-athlete relationships. Key Words: Chinese, dominant, submissive, coach-athlete, relationships, cross-cultural, CART-Q

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Rhind, Daniel J. "Measuring and maintaining the quality of the coach-athlete relationship." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/16311.

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This thesis is comprised of four studies. The first study developed longer versions of the Coach-Athlete Relationship Questionnaire (CART-Q), both its direct perspective (Jowett & Ntoumanis, 2004) and meta-perspective (Jowett, in press) Instruments that measure the quality of a dyadic relationship were reviewed and items relevant to the coach-athlete relationship were highlighted. Ev1dence of the content validity of selected items was provided via expert panels and statistical support for the criterion and construct validity of the new measure was demonstrated using a sample of 693 participants (383 athletes and 310 coaches). Ev1dence was also found for the internal consistency/reliability of the longer versions of the CART-Q. Study 2 involved a systematic review of effective relationship enhancement programmes in order to identify their underlying strategies. Programmes were analysed based on the elements Within Jowett's (2005b, 2007) 3+ I C conceptualisation of the coach-athlete relationship. Therefore, factors that could potentially promote closeness, commitment, complementanty and co-orientation within the coach-athlete relationship were identified. Recommendations are made for implementing these strategies within any programme that aims to enhance relationships in sport. The need to develop relationship enhancement programmes in sport, which are based on sound scientific theory and research evidence, was a key finding of this systematic review. Study 3 is an explorative qualitative study into the maintenance strategies that are used by coaches and athletes. Twelve one-to-one interviews with 6 coaches and 6 athletes from team and individual sports were conducted. Content analysis revealed a number of main categories and sub-categories The main seven categories were: Conflict Management, Openness, Motivational, Positivity, Advice, Support and Social Networks These categories represented mutually exclusive maintenance strategies and formulated the COMPASS model of relationship maintenance in sport. The fourth and final study employed the COMPASS model to develop a measure of the use of maintenance strategies within the coach-athlete relationship (coach-athlete relationship mamtenance questionnaire: CARM-Q). A pool of 50 items were generated based on relevant theory and research, including the data gained in Study 3. The content validity of these items was established using an expert panel. The items were then administered to 251 participants (146 athletes and 105 coaches). Principal Components Analysis (PCA) was used to identify the latent underlying structure. A 28 item measure was created with 7 sub-scales measuring; conflict management, openness, motivational, preventative, assurance, support and social network strategies. These seven factors comprise the revised COMPASS model of relationship maintenance in sport. Evidence of the content, construct and criterion validity, as well as the internal consistency/reliability, of the CARM-Q was found. A series of regression analyses also revealed that one can predict a relatively high amount of the variance in perceptions of closeness, commitment and complementarity based on the use of maintenance strategies. As a whole, this thesis makes a significant contribution to our understanding of the quality of a coach-athlete relationship and the ways in which this can be maintained.

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Christoffer, Sundell. "Athlete-coach and athlete-peer relationship in the junior-to-senior-transition in ice hockey." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-28780.

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The purpose of this study was to investigate two ice hockey players’ relationships with coaches and teammates in the junior-to-senior transition. Several theoretical frameworks were used to plan and carry out the study (Jowett, 2007; Lundell-Olsson & Pehrson, 2013; Stambulova, 2003; Wylleman & Lavallee, 2004). Narrative interviews were conducted with two male elite ice hockey players. The narrative oriented inquiry model was used for guiding the data analysis. The results of the study showed peer climate in the junior team (in the preparation transition phase) to be more important than relationships with coaches. During the orientation phase in the senior team a good welcome from coaches and senior peers was a key for successful adaptation. In the further adaptation and stabilization phases the players earned a trust from coaches and teammates due to their increasing contribution to the team. Strategies to optimize the relationships included; the players’ humble profile, taking more “space” gradually and working hard. The results are discussed in relation to theoretical frameworks and previous research. Suggestions for future research and practical implications are given.
Studiens syfte var att undersöka ishockeyspelares relationer med tränare och lagkamrater i junior- till senior övergången. Flera teoretiska ramverk användes för att planera och genomföra studien (Jowett, 2007; Lundell-Olsson & Pehrson, 2013; Stambulova, 2003; Wylleman & Lavallee, 2004). Narrativa intervjuer genomfördes med två stycken manliga ishockeyspelare på elitnivå. Den narrative oriented inquiry modellen användes för guidning och data analys. Resultatet av studien visar att lagsammanhållningen i junior laget (i förberedelse fasen) var viktigare än relationerna med tränarna. Under orienteringsfasen i senior laget var ett varmt välkommande viktigt från tränare och lagkamrater för framgångsrik anpassning. Vidare i anpassnings- och stabiliseringsfasen bidrog spelarna med bra prestationer till laget vilket ledde till ökad tillit från tränare och lagkamrater. Strategier för att förbättra relationer inkluderade: ödmjuk inställning, gradvis ta mer utrymme i laget samt arbeta hårt. Resultaten diskuterades i relation till teoretiska ramverk och tidigare forskning. Förslag på framtida forskning och praktiska implikationer ges.

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Krukowska, Aleksandra. "The interplay between coach transformational leadership and coach-athlete relationship in supporting athletes' positive psychological outcomes." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23220.

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The purpose of this research was to explore the interplay between coach transformational leadership and coach-athlete relationship, and the effect on athletes' positive psychological outcomes though three separate studies. The research positioned both transformational leadership and coach-athlete relationship as distinct yet highly related factors of a social environment created by coaches.

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Bolland, Benjamin James. "Interpersonal communication within the coach-athlete relationship in table tennis dyads." Thesis, University of Leeds, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713481.

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The purpose of this thesis was to explore and further understand the role and significance of interpersonal communication within the context of the coach-athlete relationship. Chapters 1 and 2 review the existing literature pertaining to these two interpersonal concepts and introduce the central frameworks, namely, Fuoss and Troppmann's (1981) model of the communication process, and Jowett and colleagues' (2007) 3 + 1Cs conceptualisation of the coach-athlete relationship, which are operationalised in the three studies presented. Grounded in self-determination theory (SDT; Deci & Ryan, 2000) and guided by Jowett and Poczwardowski's (2007) integrated research model, the first study looked to empirically test the associations between interpersonal communication competence, the quality of the coach-athlete relationship, need satisfaction, and motivation. The actor-partner interdependence model (APIM; Kenny, Kashy, & Cook, 2006) was employed to examine 102 coach-athlete dyads' perceptions of the aforementioned variables. Structural equation model analyses revealed (a) actor effects for coaches and athletes' interpersonal communication competence on their own perceptions of relationship quality, perceptions of relationship quality on their own need satisfaction, and perceptions of need satisfaction on their own motivation, and (b) partner effects for coaches' communication competence on athletes' perceptions of relationship quality, coaches relationship quality on athletes' need satisfaction, and athletes need satisfaction on coaches' motivation. The effects observed, whilst supporting the central tenets of SDT, also reflected the interdependence structures in the coach-athlete relationship, more specifically, they indicated that both the coach and the athlete were dependent on one another for generating positive and adaptive outcomes. The results highlighted the importance of coaches and athletes communicating competently and developing relationships characterised by a mutuality of dependence and high levels of closeness, commitment, and complementarity in satisfying the basic psychological needs and fostering self-determined motivation towards their activity. Importantly, the findings lent empirical support to the notion that relationship partners who possess high levels of interpersonal communication competence (i.e., interpersonal communication skills facilitating effective interpersonal communication) were more likely to experience higher relationship quality (as defined by the 3 Cs) which in turn led to positive adaptive outcomes (need satisfaction and self-determined motivation) for both relationship partners. Study 2 looked to further investigate the nature of the relationship between interpersonal communication and the quality of the coach-athlete relationship. More specifically, it sought to understand how relationship partners conveyed and experienced relationship closeness, commitment, and complementarity, and thus make informed judgements as to the quality of their coach-athlete relationship. Content analysis of the interview transcripts from the 10 independent coach-athlete dyads revealed that coaches and athletes conveyed relationship closeness, commitment, and complementarity through verbal and nonverbal communicative channels. More specifically, utilising an adapted version of Ickes's (2001) unstructured dyadic interaction paradigm, the study found that during their training ground interactions, coaches and athletes' communicative acts often enclosed underlining relational intentions, but dyad members' ability to accurately infer their partners' communicative (relational) intentions (empathic accuracy) was limited, despite dyad members often assuming their intentions had been appropriately interpreted (assumed similarity). Examining the decoding component of interpersonal communication and determining effectiveness in terms of the degree to which partners were able to accurately interpret and internalise their partners' communicative intentions, the findings from Study 2 raised the question, what factors were limiting this process? Study 3 attempted to address this question. Twenty four coaches and athletes from 12 independent coach-athlete dyads were interviewed to elucidate factors they perceived inhibited the effectiveness of interpersonal communication with their partner. Inductive content analysis yielded four higher order themes: Environmental barriers (e.g., noise and accessibility), psychosocial barriers (e.g., power issues and relationship closeness), process barriers (e.g., sending and receiving), and personal barriers (e.g., age, knowledge level, attitude). From a theoretical perspective, the inductive findings generated provided empirical support for Fuoss and Troppmann's (1981) two-way model of communication and its utility as a framework for understanding the effectiveness of interpersonal communication within the context of the coach-athlete relationship. From a practical perspective, whilst it is acknowledged that eliminating these barriers does not necessarily change communication between partners, it does afford guidance on better communication practices. Thus, the findings could help inform intervention programmes, designed to improve coach-athlete communications, which as studies 1 and 2 demonstrate, would likely benefit the quality of the coach-athlete relationship. Collectively, the results of all the studies, their limitations, implications for theory, research, and practice, and future directions are discussed in Chapter 6.

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Olympiou, Alkistis. "Athletes' perceptions of the motivational climate and the coach-athlete relationship." Thesis, Loughborough University, 2005. https://dspace.lboro.ac.uk/2134/7816.

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This thesis attempted to develop a clearer understanding of the social environment surrounding the athlete and the coach in the team sport context. To that end, achievement goal theory served as the main framework of the social environment's interpretation and was studied in relation to the newly developed coach-athlete relationship conceptualisation. The representative frameworks and conceptualisations introducing these two concepts were discussed in Chapter II, along with a review of the relevant literature in the domain of sport. Specifically, the association between athletes' perceptions of the motivational climate created by the coach and athletes' perceptions of the coach-athleter elationship in terms of Closeness, Commitment, and Complementarity, was examined in Study 1, which comprised Chapter III. Results from canonical correlational analysis showed that athletes' perceptions of a task-involving motivational climate were positively associated with high scores on the Closeness, Commitment, and Complementarity elements. Athletes' perceptions of an ego-involving climate were negatively associated with the Closeness, Commitment, and Complementarity elements. These associations were studied at one point in time, with a cross-sectional design. The second study, which comprised Chapter IV, extended Study 1, in investigating these associations across a nine-month academic period. Results from the Latent Growth modelling analysis showed that specific aspects of the task- and ego-involving climate and specific elements of the coach-athlete relationship changed linearly across time, whereas other remained stable. Moreover, it was shown that athletes' perceptions of the coach-athlete relationship predicted later change in athletes' perception of ego-involving climate, supporting the association between these constructs across time. The consistent association between perceptions of the motivational climate and the coach-athlete relationship provided the basis for examining their effects on potential cognitive, affective and behavioural outcomes through comparative models, in Study 3, which comprised Chapter V. The third study's unique contribution lies in the examination of the mechanisms through which such effects took place. Results from Structural Equation modelling analysis showed that both, perceptions of the motivational climate and the coach-athlete relationship predicted, through the satisfaction of the basic needs, substantial variation in athletes' motivation, role ambiguity, satisfaction, and performance. Collective results of all the studies, limitations, future directions and implications are discussed in Chapter VI. The intention of this thesis has been to extend past work on the study of the athletic social environment. An amalgamation and incorporation of motivational theories and a relationship conceptualisation was assumed to aid in a better and more holistic understanding of the athletes' experience of the social sporting context.

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Haikarainen, Jennica, and Tove Stenberg. "The role of teammate burnout on athlete burnout: The mediating effect of coach-athlete relationship quality." Thesis, Umeå universitet, Institutionen för psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148306.

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Within organizational psychology, previous research has shown that there is a relationship between burnout on team-level and individual team members’ burnout, but little is known if this contagiousness of burnout is also relevant within sport contexts. Therefore, the first aim of the present study was to examine the effect of perceived teammate burnout on athletes perceptions of their own burnout. Furthermore, previous research has suggested that highquality coach-athlete relationship has several positive outcomes for the athlete. Recently, researchers have found evidence that a high-quality coach-athlete relationship is linked with less symptoms of burnout in athletes. Therefore, the second aim was to investigate whether a high-quality coach-athlete relationship can mediate the relationship between perceived teammate burnout and individual burnout. Male and female athletes (N=102) performing five different competitive team sports at different levels participated in a cross-sectional study and completed questionnaires measuring individual athlete burnout, perceptions of teammates’ burnout and the quality of perceived coach-athlete relationship. The mediation regression analysis showed that the regression between perceived teammate burnout and individual burnout was significant. No mediation effect of quality of coach-athlete relationship was found when applying a Sobel test. The findings support the preliminary research on burnout contagiousness within the field of sport and to further examine the relationship between quality of coach-athlete relationship and athlete burnout more research is encouraged.
Inom organisationspsykologi har tidigare forskning visat att det finns en relation mellan utbrändhet på gruppnivå och individuell gruppmedlems utbrändhet, men det finns lite forskning om denna smittsamhet av utbrändhet också gäller inom idrottssammanhang. Därav var första syftet med föreliggande studie att undersöka effekten av upplevelsen av lagkamraters utbrändhet på idrottarens upplevelse av egen utbrändhet. Forskning har vidare visat att en högkvalitativ tränare-idrottare relation har flera positiva utfall för idrottaren. Nyligen har forskare funnit bevis att en högkvalitativ tränare-idrottare relation är kopplat till mindre symtom av utbrändhet hos idrottare. Därmed var andra syftet att undersöka huruvida en högkvalitativ tränare-idrottare relation kan mediera relationen mellan upplevelsen av utbrändhet hos lagkamrater och individuell utbrändhet. Manliga och kvinnliga idrottare (N = 102) från fem olika tävlande lagsporter på olika nivåer deltog i tvärsnittsstudien. De fick fylla i frågeformulärer som avser mäta individuell utbrändhet, upplevelsen av lagkamraters utbrändhet och kvalitén på den upplevda tränare-idrottare relationen. Mediator- och regressionsanalyser visade att regressionen mellan upplevelsen av lagkamraters utbrändhet och individuell utbrändhet var signifikant. Ingen medierande effekt av kvalitén på den upplevda tränare-idrottare relationen hittades med Sobel-test. Resultaten stödjer den preliminära forskning om smittsamhet av utbrändhet inom idrott och att ytterligare undersöka relationen mellan kvalitén på den upplevda tränare-idrottare relationen och individuell utbrändhet uppmuntras.

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Sappington, Ryan Troy. "Unpacking the Coach-Athlete Relationship: The Role of Athlete Coping Skills Within a Framework of Self-Determination." Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/325149.

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Kinesiology
M.S.
Over the last 40 years, the field of sport psychology has generated a growing body of literature on the coach-athlete relationship, driven by the recognition that the quality of this dyad can play an important role in an athlete's experiences in sport. Despite strong evidence suggesting that Self-Determination Theory (SDT) accurately reflects processes within this relationship, which promote or undermine intrinsic motivation, there is room to deepen contemporary understandings of coach-athlete dyads by assessing the role of athlete individual differences within this theory. Sixty-seven male athletes (ages 12-18) and 3 male coaches participated in the current study, which set out to cultivate a more nuanced understanding of coach-athlete relationships in a high-level youth athletic academy. Questionnaires measuring preferences for, and perceptions of, coaching behavior, psychological coping skills, psychological needs satisfaction, motivation, and burnout were administered at the beginning and end of the fall season. Results gleaned from correlations, multiple regressions and mediational analyses variably supported the study's main hypotheses. Processes consistent with SDT were evident, as a dimension of perceived coaching behavior predicted needs satisfaction, which in turn, predicted levels of motivation and burnout. Finally, and most importantly, results showed that athletes' psychological coping skills predicted their perceptions of coaching behavior, and outcomes related to needs satisfaction, motivation, and burnout. The current paper also discusses implications of these findings for research and applied practice in sport psychology, and provides recommendations for future avenues of study.
Temple University--Theses

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Goffena, Jordan D. "The relationship between coaches' leadership behavior and athletes' self-regulated learning." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438769391.

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Sandström, Elin. "REFLECTIONS ON ATHLETE-COACH RELATIONSHIP IN THE COURSE OF ATHLETIC CAREER: ATHLETES’ PERSPECTIVE." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19743.

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The objective of this study was to investigate the dynamics in the athlete-coach relationship in the course of athletic career, from the perspective of one individual sport athlete and one team sport athlete. The study tried to answer the following questions: (1) How one team sport athlete and one individual sport athlete perceive the athlete-coach relationships at different stages of the athletic career? (2) How the athlete-coach relationships change in the course of the athletic career from the perspective of a team sport athlete and an individual sport athlete? (3) How athletes perceive the characteristics of their most influential coaches? As theoretical frameworks the 3+1Cs conceptualization of coach-athlete relationship (Jowett, 2007), the multidimensional model of leadership (Chelladurai, 1990), and the developmental model on transitions faced by athletes (Wylleman & Lavallee, 2004) were used. In-depth narrative interviews were used. One team sport athlete and one individual sport athlete that had been active in their sport for at least 10 years were interviewed. Four analyses were made: sjuzet-fabula analysis, holistic-content analysis, categorical-content analysis, and critical narrative analysis. Poetic representations were used to present parts of the results. The results show that the athletes perceive their relationship to their coach differently in different stages of their career. They perceived the athlete-coach relationship as dynamic in structure. Finally their most influential coach could be found in the developmental stage of their career and this coach was important to them in different ways. The results were discussed in relation to theoretical frameworks and previous research.
Syftet med denna studie var att undersöka dynamiken i relationen mellan idrottare och tränare under idrottarens karriär detta från en lagidrottare och en individuell idrottares perspektiv. Studien försökte svara på följande frågor: (1). Hur upplever en lagidrottare och en individuell idrottare relationen till tränaren under olika stadier av idrottskarriären? (2.) Hur relationen mellan tränare och idrottare förändras under idrottskarriärens gång ur en lagidrottares och en individuell idrottares perspektiv? (3). Hur upplever idrottarna deras mest inflytelserika tränares egenskaper? Som teoretisktramverk användes 3+1Cs begreppsmässighet av relationen mellan tränare och idrottare (Jowett, 2007), den multidimensionella modellen av ledarskap (Chelladurai, 1990), och utvecklingsmodellen för övergångar upplevda av idrottare (Wylleman & Lavallee, 2004). Djupgående narrativa intervjuer användes. En lagidrottare och en individuell idrottare som varit aktiv i minst 10 år intervjuades. Fyra analyser utfördes: sjuzet-fabula analys, holistisk innehållsanalys, kategorisk innehållsanalys, och kritisk narrativ analys. Poetisk representation användes för att presenterar delar av resultatet. Resultatet visade att idrottarna upplevde deras tränare olika i olika steg i deras karriär. De upplevde relationen mellan idrottare och tränare som dynamisk i sin struktur. Slutligen kunde deras mest inflytelserikaste tränare hittas i utvecklingssteget i deras karriär och tränaren var viktig för dem på olika sätt. Resultaten diskuterades i förhållande till teoretiskt ramverka och tidigare forskning.

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Davis, Louise. "The application of attachment theory in the examination of the coach-athlete relationship." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10151.

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This thesis is written as a collection of four research papers through which the application of attachment theory was examined within the context of the coach-athlete relationship. Chapter 1 provides an introduction to the thesis. Chapter 2 reviews specific research literature to establish the research area and to outline the structure of the four studies presented in this thesis. Chapter 3, study 1 is the first of the four empirical research chapters that aimed to explore the utility of attachment theory within the context of the coach-athlete relationship with 309 student athletes . Specifically this study aimed to explore (a) the coach as a potential attachment figure, (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. Coaches were viewed as an attachment figure fulfilling all three functions of secure base, safe haven, and proximity maintenance. Athletes avoidant and anxious attachment styles were associated with both relationship satisfaction and sport satisfaction. Further, athletes satisfaction with the coach-athlete relationship was found to be a mechanism that links athletes attachment styles with sport satisfaction. Chapter 4, study 2 expanded study one by examining the dyadic effects of coaches and athletes attachment styles on the perceptions of the quality of the coach-athlete relationship (i.e., closeness, commitment and complementarity) and relationship satisfaction. Coaches and athletes avoidant attachment styles were associated with their own perception of relationship quality and coaches and athletes perception of relationship quality were associated with their own perception of relationship satisfaction. Further, athletes avoidant attachment style were associated with their coaches perceptions of relationship quality and for coaches perceptions of relationship quality on athletes perceptions of relationship satisfaction. The need to develop a sport specific self-report measure of coaches and athletes attachment styles was a key finding of study one and two. Chapter 5, study 3 expanded on study 2 by developing and validating a sport specific self-report measure of athletes and coaches attachment styles, namely the Coach-Athlete Attachment Scale (CAAS). Instruments that measure attachment styles within other contexts were identified and items relevant to the three attachment styles of secure, avoidance, anxiousness were highlighted and slightly modified to represent attachment towards a coach or athlete. The content validity of the selected items was reviewed by an expert panel. Statistical support for the criterion and construct validity of the coach and athlete version of the CAAS was demonstrated using a sample of 405 coaches and 298 athletes. Evidence was also found for the internal consistency/reliability of the CAAS. Chapter 6, Study 4, aimed to examine whether aspects of relationship quality (i.e., support, depth and conflict) can explain the links between athletes attachment styles and well-being (i.e., positive and negative affect) while employing and cross-validating the psychometric properties of the newly developed Coach-Athlete Attachment Scale (CASS). The findings provided evidence that interpersonal conflict is a potential mechanism that transfers the effects of athletes attachment styles on positive and negative affect respectively. Interpersonal conflict emerged as a process that transfers the effects of athletes attachment styles onto athletes feelings of happiness or unhappiness. Chapter 7 discusses the general findings arising from the research chapters, presents the central theoretical and applied implications, identifies the limitations of the research programme, and provides suggestions for future research.

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

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

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Czekanski, William Andrew. "Social Exchange in Intercollegiate Athletics: An Exploration of Exchange Ideologies in the Coach-Student-Athlete Dyad." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1336664431.

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Vollenhoven, Tarryn. "The psychological effects of the athlete-coach relationship on performance: The lived experiences of female university athletes." University of the Western Cape, 2018. http://hdl.handle.net/11394/6862.

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Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES)
Coaches have been found to have a remarkable influence on the physical and psychological development on their athletes and that their main responsibility is to help their athletes perform at their maximum level and reach goals that they could not attain on their own. Coaches are responsible for developing athletes’ mental, physical, technical, and tactical abilities, and in addition to all of these responsibilities, they are also expected to win. The coach-athlete relationship can thus be regarded as the conveying of technical skills and mentoring from coach to athlete. Despite the responsibilities of a coach, the athlete-coach relationship is fundamental in the process of coaching because its nature is likely to determine the athlete’s satisfaction, self-esteem and performance accomplishments. The aim of this study was to investigate female university track and field athletes’ lived experiences within the athlete-coach relationship to gather psychological effects relating to performance. The objectives were to explore the lived experiences of female university athletes within the athlete-coach relationship, investigate the psychological effects, and explore the impact it has on performance within the athlete-coach relationship. The researcher adopted the qualitative research method approach using the phenomenology design to explore and obtain a better understanding into the psychological effects of the athlete-coach relationship on an athletes’ performance. Semi-structured interviews were used to gather data. Following the interviews, all data was analyzed using the 3+1C’s conceptualized model as the theoretical framework. This model was used as it defines the coach-athlete relationship as a situation in which coaches and athletes’ closeness, commitment, and complementarity are co-orientated. The 3+1C’s model explored the athlete-coach relationship from the athlete’s perspective which elicited positive and negative psychological and performance effects within the athlete-coach dyad. The research findings of this thesis it can be concluded that the behaviours of coaches have an influence on female athletes’ psychological state as well as performance; and found that when coaches and athletes work together to achieve goals the relationship is more likely to be successful and the athlete is more likely to achieve goals. Furthermore it was concluded that affective emotional feelings of female University athletes are important in developing an effective athlete-coach relationship and facilitating positive psychological effects.

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Querfurth-Böhnlein, Sydney Carola [Verfasser], and Bernd [Akademischer Betreuer] Strauß. "Trust in the coach - athlete relationship through digital communication / Sydney Carola Querfurth-Böhnlein ; Betreuer: Bernd Strauß." Münster : Universitäts- und Landesbibliothek Münster, 2019. http://d-nb.info/1180496418/34.

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Dowdell, Trevor John, and N/A. "Measuring Sports Class Learning Climates - the Development of the Sports Class Environment Scale." Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20071217.121601.

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Teaching (in this study, coaching) is a key determinant in learning any sports skill. The coach-athlete relationship is one of the most important influences on athlete's motivation and performance (Mageau & Vallerand, 2003). One of the key leadership roles the coach has in this relationship is the creation and maintenance of the sports class learning climate. The joint influence of the athlete's motivation and the environmental press (class learning climate) can determine the cognitive, affective, and performance patterns regularly displayed by athletes (Ntoumanis & Biddle, 1999). A sports class' learning climate is a set of internal characteristics that has an important role in shaping an athlete's motivational and behavioural pattern (Ames, 1992) and is a key characteristic of class effectiveness. In sports classes, motivational climate is a sub-set of the overall learning climate and is created primarily by the sport class coach. Motivational climate can be described as the participants' relatively persistent collective perceptions of the achievement goal structure of that setting. Recent studies of motivational climate in sport have provided insight into coaching behaviour and its effect on sports class motivational climate (Ntoumanis & Biddle, 1999). In spite of the potential value of class learning climate research to the field of sports class behavioural studies, no research has consolidated the fields of classroom learning climate research and sports class motivational climate studies. This study provides a model for the investigation of gymnastics sports class learning climates that involves a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000) and the Classroom Environment Scale (Moos & Trickett, 1987). The development and validation of a new, unique learning climate scale - the Sports Class Environment Scale (SCES) - constitutes the focus of this research. The process of developing this consolidated instrument began with the production of an initial scale, and was followed by a review by a panel of experts in coaching and independent university researchers in sport and physical education. The SCES draft was then pilot tested with a small group (n = 41) of competitive gymnasts to prompt some changes to the scale. Initial field-testing of the SCES occurred with 28 male and 180 female competitive gymnasts from 6 metropolitan and 4 regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis provided a revised SCES with five subscales labeled Task Involvement and Improvement, Ego Involvement and Mistakes, Coach-Athlete Communication, Effort, Order and Organization, and Affiliation. Using the revised SCES subscales as dependent variables, multivariate analyses of variance were conducted to compare club type, gender, and competitive level. In this study, the low training hours and the high training hours gymnastics classes were different in their perceptions of the Ego Involvement of their class climate. Male and female gymnasts were different in their perceptions of Ego Involvement, Affiliation, and Effort, Order and Organization aspects of their class climates. This study demonstrates the potential utility of creating class learning climates high in both Task Involvement and Ego Involvement for competitive gymnastics clubs. This study breaks new ground, and may lead to novel insights into sports class learning climates. Because class learning climate is easier to manipulate than individual achievement goal dispositions (Whitehead, Andree, & Lee, 1997) and because perceptions of learning climate account for variance in learning outcomes beyond that attributable to student ability (Fraser, 1994, 1998, 2002), class learning climate is an important variable that should be better understood, described, developed, and manipulated. Effective measurement of sports class learning climates using the SCES may lead to a greater understanding of effective sports classes, and of coach and athlete behaviours in those classes, and provides a first step in monitoring sports class learning climates.

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Dowdell, Trevor John. "Measuring Sports Class Learning Climates - the Development of the Sports Class Environment Scale." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/365757.

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Teaching (in this study, coaching) is a key determinant in learning any sports skill. The coach-athlete relationship is one of the most important influences on athlete's motivation and performance (Mageau & Vallerand, 2003). One of the key leadership roles the coach has in this relationship is the creation and maintenance of the sports class learning climate. The joint influence of the athlete's motivation and the environmental press (class learning climate) can determine the cognitive, affective, and performance patterns regularly displayed by athletes (Ntoumanis & Biddle, 1999). A sports class' learning climate is a set of internal characteristics that has an important role in shaping an athlete's motivational and behavioural pattern (Ames, 1992) and is a key characteristic of class effectiveness. In sports classes, motivational climate is a sub-set of the overall learning climate and is created primarily by the sport class coach. Motivational climate can be described as the participants' relatively persistent collective perceptions of the achievement goal structure of that setting. Recent studies of motivational climate in sport have provided insight into coaching behaviour and its effect on sports class motivational climate (Ntoumanis & Biddle, 1999). In spite of the potential value of class learning climate research to the field of sports class behavioural studies, no research has consolidated the fields of classroom learning climate research and sports class motivational climate studies. This study provides a model for the investigation of gymnastics sports class learning climates that involves a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000) and the Classroom Environment Scale (Moos & Trickett, 1987). The development and validation of a new, unique learning climate scale - the Sports Class Environment Scale (SCES) - constitutes the focus of this research. The process of developing this consolidated instrument began with the production of an initial scale, and was followed by a review by a panel of experts in coaching and independent university researchers in sport and physical education. The SCES draft was then pilot tested with a small group (n = 41) of competitive gymnasts to prompt some changes to the scale. Initial field-testing of the SCES occurred with 28 male and 180 female competitive gymnasts from 6 metropolitan and 4 regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis provided a revised SCES with five subscales labeled Task Involvement and Improvement, Ego Involvement and Mistakes, Coach-Athlete Communication, Effort, Order and Organization, and Affiliation. Using the revised SCES subscales as dependent variables, multivariate analyses of variance were conducted to compare club type, gender, and competitive level. In this study, the low training hours and the high training hours gymnastics classes were different in their perceptions of the Ego Involvement of their class climate. Male and female gymnasts were different in their perceptions of Ego Involvement, Affiliation, and Effort, Order and Organization aspects of their class climates. This study demonstrates the potential utility of creating class learning climates high in both Task Involvement and Ego Involvement for competitive gymnastics clubs. This study breaks new ground, and may lead to novel insights into sports class learning climates. Because class learning climate is easier to manipulate than individual achievement goal dispositions (Whitehead, Andree, & Lee, 1997) and because perceptions of learning climate account for variance in learning outcomes beyond that attributable to student ability (Fraser, 1994, 1998, 2002), class learning climate is an important variable that should be better understood, described, developed, and manipulated. Effective measurement of sports class learning climates using the SCES may lead to a greater understanding of effective sports classes, and of coach and athlete behaviours in those classes, and provides a first step in monitoring sports class learning climates.
Thesis (PhD Doctorate)
School of Education and Professional Studies
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Geholm, Jakob. "Coach-atlet relationens kvalité och faktorer för överträning hos svenska CrossFit-utövare : Påverkar svenska CrossFit-utövares upplevda relation med deras coach graden av faktorer som kan relateras till överträning?" Thesis, Umeå universitet, Idrottsmedicin, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149371.

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Syftet med studien var att utöka förståelsen för coachers roll i graden av faktorer som kan relateras till överträning hos svenska CrossFit-utövare. Urvalet bestod av 42 CrossFit-utövare (n=42), dessa bestod av 30 kvinnor (72%), 11 (26%) män och en som inte ville definiera kön (2%). Alla deltagare var från Sverige. Deltagarna var 33 (±8.8) år gamla och tränade CrossFit regelbundet i genomsnitt 5,9 timmar/veckan (±3.4). En enkät bestående av The Coach-athlete Relationship Questionnaire, Motives for Physical Activity Measurement-Revised, The Behavioral Regulation in Exercise Questionnaire Revised Version, The multi-component Training Distress Scale, The Perceived Stress Scale- 4 item samt ett Feedback Questionnaire skickades ut till 120 aktiva CrossFit-utövare. Signifikansnivån i studien var alfa=0.05. Resultaten visade ett signifikant positivt samband (p<0.05, r=0.347) mellan den upplevda coach-atlet relationens kvalité och CrossFit-utövares viljestyrka, signifikant positivt samband (p<0.05, r=0.349) mellan den upplevda coach-atlet relationens kvalité och positiv feedback samt ett signifikant negativt samband mellan motivet ”Hälsa” för fysisk aktivitet och sömnsvårigheter (p<0.05, r=-0.323). Studien kunde inte säkerställa en konklusion av det sistnämnda resultatet, däremot hade den upplevda coach-atlet relationens kvalité ett samband med en specifik faktor relaterad till överträning bland svenska CrossFit-utövare, närmare bestämt deras viljestyrka. Studies resultat visar även att typen av kommunikation som CrossFit-utövaren upplever att hens respektive coach använder har ett samband med den upplevda coach-atlet relationens kvalité. Framtida forskning bör undersöka området vidare för att utöka förståelsen för samspelet mellan coacher och CrossFit-utövare.
The aim of this study was to expand the understanding of the role of coaches in the degree of factors that can be related to overtraining among Swedish CrossFit-athletes. The participants consisted of 42 CrossFit-athletes (n=42), these consisted of 30 women (72 %), 11 (26 %) men and one who did not want to define gender (2 %). All participants were from Sweden. The participants were 33 (± 8.8) years old and trained CrossFit regularly an average of 5.9 hours / week (± 3.4). A questionnaire consisting of The Coach-Athlete Relationship Questionnaire, Motives for Physical Activity Measurement-Revised, The Behavioral Regulation in Exercise Questionnaire Revised Version, The Multi-component Training Distress Scale, The Perceived Stress Scale- 4 Item, and a Feedback Questionnaire was sent to 120 active CrossFit-athletes. The significance level of the studie was alpha=0.05. The results showed a significant positive correlation (p<.05, r = .347) between the quality of the coach-athlete relationship and the vigour of CrossFit-athletes, significant positive correlation (p<.05, r = .349) between the quality of the coach-athlete relationship and positive feedback as well as a significant negative correlation between the motive "Health" for physical activity and sleep difficulties (p<.05, r =-.323). A sure conclusion cannot be deduced from the latter result, but the quality of the coach-athlete relationship seems to be related to one certain specific factor related to overtraining among Swedish CrossFit-athletes, more specifically their vigour. The studie’s results also show that the type of communication that the CrossFit-athlete experiences their coach is using, could be related to the coach-athlete relationship quality. Future research should explore the subject to expand the understanding of the relationship between coaches and CrossFit-athletes.

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Felber, Charbonneau Evelyne. "Parental Involvement in Sport During Early-Mid Adolescence: Perspectives from Parent-Child Dyads." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36633.

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The purpose of this Master’s thesis was to document parents’ and their children’s perspectives on parental involvement in sport during early-mid adolescence. Individual semi- structured interviews were conducted with eight parent-child dyads, composed of eight athletes (three males, five females) between 12 and 16 years of age (M= 14) and eight parents (six males, two females) between 36 and 53 years of age (M = 44). The dyads recruited were involved in four team sports: basketball (n=3), ice hockey (n=2), soccer (n=2), and Canadian football (n=1). Based on the data collected, two articles were written. In article one, Basic Needs Theory (BNT) was used as a theoretical framework (Deci & Ryan, 1985; Ryan & Deci, 2000) to examine parents’ and their children’s perspectives on how parental involvement in sport influences basic psychological needs during early-mid adolescence. The findings revealed how parental behaviours were generally believed to satisfy athletes’ basic psychological needs within the sport context, although need frustration was also reported. Article two explored how parents’ interactions with coaches and teammates were perceived to influence the sport climate. The findings demonstrated the importance of having parents make efforts to establish friendly and supportive relationships with their children’s coaches and teammates to nurture a positive sport climate. Collectively, the findings from this Master’s thesis contribute to the literature by providing a theoretically-informed and nuanced portrait of parental involvement in youth sport.

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Samawi, Anton. "Kampsportsutövaren och självbestämmandeteorin: en studie om svenska tonåringars motivation till att träna taekwondo." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34624.

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The purpose of this study is to investigate which motivational factors cause teenagers to remain in competitive taekwondo. Some teenagers, especially during high school seem to experience serious difficulties maintaining motivation towards sport. The reason for this may be caused by inhibitory factors such as such as burnout, degenerated motivation, counteracting hobbies associated with adolescence and lack of support from peers, coaches and parents as well as early specialization. Using a qualitative thematic analysis and semi-structured interviews, this study analyzed the motivation factors and its relation to the coach within three Swedish taekwondo organizations located in southern and northern part of the country within the framework of Self-determination theory. The current findings indicate motives such as interest/enjoyment, individual development, positive feedback, challenge/competition and a sense of competence as well as autonomy support as highest motivators for sports participation within taekwondo. In contrast, lack of psychological needs such as sense of competence and autonomy were determining reasons for dropout. In parallel, motives such as encouragement, “break from reality”, group cohesion, security and a sense of relatedness also seem to play a critical role, although not essential for the actual participation. Nonetheless, according to the participants, highly important in order to thrive. In that regard, the coach has great influence upon the well-being and satisfaction of the psychological needs associated with Self-determination theory. Which is based upon the environment and specific coach behavior which directly or indirectly facilitates the participants’ sense of autonomy, competence and relatedness. According to the participants, an environment and coach behavior such as democracy, discipline, high social interaction, equity, and person-oriented verbal reinforcement, encouragement, competence, and empathy as well as strong coach-athlete relationship facilitates and regulates how they perceive the psychological needs autonomy, competence and relatedness.

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

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

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Oliveira, Mauricio dos Santos de. "A microcultura de um ginásio de treinamento de ginástica artística feminina de alto rendimento." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/39/39133/tde-11072014-104153/.

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No esporte podemos identificar microculturas constituídas por um grupo de pessoas que compartilham valores, crenças, padrões de comportamentos e um sistema de símbolos, verbal e não verbal, que os distingue do meio cultural dominante. O ginásio é o espaço no qual as microculturas de Ginástica Artística (GA) estão resguardadas e mantém a preeminência das tradições que constituem, em âmbito maior, a macrocultura da modalidade. Nesse ambiente há uma teia de significados, supostamente compartilhados, que emergem de suas estruturas de ação, comportamento e comunicação que apresentam características idiossincráticas. E, essas só podem ser compreendidas a partir dos significados atribuídos pelos seus próprios protagonistas, ou seja, ginastas e técnicos. O objetivo do presente estudo foi identificar, apresentar e analisar aspectos que constituem a microcultura de GA, em um ginásio de treinamento de alto rendimento, na categoria feminina. O caminho metodológico escolhido foi a abordagem de um estudo de caso do tipo etnográfico. No transcorrer do estudo, foi possível desvelar procedimentos, valores e comportamentos que elucidam a cultura de treinamento da GA feminina e que conformam a dinâmica de funcionamento do ginásio. Observamos no corpo e no desempenho das ginastas aspectos que refletem a cultura, assim como nos padrões de comportamento e na comunicação das ginastas e dos técnicos. Valores como a perseverança, a disciplina, a dedicação e a subserviência das ginastas aos técnicos emergiram durante as horas de treinamento. Ademais, observamos atributos inerentes ao universo simbólico do ginásio como a necessidade de sacrifício à dor e os atos ritualísticos. Essa cultura de treinamento, meio pelo qual as ginastas e os técnicos se adaptam e fornecem sentido às suas ações nesse ambiente físico e social de treinamento, expôs características peculiares da GA feminina e que continuam a ser transmitidas entre as gerações de atletas pelo processo de endoculturação
In the sport environment we can identify microcultures consisting of a group of people who share values, beliefs, patterns of behavior and a symbolic system, verbal and nonverbal, which distinguishes them from the dominant cultural milieu. The gym is the space in which Artistic Gymnastics microcultures are sheltered and preserves the preeminent traditions which constitute, at a larger scope, the macroculture of this sport. In this environment there is a web of meanings, supposedly shared, emerging from their structures of action, behavior and communication that have idiosyncratic characteristics. Moreover, that can only be understood from the meanings assigned by its own protagonists, in other words, gymnasts and coaches. The aim of this study was to identify, present and analyze aspects that constitute the microculture of Artistic Gymnastics at a high performance training gym in the woman\'s category. The methodological path chosen consisted of a case study of ethnographic type. In the course of the study, it was possible to unveil procedures, values, and behaviors that elucidated the Woman\'s Artistic Gymnastics training culture that configured the dynamic operation of the gym. We observed in the body and in the performance of the gymnasts aspects that reflect the gym microculture, as well as in patterns of behavior and communication of the gymnasts and coaches. Values such as perseverance, discipline, dedication and subservience of the gymnasts to their coaches emerged during training hours. Furthermore, we observed inherent attributes emerging from the gym symbolic universe such as the need of pain sacrifice and ritualistic acts. This training culture, the means by which the gymnasts and coaches adapt themselves and provide significance to their actions in the physical and social environment of training, showed peculiar characteristics of Woman\'s Artistic Gymnastics that continue to be passed down across the generation of athletes by endoculturization process

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Meireles, Livia Gomes Viana. "Empatia e treinadores esportivos brasileiros: um estudo exploratório." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8362.

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Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro
A empatia é considerada uma característica humana que se constrói na relação entre as pessoas e está envolvida no estabelecimento de relacionamentos e interações sociais de qualidade. O termo empatia é usado para descrever sentimentos, expressões e comportamentos que qualificam o indivíduo a reconhecer, perceber e responder apropriadamente aos estados emocionais dos outros. A psicologia estuda a empatia em diversos contextos e em diferentes perspectivas teóricas. Entre essas correntes teóricas, a psicologia evolucionista, que embasa esse estudo, compreende a empatia como sendo uma habilidade evolutivamente importante para a sobrevivência da espécie humana ao aumentar a coesão grupal e para manutenção dos relacionamentos sociais. Particularmente, no contexto esportivo o estudo da empatia entre treinadores e atletas, em comparação com outras áreas da psicologia (como aconselhamento, terapia e educação), quase não existe, principalmente com treinadores brasileiros. Nesse sentido, o objetivo desse estudo foi investigar a empatia em treinadores esportivos brasileiros. Para responder a este propósito foi realizada uma pesquisa descritiva e correlacional. Os dados foram obtidos de um total de cem treinadores que responderam ao Inventário de Empatia (IE) (Falcone et a.l, 2008), ao Questionário de Empatia no Contexto Esportivo (QECE) e ao Questionário de informações sociodemográficas. Os dados descritivos apontam que os treinadores participantes tinham idade média de 37,05 anos (DP = 8,27) e atuavam em média há 12,19 anos (DP = 8,52). Foram realizados Teste t de Student, com os dados coletados por meio do IE, e Qui-quadrado, com os dados coletados pelo QECE. Esses testes de comparações de médicas possibilitaram identificar os efeitos independentes das variáveis explicativas (ex-atleta, nível competitivo, categoria, nível de experiência, grau de instrução e sexo) sobre os escores do IE e do QECE. Houve diferença significativa para o fator TP (p = 0,044) e a variável ex-atleta, sendo o grupo de treinadores que não foram ex-atletas os que tiveram maior média nesse fator. Existiu diferença significativa para o fator sensibilidade afetiva (p = 0,019) e a variável experiência, sendo que a maior média encontrada está para os respondentes com pouca experiência. No fator Flexibilidade Interpessoal com relação à variável nível competitivo, houve diferença significativa (p= 0,038) sendo a maior média para treinadores da iniciação esportiva. Em síntese, esse estudo indica que treinadores que não foram atletas no passado têm maior possibilidade de compreender e atender as exigências dos atletas, treinadores menos experientes tendem a ter maior preocupação ou consideração pelas necessidades dos outros e uma tendência a agir de acordo com essas necessidades do que treinadores mais experientes e treinadores que atuam na iniciação esportiva demonstraram ter mais facilidade em aceitar pontos de vista diferentes do que treinadores do alto rendimento. Conclui-se que o fato do treinador ter sido atleta, a experiência e o nível competitivo contribuem de modo diferenciado na empatia dos treinadores, denominada de empatia esportiva que se desenvolve na ambivalência do contexto esportivo e mostra-se importante na relação treinador e atleta

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Barnes, Kiki Baker. "The Relationship Between Head Coaches’ Influence and Student Engagement of NCAA DI Women Basketball Players: Implications for Student-Athlete Success." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1901.

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The National Collegiate Athletic Association (NCAA) recently passed new legislation highlighting the critical role coaches play in student-athlete success called the Head Coach’s Academic Progress Rate (APR). The APR measure does not calculate the actions of the head coach and is therefore an inadequate measure of coaches’ influence. There are numerous verbal accounts of the influence of the coach on student-athlete success, but there is little quantitative data to support this claim. As a result, this correlational study explored the relationship between head coaches’ influence and student engagement among a sample of 135 women basketball players at National Collegiate Athletic Association (NCAA) Division I (DI) institutions. The Student-Athlete Perception of Coaches’ Influence, Student Engagement and Student Athlete Success Survey (SAPCISESASS), an instrument developed by the researcher, was used to measure coaches’ influence and engagement. Results revealed that overall student-athletes perceived an overall positive relationship with their head coach, were satisfied with their relationship, and would choose to return to attend the same institution if the same coach were employed with the institution. Student-athletes reported being heavily engaged in community service and engaged in 16 or more hours per week in athletic-related activities. Student-athletes perceived the overall campus climate to be supportive and relationships with various campus constituencies were positive. Student-athletes reported a strong belief in their head coaches’ influence on their personal and social development. A strong relationship was found between coaches’ influence and personal and social development (adjusted R2 = .62, p

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

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Degree awarded (2003): EdDC, Counseling, Human and Organizational Studies, George Washington University
This study was designed to examine the perception and incidence of sexual harassment and determine the incidence of sexual harassment in relation to girls participating in high school athletics. The similarities and differences of interpretation of various interactions between high school athletes with their male and female athletic coaches were examined. This study also investigated the actual incidence of sexual harassment by male and female high school athletic coaches as reported by female athletes.

The study population included male and female athletic coaches currently coaching a female high school athletic team and female college students who participated in high school athletics.

This researcher, in order to accommodate the study population and research questions, adapted the Sexual Harassment Survey (1995) by Margery J. Holman, Ph.D. Female student athletes and male and female coaches responded to survey questions on demographics and their perceptions and understanding of described behaviors. The student athletes completed an additional section of the survey pertaining to their experience of sexual harassment.

Descriptive statistics (including frequencies and percentages as well as means and standard deviations) and inferential statistics (One-Way Analysis of Variance with a Scheffe test of significance) were used to analyze the data.

A comparison of the responses of all three groups (female athletes, male coaches and female coaches) to questions pertaining to perceptions of sexual harassment indicated agreement among the groups in the identification of inappropriate behaviors. However, there was a significant difference in the level of agreement for seven described behaviors. In general, male and female coaches agreed with each other more often than with female athletes when identifying the behaviors associated with sexual harassment. The investigation of incidence indicated that female athletes experienced more behaviors associated with sexual harassment from male coaches than from female coaches. Understanding that the same behaviors were identified by female athletes, male coaches and female coaches, it can be concluded that inappropriate behavior was consistently identified, but the identification of sexual harassment does not necessarily diminish the incidence of sexual harassment.

Advisory Committee: Dr. Lori Lefcourt, Dr. Chris Erickson, Dr. Patricia Sullivan, Dr. Janet C. Heddesheimer, Dr. Donald C. Linkowski (Chair)

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

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

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McCormick, Harvey Charles Jr. "Strength coach-athlete relationships and self-efficacy." Thesis, Boston University, 2002. https://hdl.handle.net/2144/32804.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This research examined relational closeness between strength coaches and athletes at the Division One level. Closeness in these associations was examined in regard to coach and athlete gender, ethnicity, and age, and athlete self-efficacy in the strength and conditioning domain. Social cognitive and self-efficacy theories (Bandura, 1977,1986, 1997) served as the theoretical underpinnings for the research, though several additional theories informed the study of relationships (Homans,1974; Rusbult,1980a,b; Thibaut & Kelley, 1959; Wright, 1984). Closeness was defined by Kelley's (1983) definition of relational interdependence. This states that closeness between two people may be assessed by the frequency, diversity, strength, and duration of their interactions. Participants were 497 Division One Collegiate Athletes from 19 colleges and universities in the United States. Participants assessed a member of the strength and conditioning staff at their school or college on a version of the Relationship Closeness Inventory (RCI)(Berscheid, Snyder, & Omoto,1989b). This tests the frequency, diversity, and strength of a dyadic relationship as defined by Kelley (1983). Athletes also took the Strength and Conditioning Self-Efficacy Scale (SCSES), which assessed level of ability efficacy in the strength and conditioning domain. While male and female athletes equally described strength and conditioning coaches as either supervisors or friends, male athletes (n = 295) scored significantly higher than female athletes (n = 202) on all modified RCI sub-scales, demonstrating greater behavioral closeness to strength and conditioning coaches. Coach ethnicity, age, and athlete ethnicity were not significant factors, though coach gender did significantly influence athlete self-efficacy. In addition to the frequency and diversity RCI sub-scales, athlete age and duration of the relationship all correlated positively and significantly with the self-efficacy measure. Results suggest that male athletes are more likely to engage in close associations with strength and conditioning coaches than females and that these close relationships both contribute to enhanced athlete self-efficacy and may serve a social support function.
2031-01-01

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

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

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

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Blom, Lindsey C. "Understanding the coach-athlete dyad the impact of educational interventions on perceptions and psychosocial variables /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3981.

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Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains vii, 111 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

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Rocchi, Meredith. "Contexts, Motivation, and Coaching Behaviours – A Self-Determination Theory Perspective on Coach-Athlete Relationships." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35129.

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Based in Self-Determination Theory (SDT), the overall objective of this thesis was to explore how the coaching context, coach psychological needs, and coach motivation influenced coaches’ interpersonal behaviours when they interacted with their athletes, and how these interpersonal behaviours impacted athletes’ psychological needs and motivation in sport. This objective was achieved through a series of 10 studies, looking at different samples of coaches and athletes, divided into four manuscripts. First, there was a need to create a measure that captured both perceptions of others’, as well as self-reports of the six interpersonal behaviours according to SDT (autonomy-support, competence-support, relatedness-support, autonomy-thwarting, competence-thwarting, and relatedness-thwarting). As such, in Manuscript #1, the Interpersonal Behaviours Questionnaire (IBQ) was created and validated as a general measure of perceptions of other people’s interpersonal behaviours (Study 1 N = 534 students; Study 2 N = 351 students) and as a self-report of interpersonal behaviours used in general (Study 3 N = 607 students). In Manuscript #2, the validity of the measure was extended to include the sport context by testing the scale with coaches and athletes. Specifically, Study 1 (N = 239 athletes) validated the measure with a sample of athletes reporting on their coaches’ behaviours, and Study 2 (N = 240 coaches) looked at coaches’ reports of their own behaviours in their interactions with their athletes. Overall, the results of these five studies provided support for the factor structure and validity of the IBQ as a measure of perceived and self-reported interpersonal behaviours in both the general context, as well as sport. Next, Manuscript #3 explored the antecedents of coaches’ reported interpersonal behaviours. Specifically, Study 1 (N = 56 coaches) looked at the coaching context in order to identify the factors that had the largest impact on coaches’ experiences. In Study 2 (N = 310 coaches), the relationship between coaches’ psychological needs, motivation for coaching, and interpersonal behaviours was explored to confirm the sequence occurred as would be expected according to SDT. Finally, in Study 3 (N = 225 coaches), the influence of the contextual factors on coaches’ psychological needs, motivation, and interpersonal behaviours was examined. Overall, the results supported that coaches in a supportive context experienced increased need satisfaction, higher autonomous motivation for coaching, and were more likely to engage in supportive interpersonal behaviours with their athletes; while coaches in a thwarting context experienced increased need frustration, higher controlled motivation, and were more likely to engage in thwarting interpersonal behaviours. Finally, Manuscript #4 explored the outcomes of coaches’ interpersonal behaviours. First, Study 1 (N = 180 athletes) looked at athletes’ perceptions of their coaches’ behaviours and how their perceptions impacted psychological needs and motivation in sport. Lastly, Study 2 (N = 278 athletes; N = 53 coaches) explored whether coaches’ self-reports of their interpersonal behaviours were in line with their athletes’ same perceptions of these behaviours, and explored the factors that were related to whether coaches and athletes were in agreement. These last two studies found that supportive interpersonal behaviours promoted need satisfaction and autonomous motivation for athletes; while thwarting interpersonal behaviours promoted need frustration and controlled motivation for athletes. Overall, this thesis helped extend the existing research in motivational psychology and helped address some important limitations.

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Maitland, Alison. "Organisational culture and coach-athlete relationships : an ethnographic study of an elite rowing club." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7192.

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This thesis explores how coach-athlete relationships are influenced within the organisational culture of a rowing club. Relational Cultural Theory and the work of Weber are used to examine how the concept of organisational culture informs understanding of coach and athlete relating. The study, covering a complete competitive season, involved an eleven month long ethnography of an elite rowing club in Great Britain. The findings demonstrate the visceral, enculturated and complex nature of coach-athlete relationships in elite sport. Relational disconnection occurred in the disenchanted organisational life, where intrinsic values were subordinated to a rational quest for efficiency, control and ultimately success, as well as traditional social ordering based on status and gender. Relationships were characterised by power over relating, distance and impersonal relations, caretaking rather than caring about, fragile trust by the athlete and trust through surveillance by the coach, where emotion was concealed and conflict avoided. However, enacting shared identities, the emotion involved in competing and the fact this was a voluntary organisation with competing values, provided an escape from simulacra of elite sport to allow for multi-value paradigm of interests. The opportunity for coaches and athletes to connect with each other based on their values and with emotion exposed their humanity and revealed the potential for relational mutuality and authenticity. The study challenges the valorised coaching and elite sport relationships and lifestyle. Implications for coaching include providing individuals with confidence to raise the issue of relationship, providing coaches and athletes with knowledge of connection and disconnection in relationship and the outcome on well-being. The need to develop a systemised approach to embedding growth-fostering relationships in the culture of high performance sport is highlighted.

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K'Bidy, Julie. "Comprendre - Transformer - Comprendre : Analyse de la dynamique interactive entraîneurs experts – badistes de Haut Niveau et étude de l’impact d’un dispositif transformatif sur le développement professionnel des entraîneurs experts." Thesis, Bordeaux, 2021. http://www.theses.fr/2021BORD0006.

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Qu’est-ce qu’un entraîneur expert ? Le manque de consensus autour de cette question impacte régulièrement le recrutement des entraîneurs de Haut Niveau souvent plébiscités pour leur succès en tant qu’athlète et non par la qualité de leurs formations (Gilbert et al., 2006). Le choix de la Fédération Française de Badminton en avril 2015 de renouveler la quasi-totalité des entraîneurs nationaux de l’INSEP par une nouvelle équipe avec à sa tête, le Danois Peter Gade, ancien n°1 mondial, en est un parfait exemple. Ce manque de critères objectifs (Abraham et al., 2006) amène aussi régulièrement à évaluer les entraîneurs experts à travers la performance de leurs athlètes, elle-même fréquemment résumée aux résultats de ces derniers en compétition. En effet, il est difficile de rendre compte de l’activité des entraîneurs experts, tant elle paraît guidée par des connaissances tacites (Saury & Sève, 2004), amenant même à les considérer comme des alchimistes de la performance (Ripoll, 2012). Pour alimenter les travaux visant à délimiter les contours de l’expertise, cette recherche vise tout d’abord à analyser l’activité des entraîneurs dits experts in situ à travers un programme de recherche en anthropologie culturaliste (Bertone & Chaliès, 2015). Ce programme permet de comprendre les fondements de l’activité des entraîneurs (i) en conceptualisant les significations que les acteurs associent aux expériences qu’ils vivent et (ii) en appréciant les accords de significations entre les acteurs. Le premier volet de cette étude a été mené en collaboration avec trois badistes masculins de l’équipe de France sénior et deux entraîneurs dits experts (un entraîneur national de l’INSEP et un ancien entraîneur national bulgare). Les données ont été recueillies à partir d’enregistrements audio-vidéo (EAV) de chaque séance d’entraînement suivi d’entretiens d’auto-confrontation (EAC) avec l’entraîneur et le badiste. Les premiers résultats ont montré que les interactions entraîneur-athlète étaient régulièrement le lieu de désaccords entre les acteurs amenant une collaboration improductive et desservant par conséquent l’objectif de performance poursuivie. Ces premiers résultats nous ont amené à prolonger cette étude par un second volet visant à offrir aux entraîneurs experts un espace de développement professionnel. À cet effet, un dispositif de recherche transformatif a été construit afin de leur donner accès au vécu de l’athlète et ainsi leur permettre de prendre conscience de certains aspects de leur activité et de ses effets sur celle du badiste. Menées en collaboration avec les badistes et les entraîneurs nationaux des Pôles France Relève de Bordeaux et Strasbourg, les données ont de nouveau été recueillies à partir des EAV de séances d’entraînements individuels suivis d’EAC menés avec l’entraîneur et le badiste. Un entretien aménagé a ensuite été mené avec l’entraîneur afin de le confronter aux propos tenus par le badiste lors de son EAC. Il lui était alors demandé d’interpréter le désaccord observé et de s’engager dans d’éventuelles pistes de transformation de son activité. Un EAV de la séance d’entraînement suivante a ensuite été réalisé pour observer de possibles traces de développement professionnel chez l’entraîneur. Les résultats ont montré qu’un tel dispositif consistant à donner accès à l’entraîneur au vécu de l’athlète peut permettre à la dyade de tendre vers un plus haut niveau d’intersubjectivité (Jowett, 2006). En tentant de rendre accessible les schémas d’expériences et d’actions habituellement non-conscientisés (Alheit & Dausien, 2005) en vue d’accompagner une dynamique de développement professionnel, ce dispositif s’inscrit dans la problématique de l’articulation entre les situations de formation et les situations de travail (Durand & Fillietaz, 2009) dans la perspective d’un apprentissage tout au long de la vie
What’s an expert coach ? The shortage of consensus around this question regularly has an impact on the high level coaches’ recruitment who are frequently recruit for their athlete success and not for their schooling (Gilbert et al., 2006). The Badminton French Federation’s choice in April 2015 to change almost all the national coaches by a new team takes in charged by the danish Peter Gade, retire player, previously number 1 in the world, is a perfect example. The shortage of unbiased norms (Abraham et al., 2006) also regularly leads to assess the experts coaches through their athletes’ performances, themselves frequently summarized by theirs tournaments’ results. Indeed, it’s difficult to assess the experts coaches’ activity, so much it seems to be guided by tacit knowledge (Saury & Sève, 2004), leading to considerate them as alchemists of performance (Ripoll, 2012). To flow into the studies aim for delimited the expertise’s contours, first this research aims for analyze expert coaches activity in situ through a research program in culturalist anthropology (Bertone & Chaliès, 2015). This program allows to understand the base of coaches’ activity (i) by conceptualized the significations the actors associate to their lived experiences and (ii) by appreciated the agreements of significations between the actors. The first part of this study was conducted in collaboration with three male players’ member of the French senior national team and two experts coaches (an INSEP national coach and a former national Bulgarian coach). The data was collected from audio-video recordings (AVR) of each training session follow by autoconfrontation interviews (ACI) with the coach and the athlete. The first results showed that the coach-athlete interactions are regularly the place of disagreements between the actors causing an unproductive collaboration and harming the performance. This first results lead us to extend this study with a second part aims to offer to expert coaches a professional development space. For that, a transformative research design was constructed for giving them access of the athlete’s life and thus allow them to become aware of some aspects of their activity and the effects on the athlete’s one. Conducted in collaboration with the badminton players and the national coaches of the national center for young players based in Bordeaux and Strasbourg, the data has been collected from AVR of individual trainings sessions follow by ACI with the coach and the athlete again. A special interview was then be lead with the coach to confront him with the athlete’s words held during his ACI. It was then asked him to interpret the observed disagreements and to get involved in eventual transformation leads of his activity. An AVR of the next training session was then be made to observe possible marks of professional development in the coach’s work. The results show that such a design, involving to give access for the coach of the athlete’s life, can allow the dyad to tend towards a high level of intersubjectivity (Jowett, 2006). Trying to get accessible the experiences and actions patterns, ordinary unaware (Alheit & Dausien, 2005) in order to guide a professional development dynamic, this design is inscribed in problematic of the articulation between the education situations and the work situations (Durand & Fillietaz, 2009) in a perspective of a lifelong learning

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Bennie, Andrew. "Effective Coaching in Cricket, Rugby League and Rugby Union: A Qualitative Investigation Involving Professional Coaches and Players from Australia." Faculty of Education and Social Work, 2009. http://hdl.handle.net/2123/5739.

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Doctor of Philosophy (PhD)
This study examines professional Australian coach and athlete perceptions of effective coaching. Rather than assess the ability or effectiveness of the coaches and teams involved, the purpose was to gather perceptions of what professional coaches and players believe it takes to be an effective coach. Given the broad range of tasks that fit under the auspice of coaching, an important question to address was ‘what’ a coach does in order to be considered effective. In addition, an understanding of ‘why’ and ‘how’ these factors are effective was also essential. These questions formed a starting point in order to find out what professional coaches do (including how they behave), and why players and coaches perceive certain coaching strategies to be effective. This study employed a qualitative research design to identify perceptions about, and strategies of, effective coaching within the professional sport context. Interviews enabled participants to discuss their interpretations of the world in which they live, from their own point of view – a key feature of the present research. Observational data allowed me to view coaching behaviours and interactions with players in training and competition contexts. Using professional Australian coaches and players from cricket, rugby union and rugby league, 6 coaches and 25 players were interviewed while up to 16 coaches and 80 players were observed during 41 observation sessions at training and competition venues. The constant comparative method (Côté, Salmela, Baria, & Russell, 1993; Côté, Salmela, & Russell, 1995b; Glaser & Strauss, 1967) was used to analyse the observation and interview accounts. This enabled rich descriptions of what effective coaches do as well as providing information regarding how and why they carry out certain actions. Findings from the current research indicated that an effective coach possesses specific personal characteristics, qualities and skills as well as a general philosophy or direction for the team. The effective coach uses their own unique leadership, player management, communication and planning skills to create and maintain the team environment to ensure that everyone involved with the team ‘works off the same page’. The interaction of all these features leads to the primary goal of player development, improvement in player performance and winning matches. This thesis identified key perceptions and applications of effective coaching based on Australian professional coach and player experiences.

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Kinderevičiūtė, Goda. "Trenerio ir sportininko tarpusavio santykių ypatumai meninėje gimnastikoje." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130910_082915-72645.

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Tyrimo objektas - Trenerio ir sportininko tarpusavio santykių ypatumai. Tyrimo tikslas - Atskleisti trenerio ir sportininkių tarpusavio santykių ypatumus meninėje gimnastikoje. Tyrimo uždaviniai: 1. Nustatyti, kaip sportininkės vertina trenerio gnostinį, emocinį ir elgesio komponentus pratybų metu, didesnės ir mažesnės sportinės patirties gimnasčių tarpe. 2. Nustatyti gimnasčių požiūrį į trenerio bendravimo per treniruotes efektyvumą didesnės ir mažesnės sportinės patirties gimnasčių tarpe. Tyrime buvo naudojama J. Chanino metodika „Treneris - sportininkas“ (Ханин, 1980), apklausta 45 gimnastės ir T. Dembo ir S. Rubinštein metodika „Bendravimo efektyvumas“ (Елиссев, 1994), apklausta 54 gimnastės. Tiriamieji buvo suskirstyti į dvi grupes pagal sportinę patirtį: pirmoji – 9 ir daugiau metų lankančios meninę gimnastiką, antroji – 5-8 metus lankančios meninę gimnastiką. Tyrimo metu pagal J. Chanino metodiką „Treneris – sportininkas“ nustatyta, kad didesnės sportinės patirties gimnastės gnostinį ir elgesio komponentus vertina kaip aukšto lygio, o emocinį – kaip vidutinio lygio, mažesnės sportinės patirties gimnastės trenerio gnostinį, emocinį ir elgesio komponentus vertina kaip aukšto lygio. Taikant χ2 kriterijų, statistiškai reikšmingų skirtumų nenustatyta (p>0,05). Pagal T. Dembo ir S. Rubinštein „Bendravimo per pratybas efektyvumo“ tyrimo metodiką, nustatyta, kad didesnės sportinės patirties gimnastės geriausiai, kaip aukšto lygio įvertino trenerio pagyrimus, žemiausiai... [toliau žr. visą tekstą]
Research object: the features of relationships between a coach and athlete. Research purpose: Reveal the features of relationships between a coach and athlete in rhythmic gymnastics. Research tasks: 1. Establish how athletes assess their coach’s gnostic, emotional and behavioral components between larger and smaller sporting experience gymnasts groups. 2. Establish the efficiency of coach’s communication during training between larger and smaller sporting experience gymnasts groups. During the research were applied questionnaire „Coach – Athlete“ (Ханин, 1980), questioned 45 gymnasts and T. Dembo & S. Rubinstein methodic „Efficiency of Communication during Training“ (Елиссев, 1994), questioned 54 gymnasts. Study participants were divided in two groups: larger sporting experience gymnasts and smaller sporting experience gymnasts. When applying the J. Chanin (1980) method „Coach – Athlete“, it was established that larger sporting experience gymnasts gnostic and behavioral components assess as high-level, and emotional component – as mid-level. Smaller sporting experience gymnasts assess coach gnostic, behavioral and emotional components as high-level. Applying the χ² criterion, statistically significant differences were not found. When applying the T. Dembo and S. Rubinstein method “Efficiency of Communication during Training”, it was revealed that larger sporting experience gymnasts top rated coach compliments, as high-level, lowest, as mid-level – coach support. Smaller... [to full text]

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

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This study examined the relationship between coaching behaviors and traits and their impact on athlete motivation and affective learning in a collegiate coactive team setting. By conducting in-depth interviews with NCAA Division I men’s tennis players at a Midwestern, mid-sized University it was discovered that Coach Craig Keller’si credibility and caring behaviors had the most salient impact on athlete intrinsic motivation, his use of mild verbal aggression and his career record had the most salient impact on athlete extrinsic motivation, and his extreme verbal aggression and lack of feedback/praise significantly decreased their levels of intrinsic and extrinsic motivation. Moreover, the athletes noted that Coach’s credibility and caring behaviors increased their levels of affective learning, his will to win and desire to be professional increased affective learning through trait modeling, and his inability to follow through with claims decreased their affective learning. The most significant finding was that Coach’s dynamic leadership had the most positive impact on player intrinsic motivation while his mild verbal aggression had the most positive impact on player extrinsic motivation. However, it was discovered that this type of leadership ceased being motivational when the sentiment of the messages became negative and singled out individual players.
Department of Speech Communication

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Buckley, Shannon K. "Coach's [sic] influence on the career development of student athletes." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045621.

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The goal of many institutions of higher education is to provide students with the necessary skills and knowledge to be successful citizens of society. For college student athletes an athletic coach can play a vital role in the collegiate experience. The thesis, Coach's Influence On The Career Development Of Student Athletes, examined the extent, if any, an athletic head coach influenced the career planning process encountered by college student athletes. The study was original in nature as it attempted to investigate a head athletic coach's influence on a student athlete's career development. The participants of the study were 163 male and 92 female student athletes attending a Midwestern, NCAA division 1, mid-sized, public university. The 40 question, scaled, survey instrument was created by the researcher and field tested before the actual administration of the instrument. Significant findings were found for male head coaches influencing the career development of male student athletes. Other significant findings are also discussed. Recommendations of the study direct coaches and athletic administrators to be aware of the career-related challenges faced by college student athletes, and to create an environment that promotes healthy career choices.
Department of Secondary, Higher, and Foundations of Education

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

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

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Frazer, Kirk Jack. "Factors affecting coaches with stress and burnout." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2896.

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Croft, Chris. "Factors influencing Big 12 Conference college basketball male student-athletes' selection of a university." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Dissertations / Theses on the topic 'Coach-athlete Relationship'

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