Abstract
The present two-study paper examined the role of communication strategies that athletes use to develop their coach-athlete relationship. Study 1 examined the mediating role of motivation, support, and conflict management strategies between the quality of the coach-athlete relationship and athletes’ perceptions of sport satisfaction. Study 2 examined the longitudinal and mediational associations of communication strategies and relationship quality across two time points, over a 6-week period. Within both studies, data were collected through multi-section questionnaires assessing the studies’ variables. For study 1, structural equation modeling highlighted significant indirect effects for motivation and support strategies between the quality of the coach-athlete relationship and athletes’ experiences of sport satisfaction. For study 2, significant indirect effects were found for the athletes’ perceptions of the quality of the coach-athlete relationship at time 2 between athletes’ use of communication strategies at time point 1 and time point 2. Together these findings provide support for the practical utility of communications strategies in enhancing the quality of the coach-athlete relationship and athlete’s experiences of sport satisfaction. In addition, the findings provide evidence to highlight the potential cyclical relationship between communication and relationship quality across time.
Highlights
Following major performance success in competitive events (e.g., European, World or Olympic Championships), athletes often and readily acknowledge their coach’s support
The role of coach-athlete relationships in sport has been widely recognized within the last two decades (Wylleman, 2000; Jowett, 2017), only limited research has examined the role of communication strategies within the context of the coach-athlete relationship
There is dearth of research that examines the mechanisms by which the quality of the coach-athlete relationship associates with important outcomes
Summary
Following major performance success in competitive events (e.g., European, World or Olympic Championships), athletes often and readily acknowledge their coach’s support. Athletes’ relationship with their coaches are often characterized as task-focused that aim to provide a purposeful and meaningful social situation from which coaches and athletes support one another to achieve goals that are relevant to them and their relationship (Jowett, 2017) Over time, this unique partnership is thought to be centered around both the coach and the athlete. Communication, Coach-Athlete Relationships, Sport Satisfaction (“coach-athlete centered”) promoting inclusivity that is mutually empowering (Jowett, 2017) Such a coach-athlete centered approach, whereby coaches and athletes are meaningfully connected is more likely to function as a medium that motivates, assures, satisfies, comforts, and supports toward enhancing their sport experience and performance, as well as overall well-being
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
