Coaching athletes through career transitions

Wylleman, Paul; Rosier, Nathalie; Brandt, Koen De; Knop, Paul De

doi:10.4324/9781315689210-2

Cited by 7 publications

(18 citation statements)

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“…Primarily, student-athletes need emotional and psychological support within the new challenging and competitive athletic environment. The support also extends wider to include helping respondents cope with the increased academic workload, and adapting to psychococial changes regarding significant other relationships ( Wylleman et al, 2017 ; Reverberi et al, 2020 ). Student-athletes must balance the new challenging environment on athletic, psycho-social and academic levels with a strong supportive influence from the coach and numerous support services to advance and facilitate the development of various skills ( Van Puyenbroeck et al, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

“…In general, first-year students move away from home to attend university and subsequently lose the support system comprising parents, friends and coaches resulting in a dramatically changed psychosocial context (Wylleman et al, 2013(Wylleman et al, , 2017. In addition to the changes on psychosocial level, student-athletes identified peers as a crucial part to sustain efforts on and off the field (Wylleman et al, 2013).…”

Section: Psychosocial Levelmentioning

confidence: 99%

“…The changes in training regime, coach and team mates are added pressure to new and unique challenges student-athletes face ( Hollings, 2013 ). The adjustment to competition, lifestyle pressures and decrease in support systems within the immediate surroundings, reflect areas of concern for student-athletes during the transition to the mastery phase ( Hollings, 2013 ; Wylleman et al, 2017 ). For student-athletes to utilize the university training environment effectively, specific guidance and assistance from university coaches and personnel are prerequisite to overcome transitional and mastery phase demands ( Wylleman and Lavallee, 2004 ; Hollings, 2013 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…On the contrary, coaches who do not function beyond the normal sport environment to provide academic encouragement to student-athletes, add to students’ struggle to cope academically and athletically ( Hollings et al, 2014 ). The university talent development environment void of the necessary academic support, needs to be addressed with a specific focus on enhancing athletes’ chances of pursuing the completion of a diploma or degree as well as progressing in their athletic abilities to compete at elite levels ( Sotiriadou and De Bosscher, 2013 ; Wylleman et al, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Investigating the Youth Sports Development Pathway Within a South African Context

2021

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The past two decades witnessed increased participation in professional as well as amateur sport, giving impetus to concomitant amplified interest in long-term athlete development (LTAD). LTAD has been described as the structured and progressive growth of an athlete through different stages of development resulting in some athletes achieving elite sport status. Furthermore, the interest in athletic career development from a holistic perspective has contributed to management approaches underscoring sustainable talent development and participation in sport. The current study investigated youth sports development pathways through both models of development within a South African context. A descriptive quantitative cross-sectional design was used to generate a convenient sample of athletes (N = 267). The Talent Development Environment Questionnaire (TDEQ) was administered, which in previous studies produced acceptable psychometric properties. Principal factor analysis, confirmatory factor analysis, Monte Carlo parallel simulation, MANOVA, and hierarchical regression were performed to analyze the data. The TDEQ was validated for the South African context and was found to measure four components, namely supportive and challenging environment, development fundamentals, support networks, and long-term development. Respondents in the various developmental categories of novice, advanced and elite student-athletes were not statistically significantly influenced by any of the four factors. Controlling for the talent developmental phase, the model proposed did not statistically significantly predict the development pathway of youth athletes. The results provide evidence with some practical significance as supportive and challenging environment and long-term development focus reported a small effect. Further research is warranted to develop a more suitable measuring instrument to measure the talent development pathway within the investigated athlete environment.

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Section: Discussionmentioning

confidence: 99%

Section: Psychosocial Levelmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Investigating the Youth Sports Development Pathway Within a South African Context

2021

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“…In this sense, the promotion of psychological skills to deal with the demands of the sport context, specifically, is considered a function of sport psychologists. However, it is observed that sports coaches play an important role in the psychological and emotional development of athletes through their daily interactions in the training environment and competitions [8][9][10]. Its role in the socio-emotional construction of the athlete finds support in Attachment Theory, which provides a psychological framework that contributes significantly to the understanding of emotional bonds formed in close relationships, as well as those that permeate the sport context [11].…”

Section: Introductionmentioning

confidence: 99%

Leadership, Mental Toughness, and Attachment Relationship in the World Beach Volleyball Context

et al. 2021

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For a long time, competitive sport has focused only on aspects related to performance. However, studies in social psychology have indicated the importance of focusing on the human development of athletes, which can occur through training environments that promote psychological well-being. Thus, this study aimed to analyze the impact of the coach-athlete attachment style, mediated by the coach’s leadership style, on the mental toughness of athletes in the world beach volleyball context. Elite beach volleyball athletes (n = 65), participants of the World Tour 2018, were part of the study. The Coach-Athlete Attachment Scale (CAAS), Mental Toughness Index (MTI) and Leadership Scale for Sport (LSS) were used as instruments. For data analyses we used polychoric correlation and a bias-corrected factor score path analysis. Path analysis showed that perceived secure attachment was positively associated with athletes’ mental toughness (0.24; 0.31; 0.25), but leadership styles did not mediate this relationship. For athletes with anxious attachment profiles, the perception of autocratic leadership style was associated with athletes’ mental toughness (1.01; p = 0.03), when their interaction style is focused on coaching-instruction. It concludes that the secure attachment relationship can bring increases in levels of athletic mental toughness, whereas for athletes with insecure attachment, the autocratic style was shown to be associated with the highest levels of mental toughness.

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Exploring the coach’s role in fostering resilience in elite athletes.

Kegelaers¹,

Wylleman²

2019

Sport, Exercise, and Performance Psychology

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Although resilience in sports has become a growing topic of research, little is known about how this capacity should be fostered or developed. Furthermore, as strategies to develop resilience are generally formulated in function of sport psychologists, less attention has been paid to coaches, who might play an important role in developing and sustaining athletes’ resilience through their day-to-day interactions. The purpose of the present study was, therefore, to explore how coaches can foster resilience. Semistructured interviews were conducted with 4 elite athletes, 4 elite-level coaches, and 2 sport psychologists. Thematic analysis revealed 6 major themes reflecting resilience training strategies. Three themes reflected proactive (i.e., before the occurrence of a stressor) strategies (i.e., fostering motivation, mental preparation, and promoting life balance) and 3 themes reflected reactive (i.e., after the occurrence of a stressor) strategies (i.e., evaluating setbacks, promoting a positive mindset, and implementing lessons). Furthermore, the use and effectiveness of these strategies were believed to be influenced by coaches’ interpersonal skills (i.e., quality of coach−athlete relationship and an individualized approach).

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Coaching athletes through career transitions

Cited by 7 publications

References 0 publications

Investigating the Youth Sports Development Pathway Within a South African Context

Investigating the Youth Sports Development Pathway Within a South African Context

Leadership, Mental Toughness, and Attachment Relationship in the World Beach Volleyball Context

Exploring the coach’s role in fostering resilience in elite athletes.

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