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Nikos Ntoumanis, Vassilis Barkoukis, Daniel F. Gucciardi and Derwin King Chung Chan

. Coach Interpersonal Styles Although there are various influential social factors in sport, undoubtedly coaches play the most important role in shaping the psychological experiences and behaviors of their athletes ( Bartholomew, Ntoumanis, & Thøgersen-Ntoumani, 2009 ; Mageau & Vallerand, 2003 ). In fact

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Juliette Stebbings, Ian M. Taylor and Christopher M. Spray

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches’ autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches’ competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches’ psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches’ psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.

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Hedda Berntsen and Elsa Kristiansen

coach interpersonal-style perspective to the Norwegian Ski Federation’s educational system and ultimately, if evaluated as meaningful, part of The Norwegian Olympic and Paralympic Committee and Confederation of Sports. MAPS was implemented at one of the Norwegian College of Elite Sport (NTG) schools

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Juliette Stebbings, Ian M. Taylor and Christopher M. Spray

The current study explored coaches’ interpersonal behaviors as a mechanism for well- and ill-being contagion from coach to athlete and vice versa. Eighty-two coach–athlete dyads from individual sports completed selfreport measures before and after a training session. Structural equation modeling supported three actor–partner interdependence mediation models, in which coaches’ presession well- and ill-being were associated with changes in athletes’ well- and ill-being over the course of the session. These relationships were mediated by athletes’ perceptions of their coaches’ interpersonal styles during the session. The reciprocal transfer from athlete to coach was not fully supported. Nonetheless, coaches’ perceptions of their own interpersonal behaviors were associated with changes in their postsession well- and ill-being. Overall, evidence is provided for the contagion of affect from authority figures to those under their instruction but not vice versa.

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Thelma S. Horn

of a positive and autonomy-supportive feedback style in terms of athletes’ perceptions of autonomy satisfaction, enjoyment, and perseverance. Another dimension of coachesinterpersonal style that may distinguish an autonomy-supportive from a controlling environment centers around the tone of coach

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Maria Kavussanu and Christopher Ring

. , Gucciardi , D.F. , & Chan , D.K.C. ( 2017 ). Linking coach interpersonal style with athlete doping intentions and doping use: A prospective study . Journal of Sport & Exercise Psychology, 39 , 188 – 198 . PubMed doi:10.1123/jsep.2016-0243 10.1123/jsep.2016-0243 Ntoumanis , N. , Ng , J

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Amy Whitehead, Kanayo Umeh, Barbara Walsh, Eleanor Whittaker and Colum Cronin

, Institute of Women. Debate series, 12 . Balaguer , I. , Gonzalez , L. , Fabra , P. , Castillo , I. , Mercé , J. , & Duda , J.L. ( 2012 ). Coachesinterpersonal style, basic psychological needs and the well- and ill-being of young soccer players: A longitudinal analysis . Journal of Sports

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Johannes Raabe, Katrin Schmidt, Johannes Carl and Oliver Höner

changes were found so shortly after the intervention was completed. This not only indicates that modifications in PE teachers’ and youth sport coachesinterpersonal style likely had immediate effects but also highlights the possibility that such behavioral adjustments will continue to nurture students