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Artykuły w czasopismach na temat "Coach-athlete Relationship"
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Choi, Hunhyuk, Yunduk Jeong i 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, nr 22 (20.11.2020): 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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Teodora, Dominteanu. "The Significance of The Coach–Athlete Relationship". Indian Journal of Applied Research 4, nr 7 (1.10.2011): 512–13. http://dx.doi.org/10.15373/2249555x/july2014/161.
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Li, Juan, Hongyan Gao i Jianbo Hu. "Satisfaction and the coach–athlete relationship: The mediating role of trust". Social Behavior and Personality: an international journal 49, nr 2 (4.02.2021): 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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Cho, Sun-Lyoung, i Woo-Yeul Baek. "Coach–autonomy support and youth sport team efficacy mediated by coach–athlete relationship". Social Behavior and Personality: an international journal 48, nr 2 (5.02.2020): 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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Gencer, Eylem, i Arda Öztürk. "The Relationship Between the Sport-Confidence and the Coach-Athlete Relationship in Student-Athletes". Journal of Education and Training Studies 6, nr 10 (19.07.2018): 7. http://dx.doi.org/10.11114/jets.v6i10.3388.
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The aim of this study was to examine the relationship between the sport-confidence and the coach-athlete relationship in Turkish national male student-wrestlers, and to investigate whether educational status, wrestling style, wrestling category, and career of wrestlers were significant variables on student-wrestlers’ sport confidence and their relationship with their coaches. Participants were 198 Turkish national male wrestlers. Demographic questions, the Sport-Confidence Inventory (Vealey, 1986), and the Coach Athlete Relationship Questionnaire (Jowett & Ntoumanis, 2004) were performed for data collection. Results indicated that sport-confidence was significantly related to coach-athlete relationship and sport-confidence was significant predictor of wrestlers’ relationship with their coaches. Besides, wrestling style and wrestling category were significant variables on coach-athlete relationship. However, educational status and career of wrestlers were not significant variables in terms of sport-confidence and coach-athlete relationship. In conclusion, the findings of the study highlight that the association of sport-confidence and coach-athlete relationship can contribute to the understanding of relational process in sport.
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Ferrar, Phil, Lillian Hosea, Miles Henson, Nadine Dubina, Guy Krueger, Jamie Staff i Wade Gilbert. "Building High Performing Coach-Athlete Relationships: The USOC’s National Team Coach Leadership Education Program (NTCLEP)". International Sport Coaching Journal 5, nr 1 (1.01.2018): 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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Gencer, Eylem. "The Relationship between Self-Esteem, Satisfaction with Life and Coach-Athlete Relationship". Journal of Educational Issues 6, nr 2 (4.01.2021): 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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Grant, Christine H. B., i Charles F. Darley. "Reaffirming the Coach-Athlete Relationship". Counseling Psychologist 21, nr 3 (lipiec 1993): 441–44. http://dx.doi.org/10.1177/0011000093213008.
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Hellstedt, Jon C. "The Coach / Parent / Athlete Relationship". Sport Psychologist 1, nr 2 (czerwiec 1987): 151–60. http://dx.doi.org/10.1123/tsp.1.2.151.
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Coaches often have difficulty working with the parents of their athletes. Communication problems, conflict, and sometimes power struggles over who has control over the child’s training occasionally develop. Based on an integration of sport psychology and family systems theory, a model for understanding the coach / parent / athlete triangle is developed. Three types of parents are described: overinvolved, underinvolved, and moderately involved, as well as goals and strategies for working with each type of parent.
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Li, Sitan, i Juan Li. "Fostering trust: Authoritarian, benevolent, and moral paternalistic leadership styles and the coach–athlete relationship". Social Behavior and Personality: an international journal 49, nr 12 (1.12.2021): 1–11. http://dx.doi.org/10.2224/sbp.10452.
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We used leadership theories and social cognitive theory to examine the association between paternalistic leadership styles and the coach–athlete relationship in sports contexts, along with the role of trust as a mediator. Participants were 312 teenage soccer players aged 13–19 years at two Chinese professional soccer schools, who completed a survey. The results show that the three dimensions of paternalistic leadership (i. e., authoritarian leadership, benevolent leadership, and moral leadership) each had different effects on the coach–athlete relationship. Benevolent leadership and moral 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.
Rozprawy doktorskie na temat "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.
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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, i 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
Książki na temat "Coach-athlete Relationship"
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The power of positive coaching. Boston: Jones and Bartlett Publishers, 1996.
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J, Fewing Peter R., red. Coaching principles for the development of championship teams: On and beyond the pitch. Champaign, Ill: Common Ground Pub., 2010.
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L, Jones Robyn, red. The sports coach as educator: Reconceptualising sports coaching. Abingdon, Oxon: Routledge, 2006.
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Pim, Ralph L. Perfect Phrases for Coaches. New York: McGraw-Hill, 2009.
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Haworth, Rob. What great coaches do differently: Eleven elements of effective coaching. Larchmont, NY: Eye on Education, 2010.
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Perfect phrases for sports coaches: Hundreds of ready-to-use winning phrases for any sport--on and off the field. New York: McGraw-Hill, 2010.
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Tomlinson, Paul. Power and ethics in coaching. Gloucester, Ont: Coaching Association of Canada, 1996.
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Znajdź pełny tekst źródłaCzęści książek na temat "Coach-athlete Relationship"
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Coumbe-Lilley, John E. "Coach–athlete relationship". W Complex Cases in Sport Psychology, 10–19. Milton Park, Abingdon, Oxon : New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315178882-2.
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Carlsson, Andreas. "Coach–Athlete Relationship". W Becoming a Better Sports Coach, 209–44. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195153-7.
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Coumbe-Lilley, John E. "Coach–athlete relationship conflict". W Complex Cases in Sport Psychology, 49–57. Milton Park, Abingdon, Oxon : New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315178882-6.
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Nicholls, Adam R. "The Coach-Athlete Relationship". W Psychology in Sports Coaching, 119–28. Wyd. 3. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003201441-19.
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Querfurth-Böhnlein, Sydney, Linda Schücker i Bernd Strauss. "Trust Within the Coach–Athlete Relationship Through Digital Communication". W Trust and Communication, 273–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72945-5_14.
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Collins, Dave, i Áine MacNamara. "How the Coach–Athlete Relationship can Fly or Founder". W Talent Development, 153–66. Wyd. 2. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003088943-15.
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Mohd Kassim, Ahmad Fikri, Wan Faizal Iskandar Wan Abdullah, Siti Jameelah Md Japilus i Asmahan Shahirah Azanuar Yusri. "Coach-Athlete Relationship and Coaching Effectiveness in Team Sports Athletes". W Enhancing Health and Sports Performance by Design, 451–62. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3270-2_46.
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Jowett, Sophia, i Calum Arthur. "Effective coaching: The links between coach leadership and coach-athlete relationship—From theory to research to practice." W APA handbook of sport and exercise psychology, volume 1: Sport psychology (Vol. 1)., 419–49. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000123-022.
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Jowett, Sophia, i Katelynn Slade. "Coach-Athlete Relationships". W Athletic Development, 89–106. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003153450-9.
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Johansson, Susanne. "Athlete welfare in coach–athlete romantic relationships". W Routledge Handbook of Athlete Welfare, 324–35. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge international handbooks: Routledge, 2020. http://dx.doi.org/10.4324/9780429201745-35.
Pełny tekst źródłaStreszczenia konferencji na temat "Coach-athlete Relationship"
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Frea, Craig. "The Moderating Role of the Coach/Athlete Relationship in Athlete Burnout Among Former High School Athletes". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588018.
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Галухин, Рудольф Михайлович. "FEATURES OF INTERPERSONAL RELATIONSHIPS BETWEEN A COACH AND AN ATHLETE". W Психология. Спорт. Здравоохранение: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Декабрь 2020). Crossref, 2021. http://dx.doi.org/10.37539/psm294.2020.35.53.004.
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Показана роль компетентной готовности тренера к работе со спортсменами, построение взаимоотношений между ними и оценка спортсменами профессиональной деятельности тренера. The role of the competent readiness of the coach for working with athletes, building a relationship between them and the evaluation of athletes of professional activity of the coach.
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Kobelkova, I. V., M. M. Korosteleva i M. S. Kobelkova. "АДАПТАЦИОННЫЙ ПОТЕНЦИАЛ КАК КОМПОНЕНТ ПСИХО-ЭМОЦИОНАЛЬНОГО БЛАГОПОЛУЧИЯ ЮНЫХ СПОРТСМЕНОВ". W ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.23.81.001.
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The psycho-emotional well-being of an athlete is one of the important components of his/her adaptive potential. Particularly relevant is the development of measures to ensure psychological safety in children's sports; children are characterized by the lability of the nervous system, increased physiological needs due to high specific energy consumption and growth processes, which makes them extremely susceptible to psychological discomfort. Athletes exposed to chronic stress report feelings of anxiety and depression, low self-esteem, which leads to reduced adaptive capacity, social isolation and reduced performance. Highly qualified medical and biological support should play an integral role in the prevention of depression in sports. There are certain difficulties with the etiology, diagnosis and treatment of this condition, therefore, to improve professional performance, regular examination with the involvement of a psychologist is necessary. To maintain optimal performance and emotional stability, microorganisms with a psychobiotic orientation are used. The term "psychobiotics" refers to live bacteria that directly or indirectly have a positive effect on neuronal function by colonizing the intestinal flora. Increasing the number of beneficial bacteria in the gut has been shown to reduce inflammation and cortisol levels, reduce symptoms of depression and anxiety, and improve memory. There are relationships between psychobiotics, cognitive and behavioral processes that include neurological, metabolic, hormonal and immunological signaling pathways; the modified impact on which leads to an increase in the effectiveness of training and competitive activities. It is necessary to improve the educational level of the coaching staff, create conditions for the formation of trusting partnerships with the coach, parents, team members to ensure the harmonious physical and psycho-emotional well-being of young athletes. Of particular interest is the further study of the possible influence of microorganisms on the psycho-emotional state, volitional sphere and motivation of athletes. Адаптационный потенциал спортсмена является одним из важнейших компонентов его психо-эмоционального благополучия. Особенно актуальной представляется разработка мероприятий по обеспечению психологической безопасности в детском спорте. Дети отличаются лабильностью нервной системы, повышенными физиологическими потребностями вследствие высоких удельных энерготрат, в том числе процессов роста и развития, что делает их крайне восприимчивыми к психологическому дискомфорту. Спортсмены, подвергающиеся хроническому стрессу, сообщают о чувстве тревоги и депрессии, низкой самооценке, что приводит к снижению адаптационного потенциала, социальной изоляции и снижению профессиональной результативности. Высококвалифицированное медико-биологическое сопровождение должно играть неотъемлемую роль в профилактике депрессивных состояний юных спортсменов. Существуют определенные трудности с этиологическими факторами, критериями, диагностики и лечением этого состояния, поэтому для повышения профессиональной результативности необходим более частый, чем углубленное медицинское обследование, регулярный мониторинг с привлечением психолога. Для поддержания оптимальной работоспособности и эмоциональной стабильности в рацион питания спортсменов вводят микроорганизмы с психобиотической направленностью. Под термином «психобиотики» понимают живые бактерии, которые колонизируя кишечную флору, прямо или косвенно оказывают положительное влияние на функции нейронов. Доказано, что увеличение количества полезных бактерий в кишечнике снижает степень выраженности воспаления и уровень кортизола, уменьшает симптомы депрессии и тревожности, улучшить память. Между психобиотическими микроорганизмами, когнитивными и поведенческими процессами существует взаимосвязь, которая реализуется через неврологические, метаболические, гормональные и иммунологические сигнальные пути; модифицированное воздействие на которые приводит к повышению эффективности тренировочной и соревновательной деятельности. Необходимо повышать образовательный уровень тренерского состава, создавать условия для формирования доверительных партнерских отношений с тренером, родителями, членами команды для обеспечения гармоничного физического и психо-эмоционального благополучия юных спортсменов. Особый интерес вызывает дальнейшее изучение возможного влияния микроорганизмов на волевую сферу и мотивацию спортсменов.