Power in coach-athlete relationships

Jowett, Sophia; Wachsmuth, Svenja

doi:10.4324/9781003007005-8

Cited by 6 publications

(1 citation statement)

References 1 publication

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“…Within the coach–athlete relationship, interpersonal behaviors that display responsiveness (openness), readiness (willingness), easiness (acceptance), and friendliness (compassion, warmth) are key for both individual-related factors (e.g., vitality, satisfaction, positive affect) and group-related processes (e.g., team cohesion, collective efficacy). Importantly, such interpersonal complementary and collaborative behaviors can shape a positive social environment that is both healthy and psychologically safe (Jowett & Wachsmuth, 2020) and provide a sound platform for building high-performing teams (Edmondson, 1999; Edmondson & Lei, 2014). Future research could explore several avenues related to complementary transactions, both corresponding and reciprocal, and its associations to efficacy (self, other, coaching, collective), stress, conflict, resilience, goal attainment, sport performance and skill improvement to name a few.…”

Section: Discussionmentioning

confidence: 99%

A multistudy examination of the complementarity dimension of the coach–athlete relationship.

Felton¹,

Jowett²,

Begg³

et al. 2021

Sport, Exercise, and Performance Psychology

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This multi-study aimed to examine the complementarity dimension of the coach-athlete relationship in relation to individual and group outcomes, specifically well-being and cohesion. Self-report data was collected from athletes in the UK (n = 304). In Study 1 (n = 106), mediation analysis demonstrated significant indirect effects between direct and meta complementarity and vitality via basic psychological needs satisfaction. In addition, a significant direct effect between direct complementarity and vitality was also seen, independent of the indirect effect. In Study 2 (n = 198), mediation analysis demonstrated significant indirect effects between direct and meta complementarity and task and social cohesion via the basic psychological needs. A significant direct effect between meta complementarity and task cohesion was also identified, independent of the indirect effects.No direct or indirect effects were observed for reciprocal complementarity. Findings highlight the importance of complementarity, and satisfaction of the basic psychological needs, within the coach-athlete relationship for enhancing athletes' feelings of well-being and cohesion.

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Section: Discussionmentioning

confidence: 99%

A multistudy examination of the complementarity dimension of the coach–athlete relationship.

Felton¹,

Jowett²,

Begg³

et al. 2021

Sport, Exercise, and Performance Psychology

Self Cite

View full text Add to dashboard Cite

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Translating care from policy to practice: limits and lessons from an institutional ethnographic study examining Ontario youth volleyball

McCullogh

Safai

2022

International Journal of Sport Policy and Politics

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Evaluating a Multiplier Approach to Coach Education Within the German Football Association’s Talent Development Program: An Example of an Intervention Study Targeting Need-Supportive Coaching

Wachsmuth

Raabe

Readdy

et al. 2022

International Sport Coaching Journal

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Coaches are among the most important agents for young football talents’ development. Their coaching style may impact not only players’ skill acquisition but also their motivation to meet their full potential. This study begins by presenting an intervention promoting need-supportive coaching to facilitate holistic talent development within the German Football Association (Deutscher Fußball-Bund [DFB]). The intervention was grounded in Deci and Ryan’s self-determination theory and designed as a hybrid model of coach education (i.e., online and in-present elements). In addition, DFB competence center coordinators were utilized as multipliers to reach a large population of approximately 1,300 coaches across Germany. The specific aim of this paper is to examine how these coordinators experienced the development and implementation process of the intervention. Utilizing a mixed-methods approach, coordinators’ satisfaction and experiences with the intervention were evaluated via a quantitative online survey (n = 23) and qualitative follow-up interviews (n = 8). Overall, the findings suggest that the presented approach may be suitable to address potential barriers in coach education, such as gaining coaches’ buy-in, transferring scientific knowledge into practice, and supporting long-term behavioral modifications in coaches. Specific recommendations (e.g., knowledge translation, gaining buy-in) for designing future interventions are highlighted.

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Power in coach-athlete relationships

Cited by 6 publications

References 1 publication

A multistudy examination of the complementarity dimension of the coach–athlete relationship.

A multistudy examination of the complementarity dimension of the coach–athlete relationship.

Translating care from policy to practice: limits and lessons from an institutional ethnographic study examining Ontario youth volleyball

Evaluating a Multiplier Approach to Coach Education Within the German Football Association’s Talent Development Program: An Example of an Intervention Study Targeting Need-Supportive Coaching

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