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Background: Soccer match outcomes rely on technical accuracy, intensity of play, and athlete motivation, and these parameters can be developed during sport-specific practice such as during small-sided games (SSGs). Verbal encouragement as a coaching technique improves exercise intensity and athlete enjoyment (indicative of motivation), but the impact on technical performance alongside these critical parameters remains unknown. Purpose: To examine the effects of verbal encouragement on technical performance, exercise intensity, and enjoyment during SSGs. Methods: Sixteen male youth soccer players (mean [SD]; age: 17.2 [0.4] y; height: 176.3 [7.0] cm; body mass: 68.0 [4.1] kg; body fat: 11.9% [2.2%]) completed 4 sessions of 4-per-side SSG without a goalkeeper. Two sessions were conducted as SSGs with verbal encouragement and 2 without verbal encouragement. Each SSG lasted 25 minutes (4 × 4-min work, 3-min passive recovery between bouts) on a 25 × 35-m pitch. Heart rate (HR) was continuously recorded, and rating of perceived exertion was collected after each SSG. Video analysis was used to quantify technical actions during SSG. Enjoyment was assessed after each SSG using the Physical Activity Enjoyment Scale. Results: Paired t tests revealed that SSGs with verbal encouragement induced higher HR (% maximum HR and mean HR), rating of perceived exertion, and Physical Activity Enjoyment Scale score than SSGs without verbal encouragement (all P <.001, all d ≥ 0.92, large). Compared with SSGs without verbal encouragement, SSGs with verbal encouragement resulted in an increased percentage of successful passes (P <.001, d = 0.73, medium) and number of interceptions (P <.001, d = 0.89, large) and fewer lost balls (P <.001, d = 0.68, medium). Conclusions: Coaches should use verbal encouragement during SSGs to improve physical effort, technical performance, and psychological status in soccer players. [ABSTRACT FROM AUTHOR]

The aim of this research is the empirical study of coach's social contribution to intrinsic motivation of cadet basketball players. The research included the pertinent sample (N = 114) of participants from five basketball clubs from Valjevo. The average age of participants was 15,36 years. The following measuring instruments were used: The Leadership Scale for Sports questionnaire (LSS), Negative Coaching Behavior Questionnaire (UNPT), Perceived Motivational Climate in Sport Questionnaire (PMSCQ), and The Intrinsic Motivation Inventory (IMI). The obtained results indicate that there are 2/3 of bivariate correlations between the examined variables in adolescent basketball population. The applied hierarchical analysis included the variables coach's positive and negative actions in the first predictor group, and mastery-oriented motivational climate in the second. The regression equation accounted for 30% of the variability of the scores on the criterion variable intrinsic motivation, where coach's negative actions are revealed as significant negative predictor variable, while the mastery-oriented motivational climate was a positive predictor of the criterion. The possible explanations and implications were discussed in this research. The obtained results indicate that the examined variables are relevant for understanding and predicting intrinsic motivation in adolescent basketball players. [ABSTRACT FROM AUTHOR]

This paper aims to analyze job insecurity (JIS)'s effect on employee incivility by mediating the role of moral disengagement (MD) and the moderating role of coaching behavior in the casino sector. Data was collected from 542 casino employees in Northern Cyprus. The study showed that casino employees' MD mediated the association between JIS and employee incivility. Additionally, coaching behavior moderated the path of this mediated link. Due to the limited endeavors on the hypothesized relationships, the research contributes to the literature and industry. [ABSTRACT FROM AUTHOR]

IntroductionDrawing from the crisis leadership conceptualization, this study aims to investigate coaches’ opinion patterns on effective leadership behaviors during the COVID-19 pandemic. The study used a process view to explore how coaches as leaders act in pre, during, and post-crisis phases.MethodThirty-two fulltime professional coaches (28 males and 4 females) from individual and team sports who experienced the entire COVID-19 pandemic from January 2020 to July 2021 in the United Kingdom were invited to express their perceptions of effective leadership behaviors. The study used Q methodology to analyze coaches’ perceptions and experiences.ResultThe study revealed that the most effective coach leadership behaviors occurred during-crisis phase, which has the most positive ratings (n = 48) compared to the pre-and post-crisis phases (n = 18). The study’s main findings highlighted different phases of the COVID-19 pandemic demand various effective countermeasures from coaches. These practical and successful experiences were summarized as: division of labor, athlete-centered, team-driven, consulting, safe environment, and online coaching.DiscussionThe findings of this study further highlight (1) the importance of coach leadership in creating a safe environment as it provides a much better platform to prepare for a pre-crisis stage, (2) that coaches should employ more positive than negative behaviors while interacting with team members more frequently especially during the crisis period, reducing athletes’ negative feelings such as anxiety and worry, and (3) that the online training-related activities and interactions during the crisis time can be expanded to noncrisis times, as a crisis event can have positive implications for the future if handled properly.

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.

Coaches’ confidence in their own skills, their awareness of their emotions and the ability to control them, as well as their choice of behavior, according to a number of authors, influence their realization and the achieved sports results. The aim of this study is to reveal the relationships among Coaching Efficacy, Emotional Intelligence and Leadership Style of Bulgarian football coaches. The research was done not directly among 172 football coaches between 20 and 56 years, with different level of qualifications (license), age group of the competitors, coaching experience, and experience as football players. In order to achieve the aim, we used: 1) Coaching Efficacy Scale (CES), (Feltz et al. 1999); 2) Emotional Intelligence Scale (EIS), (Schutte et al. 1998); 3) Revised Leadership Scale for Sport (RLSS),( Zhang et al. 1997). The results reveal significant correlation interdependencies between the subscales of Coaching efficacy, Emotional Intelligence and part of the subscales of Leadership style, as well as between the subscales of Emotional intelligence and Leadership style. In this sense, our results confirm the data in the literature. There are significant differences among the coaches along all of the researched indexes. The results from the regression analysis reveal that Emotional intelligence serves as a predictor of Coaching efficacy and Leadership style. Coaching efficacy does not directly influence the subscales of Leadership style, which is different from the published data in the literature. [ABSTRACT FROM AUTHOR]

Technological innovation has been shown to make meaningful impacts across several aspects of high-performance sport. Although the literature on technology adoption and implementation is vast, currently very little exists on the coach's perspective in this regard. This investigation explored Canadian high-performance sport coaches and their relationship with technology adoption. Eleven coaches from both summer and winter National Sport Organizations were interviewed using a semistructured format. Three thematic categories were identified. First, intra- and interorganizational trust showed that coaches valued being aware and informed of any planned changes, and that educating them on technology adoption was important for gaining their participation. Second, coaches mentioned that they took the time to search for and build a fully functional technology, and valued collaboration among their peers for sharing technology-based knowledge. Finally, many of these high-performance coaches also depended upon their relationships to mentor coaches or other coaches in the field to identify and apply new technology. The outcome of this research may provide insight into shaping future policies to help sport coaches get access to the technology that more directly meets their needs. [ABSTRACT FROM AUTHOR]

BACKGROUND: Previous research in motor learning shows that adopting an external focus of attention significantly benefits performance and learning among novice participants. Research has been fairly limited in regards to the attentional focus reported to be used by highly skilled performers or coaches. Fairbrother et al. (2016) suggested that experts might utilize more complex attentional strategies than a simple dyad of internal or external foci. AIM: The purpose of the present study was to examine attentional focus cues utilized by elite track and field throws coaches during practice and competition. METHOD: Fifteen NCAA track and field coaches completed a questionnaire related the instructions they provide their athletes during practice. Meaning units that related to attentional focus were extracted from the questionnaires and categorized into associative and dissociative cues. The cues were then categorized for various attentional focus strategies. RESULTS: Results showed that elite coaches utilized multiple attentional focus strategies which included internal, external, and holistic focus cues. The most common attentional focus utilized with collegiate throwers was that of a holistic focus, which directs attention to the general feeling of the movement (Becker et al. 2019). It was observed that elite throws coaches alter their focus of attention instruction based on their unique style of coaching and the perceived needs of the athlete. CONCLUSION: This research shows that attentional focus is not as simple as adopting one focus strategy for all individuals within all contexts. [ABSTRACT FROM AUTHOR]

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

Coaching philosophy is understood to be the values and beliefs that underpin a coach's actions; however, research has demonstrated that coaches lack awareness of both their own behaviors and their own philosophy. As such, this study sought to explore the coaching behaviors of grassroots coaches and better understand if coaching practice is aligned with the coaches stated philosophy. To collect the data a mixed method approach was carried with four grassroot coaches. This involved two individual interviews and three observations. Semi-structured interviews were conducted both before and after the behavioral observations. Behavioral data was collected using a modified version of The Arizona State University Observation Instrument with the intention of providing an insight into the behaviors displayed by the coaches during training activities and was not envisioned to reflect their comprehensive coaching role. The results showed that instruction was the most commonly used behavior amongst coaches in the observed training sessions and that coaches demonstrated a general lack of awareness of their own behaviors. These findings demonstrate that coaches operating at grassroots level may display a lack of awareness of their own practice and suggests the use of video could be an important tool to promote reflection and self-assessment. [ABSTRACT FROM AUTHOR]

Scholars have made great efforts to investigate the antecedents of knowledge sharing. In the current study, we applied the proactive motivation model (Parker et al., 2010) to propose a theoretical model to advance this research line and examined the relationship between coaching and knowledge sharing. A total of 197 subordinates embedded in 32 teams from a logistics company completed the survey questionnaire. Our results show that leaders’ coaching behavior is positively related to employees’ knowledge sharing behavior through increased psychological availability. Furthermore, our results show that the team psychological safety climate can strengthen the effect of psychological availability on employees’ knowledge sharing behavior, as well as the indirect effect of leaders’ coaching behavior on employees’ knowledge sharing via psychological availability (i.e., a moderated mediation effect).

This study aims to investigate whether coaching behavior has a mediating role in the effects of intrinsic motivation on work addiction among nurses. This is a cross-sectional study. A total of 269 nurses who were working at Ankara Education and Research Hospital were included in the study. After obtaining required permissions, we started to collect data using structured instruments designed to measure phenomenological attitudes and behaviors. The instruments used in this study were personal information form, the Intrinsic Motivation Scale (IMS), the Work Addiction Scale (WAS) and the Coaching Behavior Scale (CBS). Statistical analyses were performed using SPSS version 20 for Windows. The mean work addiction total score was 3,26±0,72; the mean coaching behavior scale score was 2,89±1,02 and the mean intrinsic motivation scale score was 3,86±0,78 for the participants. Work addiction showed a positive linear correlation with coaching behavior and intrinsic motivation. Besides, there was a positive linear correlation between coaching behavior and intrinsic motivation. We performed Sobel Test to investigate the mediating effect among the variables and found that coaching behavior had a fully mediating role in the effects of intrinsic motivation on work addiction. Coaching behavior increases nurses’ motivation by improving their communication skills in relationships with patients and colleagues. We argue that increased level of motivation decreases work addiction among nurses and has positive impacts on both institutional performance and patient outcomes. [ABSTRACT FROM AUTHOR]

Scholars have made great efforts to investigate the antecedents of knowledge sharing. In the current study, we applied the proactive motivation model (Parker et al., 2010) to propose a theoretical model to advance this research line and examined the relationship between coaching and knowledge sharing. A total of 197 subordinates embedded in 32 teams from a logistics company completed the survey questionnaire. Our results show that leaders' coaching behavior is positively related to employees' knowledge sharing behavior through increased psychological availability. Furthermore, our results show that the team psychological safety climate can strengthen the effect of psychological availability on employees' knowledge sharing behavior, as well as the indirect effect of leaders' coaching behavior on employees' knowledge sharing via psychological availability (i.e., a moderated mediation effect). [ABSTRACT FROM AUTHOR]

Copyright of German Journal of Exercise & Sport Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

First responders require physical fitness to perform dangerous tasks in unpredictable environments. To promote physical fitness among first responders, many agencies use a peer fitness leader (PFL) approach; however, resources for the fitness, wellness, and health of PFLs are often minimal. This study's purpose was to investigate the effectiveness of a training workshop to increase PFL's training knowledge and coaching comfort (CC). Thirty-six PFLs (Experience: 14.6 ± 9.1 yrs; Age: 41.0 ± 9.8 yrs; BMI: 28.9 ± 7.0 kg·m -2 ) attended a one-day workshop. Paired samples t -tests assessed for differences between baseline and post-assessment knowledge scores. Pearson correlations described the bivariate relationship between baseline and post-assessment knowledge scores. Wilcoxon's Signed Rank Test determined associations between baseline and post-workshop CC variables. Spearman's Rho correlations described bivariate relationships between baseline and post-assessment values for each CC category. Kendall's Rank correlations investigated relationships between knowledge scores and total perceived CC for pre- and post-workshops. Statistical significance was set at p < 0.05. Results indicated an improvement from the baseline knowledge score (6.08 ± 1.46 points) and post-workshop knowledge score (7.03 ± 0.94 points); ( t (25) = 3.85; p < 0.001). Similar trends were observed for all CC measures ( Z > -3.42; p < 0.001). Differences were not observed between pre-workshop total CC and knowledge scores ( τ = -0.03; p = 0.81) or following workshop completion ( τ = -0.04; p = 0.76). Participants demonstrated varying exercise knowledge and CC, highlighting inconsistencies in exercise standards within first responder occupations. This investigation suggests the proposed pedagogy design may be a solution for agencies with limited budgets.

Abstract Based on Self-Determination Theory, the present study adopts a helicopter-perspective towards motivating (i.e., autonomy support, structure) and demotivating coaching (i.e., control, chaos). Among five independent samples, consisting of individual and team sport coaches (N = 893; M age = 37.83 years) and athletes (N = 377; M age = 17.46 years), Multidimensional Scaling (MDS) analyses were used to examine how a variety of coaching practices reflective of four different coaching styles (i.e., autonomy support, control, structure, and chaos), assessed with a new vignette-based instrument, related to one another. Findings revealed that the (de)motivating practices could be graphically presented within a two-dimensional circumplex, with the horizontal axis representing the level of need-supportive coaching behavior and the vertical axis representing the level of coach directiveness. Moreover, the four coaching styles could be segmented in eight more specific approaches (i.e. clarifying, guiding, attuning, participative, awaiting, abandoning, domineering, and demanding), which formed an ordered sinusoid pattern of correlations, both among each other and in relation to a variety of critical outcomes (e.g. coach need satisfaction, athletes' motivation). It is discussed how a circumplex approach produces both a more integrative and more fine-grained insight regarding (de)motivating coaching behavior, with resulting implications for practice. Highlights • A new integrative measure of motivating and demotivating coaching. • A circumplex pattern of eight coach approaches containing a variety of coaching practices. • The gradual approach provides a fine-grained understanding of need-supportive and need-thwarting coaching behaviors. • The eight coach approaches relate logically to concurrent measures and both coaches' and athletes' outcomes. [ABSTRACT FROM AUTHOR]

Objective Although perceived need-supportive and need-thwarting coaching have received considerable attention, the question whether coach behavior fluctuates from game to game, with resulting associations with players’ moral behavior has not been examined. Design and method A Belgian sample of soccer players ( N = 197; M = 26.57) was followed during five competition games, with players completing measures both prior to and following each game assessing, pre-game and on-game perceived coaching as well as athletes’ moral behavior. Results Results of multilevel analyses indicated that there exists substantial variation in perceived need-thwarting and need-supportive coaching behavior from game to game. The game-to-game variation in perceived pre-game need-thwarting coaching behavior related positively to variation in the adoption of an objectifying stance, which, in turn, related to variation in antisocial behavior oriented towards the opponent, the referee, and even their own teammates. Variation in perceived on-game need-supportive and need-thwarting coaching behavior yielded an additional relation to team-related moral outcomes. Finally, supplementary analysis indicated that these effects also held for an objective marker of moral functioning (i.e., number of yellow cards) and that players’ level of competition-contingent pay related to their antisocial behavior via an objectifying stance. Conclusion The discussion highlights the fluctuating and dynamic nature of motivating coaching behavior, and its association with players’ moral functioning. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationships between transformational leadership behaviors and motivational climate in a multilevel framework. A sample of basketball players (N = 364) competing on 27 university teams in Taiwan completed the Multifactor Leadership Questionnaire and the Perceived Motivational Climate in Sport Ouestionnaire-2 during their post-seasons. Hierarchical linear modeling (HLM) and an ordinary least squares (OLS) regression were conducted. The analyses revealed that perception of transformational leadership was positively related to perceived mastery climate at the individual (γ= 0.70, p < .01), cross (γ = 0.59, p < .01), and group levels (β = .83, p < .01). Transformational leadership was not related to performance climate at the individual (γ= -0.03, p > .05) and group levels (β = -.27, p > .05), while it negatively predicted performance climate at the cross level (γ = -0.28, p < .05). The findings indicated that perceptions of coaches' transformational leadership behaviors might help to improve perceptions of a mastery-oriented climate and may assist in inhibiting a performance-oriented motivational climate. [ABSTRACT FROM AUTHOR]

Copyright of Revista Portuguesa de Ciências do Desporto is the property of Universidade do Porto, Faculdade de Desporto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of SPORMETRE: The Journal of Physical Education & Sport Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi is the property of SPORMETRE: The Journal of Physical Education & Sport Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to investigate the relationship among role Perception, coaching behavior and coaching confidence of Judo coaches. Using a convenience sampling method, 196 coaches in judo from registered in Korea Jodo Association. Frequency analysis, exploratory factor analysis, confirmatory factor analysis, correlations analysis and structural equation model analysis were executed using IBM SPSS Statistics v21 and IBM SPSS Amos v21. As the results, the following conclusion was derived. First, it was discovered that the Role Perception had influence to the Coaching Behavior. Second, it showed that the Role Perception gave influence to the coaching confidence. Third, it showed that the Coaching Behavior affected the coaching confidence. [ABSTRACT FROM AUTHOR]

The substitution of players during a match has been one of the most significant changes in the Laws of the Game of the association football. FIFA regulated its application in the 1970 World Cup by establishing two replacements, which were expanded to three in 1995. The experimental introduction in 2016 of a fourth replacement during the extra time of several tournaments (the Olympic Games, the FIFA U-20 Women's World Cup and the FIFA Club World Cup) as a previous step to a possible application in next 2018 World Cup makes advisable to study how coaches reacted to an additional substitution in past situations. The present research examines coaches' behavior before and after the FIFA regulatory reform in 1995 that authorized the third replacement. For this, substitutions made in the Italian Serie A during the seasons 1994-95 and 1995-96 are analyzed. Our hypothesis is that teams made more physiological substitutions than tactical ones, which would reflect in a higher proportion of neutral substitutions (replacements of players who belong to the same positions). The results from the estimated discrete choice models found evidence of a change in the coaches' behavior giving preference to neutral replacements over tactical substitutions, probably to maintain the game intensity and prevent injuries. [ABSTRACT FROM AUTHOR]

The Coaching Behavior Scale for Sport (CBS-S) is designed to evaluate coaches' involvement in developing athletes, taking into considerations the complex training and competition environment. Although the CBS-S has been used in a number of empirical studies, the factor structure of the instrument has not been examined rigorously. The present study was, therefore, conducted to assess the factor structure of the CBS-S for Singaporean youth athletes. A total of 519 participants completed the CBS-S, and their responses were examined with confirmatory factor analysis (CFA) and recent exploratory structural equation modeling (ESEM). Both seven-factor CFA and ESEM models fit to the sample data adequately. In addition, the sizes of factor loadings on target factors were substantial and found comparable between the CFA and ESEM solutions. The findings from this study supported the factorial validity of the CBS-S for the present sample. [ABSTRACT FROM AUTHOR]

This study investigated the relationships among emotional intelligence (EI), coaching efficacy (CE), and leadership style (LS) of coaches and tested the mediation effect of CE in the relationship between EI and LS. Using 323 head basketball coaches at the high school level, structural equation modeling was conducted to examine the relationships in the model and the meditational effect. The final model provided a good fit to that data, in which LS was directly predicted by EI and CE. The standardized estimates are 0.497 and 0.403, respectively. Also, EI directly predicted CE (0.624). The findings showed significant mediating effect of CE on the relationship between EI and LS (0.251). [ABSTRACT FROM PUBLISHER]

The aim of this study was to investigate the coaching behaviors of elite English youth soccer coaches in different practice settings and gain insight into the coaches' cognitive processes underpinning these behaviors. The practice setting was split into two types of activities, 'training form' and 'playing form,' and behavioral data were collected using a modified version of the Coach Analysis and Intervention System. Interpretive interview data were triangulated with the behavioral data to ensure that both the 'what' and the 'why' of the coaches' behavior and practice were considered. The results showed the coaches using more 'training form' activities than 'playing form,' and using high levels of prescriptive instruction, regardless of practice type, in contrast to a stated desire to 'developing the whole player,' creating 'decision makers,' and being a 'facilitator of knowledge creation.' The interviews revealed that the coaches had a low self-awareness about their behavior, with an epistemological gap identified between understanding and practice, with statements of intent not being matched by knowledge and action. [ABSTRACT FROM AUTHOR]

This study was conducted to determine whether adolescent athletes' perceptions of their team's level and type of cohesion would be related to, or differ as a function of, their perceptions of their team's motivational climate. This hypothesized link was assessed using both group comparison and multivariate correlational analyses. Study participants (N = 351 adolescent athletes) were recruited from sports camps conducted for high school-aged athletes at universities, colleges, and other sport facilities throughout the United States. Athletes completed questionnaires to assess perceived coach-initiated motivational climate (PMCSQ-2) and perceived team cohesion (GEQ). Based on their scores on perceived motivational climate, athletes were divided into four climate type groups: Low Task/Low Ego; Low Task/High Ego; High Task/Low Ego; High Task/High Ego. MANOVA comparisons revealed that athletes in both high task groups (High Task/Low Ego and High Task/High Ego) exhibited higher perceptions of all forms of group cohesion. Canonical correlation analyses verified the primary link between a task-oriented team climate and high levels of group cohesion but also revealed some positive aspects of an ego-oriented climate. The obtained results revealed that a coach-initiated task-oriented climate is most strongly linked to high levels of perceived team cohesion. However, elements of an ego-oriented climate can also be positively associated with high levels of team cohesiveness provided they are accompanied by selected components of a mastery climate. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The link between young athletes' perceptions of their coaches' behaviors and their own developmental experiences (e.g., opportunities to practice and cultivate personal assets such as leadership, emotion regulation, problem solving, interpersonal skills, etc.) were examined, as well as gender and sport type differences in the reported experiences. Participants were 297 male (41%) and female (59%) junior high and high school student-athletes. All participants completed the Youth Experiences Scale-2 (a measure of positive and negative development experiences), the Coaching Behavior Scale for Sport (a measure of various coaching actions such as mental preparation, positive personal rapport, etc.) and a compilation of items that assessed specific coaching actions targeting the development of life skills (e.g., the degree a coach talked about transferring what is learned in sport to one's life) for athletes' primary sport. Linear regression results indicated that several coaching behaviors (e.g., negative rapport and coaching life skills) were significant predictors of the positive and negative developmental experiences assessed. Additionally, a canonical correlation revealed two significant functions, which indicated [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate the relationship between coaching behavior and role ambiguity in defensive responsibilities using interdependent Greek sport teams. Athlete perceptions of role ambiguity (defense) were assessed using a questionnaire developed by Beauchamp, Bray, Eys and Carron (2002) and coaching behavior was assessed using the Coaching Behavior Questionnaire, (Williams, et. al., 2003). The sample consisted of 409 athletes of basketball, volleyball, handball and soccer. Confirmatory factor analysis provided the construct validity of the questionnaires and correlations among the scales confirmed construct validity. The implications of the results are discussed and future research should continue to investigate the multidimensional models of both coaching behavior and role ambiguity in sport settings. [ABSTRACT FROM AUTHOR]

The article discusses the study which examines the effectiveness of self-assessment in the modification of a Division I strength and conditioning coach's instructional behavior. It revealed that the process of self-assessment was effective in improving the coach's instructional behavior. The findings will support strength and conditioning coaches' efforts to efficiently improve the quality provided to their athletes.

The aim of the present study was to explore the relationship between coaches' behaviour and statements, and athletes' self-talk. Two hundred and forty three athletes (106 females and 137 males) representing a variety of sports participated in the study. Participants completed the Athletes' Positive and Negative Self-Talk Scale, which assesses frequency of positive and negative self-talk; the Coaches' Positive and Negative Statements Scale, which assesses frequency of coaches' positive and negative statements; and the Coaching Behaviour Questionnaire, which assesses two dimensions of coaches' behaviour, supportiveness and negative activation. Structural equation modeling with latent factors was used to test the hypothesized relationships. The results showed that coaches' positive statements were found to mediate the relationship between coaches' supportiveness and athletes' positive self-talk. Similarly, negative statements made by the coach were found to mediate the relationship between coaches' negative activation and athletes' negative self-talk. Overall, these preliminary findings suggest the importance of both coaching behaviour and statements in relation to their athletes' self-talk. [ABSTRACT FROM AUTHOR]

This study provided initial validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS). Data were collected from intercollegiate men's (n = 8) and women's (n = 13) soccer and women's ice hockey teams (n = 11). The total number of athletes was 585. Within teams, a multidimensional internal model was retained in which motivation, game strateg3, technique, and character building comprised the dimensions of coaching competency. Some redundancy among the dimensions was observed. Internal reliabilities ranged from very good to excellent. Practical recommendations for the CCS are given in the Discussion section. [ABSTRACT FROM AUTHOR]

Anecdotal evidence indicates that collegiate athletes who are dissatisfied are more likely to transfer, quit, stage player mutinies, get the head coach fired, and engage in physical violence.Although the causes of satisfaction in sport have been addressed by a few researchers, there has been no empirical attention given to what occurs when an athlete is not satisfied. The purpose of the present study was to test a sport-specific model on personal and situational variables, determinant factors, and consequential reaction alternatives.Since the causes and consequences of job satisfaction-dissatisfaction have been popular topics for research in the field of industrial-organizational psychology, this literature was utilized to develop the basis for this investigation. Questionnaires were administered to 369 male and female Division I college soccer players. Structural equation modeling results demonstrated that the proposed model adequately fit the sample data. As predicted, numerous significant effects were indicated which linked personal and situational variables to both determinant factors and adaptive-maladaptive consequential alternatives. For example, discrepancies in coaching behaviors lead to dissatisfaction with coaches, which then leads to the use of maladaptive alternatives. This represents negative influences on the athletes' behavioral, psychological, and emotional well-being. Based upon the significant effects, implications for dissatisfied athletes, their coaches, support staff, and athletic administrators are presented. [ABSTRACT FROM AUTHOR]

Grounded in self-determination theory (E. L. Deci & R. M. Ryan, 2000), the purpose of this study was to examine the relationship of dimensions of coaching behavior to intrinsic need satisfaction and indices of psychological and physical well-being among male adolescent athletes. Participants were 265 British soccer and cricket players (Mage = 16.44). Structural equation modeling analysis, using maximum likelihood robust method, showed athletes' perceptions of autonomy support, mastery focus, and social support from the coach to predict their satisfaction of the needs for autonomy, competence, and relatedness, respectively. The satisfaction of the need for competence emerged as the most important predictor of psychological and physical well-being. The findings suggest that particular aspects of the social environment may be salient for fostering particular psychological needs. The results also underline the importance of perceived competence for the psychological and physical welfare of adolescents in team sports. [ABSTRACT FROM AUTHOR]