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Strength and conditioning (S&C) coaches must employ psychological skills to optimally motivate athletes and promote their well-being. Yet, S&C coaches feel uncomfortable in their ability to apply such skills, highlighting a need for the development of science-based, practical tools. The purpose of this study was to examine the verbal language used by S&C coaches in publicly available YouTube videos through the Psychological Capital Model (PCM) lens. Coaches’ statements (N = 178) were transcribed verbatim and coded into one of the eight dimensions of the PCM. Significant differences were found in S&C coaches’ use of the eight developmental dimensions of the PCM, x 2 (7, N = 173) = 139.52, p < .0001, C = .67. Three PCM developmental dimensions were overused (i.e., standard residuals ranging from +2.76 to +7.10; i.e., experiencing success/modeling others [n = 54, 31.2%], building efficacy/confidence [n = 48, 27.8%], and implementing obstacle planning [n = 34, 19.7%]), while five were underused (i.e., standard residuals ranging from -2.23 to -4.18; i.e., building assets/avoiding risk [n = 11, 6.4%], persuasion and arousal [n = 10, 5.8%], affecting the influence process [n = 9, 5.2%]), goals and pathway design [n = 5, 2.9%]), and developing positive expectancy [n = 2, 1.2%]). To facilitate the use of a more diverse set of psychological strategies, this study offers a collection of 40 practice- and science-based motivational statements – five for each of the eight PCM dimensions – that S&C coaches may use and build upon to improve their own coaching language and practices.

Examining the place and influence of emotional intelligence in sports context attracts the attention of a number of researchers. Their surveys are done mostly among athletes and more rarely among coaches. In the last years some researchers have begun to study the relation between emotional intelligence and coaches’ leadership style. Authors have found out that emotional intelligence of the coaches was shown to directly predict leadership style and coaching efficacy (Hwang et al., 2013). The aim of the present research is to study the interdependence between Emotional intelligence and Leadership style among Bulgarians football coaches. Methodology: The research was done among 172 football coaches aged between 20 and 56 years, who differ in age, license, age group of their competitors, coaching experience, and sports experience as football players. In order to fulfill the aim of the research we used: 1) Background information, 2) Emotional Intelligence Scale (EIS; Schutte et al., 1998), 3) Revised Leadership Scale for Sport (RLSS; Zhang et. al., 1997). Results: The results reveal that the researched coaches possess the greatest skills in managing their own emotions and the smallest – as regards “Perception of emotions”. They most often prefer behavior related to “Training and instruction behavior”, choose more seldom Positive feedback behavior, and prefer to take authoritative decisions. We found significant relations between the subscales of Emotional intelligence and Leadership style. Our results did not wholly confirm the results found in literature about the role of Emotional intelligence as a predictor of “Positive feedback behavior” and “Autocratic behavior”.

Purpose . The purpose of the current research is to investigate tennis players and swimmers’ perceived coaching behaviors for sport with sport age. Material/Methods : A cross-sectional survey method was applied to tennis players and swimmers (Buyukozturk et al., 2012). Participants (nfemales=175; nmales=187) were selected from different tennis (n=122) and swimming (n=240) clubs in Canakkale, Istanbul and Hatay provinces. For data collection, a translated Turkish version (Yapar et al., 2014) of the Coaching Behavior Scale for Sport (CBS-S) (Côté et al., 1999) was used. The CBS-S includes 47 items and 7 sub-dimensions. The collected data were analyzed with descriptive and One-Way Analysis of Variance (ANOVA) statistics. The CBS-S sub-dimensions were evaluated with the sport age of tennis players and swimmers (p

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.

The business incubation process evolves through coach-incubatee interactions rather than merely institutional intervention. We contribute to a behavioral understanding of this process by exploring the determinants and expression of docility, a fundamental human behavior. Our findings suggest that business coaches’ perceptions of stakeholder value creation needs and their experience of incubatees’ proactive behavior are essential determinants of coaching behavior. These behavioral determinants lead coaches to place idiosyncratic expectations on and become responsive to incubatees, and this is reflected in the range of their interventions in new venture creation. From a behavioral perspective, the outcome of coaches’ interventions is a shared understanding of how to navigate the ambiguous and uncertain aspects of new venturing. Adopting a behavioral approach thus helps us to reframe business incubation—previously regarded to be a structured process—as a flexible process, more accurately capturing its role in facilitating the highly uncertain process of new venture creation.

The purpose of this study was to investigate the relationships between perceived coaching behavior (autonomy-supportive and controlling), communication, coach&ndash, athlete relationship, and athlete burnout. The study participants comprised 347 Korean active collegiate athletes from 10 sports. The results of the final model indicated that autonomy-supportive coaching was positively related to communication, whereas controlling coaching was negatively related to communication. Communication was positively related to coach&ndash, athlete relationship and was negatively related to athlete burnout. Autonomy-supportive coaching was significantly related to both the coach&ndash, athlete relationship (positively) and athlete burnout (negatively), whereas controlling coaching was only related to athlete burnout (positively). Coach&ndash, athlete relationship was negatively related to athlete burnout. Significant indirect effects were observed. The bootstrapping results indicated that the relationship between autonomy-supportive and athlete burnout was mediated by team communication and the coach&ndash, athlete relationship. The study findings enhance our current understanding of the relationships between perceived coaching behavior and athlete burnout and shed light on the important roles of team communication and the coach&ndash, athlete relationship in the relationship.

The purpose of this study was to record and evaluate the practice behaviors of 12 Greek Volleyball National Division coaches, mean age 47.36 (SD=6.1) through feedback that they provided to their athletes throughout the 2010-11 seasons. Verbal and non verbal behaviors were video recorded during four practices, of each coach. A total of 13.400 behaviors were observed and were coded using the Revised Coaching Behavior Recording Form which corresponded to the 12 categories of the instrument. The analyses of videotaped behaviors were made by two trained observers who were checked in the internal and external reliability. Results indicated that there were 279.11 coded coaching behaviors in each training session. A large proportion of reported coaching behaviors 17.38% (n=48.34) were about "Tactical Instruction", followed by "General Instruction" 15.92% (n=44.45) and "Technical Instruction" 12.42% (n=34.68). "Encouragement" and "Motivation" were 10.76% and 10.73% respectively. "Other Comments" (8.67%) and "Demonstration" (8.26%) were in lower rate. ANOVA revealed that there were not differences between 1st and 2nd division coaching behavior, instead of "Criticism" (p < 0.05) with 2nd division coaches have more comments and "Non verbal reward" (p < 0.05) which 1st division coaches were used more often.

Using self-determination theory (SDT), this study simultaneously investigated the relationships between intrinsic motivation, psychological factors (sport enjoyment, social self-efficacy), and sociorelational factors (perceived coaching behaviors) by subsequently testing whether psychological factors mediate the relationships between social-relational factors and intrinsic motivation. One hundred and twentyseven early adolescent females from several teams of the Italian Volleyball Society completed a self-report questionnaire. Results showed that female athletes’ intrinsic motivation was associated with a) sport enjoyment and b) perceived coaching behaviors (e.g., training and instruction, social support). Second, results showed that training-and-instruction coaches’ leadership style affected intrinsic motivation via the females’ enjoyment in sport. This study provided further insights into unknown associations among psychological, sociorelational factors and intrinsic motivation, highlighting the innovative role of sport enjoyment as a key factor for sustaining intrinsic motivation. Original and useful behavioral suggestions will be given to the coaches in order to sustain female athletes’ sport enjoyment and their intrinsic motivation.

This work, based on a questionnaire to 319 coachers of the firms in Portugal, aims to help increase knowledge about the factors underlying the success of coachers. Four factors were identified: “Relationship”, “Preparation”, “Scope of Knowledge” and “Common Behavior” (independent variables) and as dependent the “direct performance” and “perception of performance”. Results revealed a surprise: the low importance attached to Scope of Knowledge in coaching for the success of coachers. They also demonstrate the greater relative importance of “preparation” in explaining the dependent variable, and a high goodness of fit for models presented. Another discovery within this data was that the coach performance is better with male coachers, with more years of experience and with more years in school (master or PhD.). Finally this data seems to indicate that the number of coachees have significant impact on the performance of the coach info:eu-repo/semantics/publishedVersion