Coach-athlete relationships, self-confidence, and psychological wellbeing: The role of perceived and received coach support.

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Coaches are recognized as key support providers, although there is limited understanding of how coach support relates to athletes' self-confidence and psychological wellbeing. This study examined relationships among perceived coach support, received coach support, coach-athlete relationship, self-confidence, and psychological wellbeing. A further aim was to identify mechanisms through which coach-athlete relationship influences self-confidence and psychological wellbeing. A total of 537 athletes (Mage=21.83 and SD=3.67) from a range of sports completed measures of perceived coach support, received coach support, coach-athlete relationship, self-confidence, and psychological wellbeing. Mediation analysis revealed a significant direct effect of coach-athlete relationship on perceived coach support (b=1.44 and p=0.04) and received coach support on psychological wellbeing (b=1.94 and p=<0.05). Coach-athlete relationship was associated with a significant indirect effect on psychological wellbeing via received coach support (ab = 0.82 and 95% CI [0.40 and 1.26*]) but not perceived coach support. In contrast, coach-athlete relationship was associated with a significant indirect effect on self-confidence via perceived coach support (ab=0.16 and 95% CI [0.10 and 0.22*]) but not received coach support. These findings demonstrate the significant role perceived coach support and received coach support plays in potentially explaining the relationship between the coach-athlete relationship with self-confidence and psychological wellbeing. Additionally, the results highlight that different forms of social support uniquely mediate the relationship among the coach-athlete relationship, confidence, and wellbeing. These results have implications for coaching practices, as coaches can use their relationships with athletes to provide optimal support and thereby enhance the athletes' self-confidence and wellbeing.