Coach-athlete Dyads Research Articles

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.

Validation of the Coach Behavior in Sports Questionnaire: Towards dynamic assessments using the circumplex model for coach behavior

The development of the circumplex model for coach behavior recently provided researchers an integrative model to assess coach behavior. While the circumplex model has currently only been deployed in cross-sectional research designs using the Situations in Sports questionnaire (SISQ), it has clear potential within research on dynamics of coach behavior. However, the SISQ consists of vignette-based situations and is too extensive for such frequent administrations. Within the present study we therefore developed the Coach Behavior in Sports Questionnaire (CBSQ), a 32-item alternative for the SISQ which consists of general items rather than vignette-based situations. First, content validity of 54 initial pilot CBSQ items was tested in a sample of 34 expert coaches. Second, construct validity, predictive validity, and reliability of the 32-item CBSQ was tested in a sample of 689 athletes and 420 coaches. Third, within-person variability of coach behavior was longitudinally assessed using the 32-item CBSQ during a five-week training and game period in a sample of 31 coach-athlete dyads. The 32-item CBSQ showed to be a valid and reliable alternative for the SISQ. Also, coach behavior showed considerable within-person variability over the five-week period in all coaching styles and approaches. Additionally, a 24, 16, and 12-item version were tested to provide even shorter alternatives. The CBSQ opens new horizons for future longitudinal research and coach reflection programs based on the circumplex model for coach behavior.

Is passion contagious in coach-athlete dyads? A dyadic exploration of the association between passion, affective and need-based experiences in individual sports.

The Dualistic Model of Passion distinguishes between harmonious and obsessive passion, which are associated with athletes' and coaches' adjustments. Whereas prior research sampled either athletes or coaches, the present study used a dyadic approach to explore the bidirectional influence of passion on affective experiences in coaches and athletes. Using a cross-sectional dyadic design, 198 coach-athlete dyads involved in an individual sport at different competition levels, reported on their passion, need-based, and affective experiences. Both actor effects (i.e., intrapersonal dynamics within athletes or coaches) and partner effects (i.e., interpersonal dynamics from coach to athlete and vice versa) were examined. Furthermore, dyadic mediation models were used to investigate the potential mediating role of need-based experiences in the association between passion and affective experiences. Results unveiled compelling evidence for actor effects, indicating that one's own harmonious passion was positively related to one's own more adaptive outcomes and negatively to one's own more maladaptive outcomes, whereas obsessive passion was positively related to maladaptive outcomes. Further, very limited evidence for partner effects, in which coaches' passion affected athletes' outcomes or vice versa, was found. The dyadic mediation models underscored the role of need-based experiences in mediating the association between passion and affective experiences, but only at the intrapersonal level. As such, one's own passion experiences were related to one's own need-based experiences, which in turn were related to one's own affective experiences. The study provided no evidence for interpersonal mediation effects.

Managing Challenging Situations in the Coach–Athlete Dyad: Introducing the Grey Zone Model From the Coach Perspective

Challenging situations and interactions are necessary and unavoidable in sport. From deselection to injury, burnout, and mental health issues, coaches and athletes will face challenging situations throughout their sporting career. The aims of this research study were to (a) introduce a conceptual model of challenging situations and subsequently to (b) explore a range of challenging situations that occur in high-performance sport, and (c) discover how such challenging situations are managed and perceived by high-performance coaches. In this study, challenging situations in coach–athlete dyads are defined as organisational, performance, interpersonal, and personal stressors that can push or pull one or both the coach and athlete, and subsequently their relationship into a state of indeterminacy (i.e., the Grey Zone) that may cause stress, strain, conflict, or resolution and understanding depending on how the challenging situations are managed. A total of 11 current high-performance and World Class Performance coaches (M = 41.64 years old, SD = 10.69 years; female = 4, male = 7), took part in a semistructured interview aided by vignettes to explore and discover the process by which coaches deal with challenging situations. Using a pragmatism approach, a content analysis guided by the conceptual Grey Zone Model was utilised to analyse the obtained qualitative data. Results indicated that coaches regularly experience challenging situations and use a variety of techniques to manage them. The Grey Zone Model is proposed as a practical tool to help coaches, athletes, and other practitioners, such as sport psychology consultants and coach developers to analyse the various phases of challenging situations.

Coaches’ Use of Need-Supportive and Need-Thwarting Behaviors Across the Developmental Continuum: A Qualitative Investigation in Figure Skating

There is extensive evidence illustrating the influence of coach behavior on athletes’ perceived basic psychological needs. However, much of that research has been conducted with athletes of similar developmental stages (i.e., children, adolescents, or adults). In sports such as figure skating, coach–athlete relationships often span several years and developmental stages; yet, researchers have not comprehensively investigated whether coaches consider athletes’ physical, social, self, cognitive, and emotional development in their interpersonal style. The purpose of this study was to qualitatively explore (a) what need-supportive and/or need-thwarting behaviors coaches use with athletes in different developmental age groups and (b) whether coaches’ use of need-supportive and need-thwarting behaviors was developmentally appropriate based on theoretical implications and empirical evidence grounded in both developmental and self-determination theory. Semistructured interviews were conducted with 13 coach–athlete dyads (13 coaches and 13 athletes) across four age groups: middle childhood (6–10 years), early adolescent (11–14 years), mid-adolescent (15–17 years), and early adulthood (18–25 years). Deductive reflexive thematic analysis of the 26 interviews revealed four themes highlighting (a) competence-supportive, (b) autonomy-supportive, (c) relatedness-supportive, and (d) need-thwarting behaviors. There were both consistencies and variations in coaches’ use of those behaviors across the four age groups.

A coach's perspective on augmented feedback (and technology) in cricket

Coaches utilise augmented feedback to help channel learning and skill acquisition in sports. However, the rationale and pedagogical approaches underpinning feedback (and technology) strategies employed by coaches remain poorly understood. The purpose of this study was to explore cricket coaches understanding towards the role of feedback, and how feedback (and technology) strategies are enacted within practice settings, viewed within pedagogical frameworks. An online questionnaire (Qualtrics) consisted of fixed-text and free-text questions. Fixed-text responses were analysed exploring associations (frequencies, chi-square) or differences (Mann-Whitney U) between coaching groups, with free-text questions examined through reflexive thematic analysis, exploring approaches to presenting athletes with feedback (and technology use). Overall, 134 coaches (94% male, 6% female) aged 18–69 years from 12 countries responded to the questionnaire. Following silhouette and k-modes cluster analysis, results were explored for two coaching groups: community cricket coaches ( n = 84, 63%) and higher-performance coaches ( n = 50, 37%). Significant differences showed greater coaching experience, qualifications, and time spent coaching per week for the higher-performance coaching group ( p < 0.0125), in addition to higher self-efficacy around feedback, albeit with a small effect size ( p < 0.001, r = 0.29). Community coaches showed a significant difference in manipulating feedback strategies on motivational factors ( p < 0.0125). Reflexive thematic analysis identified different rationales for the perceived role of feedback and use of technology across coaching groups, underpinned by contrasting pedagogical approaches (coach-centred versus athlete-centred). Responses highlighted the co-adaptive properties of coach-athlete dyads (evident in how/why feedback was manipulated). Overall findings present opportunities to further coach education to improve understanding and operationalisation of feedback (and technology).

When You Can't Play Sports: The Impact of the COVID-19 Pandemic on Motivational and Emotional Experiences in Coach-Athlete Dyads.

(1) Background: This study aimed to assess the influence of the COVID-19 pandemic on athletes' and coaches' experiences. Following the Dualistic Model of Passion and the Self-determination Theory, the objectives of this study were to investigate whether the COVID-19 pandemic and its restrictions affected athletes' and coaches' passion experiences, emotional experiences and basic psychological needs while engaging in their sport activities. Furthermore, the relationship between passion and emotional experiences as well as between passion and the basic psychological needs were explored; (2) Methods: 87 coach-athlete dyads, active at the recreational or competitive level in an individual sport, participated in the study. Using a cross-sectional dyadic design, athletes and coaches reported separately on their passion experience, emotional experiences and basic psychological needs in the previous two weeks; (3) Results: In total, 30 dyads were impacted by the COVID-19 pandemic, while 57 were not. Athletes' obsessive passion as well coaches' negative affect were larger in impacted dyads, while athletes' positive affect was lower in that group compared to the not-impacted group. Moderated Actor-Partner Interdependence Models revealed that coaches' obsessive passion was more strongly related to their negative affect in coach-athlete dyads that were not impacted by the COVID-19 pandemic than in dyads that were impacted. Furthermore, the harmonious passion of coaches was more strongly associated with athletes' need satisfaction and need frustration in impacted dyads, while also the athletes' harmonious passion in impacted dyads was more strongly associated with coaches' need satisfaction; (4) Conclusions: Less positive outcomes and more negative outcomes were observed in both athletes and coaches that were impacted by the COVID-19 pandemic. On the other hand, the COVID-19 pandemic may have suppressed the negative effects of coaches' obsessive passion on their negative affect, but strengthened the positive impact of coaches' harmonious passion on the athletes' need satisfaction and vice versa.

Don’t look back in anger: A cross-sectional and dyadic examination of the Dark Triad, anger, and aggression in athletes

ObjectivesThe Dark Triad (psychopathy, Machiavellianism, and narcissism) has been linked to anti-social behaviour in sport, and while anti-social behaviour often involves aggression and violence, no research to date has examined the relationship between the Dark Triad and anger and aggression in athletes. The current two-sample study sought to address this gap. DesignMulti-sample cross-sectional design. MethodSample 1 included 224 athletes (MAGE = 23.85) and Sample 2 included 98 coach-athlete dyads (196 total; athlete MAGE = 18.15, coaches MAGE = 34.84). In both samples, facets of the Dark Triad were related to anger and aggression. ResultsIn Sample 1, regression analyses indicated that psychopathy positively predicted both anger and aggression and Machiavellianism positively predicted aggression. In Sample 2, actor-partner interdependence models indicated a combination of dyadic relationships (i.e., both actor [coach and athlete personality predicted their own anger and aggression] and partner effects [coach and athlete personality predicted the other’s anger and aggression]). In this regard, actor effects were found between psychopathy and both anger and aggression and narcissism and aggression. Coach to athlete partner effects were found for narcissism and anger and Machiavellianism and aggression. ConclusionsOverall, the findings provide evidence for personal and interpersonal relationships between the Dark Triad and anger and aggression and highlight the potential for the darker side of both athlete and coach personality to influence athlete emotions.

Interpersonal perceptions of personality traits in elite coach-athlete dyads

IntroductionThe extent to which coaches and athletes can effectively work together is an essential consideration in the pursuit of athletic success. This is particularly important at the elite level due to the high pressures on tangible outcomes, such as reaching the podium of a major competition. This study sought to explore and explain how both coaches and athletes identify personality traits in themselves and their partners to manage and maintain a positive relationship. MethodsUsing a mixed methodological design underpinned by critical realism, four elite coach-athlete dyads (four male coaches, one male athlete, three female athletes) were purposefully recruited from a single sport. Each participant completed the 44-item Big Five Inventory (John & Srivastava, 1999) on their own and their partner’s perceived personality traits. The data generated were used to inform the discussions in follow-up, individual semi-structured interviews with all participants. ResultsThe interview data were analysed using thematic analysis, which generated three higher themes and seven lower order themes. The three higher order themes were perceived compatibility, relationship persona and collective personality. ConclusionThe present investigation has identified what coaches and athletes perceive to be the key personality characteristics to manage and maintain a successful working relationship.

The Impact of Self- and Relation-Inferred Efficacy on Physical Activity in Older Adult Couples

Previous research has indicated that physical activity (PA) is a health-promoting behavior that is closely linked in couples. However, few studies have examined how PA is intertwined among couples in their everyday lives. For example, relation-inferred efficacy (RIE) is an individual perception that captures whether a close other believes in one’s own abilities to perform specific behaviours; it originates from the sports literature on coach-athlete dyads and has been shown to shape athlete performance. Applying a repeated daily life assessment design, the current study targets self-efficacy (SE) and relation-inferred efficacy (RIE) as predictors of PA in older adult couples, as well as potential moderators when obstacles occur. We hypothesized that: (a.) There is a main effect of SE and RIE on PA. (b.) PA is lower on days when people anticipate barriers (c.) SE and RIE moderate the time-varying relationship between PA and barriers. Heterosexual couples (N=108 couples, Mage=70.5 years, SD=6.70) rated their SE and REI, completed daily electronic questionnaires asking about barriers and wore an accelerometer to capture indices of PA across seven days. In line with past work, SE (r(2438)=.13, p=<.001) and RIE (r(2438)=.14, p=<.001) were significantly related to total moderate-to-vigorous PA (MVPA) and step counts. A series of multilevel models were fit to examine the hypotheses. Preliminary analyses indicated that RIE (estimate=3.93, SE=1.49, p=.009) is a stronger predictor of MVPA than SE (estimate=2.83, SE=2.02, p=.16). Further analysis will be conducted to unpack daily life circumstances that create barriers to PA, including daily pain, anxiety, and tiredness.

The Impact of Self- and Relation-Inferred Efficacy on Physical Activity in Older Adult Couples

With increasing life expectancy, late life has become a longer, crucial part of the individual and dyadic life course. New opportunities, tasks and decisions emerged. Successful aging norms emphasize agency and autonomy. This can be activating, but also alienating. With increasing constraints, agency is limited and ideals of autonomy become dysfunctional. This challenges also relationships. Aging, functional losses and approaching death threaten dyadic satisfaction and functionality. Potentially, successful aging norms could erode dyadic solidarity when needed the most: in late life. This mixed-methods longitudinal study combines interviews and questionnaires at three observations across five years. Its focus lies on change over time and findings at observation three. The sample consists of eight German couples (78-86 years old, 50-65 years married, high relationship satisfaction, white, urban). What does aging mean for individualized actors? How do aging couples negotiate, decide and act on aging, autonomy and death? How do successful aging norms modulate dyadic aging? Overall, actors have internalized successful aging and benefit by influencing their health positively. However, this has become ambivalent. Actors increasingly perceive their future as limited and beyond individual control. Acceptance of losses that challenge the self is difficult, autonomy ideals burdensome and death salient. As individual agency is constrained, the dyad is still a functional stronghold against aging. Yet, it has to adapt as well to – potentially differential - individual aging. Losses can and do threaten couples’ functional and emotional unity. Four patterns of self-dyad dynamics emerged and exemplify tensions between individualized and dyadic successful aging.

Congruence of efficacy beliefs on the coach-athlete relationship and athlete anxiety: Athlete self-efficacy and coach estimation of athlete self-efficacy

This study’s purpose was to assess the extent to which congruence of athlete self-efficacy and Coach Estimation of Athlete Self-Efficacy (CEASE) is associated with coach-athlete relationship quality and athlete anxiety. Data were obtained from 71 British coach-athlete dyads from individual sports regarding athlete self-efficacy, CEASE, coach-athlete relationship quality, and athlete anxiety. Polynomial regression analyses were conducted to assess congruence, with significant interactions depicted in surface response graphs. Athlete self-efficacy was significant in predicting athlete perceptions of relationship quality and CEASE was significant in predicting coach perceptions of relationship quality, but neither directly predicted the other person’s relationship perceptions. Congruence (of athlete self-efficacy and CEASE) was significant in predicting athlete, but not coach, perceptions of relationship quality. Athlete anxiety was not significantly predicted. Overall, results from the study suggest that the coach-athlete relationship is enhanced when coaches and athletes have congruent perceptions of efficacy, with more cooperative and effective interactions resulting from congruence at high and low efficacy.

Mutuality in a coached adult sport team: the masters team sport model of interdependence

ABSTRACT Coach-athlete relationships are an important factor influencing sport experiences. Research has focused on understanding relational approaches to coaching Masters athletes primarily as they are applied to individual-sport athletes. This study explored relational coaching strategies within a Masters all-women team context, the nature of dyadic relationships between a coach and each team member, and interdependence in the broader team. We employed multiple semi-structured interviews with 11 competitive Masters synchronised skaters (MSks) and their coach, and in-person observations over the course of a season. Following interpretative phenomenological analyses, we found interdependence extended beyond the coach-athlete dyad plane, that the coach engaged directly and indirectly in two other social-relational planes to foster mutuality in the team, and that MSks cultivated interdependence on their own. In light of the inadequacy of prevalent coach-athlete models to account for these complexities, we introduce the Masters Team Sport Model of Interdependence: a comprehensive model of mutual interdependence accounting for coach-athlete dyads, coach-team interactions, and mutual relationships amongst MSks.

Case Studies of Olympic Medalist Coach–Athlete Relationships: A Retrospective Analysis Prior to and During the Olympics

The Olympics is a unique and challenging performance setting that tests the strength of the coach–athlete relationship. The purpose of this study was to investigate the coach–athlete relationship prior to and during the Olympics with Olympic-medal-winning athletes and their coaches. Qualitative research methods were implemented where three Olympic medalist coach–athlete dyads participated in semistructured interviews. Data collection included three separate interviews (athlete, coach, and coach–athlete) for each dyad. Cross-case analysis identified three lower order themes related to creating an athlete-centered environment: (a) empowering effective decision making, (b) open and honest communication, and (c) mental cue-based instruction and feedback. In addition, three lower order themes related to developing a caring supportive relationship emerged: (a) developed trust, (b) commitment, and (c) gratitude. Results indicated that coaches and athletes perceived that their success at the Olympics Games was influenced by the strength of the coach–athlete relationship that was developed over multiple years prior to the Olympics.

Coaches’ Perceptions of Athletes’ Psychobiosocial States: The Case of Three Tennis Coach-Athlete Dyads

Considering the limited attention paid to interpersonal aspects of emotions, this study explored coaches’ perceptions of athletes’ performance-related states and how they used this information for its regulation. Using a case study approach, three coach-athlete dyads from competitive tennis took part in one-on-one semi-structured interviews. Individualized profiling of psychobiosocial states was used to assess athletes’ states in most and least successful performances and as a way of data triangulation. Findings indicated that the coaches paid attention to bodily, motor-behavioural, and operational components of a performance state, and used this information to appropriately adapt their responses to the players’ needs, via the provision of positive reinforcement, and performance-related feedback. The coaches described themselves as calm, patient, and understanding; characteristics that appeared to be vital for the coach-athlete relationship and the coaches’ emotional competence. Findings are discussed within the contexts of emotion regulation and coach-athlete relationship, and how they might be useful to help coaches develop emotional competence.

Southern African Olympian perspectives of the coach-athlete relationship.

The quality of athlete-coach relationships is important for athletes' performance and development. In the current paper, we report a qualitative investigation of coach-athlete relationships among several Southern African Olympians and their coaches, thereby providing a perspective beyond current research predominantly done in the developed Western world. Ten coach-athlete dyads from Botswana, Namibia, South Africa, and Zimbabwe participated in semi-structured interviews. In addition, athletes from Botswana and South Africa participated in separate focus groups. The analysis revealed that elements of 3Cs +1 framework were evident, while culture also plays a pivotal role in shaping coach-athlete relations. Beyond closeness, commitment, complementarity, and co-orientation, themes associated with parental roles and cultural influences were found. We conclude that the study of athlete-coach relationships may benefit from culturally specific and sensitive research that addresses the nuances that underline the complex interpersonal dynamics between athletes and coaches.

Coping rarely takes place in a social vacuum: Exploring antecedents and outcomes of dyadic coping in coach-athlete relationships

ObjectivesDespite widespread acceptance that coping is an interpersonal phenomenon, sport psychology research has focused largely on athletes' and coaches’ ways of coping individually. The aim of this study was to qualitatively explore coping from an interpersonal perspective (i.e., dyadic coping) in coach-athlete relationships. Methodology and methodsAntecedents and outcomes of dyadic coping were discussed with five coach-athlete dyads. We conducted individual interviews with athletes and coaches and then one interview with each coach-athlete dyad. Interviews were analyzed using dyadic analysis and composite vignettes were created to present the data. Methodological rigor was enhanced by focusing on credibility, resonance, rich rigor, significant contribution, and meaningful coherence. ResultsFive themes were identified. These represented the essence of dyadic coping (theme: the essence of dyadic coping), antecedents of dyadic coping (themes: lock and key fit, friendship and trust, communication of the stressor), and outcomes of dyadic coping (theme: protection and support). The first theme captures coaches' and athletes’ understanding of dyadic coping. The antecedent themes represent the factors that were necessary for dyadic coping to occur. Protection and support relates to the positive nurturing environment that was discussed as an outcome of dyadic coping. ConclusionThe results extend published research by exploring antecedents and outcomes of dyadic coping in sport. The findings highlight that dyadic coping was prevalent in coach-athlete relationships when various antecedents (lock and key fit, friendship and trust, communication of the stressor) existed. Protection and support were pertinent outcomes of dyadic coping that contributed to personal and relationship growth.

Interpersonal Mechanisms Explaining the Transfer of Well- and Ill-Being in Coach-Athlete Dyads.

The current study explored coaches' interpersonal behaviors as a mechanism for well- and ill-being contagion from coach to athlete and vice versa. Eighty-two coach-athlete dyads from individual sports completed selfreport measures before and after a training session. Structural equation modeling supported three actor-partner interdependence mediation models, in which coaches' presession well- and ill-being were associated with changes in athletes' well- and ill-being over the course of the session. These relationships were mediated by athletes' perceptions of their coaches' interpersonal styles during the session. The reciprocal transfer from athlete to coach was not fully supported. Nonetheless, coaches' perceptions of their own interpersonal behaviors were associated with changes in their postsession well- and ill-being. Overall, evidence is provided for the contagion of affect from authority figures to those under their instruction but not vice versa.

Perceptions of Coach-Athlete Relationship Are More Important to Coaches than Athletes in Predicting Dyadic Coping and Stress Appraisals: An Actor-Partner Independence Mediation Model.

Most attempts to manage stress involve at least one other person, yet coping studies in sport tend to report an athlete’s individual coping strategies. There is a limited understanding of coping involving other people, particularly within sport, despite athletes potentially spending a lot of time with other people, such as their coach. Guided by the systemic-transactional model of stress and coping among couples (Bodenmann, 1995), from relationship psychology, we assessed dyadic coping, perceptions of relationship quality, and primary stress appraisals of challenge and threat among 158 coach–athlete dyads (n = 277 participants). The athletes competed at amateur (n = 123), semi-professional (n = 31), or professional levels (n = 4). Coaches and athletes from the same dyad completed a measure of dyadic coping, coach–athlete relationship, and stress appraisals. We tested an Actor–Partner Interdependence Mediation Model to account for the non-independence of dyadic data. These actor–partner analyses revealed differences between athletes and coaches. Although the actor effects were relatively large compared to partner effects, perceptions of relationship quality demonstrated little impact on athletes. The mediating role of relationship quality was broadly as important as dyadic coping for coaches. These findings provide an insight in to how coach–athlete dyads interact to manage stress and indicate that relationship quality is of particular importance for coaches, but less important for athletes. In order to improve perceptions of relationship quality among coaches and athletes, interventions could be developed to foster positive dyadic coping among both coaches and athletes, which may also impact upon stress appraisals of challenge and threat.

Effects of big-five personality traits on the quality of relationship and satisfaction in Chinese coach-athlete dyads.

The present study examined the influence of personality traits on the quality of the Chinese coach-athlete relationship and satisfaction through a dyadic research design. A total of 350 coach-athlete dyads completed a self-report instrument that assessed personality traits, as well as perceptions of relationship quality and satisfaction with training. Results revealed that: (a) actor effects (i.e., actor's personality will predict his or her own perceptions of relationship quality) of personality traits, namely, conscientiousness, extroversion, and neuroticism, on both coaches' and athletes' perceptions of relationship quality and (b) partner effects (an actor's own personality will predict his or her partner's perceptions of relationship quality) of only athletes' personality, namely, conscientiousness, extroversion, and neuroticism, on their coaches' perceptions of relationship quality. The findings suggested that each relationship member's personality trait contributed independently to relationship quality, and both actor and partner effects of the relationship quality on satisfaction with training were found to be significant. In Chinese sports culture, there presents a unique dynamics of personality and relationship quality among coach-athlete dyad.