Journal articles: 'Coach-athlete relationships'

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Choi, Hunhyuk, Yunduk Jeong, and Suk-Kyu Kim. "The Relationship between Coaching Behavior and Athlete Burnout: Mediating Effects of Communication and the Coach–Athlete Relationship." International Journal of Environmental Research and Public Health 17, no. 22 (November 20, 2020): 8618. http://dx.doi.org/10.3390/ijerph17228618.

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The purpose of this study was to investigate the relationships between perceived coaching behavior (autonomy-supportive and controlling), communication, coach–athlete relationship, and athlete burnout. The study participants comprised 347 Korean active collegiate athletes from 10 sports. The results of the final model indicated that autonomy-supportive coaching was positively related to communication, whereas controlling coaching was negatively related to communication. Communication was positively related to coach–athlete relationship and was negatively related to athlete burnout. Autonomy-supportive coaching was significantly related to both the coach–athlete relationship (positively) and athlete burnout (negatively), whereas controlling coaching was only related to athlete burnout (positively). Coach–athlete relationship was negatively related to athlete burnout. Significant indirect effects were observed. The bootstrapping results indicated that the relationship between autonomy-supportive and athlete burnout was mediated by team communication and the coach–athlete relationship. The study findings enhance our current understanding of the relationships between perceived coaching behavior and athlete burnout and shed light on the important roles of team communication and the coach–athlete relationship in the relationship.

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Li, Juan, Hongyan Gao, and Jianbo Hu. "Satisfaction and the coach–athlete relationship: The mediating role of trust." Social Behavior and Personality: an international journal 49, no. 2 (February 4, 2021): 1–11. http://dx.doi.org/10.2224/sbp.9807.

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We examined the link between player satisfaction and the coach–athlete relationship within the organizational environment of a youth football team, and the mediating effect of players' trust in the coach. Participants were 223 young footballers aged between 13 and 19 years, who completed an anonymous self-report survey to assess satisfaction, the coach–athlete relationship, and trust. The results show that players' satisfaction had a significant predictive effect on the coach–athlete relationship, and that players' trust in their coach played a mediating role in this relationship. The results provide researchers with a new perspective for studying the relationships between trust in coaches, athlete satisfaction, and coach–athlete relationships in sports organizations.

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

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

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

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The purpose of the present article is to share the design and impact of a coach-athlete relationship coach education seminar. The seminar is part of the United States Olympic Committee’s (USOC) National Team Coach Leadership Education Program (NTCLEP). Development and delivery of the seminar is facilitated by The People Academy (www.people.academy). Impact results from participation in this seminar are drawn from coaches and athletes from USA Archery and USA Cycling. The article is organized into three sections. In the first section an overview of the coach-athlete relationship building component of the USOC’s high performance coach education program is provided. Two case summaries are then presented on the impact of the program on coach-athlete relationships and athlete performance. The third and final section is used to offer suggestions for future coach education initiatives and coaching strategies aimed at enhancing coach-athlete relationships.

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Cho, Sun-Lyoung, and Woo-Yeul Baek. "Coach–autonomy support and youth sport team efficacy mediated by coach–athlete relationship." Social Behavior and Personality: an international journal 48, no. 2 (February 5, 2020): 1–9. http://dx.doi.org/10.2224/sbp.8362.

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

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Fasting, Kari, Trond S. Sand, and Mari K. Sisjord. "Coach–athlete sexual relationships: Coaches’ opinions." International Journal of Sports Science & Coaching 13, no. 4 (January 12, 2018): 463–70. http://dx.doi.org/10.1177/1747954117753807.

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The focus of this article is the opinions and attitudes towards coach–athlete sexual relationships presented through the voices of female (n = 24) and male (n = 12) elite-level coaches in Norway. The results are based on in-depth interviews and the data were developed around the following question: “There are examples of athletes that fall in love with their coach and about sexual relationships between a coach and an athlete—what are your reflections around such coach–athlete relationships?” The coaches found such relationships very problematic and unacceptable. When it occurs, openness, i.e. to talk about it, is important. But the rule of thumb was that the coach–athlete relationship had to come to an end. In their elite-coaching role, these coaches believed it is important to have strict rules and clear boundaries. Furthermore, they should be aware of the power that they have and not exploit it. The results are discussed with respect to the professionalization of the coaching role, and the importance of including ethics in the education of coaches.

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Gencer, Eylem. "The Relationship between Self-Esteem, Satisfaction with Life and Coach-Athlete Relationship." Journal of Educational Issues 6, no. 2 (January 4, 2021): 493. http://dx.doi.org/10.5296/jei.v6i2.18028.

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

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Lafrenière, Marc-André K., Sophia Jowett, Robert J. Vallerand, Eric G. Donahue, and Ross Lorimer. "Passion in Sport: On the Quality of the Coach–Athlete Relationship." Journal of Sport and Exercise Psychology 30, no. 5 (October 2008): 541–60. http://dx.doi.org/10.1123/jsep.30.5.541.

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Vallerand et al. (2003) developed a dualistic model of passion, wherein two types of passion are proposed: harmonious (HP) and obsessive (OP) passion that predict adaptive and less adaptive interpersonal outcomes, respectively. In the present research, we were interested in understanding the role of passion in the quality of coach–athlete relationships. Results of Study 1, conducted with athletes (N = 157), revealed that HP positively predicts a high-quality coach–athlete relationship, whereas OP was largely unrelated to such relationships. Study 2 was conducted with coaches (N = 106) and showed that only HP positively predicted the quality of the coach–athlete relationship. Furthermore, these effects were fully mediated by positive emotions. Finally, the quality of the coach–athlete relationship positively predicted coaches’ subjective well-being. Future research directions are discussed in light of the dualistic model of passion.

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Wachsmuth, Svenja, Sophia Jowett, and Chris G. Harwood. "Managing conflict in coach—athlete relationships." Sport, Exercise, and Performance Psychology 7, no. 4 (November 2018): 371–91. http://dx.doi.org/10.1037/spy0000129.

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Zuleger, Brian, and Rick McGuire. "Case Studies of Olympic Medalist Coach–Athlete Relationships: A Retrospective Analysis Prior to and During the Olympics." Case Studies in Sport and Exercise Psychology 5, S1 (July 1, 2021): S1–36—S1–43. http://dx.doi.org/10.1123/cssep.2021-0019.

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The Olympics is a unique and challenging performance setting that tests the strength of the coach–athlete relationship. The purpose of this study was to investigate the coach–athlete relationship prior to and during the Olympics with Olympic-medal-winning athletes and their coaches. Qualitative research methods were implemented where three Olympic medalist coach–athlete dyads participated in semistructured interviews. Data collection included three separate interviews (athlete, coach, and coach–athlete) for each dyad. Cross-case analysis identified three lower order themes related to creating an athlete-centered environment: (a) empowering effective decision making, (b) open and honest communication, and (c) mental cue-based instruction and feedback. In addition, three lower order themes related to developing a caring supportive relationship emerged: (a) developed trust, (b) commitment, and (c) gratitude. Results indicated that coaches and athletes perceived that their success at the Olympics Games was influenced by the strength of the coach–athlete relationship that was developed over multiple years prior to the Olympics.

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

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We used leadership theories and social cognitive theory to examine the association between paternalistic leadership styles and the coach–athlete relationship in sports contexts, along with the role of trust as a mediator. Participants were 312 teenage soccer players aged 13–19 years at two Chinese professional soccer schools, who completed a survey. The results show that the three dimensions of paternalistic leadership (i. e., authoritarian leadership, benevolent leadership, and moral leadership) each had different effects on the coach–athlete relationship. Benevolent leadership and moral leadership positively predicted the coach–athlete relationship, whereas authoritarian leadership did not have a significant impact. Further, trust as a cognitive process mediated the relationships between both benevolent and moral leadership styles and the coach–athlete relationship. Trust had a suppressing effect on the link between authoritarian leadership and the coach–athlete relationship. Our results complement those of past research and support the application of social cognitive theory in the context of the social psychology of sport training.

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

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When athletes “uncritically accept” the coaching expectations associated with their sport, negative health consequences (e.g., disordered eating behaviors, clinical eating disorders) may result. The coach’s influence on disordered eating behaviors may be a product of factors related to overconformity to the sport ethic, issues with coach communication regarding recommendations for weight management, and the strength of the coach-athlete relationship. The present study investigated perceived weight-related coach pressure, the coach-athlete relationship, and disordered eating behaviors by surveying 248 female varsity athletes and dancers from four universities. Mediational analysis revealed that the coach-athlete relationship was a partial mediating variable between perceived coach pressures and disordered eating behaviors. Subsequently, strong relationships between coaches and their athletes may reduce the negative impact of perceived weight-related coach pressure on the development or exacerbation of disordered eating behaviors in female collegiate athletes.

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Camiré, Martin, Scott Rathwell, Stéphanie Turgeon³, and Kelsey Kendellen. "Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport." International Journal of Sports Science & Coaching 14, no. 5 (August 19, 2019): 591–606. http://dx.doi.org/10.1177/1747954119869542.

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High school sport is one of the most popular school-based extracurricular activities in North America, situated as a developmental activity during which coaches can foster quality relationships with students to promote basic psychological needs satisfaction and teach life skills. The primary purpose of the study was to examine associations between coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport. The secondary purpose consisted of addressing the psychometric properties of the scales employed in the study, namely the Coach–Athlete Relationship Questionnaire, the self-report version of the Interpersonal Behaviors Questionnaire, and a modified coach version of the Life Skills Scale for Sport. The sample was comprised of 1238 (58.8% male) Canadian high school coaches and the data were analysed using structural equation modelling. The mediated model indicated that coaches' perceptions of their interpersonal behaviours satisfying athletes' basic psychological needs either fully or partially mediated the positive relationships between coach–athlete relationships and the teaching of life skills. Coach–athlete relationships, particularly those within which coaches exhibit interpersonal behaviours that satisfy athletes' basic psychological needs, appear to be associated with the teaching of life skills in the context of high school sport.

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

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Jowett, Sophia, and Melina Timson-Katchis. "Social Networks in Sport: Parental Influence on the Coach-Athlete Relationship." Sport Psychologist 19, no. 3 (September 2005): 267–87. http://dx.doi.org/10.1123/tsp.19.3.267.

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The study aims to explore the nature of influences that parents exert on the quality of the dyadic coach-athlete relationship. A conceptual model was proposed as a guiding framework for the study. The proposed model incorporates Sprecher, Felmlee, Orbuch, and Willets’ (2002) notion of social networks and Jowett and Cockerill’s (2002) conceptualization of coach-athlete relationships. Fifteen participants from five coach-athleteparent triads were interviewed, and content analysis revealed that athletes’ parents (a “psychologically significant” network member) provided a range of information, opportunities, and extensive emotional support, all of which influenced the quality of the coach-athlete relationship as defined by closeness, commitment, and complementarity. Results are discussed based on previous relevant research along with recommendations for future research directions and practical applications.

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

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

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

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Choi, Hunhyuk, Jae-Ahm Park, and Youngsook Kim. "Decreasing Aggression through Team Communication in Collegiate Athletes." Sustainability 11, no. 20 (October 14, 2019): 5650. http://dx.doi.org/10.3390/su11205650.

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

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Bastık, Canan, and Hayrettin Gümüşdağ. "Investigation of Attachment Styles and Levels of Athletes in Different Branches to Their Coaches." Journal of Educational Issues 8, no. 3 (October 9, 2022): 14. http://dx.doi.org/10.5296/jei.v8i3.20110.

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The aim of this study is to examine the attachment styles in the relationships between coach and individual and team sports athlete. Attachment styles are related to how people interact with other people and how they are influenced by their experiences. Attachment styles may vary in stability later in a person’s life. Because of this, it is possible that the attachment styles of athletes, coaches or educators can be influenced by each other in sports environments. Relations between coach-athlete/athlete-coach are very important for the success of the sporting. The universe of the research is composed of athletes and coaches living in Çorum province, and the sample of the research is composed of 179 athletes (99 woman, 89 man) living in Çorum province and selected by random methods. Turkish version of the Attachment Styles Scale developed by Davis and Jowett (2013) and adapted by Zengin (2019), consisting of 19 items and 3 sub-dimensions, was used in the Relationships between the personal information form created by the researchers and the coach-athlete. It was transferred to the SPSS program and made ready for analysis. The Independent Simple T Test and One Way Anova tests were used from the parametric tests.As a result, it determined that there is a significant difference in the safe attachment sub-dimension between the genders of the athletes and the level of attachment of the athlete to the coach. The relationships between coach-athlete/athlete-coach are very important for performance and success, it is recommended that research be conducted in this direction and its results be revealed.

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Murphy, Alistair P., Rob Duffield, Aaron Kellett, and Machar Reid. "Comparison of Athlete–Coach Perceptions of Internal and External Load Markers for Elite Junior Tennis Training." International Journal of Sports Physiology and Performance 9, no. 5 (September 2014): 751–56. http://dx.doi.org/10.1123/ijspp.2013-0364.

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Purpose:To investigate the discrepancy between coach and athlete perceptions of internal load and notational analysis of external load in elite junior tennis.Methods:Fourteen elite junior tennis players and 6 international coaches were recruited. Ratings of perceived exertion (RPEs) were recorded for individual drills and whole sessions, along with a rating of mental exertion, coach rating of intended session exertion, and athlete heart rate (HR). Furthermore, total stroke count and unforced-error count were notated using video coding after each session, alongside coach and athlete estimations of shots and errors made. Finally, regression analyses explained the variance in the criterion variables of athlete and coach RPE.Results:Repeated-measures analyses of variance and interclass correlation coefficients revealed that coaches significantly (P < .01) underestimated athlete session RPE, with only moderate correlation (r = .59) demonstrated between coach and athlete. However, athlete drill RPE (P = .14; r = .71) and mental exertion (P = .44; r = .68) were comparable and substantially correlated. No significant differences in estimated stroke count were evident between athlete and coach (P = .21), athlete notational analysis (P = .06), or coach notational analysis (P = .49). Coaches estimated significantly greater unforced errors than either athletes or notational analysis (P < .01). Regression analyses found that 54.5% of variance in coach RPE was explained by intended session exertion and coach drill RPE, while drill RPE and peak HR explained 45.3% of the variance in athlete session RPE.Conclusion:Coaches misinterpreted session RPE but not drill RPE, while inaccurately monitoring error counts. Improved understanding of external- and internal-load monitoring may help coach–athlete relationships in individual sports like tennis avoid maladaptive training.

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Haugan, Jan Arvid, Frode Moen, Maja Olsen Østerås, and Frode Stenseng. "Effects of a Mentor Program for Coaches on the Coach-Athlete Relationship." Sports 9, no. 8 (August 23, 2021): 116. http://dx.doi.org/10.3390/sports9080116.

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The present study was designed to explore the effects of a one-year coach education program on coaches’ perceptions of their communication skills and co-orientation of their coach-athlete relationships. The study was designed with an experimental group and a control group. The experiment group consisted of 66 coaches (and 295 athletes) who received formal mentoring and the control group consisted of 41 coaches (and 148 athletes) who did not receive any mentoring. Data were analysed using structural equation modelling with autoregressive cross-lagged analysis. Results from the self-reported questionnaire at pre-test and post-test showed that the reciprocity of the coach-athlete relationships was not statistically significant. However, coaches’ experience of change in attention skills from the pre-test to the post-test positively predicted changes in their own perception of the coach-athlete relationship, whereas this association was not significant in the athletes’ perceptions. Moreover, the coach education programme increased coaches’ perception of their relational bonds with their athletes, but this increase did not correspond with an increase in athletes’ perception of the relational bonds with their coach. Practical implications and suggestions for further research are discussed in light of these findings.

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Milroy, Jeffrey J., Stephen Hebard, Emily Kroshus, and David L. Wyrick. "Sport-Related Concussion Reporting and Coach-Athlete Attachment Among Collegiate Student-Athletes." Journal of Clinical Sport Psychology 12, no. 2 (June 1, 2018): 268–81. http://dx.doi.org/10.1123/jcsp.2017-0029.

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Between 2001 and 2015, 3.4 million traumatic brain injury (TBI) occurrences in the U.S. were accounted for by sport participation. It is estimated between 12% and 60% of athletes delay seeking care after sustaining a concussion. Differences in sport-related concussion (SRC) reporting have been attributed to several different factors. Whereas prior research related to SRC reporting behavior focus on normative and competitive pressures to continue play, less attention is given to the interpersonal context in which reporting takes place. Grounded in attachment theory, this study investigated relationships between coach-athlete attachment and help-seeking behavior. Findings suggest that as coach-athlete anxiousness increases, not reporting increases. and as coach-athlete secureness increases, not reporting decreases. Logistic regression analyses indicate that secure coach attachment significantly predicts greater likelihood of SRC reporting. These findings underscore the important role coach-athlete relationships may have on care-seeking behaviors of student-athletes and can inform individual and group interventions promoting SRC reporting.

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Lisinskiene, Ausra, Marc Lochbaum, Emily May, and Matt Huml. "Quantifying the Coach–Athlete–Parent (C–A–P) Relationship in Youth Sport: Initial Development of the Positive and Negative Processes in the C–A–P Questionnaire (PNPCAP)." International Journal of Environmental Research and Public Health 16, no. 21 (October 28, 2019): 4140. http://dx.doi.org/10.3390/ijerph16214140.

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Youth sport participation is valued worldwide. Coaches, parents, and athlete youth routinely interact. These interactions impact youth sport participation. To date, only a 48-item measure exits assessing the overall perception of the coach–athlete–parent relationship with the same question set for coaches, parents, and athletes. However, this 48-item measure has not undergone quantitative development. Hence, we sought to assess these 48 items and to further develop a valid and reliable instrument measuring the coach–athlete–parent relationship. To do so, two studies were conducted. In Study 1, 308 participants completed the existing 48-item measure, resulting in 15 items that were fit into two dimensions, positive and negative group processes. In Study 2, 678 participants completed the 15-item measure. After examining the analyses, 11 items remained to form the Positive and Negative Processes in the Coach–Athlete–Parent Questionnaire (PNPCAP). In summary, the PNPCAP is a valid brief measure for assessing interpersonal relationships among coach–athlete–parents in both team and individual sport contexts. Future research is needed to continue to develop the scale for construct validity as well as translate the scale into multiple languages to determine validity in across countries.

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Preston, Cassidy, Veronica Allan, Lauren Wolman, and Jessica Fraser-Thomas. "The Coach–Parent Relationship and Athlete Development in Elite Youth Hockey: Lessons Learned for Conflict Management." Sport Psychologist 34, no. 2 (June 1, 2020): 143–52. http://dx.doi.org/10.1123/tsp.2019-0130.

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Extensive research highlights the important roles of coaches and parents in fostering positive youth development (PYD). However, little research has examined the complex coach–parent relationship in the bidirectional interactions of the coach-parent-athlete triad. This research is particularly pertinent in elite youth sport, wherein the performance-oriented environment may impede the pursuit of PYD. As such, this study aimed to deepen understandings of the coach–parent relationship in relation to athletes’ PYD. Specifically, the first author critically analyzed and reflected on his experiences as an elite youth ice hockey coach, thus offering a unique portrayal of reflective practice in the context of sport coaching. Two interconnected themes emerged: understanding conflict in the coach-parent-athlete relationship and fostering collaboration through enhanced coach–parent communication. Findings and reflections are discussed in relation to the dual-concern model of conflict resolution, and strategies to help practitioners foster cooperative coach–parent relationships are presented.

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

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The purpose of the current study was to identify putative antecedents and consequences associated with self-efficacy, other-efficacy, and relation-inferred self-efficacy, within the context of elite coach-athlete dyads. Semistructured interviews were conducted with each member of six international-level coach-athlete partnerships, and data were analyzed using inductive and deductive content analytic techniques. Results for both athletes and coaches demonstrated that the above ‘tripartite efficacy beliefs’ (cf. Lent & Lopez, 2002) were identified as originating from perceptions regarding oneself, inferences regarding the ‘other’ dyad member (e.g., the athlete’s coach), as well as the dyad as a whole. Results also revealed that the tripartite efficacy constructs were interrelated, and independently associated with a number of positive task-related and relationship-oriented consequences. Findings are considered in relation to developing and sustaining effective coach-athlete relationships at the elite level.

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Davis, Louise, Andreas Stenling, Henrik Gustafsson, Ralph Appleby, and Paul Davis. "Reducing the risk of athlete burnout: Psychosocial, sociocultural, and individual considerations for coaches." International Journal of Sports Science & Coaching 14, no. 4 (July 3, 2019): 444–52. http://dx.doi.org/10.1177/1747954119861076.

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

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

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

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The purpose of this paper is to explore current research evidence to understand whether and how gender influences the coach-athlete relationship. Considering the importance of coach-athlete relationships, the field still remains under researched and the influences on this relationship require greater examination. Coach-athlete exchanges are shaped by assumptions and ideas about coaching and teaching relationships. Interactions are complex because sport makes a number of (at times competing) demands on participants. Varying individual characteristics increase this complexity. Yet within this multifaceted context, gender relations appear constant and problematic, particularly with respect to coaching. Evidence suggests that while male and female athletes share many similarities in what they want and prefer in terms of their coaching needs and expectations, there are specific nuances and differences that must be understood to facilitate an effective relationship. Furthermore, the evidence also suggests that male coaches, unwittingly, play a role in the perpetuation of the stereotype of women as the less able, less competitive and frailer athlete. These findings evidence the need to include a greater focus on gender-responsive coaching. The paper also highlights different coaching styles that may facilitate working with male and female athletes and emphasises the need for coaches to become relational experts to empower their athletes.

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Lisinskiene, Ausra, and Marc Lochbaum. "The Coach–Athlete–Parent Relationship: The Importance of the Sex, Sport Type, and Family Composition." International Journal of Environmental Research and Public Health 19, no. 8 (April 15, 2022): 4821. http://dx.doi.org/10.3390/ijerph19084821.

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Interpersonal relationships exist in many forms within the sport environment. Athlete performance and career direction, at times, depend on their formed sport relationships. Positive and negative interpersonal relationships among the coach, the athlete, and the parent affects many athletes’ behavioral outcomes, such as continued participation. Our research aimed to understand whether the positive and negative processes in the coach, athlete, and parent interpersonal relationships depend on athletes’ sex, age, family composition, sport experience, and the type of sport. To achieve our research purpose, 632 volunteer student-athletes (aged 11–19) completed our survey. Our survey included the Positive and Negative Processes in the Coach–Athlete–Parent (PNPCAP) relationship scale and demographics (i.e., sex, age, family composition, years in competitive sport, and sport type). The study results revealed that positive processes, as measured by the positive PNPCAP subscale, were invariant to our categorical variables. However, participants’ self-ratings of negative PNPCAP-measured processes depended upon sex, sport type, and family makeup. Significant (p < 0.05) two-way interactions revealed boys involved in individual sports and residing without their parents or with one self-reported a higher level of the negative processes. The calculated effect size values with the other groupings were mostly medium in magnitude. The third significant two-way interaction resulted for sport type by family makeup. This two-way interaction revealed individual sport participants without or residing with one parent reported higher levels of negative processes. The effect size values were a mix of small and medium in meaningfulness. In conclusion, while positive Coach–Athlete–Parent processes appear invariant to our measured categorical variables, sex, sport type, and family makeup moderated the negative processes. Further research, such as mixed methods, is required to best understand and provide direction for intervention research to reduce negative processes in youth sport.

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Wang, Kai Wei. "The Relationships between Perceived Coach-Athlete Relationship, Athletic Identity, and Burnout." Korean Journal of Sports Science 28, no. 4 (August 31, 2019): 389–400. http://dx.doi.org/10.35159/kjss.2019.08.28.4.389.

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Lisinskiene, Ausra. "The Effect of a 6-Month Coach Educational Program on Strengthening Coach-Athlete Interpersonal Relationships in Individual Youth Sport." Sports 6, no. 3 (July 29, 2018): 74. http://dx.doi.org/10.3390/sports6030074.

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The purpose of this intervention study was to develop an educational program for coaches to strengthen the coach–athlete interpersonal relationship in individual youth sport. To obtain data in the qualitative interpretative phenomenology phase, 10 youth sports coaches took part in semi-structured, in-depth interviews. The educational program was developed by integrating psychological, educational and social skills into the educational coaching sessions. The program involved a detailed video analysis, theoretical classes, and individual consultations. The qualitative interpretative phenomenology research design was used and enabled to evaluate the program. The study results revealed that the program had a positive impact on the transformation of the coach–athlete interpersonal relationship in sport. Behavioural, emotional, cognitive, and social strategies changes occured. The quality of the coach–athlete relationship changed: trust, communication, cooperation, encouragement, and a connection between athletes and the coaches appeared. The study’s results showed that the educational program for coaches had a positive effect on the quality of interpersonal relationships between athletes and the coaches and increased positive coaching strategies in youth sport.

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

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Four studies were conducted to assess the psychometric properties and the theoretical basis of a version of the Inventory of Desirable Responding in Relationships, which was originally developed and validated for the assessment of romantic relationships, in a different relational context (i.e., coach-athlete relationships). The first study aimed to address the content validity of the modified inventory, the Inventory of Desirable Responding in Coach-Athlete Relationship (IDR-CART) scale. The second study employed factor analytic techniques to examine its psychometric properties. Results confirmed the two-factor structure of the inventory: self-deception (CART-SD) and impression management (CART-IM). In the third study, data were collected under public and anonymous conditions. Results revealed, however, that neither condition supported the factor structure, thereby casting doubt on theoretical assumptions. The fourth study demonstrated that CART-SD is associated with indices of relationship quality, providing evidence of convergent validity. Limitations and future research directions are discussed.

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

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

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Sandström, Elin, Lukas Linnér, and Natalia Stambulova. "Career profiles of athlete–coach relationships: Descriptions and interpretations." International Journal of Sports Science & Coaching 11, no. 3 (April 22, 2016): 395–409. http://dx.doi.org/10.1177/1747954116645012.

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

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Cranmer, Gregory A., Maria Brann, and Keith Weber. "Quantifying Coach Confirmation." Communication & Sport 5, no. 6 (July 21, 2016): 751–69. http://dx.doi.org/10.1177/2167479516660037.

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The lack of appropriate measurement to assess athlete-coach interaction and athletes’ psychological states has historically plagued sport studies research (i.e., an encompassing term for sport psychology, management, sociology, and communication) and may partially explain the lack of empirical research regarding athlete-coach interaction within the emerging field of sport communication. Without valid and reliable tools to assess athlete-coach interactions, understanding the antecedents and outcomes of these relationships, which is a central aim of sport communication research, cannot be accomplished. This article develops and demonstrates validity for a measure of the coach confirmation instrument (CCI) via two studies. In Study 1, an exploratory factor analysis and parallel analysis produced a 15-item, two-factor measure (challenge and acceptance). In Study 2, a confirmatory factor analysis confirmed this two-factor structure had an acceptable-to-good fit using a variety of fit indices. Additionally, preliminary degrees of validity for the CCI were demonstrated through Pearson correlations with athletes’ feeling of being confirmed, coach satisfaction, and perceptions of coach verbal aggression. Collectively, these studies indicate the CCI is a structurally stable measure, which demonstrates good reliability and initial degrees of face, concurrent, convergent, discriminant, and content validity.

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Sut Txi, Mon Redee. "The level of relationship between athletes and coaches among sport school students in Malaysia." Jurnal Sains Sukan & Pendidikan Jasmani 8, no. 2 (December 20, 2019): 42–49. http://dx.doi.org/10.37134/jsspj.vol8.2.5.2019.

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Coaches and athletes of different sport background can have a marked influence on their relationship. The objective of this study was to compare the relationship level between the athlete and coach, among sport school students. In addition, this study aimed to compare the level of athlete to coach relationship and vice versa. The Coach-Athlete Relationship Questionnaire (CART-Q) is used in the data collection process. In this study, the measurement is made from the contract of interpersonal relationships (closeness, commitment and complementarity). The findings are presented in the form of descriptive statistics. The comparison and relationship among variables was determined using t-tests and Pearson correlation tests. The study found that there was a significant correlation between coaches in the team sports category with the closeness of t = 2.098, sig = 0041* (p <0.05). The study also found that there was a correlation between the total time of training in a week with the commitment of athletes r = 0.155, sig = 0.016* (p <0.05). These findings indicate that the coaches have a higher level of closeness compared with athletes. Meanwhile, it appears to be no problem with athletes’ commitment with the training period set by their coach. It can be concluded that, the higher the level of interpersonal qualities (closeness, commitment and complement) the higher the level of relationship between athletes and coaches.

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

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This study examined relationships among coaching success, servant leadership, team cohesion, athlete resilience and social behaviors utilizing responses from over 300 collegiate athletes. Horn’s (2008) model of coaching effectiveness served as the basis from which variables were operationalized and concurrently measured. Bivariate correlation analysis identified significant correlations among servant leadership and coaching success, cohesion and coaching success, cohesion and servant leadership, resilience and coaching success, and resilience and servant leadership, with most relationships moderate to weak. Canonical correlations were used to examine the data in greater depth and significant canonical variants revealed both expected and unexpected relationships. Multivariate analysis of variance results identified a significant main effect and seven significant follow-up analysis of variance tests. Athlete resilience, coach servant leadership and task-based team cohesion all varied significantly across the three levels of coaching success. Results of this study can be used by coaches, athletic administrators and coach educators for coach development.

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

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

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Stebbings, Juliette, Ian M. Taylor, and Christopher M. Spray. "Interpersonal Mechanisms Explaining the Transfer of Well- and Ill-Being in Coach–Athlete Dyads." Journal of Sport and Exercise Psychology 38, no. 3 (June 2016): 292–304. http://dx.doi.org/10.1123/jsep.2015-0172.

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The current study explored coaches’ interpersonal behaviors as a mechanism for well- and ill-being contagion from coach to athlete and vice versa. Eighty-two coach–athlete dyads from individual sports completed selfreport measures before and after a training session. Structural equation modeling supported three actor–partner interdependence mediation models, in which coaches’ presession well- and ill-being were associated with changes in athletes’ well- and ill-being over the course of the session. These relationships were mediated by athletes’ perceptions of their coaches’ interpersonal styles during the session. The reciprocal transfer from athlete to coach was not fully supported. Nonetheless, coaches’ perceptions of their own interpersonal behaviors were associated with changes in their postsession well- and ill-being. Overall, evidence is provided for the contagion of affect from authority figures to those under their instruction but not vice versa.

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Contreira, Andressa Ribeiro, José Roberto Andrade do Nascimento Junior, Gislaine Contessoto Pizzo, Selso Ananias Sitoe, Caio Rosas Moreira, Sophia Jowett, and Lenamar Fiorese. "Psychometric properties of the Brazilian version of the Coach–Athlete Relationship Questionnaire for coaches." International Journal of Sports Science & Coaching 14, no. 3 (March 4, 2019): 285–93. http://dx.doi.org/10.1177/1747954119832715.

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The aim of this study was to assess the psychometric properties of the Brazilian version of the Coach–Athlete Relationship Questionnaire (CART-Q) for coaches. Subjects were 173 coaches (20–65 years old) from both sexes, from individual and team sports, ranging from amateur to national level; the instruments were the Coach version of CART-Q translated and adapted to Portuguese and the Athletic Satisfaction Scale adapted for coaches. Data analysis consisted of confirmatory factor analysis, internal consistency (Cronbach's alpha and composite reliability), concurrent validity (Spearman correlation), and temporal stability (intraclass correlation coefficient, ICC). Confirmatory factor analysis revealed a model with 11 items presenting adequate fit (χ2/df = 2.68; comparative fit index = 0.92; goodness-of-fit index = 0.91; Tucker–Lewis index = 0.90; root mean square error of approximation = 0.10) and the existence of a second-order factor (coach–athlete relationship). The scale has shown satisfactory internal consistency (composite reliability > 0.70 and α > 0.70). Concurrent validity assessment presented significant relationships (r > 0.40) with all coach satisfaction variables and temporal stability after 15 days was also adequate (0.65 < ICC < 0.88). It was concluded that the Brazilian version of the CART-Q Coach is adequate to assess coaches' perception regarding the relationship with their athletes.

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

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Johansson, Susanne, and Carolina Lundqvist. "Sexual harassment and abuse in coach–athlete relationships in Sweden." European Journal for Sport and Society 14, no. 2 (April 3, 2017): 117–37. http://dx.doi.org/10.1080/16138171.2017.1318106.

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

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A field experiment was conducted to examine the impact of the Coach Effectiveness Training program on athlete attrition. Eight Little League Baseball coaches attended a preseason sport psychology workshop designed to facilitate desirable coach-athlete interactions. A no-treatment control group consisted of 10 coaches. Children who played for both groups of coaches were interviewed before and after the season and were contacted again the following year. At the end of the initial season, children in the experimental group evaluated their coaches, teammates, and the sport of baseball more positively than children who played for the control-group coaches. Player attrition was assessed at the beginning of the next baseball season, with control-group youngsters withdrawing at a significantly higher rate (26%) than those in the experimental group (5% dropout rate). There was no difference in mean team won-lost percentages between dropouts and returning players, which indicates that the attrition was not due to lack of team success.

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Roxas, Adela S., and Lynn L. Ridinger. "Relationships of coaching behaviors to student-athlete well- being." Higher Education Politics & Economics 2, no. 1 (April 5, 2016): 95–109. http://dx.doi.org/10.32674/hepe.v2i1.21.

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

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Davis, Louise, and Sophia Jowett. "Investigating the Interpersonal Dynamics Between Coaches and Athletes Based on Fundamental Principles of Attachment." Journal of Clinical Sport Psychology 4, no. 2 (June 2010): 112–32. http://dx.doi.org/10.1123/jcsp.4.2.112.

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Grounded in Bowlby’s (1969/1982, 1988) attachment theory, this study aimed to explore (a) the pervasiveness of the three main functions of attachment within the context of the coach-athlete relationship, (b) the associations of athletes’ attachment styles with such important variables as satisfaction with the relationship and satisfaction with the sport, and (c) the process by which athletes’ attachment styles and satisfaction with sport are associated. Data were collected through self-report measures of attachment functions and styles as well as relationship satisfaction and sport satisfaction from 309 student athletes (males = 150, females = 159) whose age ranged from 18 to 28 years (Mage = 19.9, SD = 1.58 years). Athletes’ mean scores indicated that the coach was viewed as an attachment figure fulfilling all three functions of secure base, safe haven, and proximity maintenance. Bivariate correlations indicated that athletes’ avoidant and anxious styles of attachment with the coach were negatively correlated with both relationship satisfaction and sport satisfaction. Mediational regression analysis revealed that athletes’ satisfaction with the coach-athlete relationship may be a process that links athletes’ attachment styles with levels of satisfaction with sport. The findings from this study highlight the potential theoretical and practical utility of attachment theory in studying relationships within the sport context.

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Höök, Martina, Max Bergström, Stig Arve Sæther, and Kerry McGawley. "“Do Elite Sport First, Get Your Period Back Later.” Are Barriers to Communication Hindering Female Athletes?" International Journal of Environmental Research and Public Health 18, no. 22 (November 17, 2021): 12075. http://dx.doi.org/10.3390/ijerph182212075.

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Competitive female athletes perceive their hormonal cycles to affect their training, competition performance and overall well-being. Despite this, athletes rarely discuss hormonal-cycle-related issues with others. The aim of this study was to gain an in-depth understanding of the perceptions and experiences of endurance athletes and their coaches in relation to barriers to athlete–coach communication about female hormonal cycles. Thirteen Swedish national-/international-level female cross-country skiers (age 25.8 ± 3.6 y) and eight of their coaches (two women and six men; age 47.8 ± 7.5 y) completed an online survey relating to their educational background, prior knowledge about female hormonal cycles and a coach–athlete relationship questionnaire (CART-Q). They then participated in an online education session about female hormonal cycles and athletic performance before participating in semi-structured focus-group interviews. Thematic analyses revealed three main barriers to communication: knowledge, interpersonal, and structural. In addition, the results suggested that a good coach–athlete relationship may facilitate open communication about female hormonal cycles, while low levels of knowledge may hinder communication. To overcome the perceived barriers to communication, a model is proposed to improve knowledge, develop interpersonal relationships and strengthen structural systems through educational exchanges and forums for open discussion.

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

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Researchers have examined the impact of coaches’ emotional expressions and emotional intelligence on athlete outcomes (Allan, V., & Côté, J. (2016). A cross-sectional analysis of coaches’ observed emotion-behavior profiles and adolescent athletes’ self-reported developmental outcomes. Journal of Applied Sport Psychology, 28, 321–337; Thelwell, R.C., Lane, A.M., Weston, N.J., & Greenlees, I.A. (2008). Examining relationships between emotional intelligence and coaching efficacy. International Journal of Sport and Exercise Psychology, 6, 224–235; van Kleef, G.A., Cheshin, A., Koning, L.F., & Wolf, S.A. (2018). Emotional games: How coaches’ emotional expressions shape players’ emotions, inferences, and team performance. Psychology of Sport & Exercise). However, there is little research examining coaches’ use of specific strategies to regulate their athletes’ emotions. The purpose of the present study was to explore the strategies coaches used to try and regulate their athletes’ emotions, and to explore the relationship and contextual factors influencing coaches’ IER strategy use. A longitudinal multiple case study approach was used (Stake, R.E. (2006). Multiple case study analysis. New York: The Guilford Press) with five cases, each consisting of one male coach and two individual varsity sport athletes (N = 15). Participants completed individual interviews, a two-week audio diary period, and a follow-up interview. Data were inductively and deductively analyzed and a conceptual model was developed outlining athletes’ emotions and emotion regulation, coaches’ IER, the coach-athlete relationship, and contextual factors. Participants described a bidirectional association between the coach-athlete relationship and coaches’ IER. A number of factors influenced athletes’ and coaches’ use of emotion regulation strategies and contributed to the quality of the coach-athlete relationship. The IER strategies that coaches used may reflect instrumental, performance-related motives, and coaches’ IER efforts may also contribute to coaches’ emotional labour.

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

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

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There is a growing body of research on positive tactile communication and its impact on athlete performance and team dynamics. The purpose of the present study was to examine the profile and perceived impact of positive tactile communication as a coaching strategy in a high-performance team sport setting. Participants were members of a successful American collegiate women’s basketball team comprising the head coach, associate head coach, and 16 student-athletes. Methods of data collection included systematic observation and focus groups. Positive tactile communication was perceived to be an effective coaching strategy for enhancing relationships and athlete performance. To our knowledge, this is the first study to include both quantitative and qualitative data from multiple coaches on the same team, as well as athlete perceptions of coaches’ strategic use of positive tactile communication.

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Journal articles on the topic 'Coach-athlete relationships'

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