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Mathieu Simon Paul Meeûs, Sidónio Serpa and Bert De Cuyper

This study examined the effects of video feedback on the nonverbal behavior of handball coaches, and athletes’ and coaches’ anxieties and perceptions. One intervention group (49 participants) and one control group (63 participants) completed the Coaching Behavior Assessment System, Coaching Behavior Questionnaire, and Competitive State Anxiety Inventory-2 on two separate occasions, with 7 weeks of elapsed time between each administration. Coaches in the intervention condition received video feedback and a frequency table with a comparison of their personal answers and their team’s answers on the CB AS. Repeated-measures ANOVAs showed that over time, athletes in the intervention group reported significantly less anxiety and perceived their coaches significantly more positively compared with athletes in the nonintervention condition. Over time, coaches in the intervention group perceived themselves significantly more positively than coaches in the nonintervention condition. Compared with field athletes, goalkeepers were significantly more anxious and perceived their coaches less positively. It is concluded that an intervention using video feedback might have positive effects on anxiety and coach perception and that field athletes and goalkeepers possess different profiles.

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Louise Davis and Sophia Jowett

The present preliminary study aimed to develop and examine the psychometric properties of a new sport-specific self-report instrument designed to assess athletes’ and coaches’ attachment styles. The development and initial validation comprised three main phases. In Phase 1, a pool of items was generated based on pre-existing self-report attachment instruments, modified to reflect a coach and an athlete’s style of attachment. In Phase 2, the content validity of the items was assessed by a panel of experts. A final scale was developed and administered to 405 coaches and 298 athletes (N = 703 participants). In Phase 3, confirmatory factor analysis of the obtained data was conducted to determine the final items of the Coach-Athlete Attachment Scale (CAAS). Confirmatory factor analysis revealed acceptable goodness of ft indexes for a 3-first order factor model as well as a 2-first order factor model for both the athlete and the coach data, respectively. A secure attachment style positively predicted relationship satisfaction, while an insecure attachment style was a negative predictor of relationship satisfaction. The CAAS revealed initial psychometric properties of content, factorial, and predictive validity, as well as reliability.

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Jeffrey B. Ruser, Mariya A. Yukhymenko-Lescroart, Jenelle N. Gilbert, Wade Gilbert and Stephanie D. Moore

this study was to explore the relationships between gratitude and constructs that are central to student-athlete well-being, such as coach–athlete relationships (CAR) and athlete burnout. As such, we examined these relationships and reviewed the existing literature to illuminate how studying and

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Victoria McGee and J.D. DeFreese

Coaches have a noted ability to affect technical development, motivation, and psychological experiences in athletes ( Riley & Smith, 2011 ; Vella, Oades, & Crowe, 2013 ). Relative to sport psychology practice, the coach is an important member of the sport-related social environment with great

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Emily Kroshus, Sara P.D. Chrisman, David Coppel and Stanley Herring

athletes ( Lopez & Levy, 2013 ; Mahoney, Gucciardi, Ntoumanis, & Mallet, 2014 ; Moreland & Coxe, 2018 ; Putukian, 2016 ). Coaches play a key role in shaping a team’s culture related to help seeking ( Coyle, Gorczynski, & Gibson, 2017 ; Fenton & Pitter, 2010 ; Kroshus, Baugh, Hawrilenko, & Daneshvar

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Graig M. Chow, Matthew D. Bird, Stinne Soendergaard and Yanyun Yang

negative consequences such as experiencing blackouts, which are red flags for developing alcohol addiction, as well as academic and athletic performance consequences ( Hainline, Bell, & Wilfret, 2014 ; Brenner & Swanik, 2007 ). Given the potential negative impact on performance, coaches have an

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Kylie McNeill, Natalie Durand-Bush and Pierre-Nicolas Lemyre

Coaches operate within dynamic and complex work environments in which they face a variety of performance (e.g., athlete preparation), organizational (e.g., administrative duties), and personal (e.g., self-imposed expectations) demands ( Durand-Bush, Collins, & McNeill, 2012 ). Over time, coaches

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Jeffrey J. Milroy, Stephen Hebard, Emily Kroshus and David L. Wyrick

-reported significantly fewer symptoms to athletic trainers than they did in confidential psychiatric interviews. One lens through which to view the coach-athlete relationships and relational dimensions of concussion reporting is attachment theory. Bowlby ( 1969/1982 , 1973 ) and Ainsworth’s ( 1989 ) ( Ainsworth & Bell

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Emily Kroshus, Jessica Wagner, David L. Wyrick and Brian Hainline

-athletes have the advantage relative to non-athlete peers of having a close community of teammates and multiple adult mentors in the form of coaches, athletic trainers, academic support staff, and athletics administrators. This means that there are many people who have regular and meaningful contact with

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Marja Kokkonen

emphasis on incidents that took place many years ago ( Fasting & Sand, 2015 ; Symons et al., 2017 ). With these concerns in mind, the primary aim of this study was to explore nonverbal and verbal gender-based and sexual harassment by a coach, experienced during the twelve months immediately prior to the