Closeness, co-orientation and complementarity in coach–athlete relationships: What male swimmers say about their male coaches

Philippe, Roberta Antonini; Seiler, Roland

doi:10.1016/j.psychsport.2005.08.004

Cited by 84 publications

(43 citation statements)

References 13 publications

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“…Jowett, 2003;Jowett & Cockerill, 2003). Even less explored is a qualitative approach to athlete preferences and expectations with a specific focus on the gender of the athlete (Antonini Philippe & Seiler, 2006) . There is no qualitative work proposing athletes' coaching needs as related to socially constructed gender and gender relations.…”

Section: Understanding Athlete Preferences: Privileging the Voices Ofmentioning

confidence: 99%

“…Antonini Philippe & Seiler, 2006;Purdy & Jones, 2011), more knowledge is needed in order to develop recommendations and strategies to improve the experiences of female athletes as well as educate coaches so that they can tailor their coaching and potentially increase the proportion of women progressing through the performance pathways. Meeting the expectations of athletes comprises effective coaching and managing these expectations is crucial in order to maintain a good coach-athlete relationship (Potrac et al, 2002;Purdy & Jones, 2011).…”

Section: Understanding Athlete Preferences: Privileging the Voices Ofmentioning

confidence: 99%

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The Coaching Needs of High Performance Female Athletes within the Coach-Athlete Dyad

Norman

2015

International Sport Coaching Journal

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Within the research literature there is little work that has examined how coaches (and coaching) can positively influence female athletes' continued participation and development in performance sport. With this in mind, utilising a grounded theory approach, this study focused on what are the coaching preferences of female athletes within the elite coachathlete dyad. Through interviews with 27 current high performance female athletes, four major coaching needs were found. These were: to be supported as person as well a performer, coaching to be a joint endeavour, the need for positive communication and finally, recognition of the salience of gender within the coach-athlete dyad. The findings provide evidence that the relational expertise of coaches is at the forefront of these women's coaching needs. This study also demonstrates that for the participants, the coach-athlete relationship is at the heart of improving athletic training and performance, and that gender is an important influence on this relationship. Furthermore, the research highlights the strength of using an interpretive-qualitative paradigmatic approach to athlete preferences through foregrounding the women's voices and experiences.

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Section: Understanding Athlete Preferences: Privileging the Voices Ofmentioning

confidence: 99%

Section: Understanding Athlete Preferences: Privileging the Voices Ofmentioning

confidence: 99%

The Coaching Needs of High Performance Female Athletes within the Coach-Athlete Dyad

Norman

2015

International Sport Coaching Journal

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“…Empathic accuracy in coach-athlete dyads who participate in team and individual sports Coaches and athletes work closely together, they form close relationships, and have a high degree of interaction and reliance upon each other. This is manifested in interdependence of the coach's and the athlete's affect, cognition, and behaviours (Jowett, 2007), and in the athlete's need to acquire knowledge and skill from the coach, the coach's need to impart knowledge, experience, and expertise to the athlete, and for them both to translate this information into positive outcomes such as performance success (Antonini Philippe & Seiler, 2006). This highly complex and interdependent process primarily unfolds in the training environment or during periods of practicing the requisite skills, techniques, and strategies.…”

Section: Empathic Accuracymentioning

confidence: 99%

Empathic accuracy in coach–athlete dyads who participate in team and individual sports

Lorimer

Jowett

2009

Psychology of Sport and Exercise

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ObjectiveThe purpose of the present study was to investigate the empathic accuracy of coach-athlete dyads participating in team and individual sports. MethodAn adaptation of Ickes's (2001) unstructured dyadic interaction paradigm was used to assess the empathic accuracy of 40 coach-athlete dyads. Accordingly, each dyad was filmed during a training session. The dyad members viewed selected video footage that displayed discrete interactions that had naturally occurred during that session. Dyad members reported what they remembered thinking/feeling while making inferences about what their partner's thought/felt at each point. Empathic accuracy was estimated by comparing self-reports and inferences. ResultsThe results indicted that accuracy for coaches in individual sports was higher than coaches in team sports. Shared cognitive focus also differed between team and individual sports, and fully mediated the effect of sport-type on coach empathic accuracy. Moreover, coaches whose training sessions were longer demonstrated increased empathic accuracy. No differences were found for athletes. ConclusionsThe results suggest that the dynamics of the interaction between a coach and an athlete play a key role in how accurately they perceive each other. Empathic Accuracy 3Empathic accuracy in coach-athlete dyads who participate in team and individual sports Coaches and athletes work closely together, they form close relationships, and have a high degree of interaction and reliance upon each other. This is manifested in interdependence of the coach's and the athlete's affect, cognition, and behaviours (Jowett, 2007), and in the athlete's need to acquire knowledge and skill from the coach, the coach's need to impart knowledge, experience, and expertise to the athlete, and for them both to translate this information into positive outcomes such as performance success (Antonini Philippe & Seiler, 2006). This highly complex and interdependent process primarily unfolds in the training environment or during periods of practicing the requisite skills, techniques, and strategies.The manner in which coaches and athletes interact can have a profound impact upon the effectiveness of their training sessions which, in turn, it is possible that this may directly or indirectly influence such factors as satisfaction, enjoyment, motivation, and performance.The manner in which coaches and athletes interact can shape the quality of their dyadic athletic relationship and also determine the quality of coaching (Jowett & Poczwardowski, 2007). Yet there are many unknown factors that may potentially contribute to positive coachathlete relationships and successful coaching.

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“…Toward that end, a series of qualitativebased research studies (e.g., Antonini Philippe & Seiler, 2006;Jowett, 2003Jowett, , 2008bJowett & Cockerill, 2003;Jowett & Frost, 2007;Jowett & Meek, 2000;Jowett & Timson-Katchis, 2005) have provided evidence of the prevalence and content of the constructs of closeness, commitment, complementarity, and co-orientation (3 + 1 Cs model) in the coach-athlete relationship. This research has also revealed potential antecedent (e.g., social support, communication, relationship rules), moderating (e.g., race, gender, typical vs. atypical relationships), and dependent variables (e.g., satisfaction, conflict) that are associated with the coach-athlete relationship (i.e., its nomological network).…”

Section: Introductionmentioning

confidence: 99%

Validating Coach-Athlete Relationship Measures with the Nomological Network

Jowett

2009

Measurement in Physical Education and Exercise Science

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The coach-athlete relationship is viewed as a multidimensional situational construct containing three factors: namely, closeness, commitment, and complementarity (3 Cs) that can be captured from a direct perspective and a meta-perspective. This conceptualization is primarily based on research conducted with samples that mix student and non-student athletes. This study aimed to examine the factorial structure of the direct and meta-perspective versions of the Coach-Athlete Relationship Questionnaire (CART-Q) in a sample of student athletes. Confirmatory factor analysis supported the validity of a model with separate yet correlated factors for the 3 Cs. Furthermore, the 3 Cs were found to be related in a conceptually coherent manner with such outcome variables as support from coach, significance of the relationship (depth), and the level of conflict experienced in the relationship. The results contribute further evidence to the utility of the CART-Q for the assessment of the quality of the coach-athlete relationship in student athletes.

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Closeness, co-orientation and complementarity in coach–athlete relationships: What male swimmers say about their male coaches

Cited by 84 publications

References 13 publications

The Coaching Needs of High Performance Female Athletes within the Coach-Athlete Dyad

The Coaching Needs of High Performance Female Athletes within the Coach-Athlete Dyad

Empathic accuracy in coach–athlete dyads who participate in team and individual sports

Validating Coach-Athlete Relationship Measures with the Nomological Network

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