Embedded in the self-determination theory (Deci & Ryan, 2000) framework, we obtained self-report data from 418 paid and voluntary coaches from a variety of sports and competitive levels with the aim of exploring potential antecedents of coaches' perceived autonomy supportive and controlling behaviors. Controlling for socially desirable responses, structural equation modeling revealed that greater job security and opportunities for professional development, and lower work-life conflict were associated with psychological need satisfaction, which, in turn, was related to an adaptive process of psychological well-being and perceived autonomy support toward athletes. In contrast, higher work-life conflict and fewer opportunities for development were associated with a distinct maladaptive process of thwarted psychological needs, psychological ill-being, and perceived controlling interpersonal behavior. The results highlight how the coaching context may impact upon coaches' psychological health and their interpersonal behavior toward athletes. Moreover, evidence is provided for the independence of adaptive and maladaptive processes within the self-determination theory paradigm.
Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches' autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches' competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches' psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches' psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.
Running head: COACHES' PSYCHOLOGICAL HEALTH AND INTERPERSONAL STYLESThe relationship between psychological well-and ill-being, and perceived autonomy 4 supportive and controlling interpersonal styles: A longitudinal study of sport coaches. COACHES' PSYCHOLOGICAL HEALTH AND INTERPERSONAL STYLES 3The relationship between psychological well-and ill-being, and perceived autonomy 1 supportive and controlling interpersonal styles: A longitudinal study of sport coaches. 2Considerable research has attempted to identify the components of psychological 3 well-being and pinpoint its antecedents within a range of life domains, including education, 4 parenting, sport, and physical activity (e.g., Diener, 2000; Quested & Duda, 2011; Ryan & 5 Deci, 2001; Ryff et al., 2006; Standage, Duda, & Ntoumanis, 2005). 6This research agenda has, however, typically regarded psychological well-being as the 7 end product, while less attention has been given to potential outcomes of this optimal state. In 8 the current study we adopted the self-determination theory (SDT; Deci & Ryan, 2000) 9 framework in order to examine whether indices of psychological well-and ill-being reported 10 by sports coaches were related to their perceived autonomy supportive and controlling psychological ill-being in various forms is particularly prevalent in sport coaches, for 16 example, negative affect (Stebbings, Taylor, Spray, & Ntoumanis, 2012), burnout (Goodger, 17 Gorely, Lavellee, & Harwood, 2007), stress (Olusoga, Butt, Hayes & Maynard, 2009) longitudinal research is warranted to clarify the temporal dynamics of these relationships. . 5One important benefit of longitudinal research is the disaggregation of within person (negative affect and devaluation) would not be significantly associated with autonomy 1 support, and the two indices of well-being would not be significantly associated with control. 2We also included a measure of social desirability as a covariate to account for the possibility 3 that items regarding coaches' interpersonal behavior may be susceptible to socially desirable 4 responses. As described above, it is not clear how coaching experience might influence 5 observed relationships between the study variables, therefore, we made no a priori predictions 6 regarding this aspect of the study. Participants and Procedures 9Following approval from a university ethics committee, the study was conducted in 10 accordance with APA guidelines. Data collection occurred at three time points, with time 11 points two and three approximately five and eleven months after time point one, respectively. 12Examining the study variables (particularly indices of eudaimonic health and interpersonal 13 behaviors) over a relatively long time was required to allow these potentially more robust 14 variables to change. 15Prior to data collection, invitation emails were sent out by national governing bodies were not associated with the data collected -coaches' initials and age were used to match 21 responses across time points. Positive and negative a...
Interpersonal mechanisms explaining the transfer of well-and ill-being in coach-athlete dyads. The current study explored coaches' interpersonal behaviors as a mechanism for well-and ill-2 being contagion from coach to athlete, and vice versa. Eighty-two coach-athlete dyads from 3 individual sports completed self-report measures before and after a training session. Structural 4 equation modeling supported three actor-partner interdependence mediation models, in which 5 coaches' pre-session well-and ill-being were associated with changes in athletes ' well-and ill-6 being over the course of the session. These relationships were mediated by athletes' perceptions 7 of their coaches' interpersonal styles during the session. The reciprocal transfer from athlete to 8 coach was not fully supported. Nonetheless, coaches' perceptions of their own interpersonal 9 behavior were associated with changes in their post-session well-and ill-being. Overall, evidence 10 is provided for the contagion of affect from authority figures to those under their instruction, but 11 not vice versa. 13Keywords: Self-determination theory, autonomy support, control, laissez-faire, 14 distinguishable dyads, leadership, mediation. contrast, psychological ill-being is acknowledged as a separate, independent dimension of 6 psychological functioning (Ryff, et al., 2006;Watson, Tellegen, & Clark, 1988 person's well-and ill-being can influence another's (e.g., Bakker & Xanthopoulou, 2009; 20 Schoebi, 2008; Song, Foo, Uy, & Sun, 2011). Thus, research is required to examine the role that 21 these relational elements play in the development of well-and ill-being of both individuals. 22Running Head: INTERPERSONAL STYLES AND WELL-/ILL-BEING 4Partly based on the self-determination theory framework (Deci & Ryan, 2000), the present 1 study seeks to explore various processes that may explain contagion of well-and ill-being across 2 coach-athlete dyads, and whether the interpersonal behavior of the coach may account for this. 3Coaches and athletes are representative of a typical 'authority figure-subordinate' relationship 4 that exists in many other life contexts, such as teachers and students, healthcare workers and 5 patients, managers and employees, and parents and children. One dyad member (i.e., the coach) 6 often provides guidelines, advice, and support to the other dyad member (i.e., the athlete) 7 because it is assumed that he or she has greater experiences, skills or knowledge on relevant 8 subjects. Exploring the dynamic relationships between well-and ill-being and interpersonal 9 behaviors in this dyad, therefore, has important implications beyond the sporting arena. 10Specifically, this study assesses whether well-(i.e., positive affect) and ill-being (i.e., negative 11 affect and burnout) transfer from coach to athlete over the course of a training session and 12 whether this contagion is mediated by the interpersonal behaviors the coaches are perceived to 13 employ by the athletes (i.e., autonomy support, control, and a laissez-faire style...
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