Quality Of Coach-athlete Relationship Research Articles

The Importance of Positive Relationships for Coaches’ Effectiveness and Well-Being

The present study investigated the role of quality coach–athlete relationships and coaching efficacy on coaches’ well-being and performance. We examined whether coaches’ direct and meta-perspectives of the coach–athlete relationship quality predicted dimensions of coaches’ efficacy, hedemonic and eudaimonic well-being, and coach-related performance. A total of 233 male and female Swedish coaches from various team and individual sports completed the Coach–Athlete Relationship Questionnaire, the Coaching Efficacy Scale, Positive and Negative Affect Scale, Subjective Vitality Scale, and a one-single item developed to measure perceived coach performance. Structural equation modelling analyses revealed that quality coach–athlete relationships as defined by closeness, commitment, and complementarity associated with all four dimensions of coach efficacy. While coach–athlete relationship quality was linked with coaches’ positive affect, vitality, and satisfaction with coaching performance, only the motivational dimension of coach efficacy was associated with indicators of coach well-being and coach-related performance. Further analyses showed that the motivational dimension of coach efficacy explained the link between coach–athlete relationship quality, well-being, and coach-related performance. Overall, the findings extended the coach efficacy model by investigating the coach–athlete relationship as a predictor and coach well-being as an outcome. Our findings emphasize the importance of relationships for coaches’ efficacy and well-being.

Creating the conditions for psychological safety and its impact on quality coach-athlete relationships

In this study, we investigated the notion that giving voice to athletes is an important aspect to creating a psychologically safe environment which can then feed into maintaining good quality coach-athlete relationships where every athlete feels heard, valued, and connected. 379 athletes completed a multi-section questionnaire that assessed their (a) capacity to be open and manage conflict with their coaches, (b) perceptions of psychological safety within their team or group, and (c) perceptions of the coach-athlete relationship quality. Structural equation modelling revealed that openness and conflict management positively predicted psychological safety which, in turn, positively predicted coach-athlete relationship quality. Psychological safety was found to explain the association between athletes’ communication (i.e., capacity to be open, honest and transparent as well as manage interpersonal conflict effectively) and coach-athlete relationship quality regardless of athletes’ gender. These findings highlighted that if athletes have the capacity to have candid discussions and can navigate conflict with their coaches, then it is possible to feel psychologically safe and thus able to engage in risky interpersonal interactions (e.g., raise concerns, admit mistakes) within their group context without fear of intimidation and humiliation. Furthermore, it was revealed that such a psychologically safe group environment fostered athletes’ trust and respect, as well as commitment and cooperation with their coach. The discussion provides links to theory, research and practice.

The role of quality relationships and communication strategies for the fulfilment of secure and insecure athletes’ basic psychological needs

ABSTRACT The correlates of coach-athlete relationship quality have been the focus of research for over a decade; however, little is known about the mediating and moderating mechanisms underlying these associations. The present study conducted a moderated mediation analysis to examine (a) the mediating role of communication strategies (via COMPASS) on the association between the quality of the coach-athlete relationship and athlete psychological needs satisfaction and (b) whether individual differences in athletes’ attachment style (secure, anxious, avoidant) moderates the mediational relationship. 350 Swedish athletes representing a range of sports and competition levels completed a multi-section questionnaire. Mediation and moderation analysis partially found that coach-athlete relationship quality and athletes basic psychological needs were associated via the COMPASS strategies of support, motivation, assurance and openness. It was also found that athletes secure attachment with their coach significantly moderated the mediated effects of motivation and support. These findings highlight the practical utility of motivation, support, openness and assurance strategies in enhancing the quality of the coach-athlete relationship. Moreover, these findings demonstrate that the attachment orientation of athletes towards their coaches play a significant role in determining what communication strategies to use to enhance both the relationship quality and an athlete’s competence, autonomy and relatedness.

Coach-athlete relationship, team cohesion and motivation in Brazilian youth athletes: a cluster analysis

Purpose.This study investigated whether coach-athlete relationship development through sport was influenced by demographic factors, team cohesion, and motivation variables in Brazilian youth sport participants.Methods.The research involved 301 young athletes (136 boys and 165 girls) participating in the final phase of the School Games. They were aged 14–17 years (mean: 16.03 ± 0.83 years). The survey used assessed demographic variables, the Coach-Athlete Relationship Questionnaire, the Sport Motivation Scale, and the Youth Sport Environment Questionnaire. The data were investigated with a cluster analysis, chi-squared test, and multivariate analysis of variance (<i>p</i> < 0.05).Results.The study revealed more female participants in the high coach relationship cluster (<i>p</i> = 0.010), as well as a stronger association of futsal and handball with high coach-athlete relationship quality, and of basketball with low coach-athlete relationship quality (<i>p</i> = 0.002). When compared with the low coach relationship cluster, youth sport participants in the high coach relationship cluster presented higher scores for social cohesion (<i>p</i> = 0.001), task cohesion (<i>p</i> = 0.001), and autonomous motivation regulations (<i>p</i>: 0.003–0.001).Conclusions.Such findings suggest that coaches should seek to encourage group cohesion for both task and social cohesion, thus motivating athletes to meet the demands of the sporting context.

Quality of coach-athlete relationship and coping as associated factors of stress, anxiety, burnout, and depression symptoms of soccer players in transition to professional: a prospective study

Aims: The present study investigated the quality of coach-athlete relationship (CAR) and coping as associated factors stress, anxiety, burnout, and depression symptoms of soccer players in the transition to professional. Methods: Twenty-three athletes from four teams of the 2019 under-20 Bahia State Championship participated in the study. The instruments used were the Coach-Athlete Relationship Questionnaire, the Coping Strategic Athletic Inventory, the Daily Analysis of Life Demands in Athletes, the Competitive State Anxiety Inventory-2R, the Burnout Questionnaire for Athletes, and the Major Depression Inventory. Data analysis was conducted using Generalized Estimation Equations, Pearson’s Correlation, and Linear Multiple Regression (p < 0.05). Results: Our findings show that from the beginning to the end of the season, CAR and coping strategies were predictors of psychic occurrences. For CAR, the symptoms of anxiety associated with self-confidence and stress symptoms were predicted by Proximity and Complementarity, respectively. As for coping strategies, only the symptoms of stress were predicted by the dimension of facing adversity. Conclusion: From the beginning to the end of the season, the magnitude of the predicting factors over some psychopathologies is enhanced in youth soccer players going through a career transition stage.

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.

Challenge athletes to improve their self-worth: A serial mediation model linking dual controlling behaviors to sport performance

Coaches can shape athletes’ self-worth through controlling behaviors, such as tight control and stressful challenge. However, previous research has not paid attention to the effects of different controlling behaviors of coaches on athletes’ self-worth, which is considered an important motive for athletes to achieve high performance. Accordingly, the dual controlling model of leadership behaviors is adopted to clarify the effects of controlling behaviors. Also, sociometer theory is adopted to investigate the mechanism by which controlling behaviors influence athletes’ self-worth and their sport performance. Data were collected from 16 male college basketball teams in Taiwan, from a total of 155 participants. Results show that different controlling behaviors have opposite effects on sport performance, and these effects are mediated serially by coach–athlete relationship quality (i.e., leader–member exchange) and self-worth (i.e., team-based self-esteem). This study contributes to the literature of coaching by examining and identifying the opposite effects and the black box of dual controlling behaviors on athletes’ performance.

When leadership, relationships and psychological safety promote flourishing in sport and life

ABSTRACT This study explored the associations between leadership and relationship constructs, as well as psychological safety in athletes’ perceptions of flourishing and thriving. A total of 166 participants (males = 87; female = 79) from team sports completed a survey measuring athletes’ perceptions of coach transformational leadership behaviours, coach–athlete relationship quality, team psychological safety, flourishing and thriving. A covariance-based structural equation modelling was employed. The analysis indicated that coach transformational leadership served as an antecedent to both team psychological safety and coach–athlete relationship quality. The analysis further highlighted that both relationship quality and psychological safety predicted athletes’ flourishing and in turn thriving. Collectively, these findings suggest that coaches as leaders have a significant role to play in creating an environment that athletes feel valued, connected, confident and comfortable. In such environments, coaching becomes a process where coaches and athletes are fully integrated and sport becomes a worthwhile (inter)personal pursuit.

Mental Well-Being or Ill-Being through Coaching in Adult Grassroots Sport: A Systematic Mapping Review.

There is convincing evidence on the effects of sport and exercise on mental health and well-being. Less evidence is provided about how to achieve these benefits in the context of grassroots sport coaching. We systematically reviewed the scientific literature of three databases to narratively synthesize the current knowledge about which coaching-related factors influence well-being or ill-being, and how to promote mental health in adult athletes through sport coaches. The review includes 52 studies with different methodological and theoretical approaches and mental health outcomes. The wide range of themes were mapped and synthesized within two clusters, i.e., coaching behavior, antecedents, and context; and coach–athlete relationship and social support. The results highlight the importance of the promotion of empowering environments, autonomy-supportive coaching behavior, and coach–athlete relationship quality that relate to the satisfaction of basic psychological needs. The review also calls for a critical perspective, in the sense that the coaching context and working environment may not be empowering and supportive to the well-being of coaches and consequently to the athletes, and that coaches who want to provide autonomy-supportive environments may face various obstacles. Finally, the review synthesizes recommendations for the training of coaches, as one piece of a holistic mental health promotion.

Cross-Cultural Adaptation of the Turkish and Kuwaiti Teacher–Student Relationship Questionnaire in Physical Education (TSRQ- PE Teacher Version): Testing for Measurement Invariance

Background: Within the 3Cs (closeness, commitment, and complementarity) theoretical framework of the quality of two-person relationships, a coach–athlete relationship quality questionnaire (CART-Q) was developed and validated to assess the nature of the coach–athlete relationship. In this study, a modified version of the CART-Q for physical education (PE) was adapted to assess the teacher–student relationship quality in the PE context in Turkey and Kuwait. The purpose of this study was to examine the factorial validity of the teacher–student relationship quality questionnaire (TSRQ-PE) within a sample of Turkish and Kuwaiti physical education teachers. Methods: Multigroup confirmatory factor analysis (MGCFA) was used to test the measurement of cultural invariance between these two groups. A total of 175 teachers from Turkey (n = 73) and Kuwait (n = 102) completed the TPRQ-PE. Results: MGCFA supported the factorial validity of the TPRQ-PE in a three first-order factor model across the two countries. Overall, these results add evidence to the psychometric properties of the TPRQ-PE and suggest that this instrument can be applied to measure the quality of the teacher–student relationship within Turkey and Kuwait, although caution may be required when applied to drawing comparisons between these two counties. Conclusions: The results of the present study could help physical educators and researchers in this field to understand the reasons and methods that lead to a quality teacher–student relationship.

A Brief Report on the Link between Perceived Coach Behaviour, Coach-Athlete Relationship Quality and Performance among South African Male Senior National Level Team Sport Para-Athletes

A fundamental feature in successful coaching outcomes and athlete performance is rooted in the quality of the coach-athlete relationship which is impacted by coaches’ way of being. This investigation examined whether perceived coach behaviour associates with the coach-athlete relationship quality and self-rated season performance among members from two South African male senior national para-sport teams  (n = 23, M age = 32.65). The predictive utility of coaches’ perceived behaviour on the dyadic relationship quality and athletes’ views on their own performance was also determined. Cross-sectional quantitative data were collected by means of the Coaching Behaviour Scale for Sport, Coach-Athlete Relationship Questionnaire and a Likert-scale item recording athletes’ subjective rating of perceived standard of performance for the respective competition season. The team members’ reported fairly good standard of season performances and sound relationship standings with their involved head coaches who were seen to exhibit behaviours most illustrative of mental preparation, personal rapport, and competition tactics. Inferences drawn from the correlation analyses advised that particular adoptive coach behaviour in para-sport coaching appears to be a meaningful construct associated with the establishment and maintenance of relationships with athletes. Regression analyses also exposed coaches’ competition strategy behaviour to be a significant predictor of complementarity in the coach-athlete relationship, which along with the noted positive correlations provide a good basis for further exploration in similar sport contexts. 

Reducing the risk of athlete burnout: Psychosocial, sociocultural, and individual considerations for coaches

Past research suggests that athletes’ relationships with their coach can act as a risk factor in the development of burnout. Coaching practice may be enhanced through understanding the multidimensional factors that can augment the associations between coach–athlete relationship quality and athlete burnout. The present study explored both individual difference characteristics (gender, age, and sport level) and sociocultural factors (sport type) as moderators of this relationship. Our findings show statistically significant interaction effects for gender and age. Coaches and practitioners working with younger athletes and male performers in particular, are advised to work with strategies aiming to build relationships and reduce the risk of burnout.

Investigation of Relationship between Coach and Athlete in terms of Different Variables

This research was conducted for the purpose of establishing the relationship of individuals doing sports in various branches in the Province Agri with their coaches in terms of the branch they are engaged in and some demographical variables. In the research, a method oriented to the descriptive survey which aims to present the present situation was used. The research group is consisted of totally 95 athletes; 28 of whom are females and 67 are males who do sports in various branches in Agri. The Scale of Coach-Athlete Relationship (S-CAR) which was developed by Jowett and Ntoumanis (2004), measures the quality of coach-athlete relationship and was adapted into Turkish by Ekenci et al., (2017) was used as data collection tool. Mann-Whitney U Test was used for the paired comparison and Kruskal-Wallis Variance Analysis was used for multiple comparisons in the analysis of data. In cases where there is significant difference at the end of Kruskal Wallis Variance Analysis in the multiple comparisons, Mann Whitney U Test was applied for determining that which groups caused to this difference. p=0.05 was selected for the significance level in the research. At the end of the research, it was found out that the age variable does not vary significantly in the coach-athlete relationship. Again there are no significant differences by the license years and branch variable. However, it was found that there are significant variables when gender and educational background of the participants were examined.

The role of coach-athlete relationship quality in team sport athletes’ psychophysiological exhaustion: implications for physical and cognitive performance

ABSTRACTThe present study aimed to examine associations between the quality of the coach-athlete relationship and athlete exhaustion by assessing physiological and cognitive consequences. Male and female athletes (N = 82) representing seven teams across four different sports, participated in a quasi-experimental study measuring physical performance on a 5-meter multiple shuttle test, followed by a Stroop test to assess cognitive performance. Participants provided saliva samples measuring cortisol as a biomarker of acute stress response and completed questionnaires measuring exhaustion, and coach-athlete relationship quality. Structural equation modelling revealed a positive relationship between the quality of the coach-athlete relationship and Stroop performance, and negative relationships between the quality of the coach-athlete relationship and cortisol responses to high-intensity exercise, cognitive testing, and exhaustion. The study supports previous research on socio-cognitive correlates of athlete exhaustion by highlighting associations with the quality of the coach-athlete relationship.

Enjoyment and Behavioral Intention Predict Organized Youth Sport Participation and Dropout.

Dropout from organized youth sport has significant adverse health implications. Enjoyment and behavioral intentions have consistently been linked with participation and dropout; however, few studies have investigated these links using a prospective design. This study explored whether enjoyment and intentions to continue predicted dropout behavior at 1-year follow-up. Questionnaires were completed by 327 regular sport participants (mean age = 13.01y at baseline). After 1 year, 247 individuals (75.5%) continued participating in their main sport and 26 individuals (8%) dropped out. A hierarchical logistic regression model estimated the probability of dropout. In step 1, the following covariates were included: age, sex, competition level, perceived competence, parental support, coach-athlete relationship, friendship quality, and peer acceptance. In step 2, enjoyment and intentions to continue were included. Step 1 indicated that age, parental support, coach-athlete relationship quality, and peer acceptance were significantly associated with dropout. Step 2 explained further variance in dropout, with both enjoyment and intentions inversely associated with dropout. Peer acceptance was the only covariate to remain significantly associated with dropout in step 2. Findings support the use of enjoyment and behavioral intentions as indicators of sport participation/dropout behavior and may aid the development of interventions aimed at preventing future dropout.

Motivational processes in the coach-athlete relationship: A multi-cultural self-determination approach

ObjectiveGrounded in self-determination theory, the present study examined the cultural invariance of a model that hypothesized sport performers' well-being will be predicted by both their perceptions of motivation and the quality of the relationship held with their coach. MethodParticipants (N = 756), originating from five countries (British, Chinese, Greek, Spanish, and Swedish), completed a questionnaire that measured perceived coach-athlete relationship quality, basic psychological need satisfaction, self-determined motivation, and well-being. Structural equation modeling (SEM) was employed to analyze the data. ResultsAnalysis revealed that athletes who perceived a high quality relationship experienced heightened levels of basic need satisfaction. Need satisfaction positively predicted self-determined motivation, which, in turn, linked to enhanced well-being. Moreover, mediation analyses supported the explanatory roles of need satisfaction and self-determined motivation within the model. Lastly, multi-sample SEM invariance testing revealed the model to be largely invariant across cultures. ConclusionsThe results support the universal application of self-determination theory and the central role interpersonal relationships play in promoting well-being.

Psychosocial Characteristics and Eating Attitudes in Young Elite Figure Skaters in Canada and France: Are There any Country Differences?

Cette étude compare les différences concernant les caractéristiques psychosociales et les attitudes alimentaires entre des jeunes patineurs artistiques français et canadiens. Un total de 221 patineurs artistiques d’élite, 101 Canadiens et 120 Français, ont participé à l’étude. Les attitudes alimentaires désordonnées et six variables psychosociales incluant la qualité de l’amitié en sport, la qualité de la relation avec l’entraîneur, la qualité de la relation avec les parents, l’acceptation sociale des pairs perçue, l’habileté physique et l’apparence physique perçues ont été mesurées à l’aide de questionnaires. Les patineurs canadiens ont montré une qualité de relation sociale avec l’ami en sport, les parents et l’entraîneur plus élevée, une perception de l’habileté et de l’apparence physique plus élevée et un plus haut niveau de désordres alimentaires comparativement aux participants français ; cependant, les Français ont reporté des scores d’acceptation sociale des pairs plus élevés. Dans les deux groupes, une relation positive et significative a été observée entre : la qualité de la relation avec l’entraîneur et la qualité de la relation avec l’ami en sport, la qualité de la relation avec les parents et l’habilité ou l’apparence physique perçue, l’acceptation sociale des pairs et l’habilité physique perçue. L’habilité physique perçue était négativement reliée aux attitudes alimentaires désordonnées dans le groupe canadien mais positivement associée dans le groupe français. En conclusion, un cercle vicieux entre la relation entraîneur-athlète, l’habileté physique perçue et les désordres alimentaires a été observé auprès des patineurs d’élite français comparés aux patineurs canadiens suggérant des différences culturelles entre les deux pays.

Coach–athlete attachment and the quality of the coach–athlete relationship: implications for athlete’s well-being

This study examined whether athletes’ attachment styles with the coach were linked to aspects of the coach–athlete relationship quality and, in turn, whether relationship quality was linked to athletes’ well-being. One hundred and ninety-two athletes completed a questionnaire measuring their attachment styles and relationship quality with the coach as well as their feelings of positive affect (PA) and negative affect (NA). Structural equation modelling (SEM) analysis found athletes’ avoidant and secure attachment styles to be associated with aspects of coach–athlete relationship quality such as social support, relationship depth, and interpersonal conflict. Interpersonal conflict appeared to play a key role in athletes’ PA and NA. From a practical perspective, an understanding of conflict management could provide a resource that allows athletes (and coaches) to enhance the quality of their sporting relationships. Specifically, an awareness of proactive strategies (e.g., steps to clarify expectations) and reactive strategies (e.g., cooperation during the discussion of disagreements) could potentially lead both coaches and athletes to “broaden” their viewpoints and in turn “build” connections that are capable of generating positive emotions including interest, excitement, happiness, and zeal.

Coach-athlete relationship as a predictor of team's collective efficacy

Collective efficacy of a team is an aspect of group dynamics which can be very important for the team's performance since it shows how the team works as a unit and how much each member believes in the team's capacities to organize and carry out actions so as to reach a goal. The following study is an analysis of the construct of collective efficacy in sports situations and its correlation with another important construct in sport psychology - the quality of coach-athlete relationship viewed from the perspective of an athlete. Self-perception and meta-perception of the coach-athlete relationship from the athlete's point of view is measured by means of the athlete version of the CART-Q (The Coach- Athlete Relationship Questionnaire, Jowett & Ntoumanis, 2004), whereas belief in collective efficacy of the team is measured by the CEQ (Collective Efficacy Questionnaire, Feltz & Rigg, 1998). The sample comprises 136 athletes from the age of 14 to 38, who are members of Serbia's top nine teams. The findings of this study confirm the hypothesis that the athlete's perception of the coach-athlete relationship predicts athlete's beliefs in collective efficacy. The athletes who assessed the relationship with their coach as harmonious (close, committed and complementary) had stronger belief in the team's collective efficacy than the athletes who qualified the relationship as less harmonious. .

Social Networks in Sport: Parental Influence on the Coach-Athlete Relationship

The study aims to explore the nature of influences that parents exert on the quality of the dyadic coach-athlete relationship. A conceptual model was proposed as a guiding framework for the study. The proposed model incorporates Sprecher, Felmlee, Orbuch, and Willets’ (2002) notion of social networks and Jowett and Cockerill’s (2002) conceptualization of coach-athlete relationships. Fifteen participants from five coach-athleteparent triads were interviewed, and content analysis revealed that athletes’ parents (a “psychologically significant” network member) provided a range of information, opportunities, and extensive emotional support, all of which influenced the quality of the coach-athlete relationship as defined by closeness, commitment, and complementarity. Results are discussed based on previous relevant research along with recommendations for future research directions and practical applications.