Power Play: Coach Power Use and Athletes' Communicative Evaluations and Responses

Cranmer, Gregory A.; Goodboy, Alan K.

doi:10.1080/10570314.2015.1069389

Cited by 20 publications

(23 citation statements)

References 49 publications

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“…In contrast to previous research in which the coach was usually portrait as the one holding power over the athlete (e.g., Cranmer & Goodboy, 2015;Potrac et al, 2002), some athletes in this study overcame these hierarchical norms and reported utilizing dominant/forceful approaches to coach conflict when their personal health (e.g., injury) or private life choices (e.g., education) were concerned. Nonetheless, even though these strategies could be positive and effective in the short-term, if they were to be applied over time they could lead to ongoing or frequently reoccurring interpersonal conflict.…”

Section: Interpersonal Conflict As a Dysfunctional Processcontrasting

confidence: 94%

Managing conflict in coach—athlete relationships.

Wachsmuth

Jowett

Harwood

2018

Sport, Exercise, and Performance Psychology

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This study investigated coach-athlete conflict and focused on conflict management approaches employed to minimize dysfunctional and maximize functional outcomes of interpersonal conflict. A qualitative approach to data collection enabled the researchers to explore various conflict management strategies utilized by the participants. Within the scope of the current study, a total of 22 high performance coaches and athletes took part in semi-structured interviews. A thorough review of the recent literature (Wachsmuth et al., 2017) informed the interview guide which consisted of 26 questions. A cross-case content analysis revealed that coaches and athletes prevent the onset of conflict by (a) facilitating good quality relationships and optimal working environments (implicit conflict prevention) and (b) by engaging in active conflict prevention strategies (explicit conflict prevention). Further, athletes and coaches appeared to manage conflict by employing intra-and interpersonal strategies, as well as by seeking out external help. These strategies were found to be challenged by a range of conflict management barriers, and associated with functional or dysfunctional performance, intra-and interpersonal outcomes. Overall, the role of the coach was central to managing conflict effectively.

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Section: Interpersonal Conflict As a Dysfunctional Processcontrasting

confidence: 94%

Managing conflict in coach—athlete relationships.

Wachsmuth

Jowett

Harwood

2018

Sport, Exercise, and Performance Psychology

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“…Responses were recorded on a 7-point Likert-type scale that ranged from strongly disagree (1) to strongly agree (7). Previous Cronbach α reliability coefficients for the adapted version of this instrument have ranged from .94 to .95 (Cranmer, Brann, et al, 2017; Cranmer & Goodboy, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…Satisfaction denotes the pleasure derived from the fulfillment of one’s desires, needs, or expectations (Chelladurai & Riemer, 1998). Athletes’ satisfaction is assessed via communication satisfaction with specific coaches (Cranmer et al, 2018; Cranmer & Goodboy, 2015) or satisfaction with sporting experiences (Turman, 2006, 2008). Communication satisfaction includes athletes’ affective appraisals regarding whether interactions with coaches meet their expectations and allow for the accomplishment of their relational goals.…”

Section: Review Of Literaturementioning

confidence: 99%

Division-I Student-Athletes’ Affective and Cognitive Responses to Receiving Confirmation From Their Head Coach

Cranmer

Gagnon

Mazer

2019

Communication & Sport

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Coach confirmation—a behavior that encompasses coaches’ recognition, endorsement, and acknowledgment of athletes—has been forwarded as an effective coaching behavior that redresses ineffective and antisocial patterns of coaching. Empirical evidence of its effectiveness, however, has been limited to athlete affect and based on data from retrospective samples of former high school athletes. This study addresses these limitations by exploring the effectiveness of coaches’ use of confirmation with collegiate student-athletes and considers its influence on their satisfaction with coaches and sport, competitiveness, and cognitive learning. Data obtained from 177 Division-I student-athletes revealed that coaches’ use of challenge increases student-athletes’ satisfaction, motivation, competitiveness, and learning, whereas the use of acceptance only determines satisfaction. These findings demonstrate that confirmation is an effective coaching behavior, its dimensions function independently, and challenge best fulfills the multidimensional nature of coaching effectiveness. The implications of this data reveal that confirmation theory functions uniquely within the athletic context, and coach effectiveness is largely determined by the implementation of strategies and efforts to refine skill sets and assist in development.

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“…This maybe prosocial or antisocial style. Literature elaborated that antisocial use of power in supervision relationships has negative implications on the perceptions of supervisees about their supervisors and cause in stress by lowering satisfaction and many other factors which impact learning, outcomes and productivity (Cranmer, & Goodboy, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

How to Supervise International PhD Students: A Narrative Inquiry Study

Hussain

Ali²

2019

IJHE

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This narrative inquiry study was undertaken, recruiting 06 successful PhD students in China. The participants were invited and semi-structured interviews were taken one-by-one. The study aimed to explore information about supervisor-supervisee relationship and factors that motivate international PhD students to enhance their research outcomes in a cross-cultural environment. The qualitative data were coded, using QDA miner lite software. After the formation of initial codes, five major categories were emerged included: empowerment, usefulness, success, interest and caring. Each category represented the respective component of MUSIC model of academic motivation (Jones, 2009). The findings illustrated that International PhD students are satisfied with work and life. The supervisors used effective strategies to motivate international PhD supervisees to enhance academic outcomes. The study uncovered students’ expectations which included: formal meetings, feedback, guidance, and team work. Based on study findings and results, the MUSIC model can be used as supervision strategy. It is a comprehensive model where all of its five components cover the supervisees’ expectations.

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Power Play: Coach Power Use and Athletes' Communicative Evaluations and Responses

Cited by 20 publications

References 49 publications

Managing conflict in coach—athlete relationships.

Managing conflict in coach—athlete relationships.

Division-I Student-Athletes’ Affective and Cognitive Responses to Receiving Confirmation From Their Head Coach

How to Supervise International PhD Students: A Narrative Inquiry Study

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