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Coach-athlete relationships ignite groupness
... Jowett and Poczwardowski (2007) succinctly described the coach-athlete relationship as "a situation in which a coach's and an athlete's cognitions, feelings, and behaviours are mutually and causally interrelated". Jowett's (2007) 3+1Cs framework on the coach-athlete relationship conceptualises athletes and coaches mutually and causally interconnected cognitions, feelings, and behaviours into three main constructs namely commitment (intention to uphold the existing rapport, e.g. through making sacrifices), closeness (affective connection involving trust, care, concern & support), and complementarity (cooperative & affiliative attitude). The +1C co-orientation represents the meta-perspective coaches and athletes hold (congruency between coach & athlete) about the quality of the dyadic relationship in terms of closeness, commitment and complementarity (Jowett, 2007). ...
... Jowett's (2007) 3+1Cs framework on the coach-athlete relationship conceptualises athletes and coaches mutually and causally interconnected cognitions, feelings, and behaviours into three main constructs namely commitment (intention to uphold the existing rapport, e.g. through making sacrifices), closeness (affective connection involving trust, care, concern & support), and complementarity (cooperative & affiliative attitude). The +1C co-orientation represents the meta-perspective coaches and athletes hold (congruency between coach & athlete) about the quality of the dyadic relationship in terms of closeness, commitment and complementarity (Jowett, 2007). ...
... Coaches' exhibition of behaviours with the intent of mentally preparing athletes as well as the provision of competition strategies is a logical approach in elite level sport as it permits a competitive edge over opponents and offers athletes a sense of conviction in the execution of deliberated tasks (Weinberg & Gould, 2018). Additionally, coaches' ability to establish a harmonious relationship with their athletes not only paves the way for a productive working environment (Jowett, 2007), but also facilitates the satisfaction of athletes' basic needs , and attainment of goals and successful performances (Jowett & Cockerill, 2003). ...
A fundamental feature in successful coaching outcomes and athlete performance is rooted in the quality of the coach-athlete relationship which is impacted by coaches' way of being. This investigation examined whether perceived coach behaviour associates with the coach-athlete relationship quality and self-rated season performance among members from two South African male senior national para-sport teams (n = 23, M age = 32.65). The predictive utility of coaches' perceived behaviour on the dyadic relationship quality and athletes' views on their own performance was also determined. Cross-sectional quantitative data were collected by means of the Coaching Behaviour Scale for Sport, Coach-Athlete Relationship Questionnaire and a Likert-scale item recording athletes' subjective rating of perceived standard of performance for the respective competition season. The team members' reported fairly good standard of season performances and sound relationship standings with their involved head coaches who were seen to exhibit behaviours most illustrative of mental preparation, personal rapport, and competition tactics. Inferences drawn from the correlation analyses advised that particular adoptive coach behaviour in para-sport coaching appears to be a meaningful construct associated with the establishment and maintenance of relationships with athletes. Regression analyses also exposed coaches' competition strategy behaviour to be a significant predictor of complementarity in the coach-athlete relationship, which along with the noted positive correlations provide a good basis for further exploration in similar sport contexts.
... There are a limited number of studies in the literature on this topic and it is important to examine how the empathic tendencies of prospective coaches differ depending on variables such as industry, age, gender and sport age. Investigating the impact of coach education students' empathy levels on their success in the sport environment will contribute to the accumulation of knowledge in the field of sport science (Jowett, 2007). ...
The high level of empathy in the sports environment makes it clear that each individual in the sports factor displays a positive attitude in society and is positively influenced in terms of sporting success. This research was conducted to determine the level of empathic tendency of students in the Department of Coaching Education and to examine the effects of demographic differences on empathic tendency scores. The research group consisted of a total of 226 volunteers, 98 females and 128 males, studying in the Department of Coach Education, with a mean age of 21.66±2.26 years. The Empathy Scale in the Sports Environment was used in the study. Independent T-test, ANOVA and Pearson correlation test were used for the data collected in the study. According to the results of the study, there was a significant difference in the sub-dimension of emotional empathy in sports in relation to gender (p0.05). The significant difference was in favor of men. Although there was a significant difference between the groups when the total score of the scale was compared in the students' grade levels, no significant difference was found in multiple comparisons. A positive and significant relationship was found between sports age and emotional empathy in sports. These values show that emotional empathy in sport tends to increase with increasing sporting age. The findings demonstrate that the empathic tendencies of people who participate in sports are at a similar level regardless of gender, age and class variables, but as sports experience increases, so does the emotional empathy level. Applied training programs should be developed to improve empathy skills in sport science faculty and studies should be conducted to strengthen students' emotional and social skills in the sport environment.
... Bu çalışma da onlardan biri olarak değerlendirilebilir. Konuya ilgi, antrenör-sporcu ilişkisinin sporcuların performansı açısından çok önemli bir faktör olarak görülmesinden kaynaklanmaktadır (Jowett, 2007;Jowett ve Cockerill, 2003). Bu çalışmada curling sporcularında antrenöre güven, motivasyon ve kaygı ilişkisinin incelenmesi ile gelecekte bu konularda yapılacak çalışmalara yol göstermek hedeflenmektedir. ...
Bu çalışmanın amacı, curling sporcularında antrenöre güven, motivasyon ve kaygı ilişkisinin incelenmesidir. Çalışmaya, 106 erkek, 113 kadın olmak üzere toplam 219 curling sporcusu katılmıştır. Bu çalışmada verileri toplamak için 4 bölümden oluşan anket formundan yararlanılmıştır. Belirtilen anket formuna ait ilk bölümde kişisel bilgi formu, ikinci bölümde “antrenörlere güven ölçeği” kullanılmıştır. Ölçeğin Cronbach’s alpha değeri ,97 olarak tespit edilmiştir. Anket formunun üçüncü bölümünde “sporda güdülenme ölçeği-II” kullanılmıştır. Ölçeğin Cronbach’s alpha değeri ,79 olarak tespit edilmiştir. Anket formunun dördüncü bölümünde “Sürekli Kaygı Ölçeği”nden yararlanılmıştır. Ölçegin Cronbach’s alpha değeri ,88 olarak tespit edilmiştir. Verilerin homojen dağılıma sahip olmaları nedeniyle parametrik istatistik yöntemlerinden yararlanılmıştır. Katılımcıların antrenöre güven, motivasyon ve kaygı düzeyleri arasındaki yordayıcı etkiyi ortaya koymak için korelasyon ve regresyon analizi yapılmıştır. Çalışmada veriler %95 güven aralığında işlenmiştir. Yapılan korelasyon analizi sonucunda katılımcıların antrenöre güven ve motivasyon düzeyleri arasında istatistiksel olarak anlamlı, pozitif yönlü ve orta düzeyde; antrenöre güven ve kaygı düzeyleri arasında istatistiksel olarak anlamlı, negatif yönlü ve düşük düzeyde korelasyon ilişkisi olduğu saptanmıştır. Buna göre katılımcıların antrenöre güven düzeyleri arttıkça motivasyonları artmaktadır ve katılımcıların antrenöre güven düzeyleri arttıkça kaygı düzeyleri azalmaktadır. Katılımcıların yaş değişkenine göre antrenöre güven, motivasyon ve kaygı ortalamalarının karşılaştırılması sonucunda kaygı alt boyutunda 18 ve altı, 24 ve üzeri yaş grubuna sahip olan katılımcıların 19-23 yaş aralığında olan katılımcılara göre istatistiksel olarak anlamlı düzeyde yüksek ortalamalara sahip oldukları görülmektedir. Bu çalışma doktora tezinden üretilmiştir.
... As prior literature has revealed sex differences, an understanding of these distinctions was expected to help others tailor interventions for specific research questions. Analyzing how the coach-athlete relationship factors might differ by sex was expected to contribute to improved sports performance (Jowett, 2008). Better understanding CART-Q associations with enjoyment should assist efforts to increase athletes' sports participation and identify the main factors related to sports dropout (Crane & Temple, 2015;Jowett & Clark-Carter, 2006). ...
Our primary objectives in this study were to translate and provide psychometric support for the Coach Athlete Relationship Questionnaire (CART-Q) Portuguese version, assess its invariance across sex, and explore its nomological validity in relation to enjoyment. Our sample participants were 470 athletes (226 females, 244 males) aged between 16 to 39 years from various individual and team sports. We found that the translated Portuguese version of the CART-Q exhibited satisfactory test-retest reliability and can serve as a reliable tool for evaluating the core constructs of the coach-athlete relationship – closeness, commitment, and complementarity. Moreover, this instrument showed evidence of nomological validity through significant positive correlations between its underlying factors and athletes' enjoyment with their sport. The proposed model for explaining item variance was also found to be invariant between male and female respondents. We recommend further use of this instrument in research and practical applications.
... To achieve good teamwork, the athletes need to trust their colleagues, receive attention and support and, for this to happen, the coach has an important role by creating motivational climates that are appropriate, with the aim of maintaining the interpersonal relations of each participant (Jowett, 2008). In this vision, sports coaches need to develop a task-oriented climate by means of social support, to stimulate positive attitudes and adaptive results, in other words, maintaining close relations, both with the athletes and the sports team (Riberio, 2016). ...
The objective of the present study was to evaluate the effect of the dimensions of passion for sport (obsessive and harmonious) and the motivational climate on the perception of the quality of athlete-coach and athlete-athlete relationships, as well as the effects of the coach-athlete relationship on the ability of athlete to work as a team. The sample consisted of 263 athletes of both genders (58.9% female). Pearson's Correlation and Structural Equation Modeling analyzes were employed. The results, in general, suggest that there are relationships between passion, motivational climate, athlete-coach relationship and athlete-athlete relationship. About structural equation modeling findings suggest that harmonious passion has a positive direct predictive power on the athlete-athlete relationship, the task-oriented motivational climate has a positive and significant indirect effect through the athlete-coach relationship variable and the ego-oriented climate, in turn, indicated a negative indirect effect on the athlete-athlete relationship. The results corroborate the literature by indicating harmonious passion and task-oriented motivational climate as personal and environmental variables, respectively, promoting the quality of relationships in sport.
... As a coach, you have to consider the importance of team comradery and getting to know one another. While it is not mandatory for teams to have close personal relationships to be successful, it can increase the ability to work together towards a common goal (14). Having an environment which can stimulate growth and togetherness can help create the positive energy that coaches desire for a team. ...
The purpose of this study was to understand coaches' response via their day-today experiences during the COVID-19 pandemic from the lens of coaching during the COVID-19 national health pandemic. This study utilized qualitative analysis via two zoom-call recorded interviews. A total of nine current head coaches (middle and high school) of teams that participated in the 2021 spring season were involved. Data were analyzed using standard interpretive techniques. Final analysis resulted in general themes that reflected perceptions of the coaches. Themes included (a) new purpose, (b) extra preparation, (c) mixed emotions, (d) creating connections during isolation, and (e) finding relief in helping hands. Coaches are faced with challenges each season. With the recent COVID-19 pandemic, coaches experienced difficulties never seen before. Coaches learned to adapt and respond to situations with a goal of togetherness as a team and competing again. These experiences will prepare coaches for future unexpected changes that can occur within a typical sport season.
This paper is an Interpretative Phenomenological Analyses (IPA) into the experiences of parents of elite junior tennis players. “Performance narratives” have received attention in professional sports settings, but research has yet to fully investigate the effects on parents of junior tennis players. Parents are a psychologically significant network member of coach-athlete relationships. Narrative theory states that through creating personal stories people can make sense of their lives. A “performance narrative” is a story of dedication to sport performance, where, winning, results, achievements are pre-eminent and link closely to the story tellers’ identity. The purpose of this study is to examine the experiences of 8 parents of elite junior tennis players and describe what it is like to be a parent in the elite junior tennis context. An Interpretative Phenomenological Analysis of 8 parents of elite junior tennis players describes their experiences of elite junior tennis tournaments. This study found that (a) parents struggle with the development versus winning paradigm in junior tennis (b) “performance narratives” influence how parents evaluate player improvement (c) “performance narratives” influence parents’ behaviours at competition. This paper recommends more face-to-face coach-parent communication to help parents adhere to development narratives and increasing the frequency / relevancy of parent education workshops that give a realistic depiction of the elite junior tennis pathway.
Sports leadership research has increased in recent years in sport psychology and is now considered an indication of variables such as sport efficacy, satisfaction and happiness with sport, and emotional well-being. The aim of this manuscript is to analyze the relationship between informal sports leadership and each of the dimensions of emotional intelligence. Two validated and standardized instruments were applied to measure each of the psychological constructs, respectively, that make up the thematic axis of this research. Thus, to measure self-perceived leadership, we used the Sport Leadership Behavioral Scale and its Spanish version, the Sport Leadership Behavioral Inventory. On the other hand, to measure the self-perceived emotional intelligence of the participants, we used the Trait Meta Mood Scale (TMMS-24). The total number of participants was 163 students with a mean age of 20.33 years (SD = 3.44) from university degrees related to physical activity and sport sciences. The main contribution of our research lies in the demonstration that there is a statistically significant relationship between clarity and emotional regulation with empathy (=0.18, p < 0.001), decision making (=0.08, p < 0.001), social support l (=0.19, p < 0.001) and sports values (=0.01, p < 0.001). This indicates that the definition of a leader is a person who is aware of their own emotions and those of their group, who fosters positive, communicative, supportive inter-relationships based on sporting values, through the exercise of a positive influence on the other members of the group. In conclusion, this research demonstrates the existence of a significant connection between the components of emotional intelligence (attention, clarity and regulation) and sports leadership (social support, empathy, sports values, decision making and task orientation). Thus, this study concludes that this link is characterized by being direct and positive.
Previous research looking into youth sport coaching indicates that a majority of coaches may also be a parent to an athlete on their team. While previous studies have also sought to understand how being a parent–coach might affect parents’ relationships with their own child(ren), little work appears to explore how occupying this role might affect an individual’s ability to remain effective as a coach. As such, 14 parent–coaches were interviewed to examine how they perceived their dual role to influence their coaching effectiveness and to hear what strategies they used to remain effective. Interviews were analyzed thematically, and findings indicated that parent–coaches have few formalized resources to aid them in navigating the issues associated with their challenging dual-role position. More support would be welcomed by this population to improve their effectiveness and to ensure that all developing athletes in their care continue to have positive experiences within the youth sport environment.
The importance of the role of the relationship between the coach and the individual has been emphasised in the literatures of both sports coaching and executive coaching. Two relationship models from the sport psychology and coaching psychology domains respectively that share an assumption of the centrality of the relationship to the coaching process; that have been used in research to assess associations with important outcomes; and share similarities at conceptual, operational and measurement levels were compared and contrasted. Both models highlight affective ties of closeness and bond for effective coaching outcome, and reflected potential synergies in the area of co-operation, as well as possibly diverging on their emphasis on the chronological sequence of the development of bond in relation to other aspects of the relationship. It is concluded that cross-fertilisation of ideas across psychological disciplines and future work with both models may be useful in contributing to the extant literature in their own and the other’s domain in promoting our understanding of the purposive and collaborative work of coaching and in establishing, developing and maintaining effective and successful relationships.
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