Sport Knowledge: The Effects of Division I Coach Communication on Student-Athlete Learning Indicators

Abstract

Sporting environments are informal contexts of learning that are dependent upon coaches’ use of effective instructional communication strategies. Coaches’ use of power while communicating instruction to athletes is especially germane, as coaches must appropriately use relational influence to inspire optimal athletic performance. Using French and Raven’s power bases (i.e., expert, referent, reward, legitimate, and coercive power), this study considers Division I student-athletes’ reports of affective learning for their sport and coaches, cognitive learning, state motivation, and team winning percentages as a function of their coaches’ use of power. Data collected from 170 student-athletes participating in team sports at Power 5 institutions revealed two significant canonical correlation roots. The first demonstrated that the increased use of prosocial power and avoidance of antisocial power were associated with greater amounts of affective learning for coaches, cognitive learning, and state motivation. The second revealed that expert power was associated with increases in cognitive learning and winning. This research has heuristic implications for expanding the assessment of athlete experience, as well as practical implications regarding the identification of effective modes of relational influence in coaching.

An Investigation of Volleyball Extracurriculars Coaches’ Interpersonal Communication Knowledge

“…However, it is not significantly different with the coaches who have experience in coaching for 10 -19 years group (p > 0.05). Coach who hae experience in coaching implements the interpersonal communication to support and motivate the athlete in training and competition (Rey et al, 2022). They need to use their experience in understanding the athletes and deciding the communication method (Oboeuf et al, 2016).…”