Vallerand et al. (2003) developed a dualistic model of passion, wherein two types of passion are proposed: harmonious (HP) and obsessive (OP) passion that predict adaptive and less adaptive interpersonal outcomes, respectively. In the present research, we were interested in understanding the role of passion in the quality of coach–athlete relationships. Results of Study 1, conducted with athletes (N = 157), revealed that HP positively predicts a high-quality coach–athlete relationship, whereas OP was largely unrelated to such relationships. Study 2 was conducted with coaches (N = 106) and showed that only HP positively predicted the quality of the coach–athlete relationship. Furthermore, these effects were fully mediated by positive emotions. Finally, the quality of the coach–athlete relationship positively predicted coaches’ subjective well-being. Future research directions are discussed in light of the dualistic model of passion.
Search Results
Passion in Sport: On the Quality of the Coach–Athlete Relationship
Marc-André K. Lafrenière, Sophia Jowett, Robert J. Vallerand, Eric G. Donahue, and Ross Lorimer
Gratitude, Coach–Athlete Relationships, and Burnout in Collegiate Student-Athletes
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
Wheelchair Basketball Athletes’ Perceptions of the Coach–Athlete Relationship
Lara Pomerleau-Fontaine, Gordon A. Bloom, and Danielle Alexander
parasport coach–athlete relationships. Finally, Alexander et al. ( 2020 ) interviewed eight female parasport athletes and the participants discussed the importance of having parasport coaches that were creative and adapted to their impairment. Similarly, Cregan et al. ( 2007 ) identified creativity as a
The Coach-Athlete Relationship and Athlete Psychological Outcomes
Victoria McGee and J.D. DeFreese
individuals through both good and bad sport-related experiences ( Jowett & Shanmugam, 2016 ; Jowett & Wylleman, 2006 ). Thus, a deeper understanding of the impact the coach-athlete relationship has on specific athlete psychological outcomes including athlete burnout and engagement has potential theoretical
Building High Performing Coach-Athlete Relationships: The USOC’s National Team Coach Leadership Education Program (NTCLEP)
Phil Ferrar, Lillian Hosea, Miles Henson, Nadine Dubina, Guy Krueger, Jamie Staff, and Wade Gilbert
other to ultimately reach their goals. The coach-athlete relationship is a well-established area of study in the coaching literature and is becoming a more targeted area of development in coaching curriculums ( Evans, McGuckin, Gainforth, Bruner, & Coté, 2015 ; Smith, Smoll, & Cummings, 2007
Case Studies of Olympic Medalist Coach–Athlete Relationships: A Retrospective Analysis Prior to and During the Olympics
Brian Zuleger and Rick McGuire
you feel like your life, mission, reputation, value, relationship, or worth is on the line, and the outcome really does matter” ( Orlick, 2002 , p. 13). Athletes and coaches have shared that the coach–athlete relationship is important in performing well at the Olympics ( Jowett & Cockerill, 2003
Compatibility in Coach-Athlete Relationships
Tammy Horne and Albert V. Carron
Three major issues were examined in the present study: (a) the variables discriminating between compatible and incompatible coach-athlete dyads; (b) the relationship between coach-athlete compatibility and athlete performance; and (c) the relationship between compatibility and athlete satisfaction. Subjects were 77 coach-athlete dyads from female intercollegiate teams. Compatibility was assessed using a sport-adapted version of Schutz's (1966) Fundamental Interpersonal Relations Orientation (FIRO-B) scale and Chelladurai and Saleh's (1980) Leadership Scale for Sports (LSS). Self-ratings of the quality of the coach-athlete relationship, athlete performance, and satisfaction with the coach's leadership were obtained. There were two variables that significantly discriminated between compatible and incompatible dyads. The sole variable predicting athletes' performance perceptions was the score reflecting discrepancy between athlete perceptions and preferences on the LSS reward dimension. Variables predicting athlete satisfaction were discrepancy between athlete perceptions and preferences on the LSS dimensions of training, reward, and social support. Recommendations for future research in this area are discussed.
Systematic Review of the Coach–Athlete Relationship From the Coaches’ Perspective
Keith McShan and E. Whitney G. Moore
The coach–athlete relationship (CAR) is thought to be at the heart of coaching ( Côté & Gilbert, 2009 ; Jowett, 2017 ). Researchers have shown that athletes’ CAR perceptions have been associated with higher levels of group cohesion ( Jowett & Chaundy, 2004 ), satisfaction ( Davis et al., 2019
The Coach-Athlete Relationship: A Tripartite Efficacy Perspective
Ben Jackson, Peter Knapp, and Mark R. Beauchamp
The purpose of the current study was to identify putative antecedents and consequences associated with self-efficacy, other-efficacy, and relation-inferred self-efficacy, within the context of elite coach-athlete dyads. Semistructured interviews were conducted with each member of six international-level coach-athlete partnerships, and data were analyzed using inductive and deductive content analytic techniques. Results for both athletes and coaches demonstrated that the above ‘tripartite efficacy beliefs’ (cf. Lent & Lopez, 2002) were identified as originating from perceptions regarding oneself, inferences regarding the ‘other’ dyad member (e.g., the athlete’s coach), as well as the dyad as a whole. Results also revealed that the tripartite efficacy constructs were interrelated, and independently associated with a number of positive task-related and relationship-oriented consequences. Findings are considered in relation to developing and sustaining effective coach-athlete relationships at the elite level.
Social Networks in Sport: Parental Influence on the Coach-Athlete Relationship
Sophia Jowett and Melina Timson-Katchis
The study aims to explore the nature of influences that parents exert on the quality of the dyadic coach-athlete relationship. A conceptual model was proposed as a guiding framework for the study. The proposed model incorporates Sprecher, Felmlee, Orbuch, and Willets’ (2002) notion of social networks and Jowett and Cockerill’s (2002) conceptualization of coach-athlete relationships. Fifteen participants from five coach-athleteparent triads were interviewed, and content analysis revealed that athletes’ parents (a “psychologically significant” network member) provided a range of information, opportunities, and extensive emotional support, all of which influenced the quality of the coach-athlete relationship as defined by closeness, commitment, and complementarity. Results are discussed based on previous relevant research along with recommendations for future research directions and practical applications.
