Coaching effectiveness: the coach–athlete relationship at its heart

Jowett, Sophia

doi:10.1016/j.copsyc.2017.05.006

Cited by 208 publications

(210 citation statements)

References 36 publications

(41 reference statements)

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“…This, in turn, is disturbing because sports coaching concerns a unique dyadic relationship. Jowett (2017) argued, "When coaching is viewed as either athlete-centred or coach-centred, its scope, quality, and functions become restricted, whereas, when coaching is viewed as coach-athletecentred, its scope becomes readily inclusive and mutually empowering" (p. 154). Hence, the major scope for future research should be to use intensive longitudinal designs (e.g., Bolger & Laurenceau, 2013) to investigate how the quality of the coachathlete relationship influences coaches' and athletes' sport experience, performance, and well-being.…”

Section: Practical Implications and Future Researchmentioning

confidence: 99%

Youth Sport Coaches’ Well-Being Across the Season: The Psychological Costs and Benefits of Giving Empowering and Disempowering Sports Coaching to Athletes

Solstad

Ivarsson

Haug

et al. 2018

International Sport Coaching Journal

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The purpose of this study was to investigate the associations between giving empowering and disempowering sports coaching to young athletes and coaches' well-being across the season. The sample comprised 169 Norwegian youth football (i.e., European soccer) coaches with a mean age of 41.99 (SD = 6.32). Moreover, we were interested in examining heterogeneous groups of coaches showing variability in their self-reporting of empowering and disempowering behaviors towards their athletes. Thus, a person-centered approach was used. The latent profile analysis revealed three distinct profiles and the association between these profiles and coaches' well-being was in line with the outlined hypotheses. Specifically, coaches who gave higher levels of empowering and lower levels of disempowering sports coaching to their athletes at the beginning of the season also reported higher levels of well-being at the end of the season. The results indicate that there exists an intrinsic value as to why coaches should give empowering sports coaching, as opposed to disempowering sports coaching, to their athletes; namely, these actions may be advantageous in terms of improving their own well-being. In practical terms, future coach education may take advantage of these findings by providing coaches another reason for coaching in an empowering manner.

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Section: Practical Implications and Future Researchmentioning

confidence: 99%

Youth Sport Coaches’ Well-Being Across the Season: The Psychological Costs and Benefits of Giving Empowering and Disempowering Sports Coaching to Athletes

Solstad

Ivarsson

Haug

et al. 2018

International Sport Coaching Journal

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“…These sincere declarations highlight the pivotal position of coaches in supporting athletes' performance and development, as well as illustrate the theoretical postulates of the coach-athlete relationship being a central feature of an athlete's sport experience. 1 Over the past 15 years, the content, quality, and functions of the coach-athlete relationship have been studied; in particular, four key relational constructs have been advanced in defining the quality of the coach-athlete relationship. 2 Specifically, the coach-athlete relationship is considered a situational context characterised by a coach's and athlete's feelings of closeness (i.e.…”

mentioning

confidence: 99%

Reducing the risk of athlete burnout: Psychosocial, sociocultural, and individual considerations for coaches

Davis

Stenling

Gustafsson

et al. 2019

International Journal of Sports Science & Coaching

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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.

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“…Co-orientation, or shared beliefs, interests, values, and goals, can only be achieved through open communication and includes discussions, dialogues, negotiations and decision-making processes. As shown in the model presented by Jowett, coach's and an athlete's thoughts of commitment, feelings of closeness, and complementarity behaviors are the major determinants that constitute the coach-athlete relationship all of which are mutually interdependent (11).…”

Section: Introductionmentioning

confidence: 99%

“…It has been suggested that the motivation for coaches to participate in training and competition is influenced by their organization and practices, behaviors, and how they communicate with their athletes [11,12]. Coaches can positively affect their athletes' abilities, beliefs and the pleasure they derive from sports, contributing to the development of competitiveness and gaining experience of mastery [14,15].…”

Section: Introductionmentioning

confidence: 99%

Examination of the Relationship between Coach-Athlete Communication Levels and Perceived Motivational Climate for Volleyball Players

Avcı¹,

Çepikkurt²,

Kale³

2018

ujer

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The aim of this study was to reveal the relationship between the athlete-coach relationship and the motivational climate created by the coach. In this study, relational survey model was used. The study sample included 96 female volleyball players who are active players at Turkey Women Volleyball 3rd League. "The Coach-Athlete Relationship Questionnaire" and "The Perceived Motivational Climate in Sports Scale" were used to collect the data. The data were examined by using descriptive statistics, Pearson Correlation Analysis and Canonical Correlation Analysis. Correlational analysis revealed that the perceived mastery motivational climate, in which role sharing in team, cooperation with teammates, and improvement are emphasized, were associated with experiencing higher levels of closeness, commitment and complementarity with coach. Also, according to canonical correlation results, the coach-athlete relationship and motivational climate data sets account for 13.32% of variance in the first canonical function. These findings indicate that three interpersonal construct of complementarity, closeness, and commitment are high for this volleyball group, and also they perceive their training and competition environment as mastery-oriented. These results support the only first hypothesis of research that the coach-athlete relationship is positively associated with the mastery-oriented motivational climate. In this context, it can be said that coach-athlete relationship may affect the motivations of athletes in team sports.

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Coaching effectiveness: the coach–athlete relationship at its heart

Cited by 208 publications

References 36 publications

Youth Sport Coaches’ Well-Being Across the Season: The Psychological Costs and Benefits of Giving Empowering and Disempowering Sports Coaching to Athletes

Youth Sport Coaches’ Well-Being Across the Season: The Psychological Costs and Benefits of Giving Empowering and Disempowering Sports Coaching to Athletes

Reducing the risk of athlete burnout: Psychosocial, sociocultural, and individual considerations for coaches

Examination of the Relationship between Coach-Athlete Communication Levels and Perceived Motivational Climate for Volleyball Players

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