Artykuły w czasopismach: „Coach-athlete Relationship”

1

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

2

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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

4

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

5

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

6

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

7

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

8

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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

10

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

11

Powers, Megan, Jana Fogaca, Regan A. R. Gurung i Callan M. Jackman. "Predicting Student-Athlete Mental Health: Coach–Athlete Relationship". Psi Chi Journal of Psychological Research 25, nr 2 (2020): 172–80. http://dx.doi.org/10.24839/2325-7342.jn25.2.172.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

12

McGee, Victoria, i J. D. DeFreese. "The Coach-Athlete Relationship and Athlete Psychological Outcomes". Journal of Clinical Sport Psychology 13, nr 1 (marzec 2019): 152–74. http://dx.doi.org/10.1123/jcsp.2018-0010.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

13

Horne, Tammy, i Albert V. Carron. "Compatibility in Coach-Athlete Relationships". Journal of Sport Psychology 7, nr 2 (czerwiec 1985): 137–49. http://dx.doi.org/10.1123/jsp.7.2.137.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

14

Lafrenière, Marc-André K., Sophia Jowett, Robert J. Vallerand, Eric G. Donahue i Ross Lorimer. "Passion in Sport: On the Quality of the Coach–Athlete Relationship". Journal of Sport and Exercise Psychology 30, nr 5 (październik 2008): 541–60. http://dx.doi.org/10.1123/jsep.30.5.541.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

15

Zuleger, Brian, i 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 (1.07.2021): S1–36—S1–43. http://dx.doi.org/10.1123/cssep.2021-0019.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

16

Coker-Cranney, Ashley, i 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, nr 3 (wrzesień 2015): 213–31. http://dx.doi.org/10.1123/jcsp.2014-0052.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

17

Güllü, Sevim. "The Effect of the Coach-Athlete Relationship on Passion for Sports: The Case of Male Handball Players in Super League". Journal of Education and Training Studies 7, nr 1 (6.12.2018): 38. http://dx.doi.org/10.11114/jets.v7i1.3724.

Pełny tekst źródła

Streszczenie:

The purpose of this study is to reveal out the relationship between the team players' perceived coach-athlete relationship and their passion in sports. This is a research carried out with sectional screening model. The study group consisted of 200 male handball players in super league in Turkey. Participants were asked questions with demographic information to obtain personal information. Additionally, 11 question “Coach-Athlete Relationship Scale” developed by Jowett & Ntoumanis (2004) and adapted to Turkish by Altıntaş et al. (2012) and 12 question “Athlete Passion Scale” developed by Vallerand et al. (2003) and adapted to Turkish by Kelecek & Aşçı (2013) was applied. To evaluate the obtained data SPSS 20 package program was used and percentage (%), frequency (f), Kruskal Wallis test, correlation analysis, and regression analysis were conducted. There was a positive relationship between the coach-athlete relationship and its sub-dimensions of commitment, closeness and complementarity and also between the passion for sports and its sub-dimensions of harmonious passion and obsessive passion. Besides, the regression analysis has shown that the coach-athlete relationship has a relatively high impact on the passion for sports. In other words, as the effectiveness and quality of the coach-athlete relationship increase, so does "passion", which is one of the most important motivation sources for the athletes. At the end of our research it was found that, the coach-athlete relationship was at high level. As a result, there is a relationship between coach-athlete relationship and sport passion.

Style APA, Harvard, Vancouver, ISO itp.

18

Jowett, Sophia, i Melina Timson-Katchis. "Social Networks in Sport: Parental Influence on the Coach-Athlete Relationship". Sport Psychologist 19, nr 3 (wrzesień 2005): 267–87. http://dx.doi.org/10.1123/tsp.19.3.267.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

19

Jackson, Ben, Peter Knapp i Mark R. Beauchamp. "The Coach-Athlete Relationship: A Tripartite Efficacy Perspective". Sport Psychologist 23, nr 2 (czerwiec 2009): 203–32. http://dx.doi.org/10.1123/tsp.23.2.203.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

20

Short, Sandra E., i Martin W. Short. "Essay: Role of the coach in the coach-athlete relationship". Lancet 366 (grudzień 2005): S29—S30. http://dx.doi.org/10.1016/s0140-6736(05)67836-1.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

21

Choi, Hunhyuk, i Kooin Jung. "Relationship Between empathy perceived by athletes, coach-athlete relationship, and athlete burnout". Korean Association For Learner-Centered Curriculum And Instruction 20, nr 12 (30.06.2020): 1317–99. http://dx.doi.org/10.22251/jlcci.2020.20.12.1317.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

22

Ahmad, Hasan, Elif Nilay Ada, Sophia Jowett, Kholoud Alabduljader i Zişan Kazak. "The Validation of Direct and Meta Versions of the Coach–Athlete Relationship Questionnaire (ArCART-Q) in the Arabic Language: Their Relationship to Athlete’s Satisfaction with Individual Performance". International Journal of Environmental Research and Public Health 18, nr 4 (19.02.2021): 1998. http://dx.doi.org/10.3390/ijerph18041998.

Pełny tekst źródła

Streszczenie:

Background: The first aim of this study is to achieve validation of the direct and meta-perspective versions of the Coach–Athlete Relationship Questionnaire in the Arabic language, and the second aim of this study is to determine the quality of the coach-athlete relationship to athlete’ satisfaction with individual performance according to sport participation type, sport duration, and sport achievement. Methods: A total of 259 athletes with a mean age of 22 years were recruited from various athletic clubs in Kuwait. Participants completed The Coach–Athlete Relationship Questionnaire and The Athlete Satisfaction Questionnaire. For this study, the factorial structure of the Arabic version of the Coach–Athlete Relationship Questionnaire (CART-Q) was used in Kuwait and was prepared with both direct and meta perspectives. Results: The results of this study show evidence of the validity of the direct and meta-perspective Arabic versions of the CART-Q. The fit indices of the data collected by direct-method were as follows (x2/df = 2.21; RMSEA = 0.06; CFI = 0.98; GFI = 0.95; AGFI = 0.91); data for the meta-method were as follows (x2/df = 2.32; RMSEA = 0.08; CFI = 0.99; GFI = 0.93; AGFI = 0.87). Female participants have obtained higher means than males from all questionnaires. Conclusions: The results of the present study could help coaches and athletes from the Middle East to understand the reasons and methods that lead to a quality coach–athlete relationship.

Style APA, Harvard, Vancouver, ISO itp.

23

Fasting, Kari, Trond S. Sand i Mari K. Sisjord. "Coach–athlete sexual relationships: Coaches’ opinions". International Journal of Sports Science & Coaching 13, nr 4 (12.01.2018): 463–70. http://dx.doi.org/10.1177/1747954117753807.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

24

Olympiou, Alkisti, Sophia Jowett i Joan L. Duda. "The Psychological Interface between the Coach-Created Motivational Climate and the Coach-Athlete Relationship in Team Sports". Sport Psychologist 22, nr 4 (grudzień 2008): 423–38. http://dx.doi.org/10.1123/tsp.22.4.423.

Pełny tekst źródła

Streszczenie:

The study’s objective was to investigate the motivational significance of the coach-athlete relationship in team sports. 591 athletes completed the Perceived Motivational Climate in Sport Questionnaire (Newton, Duda, & Yin, 2000) to assess perceptions of the coach-created motivational climate and two Coach-Athlete Relationship Questionnaires to assess direct perceptions (Jowett & Ntoumanis, 2004) and meta-perceptions (Jowett, in press) of the relationship quality. Canonical correlation analyses revealed that the perceived task-involving features of the coaching climate, in which role importance, co-operation, and improvement are emphasized, were associated with experiencing higher levels of closeness, commitment, and complementarity with the coach. Perceptions of the ego-involving features of the coach-created environment which emphasizes punitive responses to mistakes, rivalry, and unequal recognition were associated with lower levels of perceived closeness, commitment, and complementarity with the coach. These results support the notion that the coach-athlete relationship has implications for the motivation of athletes participating in team sports.

Style APA, Harvard, Vancouver, ISO itp.

25

Choi, Hunhyuk, Jae-Ahm Park i Youngsook Kim. "Decreasing Aggression through Team Communication in Collegiate Athletes". Sustainability 11, nr 20 (14.10.2019): 5650. http://dx.doi.org/10.3390/su11205650.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

26

Mageau, Geneviève A., i Robert J. Vallerand. "The coach–athlete relationship: a motivational model". Journal of Sports Sciences 21, nr 11 (listopad 2003): 883–904. http://dx.doi.org/10.1080/0264041031000140374.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

27

Kassing, Jeffrey W., i Dominic A. Infante. "Aggressive communication in the coach‐athlete relationship". Communication Research Reports 16, nr 2 (marzec 1999): 110–20. http://dx.doi.org/10.1080/08824099909388708.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

28

Preston, Cassidy, Veronica Allan, Lauren Wolman i Jessica Fraser-Thomas. "The Coach–Parent Relationship and Athlete Development in Elite Youth Hockey: Lessons Learned for Conflict Management". Sport Psychologist 34, nr 2 (1.06.2020): 143–52. http://dx.doi.org/10.1123/tsp.2019-0130.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

29

Haugan, Jan Arvid, Frode Moen, Maja Olsen Østerås i Frode Stenseng. "Effects of a Mentor Program for Coaches on the Coach-Athlete Relationship". Sports 9, nr 8 (23.08.2021): 116. http://dx.doi.org/10.3390/sports9080116.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

30

Foster, Zipporah, i Amber De Bono. "The Influence of Perception on Student-Athletes’ Motivation and Relationship with Coaches — Student-Athlete’s Perception". Journal of Interpersonal Relations, Intergroup Relations and Identity 10 (2017): 53–58. http://dx.doi.org/10.33921/vfus8285.

Pełny tekst źródła

Streszczenie:

The present study was created to better understand the influence of coaches on student-athlete’s motivation. The goal of this study was to determine how the student-athlete’s motivation level is affected by the type of relationship between the coach and the student-athlete in comparison to non-athletes. The hypothesis is that athelete status (student-athlete or non-athlete) impacts perceived motivation when faced with a particular coach (“supportive” or “non-supportive”). The approach was to conduct a two-group experiment providing participants with two different scenarios. One of two scenarios was presented to manipulate the perception of a coach. Forty participants participated in this study. The recruited participants were either student- athletes or non-athletes. All participants were recruited from a Historically Black Institution; 58% were male, 42% female. The results indicate that the type of coach will differently impact a student-athlete’s motivation than a non-athlete. More specifically, both student-athletes and non-athletes perceive a “supportive” coach to be more supportive; however student-athletes perceive “non-supportive” coaches to be less encouraging than non-athletes. The findings from this study suggest that student-athletes and non- athletes perceive a non-supportive coach differently.

Style APA, Harvard, Vancouver, ISO itp.

31

Lisinskiene, Ausra, Marc Lochbaum, Emily May i 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, nr 21 (28.10.2019): 4140. http://dx.doi.org/10.3390/ijerph16214140.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

32

Santos, Fernando, Martin Camiré i Dany J. MacDonald. "Lived experiences within a longstanding coach-athlete relationship. The case of one paralympic athlete". Ágora para la Educación Física y el Deporte 20, nr 2-3 (24.12.2018): 279–97. http://dx.doi.org/10.24197/aefd.2-3.2018.279-297.

Pełny tekst źródła

Streszczenie:

The purpose of the present study was to explore the lived experiences of one male Paralympic athlete who maintained a longstanding relationship with his coach. This case provides insight into how a coach can serve as a key supportive agent in enabling an athlete to thrive both in sport and in life. The athlete was interviewed on two separate occasions and an interpretative phenomenological analysis was conducted. The athlete discussed the consequences of an acute bout of meningitis experienced at four years of age that left him impaired. During adolescence and adulthood, the athlete experienced the death of his mother and sister as well as the challenges associated with him assuming his homosexuality. Throughout these ordeals, his coach acted as a constant support figure. The athlete attributed much weight to his coach’s trust, respect, and empathy in explaining the significant success he attained on the international stage. The recommendations offered focus on how coaches can support athletes when athletes are navigating tough challenges.

Style APA, Harvard, Vancouver, ISO itp.

33

Erdner, Sara M., i Courtney N. Wright. "The Relationship Between Family Communication Patterns and the Self-Efficacy of Student-Athletes". Communication & Sport 6, nr 3 (6.06.2017): 368–89. http://dx.doi.org/10.1177/2167479517711450.

Pełny tekst źródła

Streszczenie:

The coach–athlete relationship and coach communication have received significant attention, as they relate to athlete performance variables; however, the coach alone does not shape an athlete’s experiences. Research has indicated the importance of the parent/guardian’s role in athlete development and suggests parent/guardian communication may also have implications for athlete performance outcomes. Of such performance variables, self-efficacy has been demonstrated to have a consistent positive and moderate relationship with sport performance. The purpose of this study was to examine the effects of parent/guardian communication on student-athlete self-efficacy. Student-athlete participants ( n = 290) provided self-reports of self-efficacy, family communication patterns, and the frequency-of-use and effectiveness of the efficacy-enhancing techniques employed by parent(s)/guardian(s). Results revealed a significant negative relationship between conformity-oriented communication and student-athlete self-efficacy. Regarding efficacy-enhancing techniques, the most frequently used and effective were reported as encouraging positive talk, parent/guardian acting confident themselves, and helping the student-athlete imagine optimal sport performance. Practical implications for parent(s)/guardian(s) are provided that can help inform parenting education efforts to better clarify the role of the parent/guardian in optimal student-athlete development and performance. The study’s limitation and directions for future research are discussed.

Style APA, Harvard, Vancouver, ISO itp.

34

Hampson, R., i S. Jowett. "Effects of coach leadership and coach-athlete relationship on collective efficacy". Scandinavian Journal of Medicine & Science in Sports 24, nr 2 (12.09.2012): 454–60. http://dx.doi.org/10.1111/j.1600-0838.2012.01527.x.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

35

Peng, Jiaxi, Jiaxi Zhang, Luming Zhao, Peng Fang i Yongcong Shao. "Coach–Athlete Attachment and the Subjective Well-Being of Athletes: A Multiple-Mediation Model Analysis". International Journal of Environmental Research and Public Health 17, nr 13 (29.06.2020): 4675. http://dx.doi.org/10.3390/ijerph17134675.

Pełny tekst źródła

Streszczenie:

The current study aims to explore how coach–athlete attachment affects the subjective well-being (SWB) of athletes and is primarily focused on the confirmation of the mediating roles of athletes’ perceived coach support and self-esteem in the relationship between them. A total of 179 Chinese athletes participated in this study, in which they responded to questions comprising a coach–athlete attachment scale, a perceived coach support measurement, the Rosenberg self-esteem scale, and SWB measures. The results suggest that both attachment anxiety and attachment avoidance significantly predict SWB in athletes. The effects of attachment anxiety on SWB are partially mediated by perceived coach support and self-esteem, and the effects of attachment avoidance on SWB are completely mediated by perceived coach support and self-esteem. Moreover, a chain mediating effect was found: coach–athlete attachment → perceived coach support → self-esteem → SWB. These findings extend the conclusions of prior reports and shed light on how coach–athlete attachment influences the athlete’s well-being.

Style APA, Harvard, Vancouver, ISO itp.

36

Jowett, Sophia, i Geoffrey A. Meek. "The Coach-Athlete Relationship in Married Couples: An Exploratory Content Analysis". Sport Psychologist 14, nr 2 (czerwiec 2000): 157–75. http://dx.doi.org/10.1123/tsp.14.2.157.

Pełny tekst źródła

Streszczenie:

This study examined the interpersonal athletic relationship of four married coach-athlete dyads. In order to facilitate the examination of this unique relationship, the interpersonal constructs of closeness, co-orientation, and complementarity were integrated into a conceptual-based model. The main purpose of this study was to establish the utility of the constructs in understanding the coach-athlete relationship in married couples. Following in-depth interviews, the responses of the participants were content analyzed. Analysis revealed that the coaches and athletes’ close relationship facilitated the formulation of a cooriented view of relevant and important issues which subsequently affected the way in which cooperative interactions were expressed in training. The relationship-oriented aspects of this unique dyad are discussed in relation to a proposed conceptualization of the coach-athlete relationship, and future directions are presented.

Style APA, Harvard, Vancouver, ISO itp.

37

Camiré, Martin, Scott Rathwell, Stéphanie Turgeon³ i 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, nr 5 (19.08.2019): 591–606. http://dx.doi.org/10.1177/1747954119869542.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

38

Teng, Qiuling, i Xianjin Wang. "More is less? The curvilinear impact of coach competency on athlete psychological engagement". Social Behavior and Personality: an international journal 48, nr 4 (7.04.2020): 1–13. http://dx.doi.org/10.2224/sbp.8730.

Pełny tekst źródła

Streszczenie:

We explored the impact of coach professional and emotional-healing competency on athlete psychological engagement. We tested our predictions with a sample of 418 athletes. The results showed there was an inverted U-shaped relationship between coach professional competency and athletes' psychological engagement, and a positive relationship between coach emotional-healing competency and athletes' psychological engagement. We also found that coach emotional-healing competency moderated the inverted U-shaped relationship between coach professional competency and athlete psychological engagement. The findings provide the critical practical implication that coaches should not neglect to foster the competency of emotional healing as they concentrate on the promotion of their professional competency in the process of working with athletes.

Style APA, Harvard, Vancouver, ISO itp.

39

Ivanova, Vesela, i Vasil Dimitrov. "RELATIONSHIPS BETWEEN COACHES AND ATHLETES IN RHYTHMIC GYMNASTICS". Proceedings of CBU in Social Sciences 1 (16.11.2020): 98–103. http://dx.doi.org/10.12955/pss.v1.54.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

40

Stephen, Sarah A., Christine M. Habeeb i Calum A. Arthur. "Congruence of efficacy beliefs on the coach-athlete relationship and athlete anxiety: Athlete self-efficacy and coach estimation of athlete self-efficacy". Psychology of Sport and Exercise 58 (styczeń 2022): 102062. http://dx.doi.org/10.1016/j.psychsport.2021.102062.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

41

Norman, Leanne. "Is There a Need for Coaches to Be More Gender Responsive? A Review of the Evidence". International Sport Coaching Journal 3, nr 2 (maj 2016): 192–96. http://dx.doi.org/10.1123/iscj.2016-0032.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

42

Svetlova, A. A. "Athlete and Coach Relationship as a Factor of the Success in Sports Activities". Psychological-Educational Studies 6, nr 3 (2014): 181–87. http://dx.doi.org/10.17759/psyedu.2014060318.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

43

Stirling, Ashley E., i Gretchen A. Kerr. "Abused athletes' perceptions of the coach-athlete relationship". Sport in Society 12, nr 2 (16.02.2009): 227–39. http://dx.doi.org/10.1080/17430430802591019.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

44

Choi, Hunhyuk, Seongkwan Cho i Jinyoung Huh. "The Association Between the Perceived Coach–Athlete Relationship and Athletes' Basic Psychological Needs". Social Behavior and Personality: an international journal 41, nr 9 (1.10.2013): 1547–56. http://dx.doi.org/10.2224/sbp.2013.41.9.1547.

Pełny tekst źródła

Streszczenie:

In this study we investigated the association between the perceived coach–athlete relationship and athletes' 3 basic psychological needs: competence, autonomy, and relatedness. Participants were 328 Korean collegiate athletes from various sports. The study results showed that, overall, the perceived coach–athlete relationship was related to the athletes' basic psychological needs. Specifically, commitment and closeness were significantly correlated with competence and autonomy, whereas complementarity was significantly correlated with competence and relatedness.

Style APA, Harvard, Vancouver, ISO itp.

45

Sut Txi, Mon Redee. "The level of relationship between athletes and coaches among sport school students in Malaysia". Jurnal Sains Sukan & Pendidikan Jasmani 8, nr 2 (20.12.2019): 42–49. http://dx.doi.org/10.37134/jsspj.vol8.2.5.2019.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

46

Davis, Louise, Andreas Stenling, Henrik Gustafsson, Ralph Appleby i Paul Davis. "Reducing the risk of athlete burnout: Psychosocial, sociocultural, and individual considerations for coaches". International Journal of Sports Science & Coaching 14, nr 4 (3.07.2019): 444–52. http://dx.doi.org/10.1177/1747954119861076.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

47

Lisinskiene, Ausra. "The Effect of a 6-Month Coach Educational Program on Strengthening Coach-Athlete Interpersonal Relationships in Individual Youth Sport". Sports 6, nr 3 (29.07.2018): 74. http://dx.doi.org/10.3390/sports6030074.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

48

Males, Jonathan R., John H. Kerr i Joanne Hudson. "Athlete–Coach Conflict and a Sport Psychologist Caught in the Middle: A Case Study of Consultancy During Athlete Preparation and Performance in Olympic Games Athletics". Sport Psychologist 35, nr 1 (1.03.2021): 30–42. http://dx.doi.org/10.1123/tsp.2020-0018.

Pełny tekst źródła

Streszczenie:

This case study examines the personal experiences of an elite athlete, coach, and sport psychology consultant (SPC) during the athlete’s preparation and performance in a recent Olympic Games. The qualitative research details how the consultancy process was affected by the athlete’s late admission of the deteriorating relationship with his coach. The concepts of closeness, commitment, complementarity, and co-orientation provided a theoretical perspective to the SPC’s interpretation of athlete performance and the interpersonal conflict that developed between athlete and coach. The basic performance demand model provided an applied perspective. The SPC’s commentary adopts a reflexive discursive style that also focuses on the SPC’s role in the consultancy process and the effectiveness of the performance demand model materials. Five important recommendations arise from the case study, and these might inform other SPCs’ future athlete–coach consultancies and interventions.

Style APA, Harvard, Vancouver, ISO itp.

49

Wang, Kai Wei. "The Relationships between Perceived Coach-Athlete Relationship, Athletic Identity, and Burnout". Korean Journal of Sports Science 28, nr 4 (31.08.2019): 389–400. http://dx.doi.org/10.35159/kjss.2019.08.28.4.389.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

50

Lisinskiene, Ausra, i 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, nr 8 (15.04.2022): 4821. http://dx.doi.org/10.3390/ijerph19084821.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

Artykuły w czasopismach na temat „Coach-athlete Relationship”

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych