Coaches’ encouragement: athletes’ and coaches’ perception of performance strategies use in practice and competition

Abstract

The aim of this thesis was to investigate athletes' and coaches' perceptions of coaches’ encouragement of performance strategies in practice and competition, underpinned by revised model of coaching efficacy. This thesis consists of six chapters, with the three empirical studies. Chapter 1 is a review of the literature on performance strategies and its measuring tools, and the role of coaches in developing performance strategies, and elements of coaching efficacy such as sources of coaching efficacy information, coach’s efficacy belief, coach behaviour, athletes’ perceptions of coach efficacy, athletes’ characteristics, and athlete outcomes. Chapter 2 examined athletes' perceptions of coaches’ encouragement of performance strategies and whether there were differences between genders, sport type, and levels of competition. This chapter also examines the significant variables that positively predict coach satisfaction and confidence in athletes' physical and mental preparation in the revised model. Following a similar study design to Chapter 2, Chapter 3 explored the similar variables within the practice by comparing athletes' own use and coaches' encouragement of performance strategies. This chapter also examines the significant predictors of coaching satisfaction and quality of training as athlete’s outcomes. After examining athletes' perceptions of coaches' encouragement in Chapter 2 and 3, chapter 4 examined which study variables are predicting direction of anxiety symptoms while controlling athletes’ characteristics, cognitive anxiety intensity and coaching behaviour dimension in practice and competition. However, Chapter 5 explored which study variables are predicting athlete’s motivation of coachability while controlling coaches’ characteristics, coaching qualification, and encouragement of PS in practice and competition. This chapter also examined whether motivation efficacy was the significant predictor of performance strategies. Overall, this thesis makes new contributions to the sport psychology literature by adding new psychological variables to the revised model of coaching efficacy, testing the individual elements of coaching efficacy, and highlighting the role of coaches in encouraging performance strategies for their athletes in different settings