Abstract
The aim of this study was to examine the relationship between the sport-confidence and the coach-athlete relationship in Turkish national male student-wrestlers, and to investigate whether educational status, wrestling style, wrestling category, and career of wrestlers were significant variables on student-wrestlers’ sport confidence and their relationship with their coaches. Participants were 198 Turkish national male wrestlers. Demographic questions, the Sport-Confidence Inventory (Vealey, 1986), and the Coach Athlete Relationship Questionnaire (Jowett & Ntoumanis, 2004) were performed for data collection. Results indicated that sport-confidence was significantly related to coach-athlete relationship and sport-confidence was significant predictor of wrestlers’ relationship with their coaches. Besides, wrestling style and wrestling category were significant variables on coach-athlete relationship. However, educational status and career of wrestlers were not significant variables in terms of sport-confidence and coach-athlete relationship. In conclusion, the findings of the study highlight that the association of sport-confidence and coach-athlete relationship can contribute to the understanding of relational process in sport.
Highlights
Coach-athlete relationship is defined as interpersonal relationship where the emotions, thoughts, and behaviors of the coach and the athlete are causally and mutually interconnected (Jowett & Ntoumanis, 2004; Adie & Jowett, 2010; Isoard-Gautheur, Touilloud, Gustafsson & Guillet-Descas, 2016)
Associations between the sport-confidence and the coach-athlete relationship were analyzed by Bivariate Correlation
The result reveals that sport-confidence is a significant predictor of coach-athlete relationship (R = 0.37, R2 = 0.14, F (1, 196) = 31.53, p 0 .01) and it can be stated 14% of the total variance related to coach-athlete relationship is accounted by the sport-confidence
Summary
Coach-athlete relationship is defined as interpersonal relationship where the emotions, thoughts, and behaviors of the coach and the athlete are causally and mutually interconnected (Jowett & Ntoumanis, 2004; Adie & Jowett, 2010; Isoard-Gautheur, Touilloud, Gustafsson & Guillet-Descas, 2016). The coach-athlete relationship was separated into three dimensions that reflect these interconnected emotions, thoughts, and behaviors as closeness, commitment, and complementarity. Closeness is defined as feeling emotionally close in the coach-athlete relationship; it reflects mutual trust, respect and appreciation, as well as a predilection towards liking one another. Complementarity refers to complementary or cooperative coach-athlete interactions. These dimensions are considered to be indicators of the quality of the coach-athlete relationship (Isoard-Gautheur et al, 2016)
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