Relationship between Anxiety, Self-Confidence, and Evaluation of Coaching Behaviors

Kenow, Laura J.; Williams, Jean

doi:10.1123/tsp.6.4.344

Cited by 56 publications

(49 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…More specifically, Kenow and Williams (1992) found in the hypothetical setting that athletes who scored higher in CTA and cognitive state anxiety and lower in self-confidence evaluated the behaviors of the coach more negatively compared to players with the opposite profile. Except for self-confidence, similar results occurred in the actual competitive setting.…”

mentioning

confidence: 98%

“…The lack of any measurement vehicle for assessing athletes' perceptions and evaluative reactions to both positive and negative coaching behaviors led Kenow and Williams (1992) to develop a Coaching Behavior Questionnaire (CBQ). The CBQ consists of 28 items, including seven filler items designed to divert attention from the coach.…”

mentioning

confidence: 99%

“…After developing the CBQ, Kenow and Williams had six individuals with current or past coaching experience critique the items to determine clarity of wording and whether the items assessed behaviors important to coaching effectiveness. Kenow and Williams (1992) administered the resulting CBQ to members of a female intercollegiate basketball team in order to test the prediction from Smoll and Smith's (1989) leadership model that game outcome and the athlete's competitive trait anxiety (CTA) influence athletes' perceptions and evaluation of their coach's game behaviors. They also tested whether the model should have state cognitive and somatic anxiety and self-confidence added to the list of athlete individual difference variables that affect perception and evaluation of coaching behaviors.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Factor Structure of the Coaching Behavior Questionnaire and Its Relationship to Athlete Variables

Williams

Jerome

Kenow

et al. 2003

The Sport Psychologist

Self Cite

View full text Add to dashboard Cite

Little research exists to identify optimal coaching behaviors and factors that influence the effectiveness of particular behaviors. The present study tested 484 athletes in order to determine sub-scales on the Coaching Behavior Questionnaire (CBQ). The CBQ measures athletes’ perceptions of coaching behaviors and evaluates their effectiveness in helping athletes play better and maintain optimal mental states and focus. A confirmatory factor analysis (CFA) supported the two-factor model (negative activation, supportiveness/emotional composure) derived from an exploratory factor analysis (EFA). Correlational analyses indicated that athletes with higher anxiety and lower self-confidence and compatibility with the coach were more likely to negatively evaluate coaching behaviors. The results support and expand on Smoll and Smith’s (1989) model of leadership behaviors in sport.

show abstract

mentioning

confidence: 98%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Factor Structure of the Coaching Behavior Questionnaire and Its Relationship to Athlete Variables

Williams

Jerome

Kenow

et al. 2003

The Sport Psychologist

Self Cite

View full text Add to dashboard Cite

show abstract

“…For example, Kenow and Williams (1992) examined female college basketball players' and their coach's views of effective coaching behaviors that might occur when playing against a top team in their league, and found that the coach rated some of his behaviors substantially more positively than did his athletes. Vargas-Tonsing et al (2004) also investigated coaches' and athletes' perceptions of the frequency and effectiveness of techniques used by coaches to enhance their athletes' efficacy.…”

Section: Comparing Coaches' and Athletes' Perceptionsmentioning

confidence: 99%

Coaching Efficacy and Coaching Effectiveness: Examining Their Predictors and Comparing Coaches’ and Athletes’ Reports

Kavussanu

Boardley

Jutkiewicz

et al. 2008

The Sport Psychologist

View full text Add to dashboard Cite

Research on the conceptual model of coaching efficacy (Feltz, Chase, Moritz, & Sullivan, 1999) has increased dramatically over the past few years. Utilizing this model as the guiding framework, the current study examined: (a) coaching experience and sex as predictors of coaches' coaching efficacy; (b) sport experience, sex, and the match/mismatch in sex between coach and athlete as predictors of athletes' perceptions of their coach's effectiveness on the four coaching efficacy domains; and (c) whether coaches' reports of coaching efficacy and athletes' perceptions of coaching effectiveness differed. Coaches (N = 26) and their athletes (N = 291) from 8 individual and 7 team sports drawn from British university teams (N = 26) participated in the study. Coaches completed the Coaching Efficacy Scale (CES), while athletes evaluated their coach's effectiveness using an adapted version of the CES; coaches and athletes also responded to demographic questions. Results indicated that, in coaches, years of coaching experience positively predicted technique coaching efficacy, and males reported higher game strategy efficacy than females. In athletes, sport experience negatively predicted all perceived coaching effectiveness dimensions, and the mismatch in sex between athletes and their coach negatively predicted perceived motivation and character building coaching effectiveness. Finally, on average, coaches' ratings of coaching efficacy were significantly higher than their athletes' ratings of coaching effectiveness on all dimensions. The findings are discussed in terms of their implications for coaching effectiveness.Coaches are considered influential individuals in athletes' lives. Coaches can positively affect athletes' performance, behavior, and psychological and emotional well being (see Horn, 2002). The main medium through which coaches exert their influence on sport participants is their own behaviors, and coaches who have a positive impact on athletes engage in effective behaviors. Effective coaching behaviors are those that result in successful performance and positive psychological Kavussanu, Boardley, Jutkiewicz, Vincent, and outcomes in athletes such as high perceived ability, self esteem, and enjoyment (see Horn, 2002). Thus, effective coaches can have an influence on different aspects of the athletic experience. The Coaching Efficacy ModelA construct that has implications for coaching effectiveness is coaching efficacy (Feltz et al., 1999). Coaching efficacy has been defined as the extent to which coaches believe that they have the capacity to influence the learning and performance of their athletes and consists of four dimensions: motivation, game strategy, technique, and character building (Feltz et al., 1999). Motivation efficacy refers to coaches' confidence in their ability to influence the psychological skills and states of their athletes. Game strategy efficacy is the coaches' belief in their ability to coach and lead their team to a successful performance during competition. Technique efficacy pertai...

show abstract

“…Several self-report instruments such as the Leadership Scale for Sport, 7 the Coaching Behaviour Assessment System, 4 the Decision Style Questionnaire, 14 and the Controlling Coach Behavior Scale 15 have been developed to assess athletes' perceptions of coaching behaviours (e.g., efficacy, decision-making, controlling, or social-support styles) associated with athletes' outcomes (e.g., satisfaction, motivation, and enjoyment). Other instruments such as the Coaching Evaluation Questionnaire 16 and the Coaching Behavior Questionnaire (CBQ) 17 are designed to assess athletes' evaluative reactions to specific aspects of their coach's behavior such as personal qualities, professional relationships, and organizational skills. However, these instruments, such as CBQ, only measure certain coaching behaviors (e.g., negative activation and supportiveness, and emotional composure) and targeted scenarios (e.g., competition against a top opponent) rather than a more holistic view of the range of coaching behaviors, which has obvious limitations.…”

Section: Introductionmentioning

confidence: 99%

The Coaching Behavior Scale for Sport: Factor Structure Examination for Singaporean Youth Athletes

Koh

Kawabata

Mallett

2014

International Journal of Sports Science & Coaching

View full text Add to dashboard Cite

The Coaching Behavior Scale for Sport (CBS-S) is designed to evaluate coaches' involvement in developing athletes, taking into considerations the complex training and competition environment. Although the CBS-S has been used in a number of empirical studies, the factor structure of the instrument has not been examined rigorously. The present study was, therefore, conducted to assess the factor structure of the CBS-S for Singaporean youth athletes. A total of 519 participants completed the CBS-S, and their responses were examined with confirmatory factor analysis (CFA) and recent exploratory structural equation modeling (ESEM). Both sevenfactor CFA and ESEM models fit to the sample data adequately. In addition, the sizes of factor loadings on target factors were substantial and found comparable between the CFA and ESEM solutions. The findings from this study supported the factorial validity of the CBS-S for the present sample.

show abstract

Relationship between Anxiety, Self-Confidence, and Evaluation of Coaching Behaviors

Cited by 56 publications

References 15 publications

Factor Structure of the Coaching Behavior Questionnaire and Its Relationship to Athlete Variables

Factor Structure of the Coaching Behavior Questionnaire and Its Relationship to Athlete Variables

Coaching Efficacy and Coaching Effectiveness: Examining Their Predictors and Comparing Coaches’ and Athletes’ Reports

The Coaching Behavior Scale for Sport: Factor Structure Examination for Singaporean Youth Athletes

Contact Info

Product

Resources

About