Coach-athlete Relationship Research Articles

Mental toughness of badminton athletes: the role of coach leadership type and coach-athlete relationship

The coach is someone who must know about all the basic needs for the fulfilment of conditions where athletes have the opportunity to achieve achievement. The relationship between coaches of athletes who are fostered must be a relationship that reflects a common view in realising what is aspired to. This study aims to determine (1) the effect of coach leadership type on the mental toughness of badminton athletes. (2) the influence of the coach-athlete relationship on the mental toughness of badminton athletes. (3) the effect of coach leadership type and coach-athlete relationship on the mental toughness of badminton athletes. This research is quantitative with an ex post facto approach. The subjects in the study were badminton athletes in clubs in Sleman Regency Yogyakarta totalling 73 athletes (male 43, female 30). The measuring instrument with qustioner. The statistical analysis technique used the Statistical Package for Social Science (SPSS) version 21 software. The level of statistical significance was set at p-value <0.05. Based on the results of data analysis, it can be concluded that: (1) There is a significant relationship between the coach's leadership type and mental toughness in badminton athletes (t-value 4.453, p-value 0.000<0.05). (2) There is a significant relationship between coach-athlete relationship on mental toughness in badminton athletes, (t-value 2.373, p-value 0.020 <0.05). (3) There is a significant relationship between the coach's leadership type and the coach-athlete relationship on the mental toughness of badminton athletes, (F-value 40.791, p-value 0.00 <0.05) and a contribution of 52.50%. It is recommended for coaches to be able to provide enthusiasm and encouragement for athletes to continue to fight and never give up in facing every match faced in order to achieve maximum achievement and results. Develop leadership as a coach and develop interaction skills in building relationships with athletes.

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

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.

Perceived Coach Social Support and Coach-Athlete Relationship: A Moderated Mediation Model of Coach-Athlete Attachment and Proactive Personality

Objective: The purpose of this study was to investigate how perceived social support from coaches leads to favorable coach-athlete relationships via the mediation of coach-athlete attachment and the moderation of proactive personality. Method: The study consisted of a cross-sectional self-report survey with a sample of 302 professional athletes recruited and measured by psychological questionnaires of perceived coach social support, coach-athlete attachment, coach-athlete relationship, and proactive personality. The structural equation model examined the moderated mediation model. Results: The results indicated that coach-athlete attachment partially mediated the prediction of perceived coach-social support in the coach-athlete relationship. Proactive personality played a moderated role between perceived coach social support and coach-athlete attachment. Conclusions: This study suggests that coaches should pay more attention to athletes to build up the coach-athlete relationship, while they also need the athletes’ positive feedback.

The coach-athlete relationship within a cross-boundary team of experts: a conceptual analysis

ABSTRACT The coach-athlete relationship phenomenon two and a half decades ago was thought of as an uncharted territory, though today the coach-athlete relationship has a body of knowledge that grows by the day. Conceptual and empirical advancements have helped coaches and athletes to work with each other more intelligently within their sport teams, groups and organisations. While acknowledging that the coach and the athlete as a unit relationship is pivotal, this significant relationship especially in high-performance sport often operates within a complex web of other interpersonal relationships. These relationships include individuals of diverse disciplines (e.g. physiologists, psychologists, nutritionists, physiotherapists, physicians, performance analysts) and take place in various locations (i.e. within and outside an athlete’s and a coach’s organisation). The article aims to address: (a) the quality of the coach-athlete relationship and its role in athletes’ and coaches’ performance and wellbeing and (b) the diverse expertise and perspective coaches and athletes within their unit relationships leverage to accomplish challenging performance goals while ensuring positive wellbeing. The objective of this article is to open a dialogue around cross-boundary discipline performance teams and provide an impetus for concerted conceptual and empirical research activities that have significant practical impact in high-performance sport.

The role of coach-athlete relationship on motivation and sports engagement

Background and Study Aim. The relationship between coach and athlete may significantly influence an athlete's experience in sports. Elements such as closeness, commitment, and complementarity are key aspects of this relationship. The current study aimed to examine the association between motivation and athletes' engagement in sports, as mediated by the coach-athlete relationship. Material and Methods. A sample of 408 student-athletes from various universities in Iligan City participated in the study. They completed a set of questionnaires assessing motivation, the coach-athlete relationship, and athlete engagement. The participants were between 18 and 25 years old. The measures used in the study included the Coach-Athlete Relationship Questionnaire (CARTQ), the Sports Motivation Scale (SMS), and the Athletic Engagement Questionnaire (AEQ). Ethical approval was obtained from all participants. Results. The results showed that coach-athlete relationships were characterized by closeness, commitment, and complementarity. These relationships significantly mediated the link between intrinsic and extrinsic motivation and athlete engagement in sports. Strong connections between coaches and athletes enhance the positive effect of motivation on engagement. This occurs by fulfilling athletes' psychological needs for autonomy, competence, and relatedness. Conversely, amotivation was negatively associated with engagement through the dimensions of the coach-athlete relationship. Athletes with high levels of amotivation are more likely to disengage. This highlights the need for coaches to foster a supportive environment that reduces negative motivational states. Conclusions. The evidence supports the utilization of Self-Determination Theory (SDT) to better understand the importance of relationship factors in enhancing motivation. This approach leads to long-term engagement in sports. These results offer a more comprehensive view of the delicate dynamics of the coach-athlete relationship and its consequences for motivation and athletic engagement in sports.

On coaching and the ethics of care: a psychodynamic approach

This paper is prompted by the intuition that the common ethical theories do not fully comprehend the (internal) psychological structures of the asymmetrical coach-athlete relationship. Through a few examples I attempt to investigate the ethically vulnerable coach-athlete relationships that often emerge. With a philosophical view taken from Nel Noddings’ theory of an ethics of care, I argue that we may need a broader perspective on the ethical issues which also include a psychoanalytic or psychodynamic perspective towards the relationships in question. Doing that would in itself be an ethical approach to take for a deeper understanding of the relationships between coaches and athletes.

Pioneering the Game: Visionary Leadership in Higher Education Athletics and Athletes’ Sport Engagement

This study investigates the correlation between visionary leadership practices and athletes' engagement in higher education sports, focusing on five core dimensions: Inspiring Vision, Strategic Thinking, Innovation and Creativity, Team Empowerment, and Adaptability and Resilience. Data were collected from athletes participating in various sports at five universities in China. Results indicate that athletes positively evaluated visionary leadership across all dimensions, with "Inspiring Vision" receiving the highest ratings. Engagement in sports was found to be highly correlated with strong leadership practices, particularly in areas like Clear Vision, Individualized Development, and Coach-Athlete Relationships. No significant differences in leadership evaluations were found when considering demographic variables like sex and academic program. This research underscores the importance of visionary leadership in enhancing student-athletes' involvement and success in higher education athletics.

An overview of the psychological complexities in sports performance

Our special issue comprises a diverse collection of ten research and review articles, each offering unique insights into the psychological dimensions of athletic performance. From studies examining the role of resilience in overcoming extreme score shifts to explorations of the mental toll caused by external crises like the COVID-19 pandemic and geopolitical conflict, these papers provide a broad spectrum of perspectives. The issue digs into critical topics such as the influence of crowd dynamics, athlete-coach relationships, and the psychological challenges of breaking long-standing records, all while highlighting innovative methodologies like ecological approaches and creative non-fiction. Together, these ten papers underscore the complexity of the psychological factors that impact athletes’ success and well-being, offering both theoretical advances and practical applications for the sporting world.

Coach perspectives on coach-athlete relationships and characteristics of Generation Z academy level rugby union players from South Africa.

The coach-athlete relationship is not merely a by-product of the coaching process but serves as its foundation. Coaches today must align their approaches with the characteristics (character, strengths, and growth areas) of a new generation of athletes, commonly referred to as Generation Z (Gen Z). Born between 1995 and 2012, Gen Z's grew up in a digital age, which shaped their character and behaviour. The purpose of the study was to explore coach-athlete relationships, the characteristics of Gen Z athletes that influence this relationship, and the process of building healthy coach-athlete relationships, from the perspectives of coaches. The study used a qualitative methodology to elicit the perspectives of 11 male rugby union coaches (M ± SD age: 42.09 ± 7.56 years; with 12.83 ± 3.48 years of coaching experience), through semi-structured individual online interviews. We developed the interview script from Jowett's Coach-Athlete Relationship Questionnaire (CART-Q). The interviews were analysed using Merriam and Tisdell's six-step process. The analysis yielded six super themes (and 17 themes). 1. Coach perspectives on coaching Gen Z players (developmental facilitators and debilitators, Covid-19's effect on development). 2. Closeness between coaches and athletes [loving and caring, getting closer, trusting, (not) respecting some players]. 3. Commitment (personally and towards the team, sacrifices). 4. Complementarity (goal setting, collectively working towards common goals). 5. Co-orientation (communicating, reciprocal relationship views). 6. Developing the coach-athlete relationship (approaches thereto, practical steps). Various facets of the coach-athlete relationship are interlinked and shaped by the characteristics and behaviours of this generation of athletes. Practical recommendations are offered on how to cultivate the coach-athlete relationship on emotional, cognitive, and behavioural levels.

From denunciation to therapy: Representing coach-athlete abuse in occidental cinema

This article examines the evolving portrayal of abusive coaching relationships in contemporary occidental cinema, particularly through the lens of five biographical films: The Little Queen, The Tale, Slalom, Service vole and Floodlights. Released between 2014 and 2022, these films highlight the complex power dynamics and psychological impacts of coach-athlete relationships within the sports context. By utilizing a biopic format, they not only enhance public awareness of these abusive dynamics but also facilitate a transnational dialogue ignited by the #MeToo movement's exposure of sexual misconduct across various industries. This article contributes to a broader discourse on the intersection of sports, cinema, and social justice, highlighting how film can be a powerful tool for social change by amplifying voices that have historically been silenced and by promoting an informed and empathetic understanding of abuse and recovery in sports.

‘Carefree enjoyment - can you tick that box?’ A story of thriving following experiences of abusive coaching in gymnastics

ABSTRACT Within this paper, we aim to utilise a creative analytical practice to embody the experience of thriving and show the ways in which the coach-athlete relationship may influence an athlete’s ability to thrive. By using an evocative autoethnographic approach, we hope to connect the reader to the thoughts, emotions, and feelings of a gymnast. To achieve this, I, the first author, used three main strategies to build the story presented in this study: use of memory, memory writing, and emotional recall. I adopted the role of ‘storyteller’, and the story was constructed through an evocative autoethnography with the aim to show emotional experiences that encourage empathy, social awareness, and reflection within the reader. Four memory fragments depict my own gymnastics experience presented in relation to key moments of my performance and well-being. The story chronicles how the coach-athlete relationship affected my personal experiences of thriving, including initial interactions, navigating feelings of anxiety and panic at competitions, and finishing my university sporting experience. We’d like to invite you, the reader, to live the first author’s story and immerse yourself in her experience of how the coach-athlete relationship impacted her experiences of thriving as a gymnast.

The role of transformational leadership in the associations between coach-athlete relationship and team resilience: A study on elite football players

This study explores the relationship between the quality of coach-athlete relationships, transformational leadership style, and team resilience in elite football players. The coach-athlete relationship is an essential factor affecting many performance-related properties of athletes, such as mental health, psychological needs, motivation, and resilience. The study examines how the quality of coach-athlete relationships explains the team resilience feature through transformational leadership. The research group includes 210 elite players from the Super League, First League, Second League, and Third Leagues of the Turkish Football Federation (TFF) in the 2020–2021 football season. The study used descriptive and relational models to explore the current state of the dependent and independent variables and examine their relationships. The findings revealed insights into the mediating role of the coach’s transformational leadership qualities, highlighting how the quality of coach-athlete relationships impacts team resilience.

Framing Perceived Emotional Abuse by Former Intercollegiate Student-Athletes into Categories Based on Power

ABSTRACT Although contemporary researchers suggest that abuse is especially prevalent in sport, athletes’ experiences of coaches’ emotional abuse are not well understood. To address this gap, the present study was designed to examine how former intercollegiate student-athletes described experiences of emotional abuse in the coach-athlete relationship. Twenty former student-athletes were interviewed, and an inductive comparative analysis was utilized to interpret and situate the data. Results were framed in terms of power and were organized into four distinctive categories. Results highlight a critical need for institutions to reflect on current policies and practices regarding the prevention and investigation of athlete abuse.

Factors influencing the relationship between coaches and athletes with disabilities: a systematic review.

The relationship between coaches and athletes with disabilities is critical for enhancing athletes' performance and psychosocial well-being. This study aims to provide evidence-based recommendations for coaches, sports organizations, and policymakers dedicated to supporting athletes with disabilities. A comprehensive analysis of existing literature was conducted. Five databases were searched, including PubMed, Web of Science, SPORTDiscus, Google Scholar, and China National Knowledge Infrastructure. A total of 22 studies were included for thematic analysis. This systematic review identifies key factors influencing the coach-athlete relationship in disabled sports. These factors are categorized into three main domains: professional, interpersonal, and intrapersonal. In the professional domain, effective coaching requires sport-specific skills and adaptive techniques tailored to the unique needs of athletes with disabilities. Coaches must understand the technical and tactical aspects of each parasport and adapt training plans to optimize performance and foster independence. The interpersonal domain emphasizes communication strategies and team-building practices. Effective communication involves understanding athletes' needs and adapting approaches to maximize strengths. Building rapport, managing conflict, and fostering a supportive team environment are crucial for maintaining a positive coach-athlete relationship. The intrapersonal domain highlights the importance of self-reflection and continuous learning. Coaches who engage in self-reflection and professional development better understand their behaviors and biases, enabling them to tailor coaching strategies to the specific needs of athletes with disabilities. Continuous learning is essential for remaining responsive to the evolving needs of these athletes. This review underscores the importance of a holistic approach that integrates professional expertise, interpersonal skills, and intrapersonal awareness. By addressing these factors, it provides a foundation for developing more effective coaching strategies and supports for athletes with disabilities, ultimately enhancing their performance and well-being. Future research should explore cultural differences, the specific coaching needs of athletes with intellectual disabilities, and the impact of policies and structural barriers on the coach-athlete relationship in disabled sports.

Prevalence of harassment, abuse, and mental health among current and retired senior Swedish cheerleaders

ABSTRACT This study examined the prevalence of non-accidental violence, focusing on experienced harassment and abuse (HA), and mental health among current and retired Swedish competitive cheerleaders. An online survey was distributed to current and retired athletes in the Swedish cheerleading federation. The survey assessed perceived coach–athlete relationship, sport psychological safety, resilience, mental health, and experienced HA within the cheerleading environment. A total of 284 athletes (men = 5; women = 278; gender not disclosed = 1; current athletes = 211; retired athletes = 73) completed the survey. Psychological abuse was the most frequently reported HA form (current athletes = 21.6%; retired athletes = 53.5%), followed by neglect (current athletes = 5.4%; retired athletes: 26.8%) and physical abuse (current athletes = 3.9%; retired athletes = 12.7%). A high-quality coach–athlete relationship was identified as a protective factor for HA. Additionally, 33.1% and 8.9% of participants displayed scores indicating anxiety and depression caseness, while 63.8% reported a high level of wellbeing. Anxiety/depression scores above clinical cut-off were linked to injury episodes and a high level of wellbeing to a mentally healthy environment. Resilience was found to protect mental health overall. The high occurrence of reported psychological abuse and indications of anxiety/depression related to injury episodes suggest a need of attention towards prevention and athlete protection strategies in cheerleading environments.

Coaching in the ‘alternate universe’ of U.S. Figure skating: a developmental perspective of need-supportive behavior in the coach-athlete relationship

Need-supportive coaching has been identified as the most effective way to nurture optimal motivational climates in sport because of its positive influence on athletes’ basic psychological needs of autonomy, competence, and relatedness. However, to date, researchers in sport have not adequately considered whether athletes’ physical, cognitive, social, self, and emotional development prompts any variation in coaches’ delivery of need-supportive behavior. Such insight may reveal a more nuanced approach for coaches to facilitate athletes’ psychological functioning in an age-appropriate way. Therefore, the purpose of this study was to explore athletes’ and coaches’ perceptions of how coaches consider athlete development in the ways in which they seek to fulfill athletes’ basic psychological needs. Figure skating is an ideal sport context for this investigation as coach-athlete relationships typically span many years and developmental milestones. Semi-structured interviews were conducted with 13 coach-athlete dyads (26 interviews) across four age groups: middle childhood (6–10 years), early adolescence (11–14 years), mid-adolescence (15–17 years), and early adulthood (18–25 years). Using reflexive thematic analysis, seven themes were constructed: (a) sport context as a lens for the optimal skill development of athletes, (b) socio-chronological development and relatedness-associated behavior, (c) physical development and relatedness- and competence-associated behavior, (d) skill and ability development and competence-associated behavior, (e) understanding of the sport and autonomy-associated behavior, (f) emotional development and relatedness-behavior, and (g) relational qualities further shape coaches’ need-supportive behaviors.

The Examination of the Coach-Athlete Relationship and Sports Participation Motivations of Individual and Team Athletes

The Examination of the Coach-Athlete Relationship and Sports Participation Motivations of Individual and Team Athletes

Elite tennis player's perceptions of coaching effectiveness

The purpose of this study was to explore the experiences of six elite Chinese tennis players and their perspectives of coaching effectiveness within their sport. We collected data using two approaches: semi-structured interviews and player documents (e.g., detailed biographies, competition experience, and performance statistics). Data were analyzed using a reflexive thematic analysis to identify the coaches’ knowledge and behaviors that elite Chinese players considered to be effective and ineffective within the training and competitive landscape. We constructed two overarching themes to represent elite tennis player's perceptions regarding coaching effectiveness: (1) perceived coaching roles (i.e., the coach as a planner, teacher, and strategist), and (2) coaching as a social phenomenon (i.e., interpersonal styles and networks, effective and ineffective behaviors). Theoretically, this study aligns with the 3 + 1Cs model of the coach–athlete relationship and enriches the literature on coaching effectiveness in elite tennis. Practically, this study underscores the value of coaching knowledge and behaviors in shaping player's competitive performance and sociopsychological abilities and identifies recommendations for coaches and players to develop harmonious and meaningful relationships within the elite tennis context.

Examining the link between coach-athlete relationship and athlete burnout among college soccer players: the mediating role of training satisfaction.

Athlete burnout is an adverse factor that usually decreases athletes' sports performance and reduces their passion for athletic career development. The present study examined the association of coach-athlete relationship, training satisfaction, and athlete burnout, and then explored the training satisfaction as a mediating role of the effect of coach-athlete relationship on athlete burnout among college soccer players. Soccer players from seven Chinese higher education institutions were recruited for the study. The participants were selected using stratified random sampling and included 218 participants. The Coach-Athlete Relationship Scale, Training Satisfaction Scale, and Athlete Burnout Questionnaire were used to collect data from the participants. Pearson's product-moment correlation analysis, linear regression analysis, and bootstrap method were conducted to analyze the collected data set. The results showed that (1) there was a significant correlation between coach-athlete relationship, training satisfaction, and athlete burnout. (2) coach-athlete relationship and training satisfaction significantly negatively predicted athlete burnout (β = -0.39, p < 0.001; β = - 0.29, p < 0.001). (3) training satisfaction had a significantly mediating effect on the relationship between coach-athlete relationship and athlete burnout (β = -0.15, p < 0.001, ES = 0.28). Coach-athlete relationship can not only directly negative impact athlete burnout but can also negatively influence athlete burnout through the mediating effect of training satisfaction. Therefore, we suggest the following to alleviate athlete burnout: on one hand, coaches can provide more communication opportunities for athletes to improve the coach-athlete relationship. On the other hand, teams can enhance training satisfaction by building team culture.

Effects of coaches' autonomy support on athletes' aggressive behavior and athlete burnout: verification of the mediating effects of coach-athlete relationship and team efficacy.

This study investigated the relationships between perceived autonomy support, coach-athlete relationship, team efficacy, aggressive behavior, and athlete burnout among team sports athletes. It verified the mediating effects of the coach-athlete relationship and team efficacy on the relationship between autonomy support and athlete burnout. A questionnaire survey on autonomy support, coach-athlete relationships, aggressive behavior, and athlete burnout was administered to 336 team sports athletes (292 male athletes and 44 female athletes). A cross-sectional research design was used to collect the data. To analyze the collected data, frequency, reliability, descriptive statistical, and correlation analyses were performed using SPSS version 26.0. In addition, confirmatory factor analysis, convergent validity tests, and structural model analysis were conducted using AMOS version 24.0. Bootstrapping was used to examine the mediating effects. The fit of the measurement model was assessed by calculating the fit indices as follows: x 2 = 329.689, df = 124, p < 0.001, TLI = 0.945, CFI = 0.956, RMSEA = 0.070 (90% CI = 0.061-0.080), and SRMR = 0.060. Autonomy support positively affected the coach-athlete relationship (β = 0.841) and team efficacy (β = 0.338). The coach-athlete relationship positively affected team efficacy (β = 0.479). Furthermore, autonomy support did not significantly influence aggressive behavior (β = -0.053), and negatively affected athlete burnout (β = -0.305). The coach-athlete relationship also did not significantly affect aggressive behavior (β = 0.054), and negatively affected athlete burnout (β = -0.303). Team efficacy negatively affected aggressive behavior (β = -0.516) and athlete burnout (β = -0.201). Finally, autonomy support was found to affect athlete burnout through the coach-athlete relationship and team efficacy. Considering that autonomy support affects athlete burnout through coach-athlete relationship and team efficacy, coaches need to enhance the quality of the coach-athlete relationship and improve team efficacy to reduce athlete burnout. Above all, the study findings suggest that coaches need to provide autonomy-supportive behaviors.