Coaches’ psychological functioning is becoming an increasingly popular research topic. This is due, in part, to the recognition that coaches can have a positive or negative impact on athletes’ psychological experiences and must be psychologically well to function optimally in their roles
Kylie McNeill, Natalie Durand-Bush and Pierre-Nicolas Lemyre
DIGEST VOLUME 5, Issue #2
Digest contains a listing of pertinent, recent coaching and coach education articles and updates from other sources. How Can Coaches Build Mental Toughness? Views from Sport Psychologists Weinberg, R. Freysinger, V., & Mellano, K. (2018). Journal of Sport Psychology in Action, 9 (1), 1–10. Most of
Stewart Cotterill, Richard Cheetham and Katrien Fransen
some studies have considered the nature of the captain’s position and the role that he or she fulfills, no studies have really considered the interaction between the captain and the coach. This is strange, as in many professional sports the captain is selected by and “managed” by the coach. This
Line D. Danielsen, Rune Giske, Derek M. Peters and Rune Høigaard
The leadership role in sport has been investigated extensively, with Northouse ( 2010 ) defining leadership as a process whereby an individual influences a group of individuals to achieve a common goal. In sport, coaches have historically been viewed as the major source of formal leadership, but
Thelma S. Horn
any particular achievement context (e.g., Eccles, 2007 ; Harter, 1978 ; Dweck, 2006 ). Specific to the youth sport setting, the coach may be a primary adult whose attitudes and behaviors can be linked to young athletes’ physical development and psychosocial well-being. One important role that
Amy Price, Dave Collins, John Stoszkowski and Shane Pill
player performance that is often difficult for coaches to navigate. One reason for this struggle might be the dynamic nature of invasion games, where players are required to execute a flexible organization of movements to achieve performance goals ( Pill, 2014 ). For invasion game play, performance goals
Melissa S. Price and Maureen R. Weiss
The purpose of the present study was to examine the relationship among coach burnout, coaching behaviors, and athletes’ psychological responses using Chelladurai’s (1980, 1990) multidimensional model of leadership as a theoretical framework. Two questions were addressed: (a) Do coaches who vary in level of burnout differ in the behaviors athletes perceive they exhibit? (b) Are coaching behaviors related to athletes’ enjoyment, perceived competence, anxiety, and burnout? A sample of 193 female soccer players and 15 head coaches of high school teams completed measures of the constructs of interest. Coaches higher in emotional exhaustion were perceived by their teams as providing less training and instruction and social support and making fewer autocratic and greater democratic decisions. For the second question, athletes’ perceptions of greater training and instruction, social support, positive feedback, democratic decisions, and less autocratic style were related to more positive (i.e., perceived competence, enjoyment) and less negative (i.e., anxiety, burnout) psychological outcomes.
Joe W. Burden Jr. and Glenn W. Lambie
As social and cultural diversity increases in the United States, coaches frequently interact with athletes from a wide range of backgrounds. Therefore, it would be useful if coaches had established guidelines for best practices to support their socially and ethically responsible work with athletes. However, coaching organizations have not published best practice standards specifically for coaches’ work with socially and culturally diverse athletes. This article proposes Sociocultural Competencies for Sport Coaches (SCSC) to support positive coach-athlete relationships. Specifically, the paper (a) reviews standards for social and cultural competencies used in similar professions, (b) introduces SCSC to the field of coaching education, and (c) presents competencies, standards, and benchmarks to guide the implementation of SCSC with diverse athletes.
Kyle Paquette and Pierre Trudel
, Harris, & Hill, 2012 ; Tagg, 2003 ). A review of nearly four decades of coach development literature from Western countries (i.e., Gilbert & Trudel, 2004 ; Trudel & Gilbert, 2006 ) reveals a noticeably similar history whereby programming efforts have largely been, and continue to be, adaptive
The purpose of the current study was to investigate the relationship between team sport coaches’ power and coaching effectiveness using French and Raven’s (1959) taxonomy of power bases as a theoretical framework. Coaching effectiveness (CE) was conceptualized as an umbrella concept and four different CE outcomes were used; athletes’ satisfaction with the coach, coaches’ general influence, adaptive training behaviours, and collective efficacy. Hypotheses were made on the specific relationships between the individual power bases and the effectiveness criteria. The total sample consisted of 820 athletes (47% females), representing 56 elite and nonelite teams from three team sports (soccer, floorball, and team handball). Data were analysed separately for adults and youths. Structural equations modelling showed that 30% (in the youth sample) and 55% (in the adult sample) of the proposed hypotheses was supported. Overall, coaches’ bases of power were strongly associated with coaching effectiveness, explaining between 13% and 59% of variance in the effectiveness outcomes used. Expert power was consistently positively related to coaching effectiveness; reward and coercive power had mixed relationships (positively, negatively, unrelated) as had legitimate power (negatively, unrelated) and reward power (positively, unrelated). The results are discussed in relation to coaching effectiveness, limitations, practical implications and future research.