The behavior style of coaches

Mihajlo Mijanovic,Nenad Radjevic

doi:10.5937/fizkul1601014m

Abstract

On the sample by 121 perspective young athletes was carried out the researching in the aim to establish the behavior style of coaches. The relevant information was obtained through the validated questionnaires of Chelladura and Saleha (1980). The questionnaire contains 40 questions which directly determine 5 behavior styles of coaches. All questions possess the scale by 5 levels with possible statements: (always, often, periodically, rarely and never). The true answer is only one statement on one question. It is word about five degrees 'Likert's scale'. It was carried out extensive and complex statistics processing of date, where the input qualitative categorical variables were transformed into quantitative. In the next step, transformed categorical variables were exposed in classical and neoclassical statistical methodology. On the base of exact indications which were obtained by using relevant invariant and multivariate statistical methods and tests, dominant behavior style of coaches is 'Instructive'. This behavior style of coach is the most desirable. According to this researching at the last position is behavior style which is the autocratically and it is also at the same time the least desirable. The results of Analysis of variance (ANOVA) and Canonic discriminative analysis show the general statistical significant difference in the representation of the behavior styles. Instructive and Autocratic behavior style of coach mostly influences on the total (general) discrimination i.e. difference. For above mentioned styles, it could be said that they are paradigm of contrasts in every way. Values of Tukey - HSD test explicitly shows that there are not statistical significant difference between Instructive Style and style Awarded - Feedback as well as between Democratically and style of Social Support. The other combinations i.e. couples of behavior styles are statistical significantly different.

Highlights

It is not di cult to assume that the di erence in arithmetic means above mentioned styles is statistically signi cant. e other parameters in Table 1 are interesting and worth for analyzing, especially standard errors of arithmetic means
Five behavior styles are identi ed according to the theoretical approach, problem, aim, tasks and the researching results
The most di erence is established between Instructive S1 and Autocratic S4 behavioral Style of coach

Summary

INTRODUCTION

E term style dates from the Latin word (stylus) that is the device for writing. e famous philosopher Arthur Schopenhauer studied...“will is the basis of everything“, he further said „the style is the physiognomy of the spirit“ (Kalin, 1991). e style is a multifaceted term what implies and explicates various de nitions. e style is a way of expressing i.e. a set of features which distinguish it from the others. e known styles are related to literature, architecture, painting, music, science, politics and sport. e developmental epochs in science, art and culture are marked by the styles. Instructive style characterizes the coach’s behavior which work is focused on the improving the motivation, as the athlete persists in carrying out di cult and strenuous exercises He pays special attention to the improvement of technique and tactics during the training. Awarding (Feedback) implies the coach who motivates the athletes by the awarding the good and dedicated work in training and good results in the competition For this behavior style is that the coach expresses a particular satisfaction when athletes perform well and e ciently the assigned activities. E subject of this research is the coaches of young perspective athletes, and the problem is identifying and determining the dominant style of behavior on the basis of dealing with athletes in training, competition, and during the free time. According to the subject and problem stems the primary aim of the work, that is refers to the extraction of the behavioral styles of the coaches. e intention is not to take advantage of some style, but with the help of scienti c methods detect behavioral style coach based on the testimony of the young athletes. e other aims and the tasks of the researching related to the searching for the answers to three questions: What behavioral style dominates in working with the athletes? Is there statistical signi cant di erence between some the behavioral style? What the behavioral style is the most desirable? Generally speaking, it is not expected a statistically signi cant di erence between the behavioral style of coaches, but at the same time, it expects that between some behavioral style are statistically signi cant difference

METHOD

RESULTS

DISCUSSION

CONCLUSION