Attachment Styles Within the Coach-Athlete Dyad: Preliminary Investigation and Assessment Development

The present preliminary study aimed to develop and examine the psychometric properties of a new sport-specific self-report instrument designed to assess athletes’ and coaches’ attachment styles. The development and initial validation comprised three main phases. In Phase 1, a pool of items was generated based on pre-existing self-report attachment instruments, modified to reflect a coach and an athlete’s style of attachment. In Phase 2, the content validity of the items was assessed by a panel of experts. A final scale was developed and administered to 405 coaches and 298 athletes (N = 703 participants). In Phase 3, confirmatory factor analysis of the obtained data was conducted to determine the final items of the Coach-Athlete Attachment Scale (CAAS). Confirmatory factor analysis revealed acceptable goodness of fit indexes for a 3-first order factor model as well as a 2-first order factor model for both the athlete and the coach data, respectively. A secure attachment style positively predicted relationship satisfaction, while an insecure attachment style was a negative predictor of relationship satisfaction. The CAAS revealed initial psychometric properties of content, factorial, and predictive validity, as well as reliability

A Review of Controlling Motivational Strategies from a Self-Determination Theory Perspective: Implications for Sports Coaches

The aim of this paper is to present a preliminary taxonomy of six controlling strategies, primarily based on the parental and educational literatures, which we believe are employed by coaches in sport contexts. Research in the sport and physical education literature has primarily focused on coaches’ autonomysupportive behaviours. Surprisingly, there has been very little research on the use of controlling strategies. A brief overview of the research which delineates each proposed strategy is presented, as are examples of the potential manifestation of the behaviours associated with each strategy in the context of sports coaching. In line with self-determination theory (Deci & Ryan, 1985; Ryan & Deci, 2002), we propose that coach behaviours employed to pressure or control athletes have the potential to thwart athletes’ feelings of autonomy, competence,and relatedness, which, in turn, undermine athletes’ self-determined motivation and contribute to the development of controlled motives. When athletes feel pressured to behave in a certain way, a variety of negative consequences are expected to ensue which are to the detriment of the athletes’ well-being. The purpose of this paper is to raise awareness and interest in the darker side of sport participation and to offer suggestions for future research in this area

The integration of single case designs in coaching contexts: A commentary for applied sport psychologists

From personal experiences of working with coaches toward the modification of behaviors and psychological constructs that include motivation, enjoyment, and self-confidence, this commentary highlights how the integration of single case designs can enhance the services of sport psychology practitioners. Interventions within golf, soccer, and tennis are outlined, targeting factors pertinent to the coaches, their players or team members, and the development of relationships with parents. Single case designs are posited as enabling the implementation of personal, evidence-based interventions that yield perceptible differences in cognitive, affective, and behavioral responses within athletic populations; factors that enhance and underpin the practitioner-coach relationship

Positive youth development in swimming: clarification and consensus of key psychosocial assets

The purpose of this study was to gain a more cohesive understanding of the assets considered necessary to develop in young swimmers to ensure both individual and sport specific development. This two stage study involved (a) a content analysis of key papers to develop a list of both psychosocial skills for performance enhancement and assets associated with positive youth development, and (b) in-depth interviews involving ten expert swim coaches, practitioners and youth sport scholars. Five higher order categories containing seventeen individual assets emerged. These results are discussed in relation to both existing models of positive youth development and implications for coaches, practitioners and parents when considering the psychosocial development of young British swimmers

Relação treinador-atleta e exercício da liderança no desporto: a percepção de treinadores de alta competição

Neste artigo apresentamos os resultados de quatro entrevistas levadas a cabo com treinadores de alta competição portugueses, onde se procurou recolher informações sobre as competências necessárias para exercer a actividade de treinador, os princípios e filosofia adoptada no trabalho, as principais áreas de exercício da liderança e os valores defendidos na modalidade e na prática profissional. Os resultados permitiram verificar um acordo quanto à importância de possuírem boas competências conceptuais e pessoais, princípios claros e aceites pelos atletas, boas condições de trabalho e atletas com qualidade para a alta competição. Paralelamente, foi evidente a complexidade de tarefas assumidas na orientação dos atletas (nove dimensões do exercício da liderança). Por último, é de salientar a importância dada à obtenção dos resultados competitivos (objectivo principal) em conjunto com a análise satisfatória do trabalho realizado e a valorização do desenvolvimento pessoal, tanto no treinador como nos atletas (objectivos “periféricos”).Coach-athlete relationship and leadership practice: the perceptions of four high level competition coaches. On this article we present the results on interviewing four high level competition Portuguese coaches. The aim was to look for information on the essential coaching competences, the working principles and philosophy, the main leadership exercise areas and the defended values on sports and professional practice. The results showed the relevancy of gathering good conceptual and personal competencies, clear and accepted principals, good working conditions and qualified athletes. Also evident were the complex tasks assumed on guiding the athletes (nine leadership exercise dimensions were found). Finally, it is essential to point out the importance given to obtaining sporting results (main goal) as well as the satisfactory working analyses and the value given to coaches’ and athletes’ self-development (side goals).(undefined

Exploring the value of a coach intervention process within women's youth soccer: A case study

A coach intervention process was explored with a 38-year-old female youth soccer coach. The experimental research design consisted of a baseline assessment, intervention and follow-up phase. Within each phase, the coaching practices were assessed using the Coaching Behaviour Assessment System. Additionally, measures of both coach and athlete perceptions and attitudes were also recorded. The results revealed no significant change in coach behaviours from the baseline assessment to the follow-up assessment. However, although not significant, a meaningful change particularly regarding the use of Reinforcement, General Technical Instruction and Mistake Contingent Encouragement was evident. Results of the descriptive-analytic data generated from the cognitive investigations highlighted generally positive although not statistically significant changes, particularly those concerning the athletes' attitudes towards their coach, teammates and soccer, following the intervention process. The findings of this study are discussed in line with the existing coach behaviour literature

A Social Identity Approach to Sport Psychology: Principles, Practice, and Prospects.

Drawing on social identity theory and self-categorization theory, we outline an approach to sport psychology that understands groups not simply as features of sporting contexts but rather as elements that can be, and often are, incorporated into a person's sense of self and, through this, become powerful determinants of their sport-related behavior. The underpinnings of this social identity approach are outlined, and four key lessons for sport that are indicative of the analytical and practical power of the approach are presented. These suggest that social identity is the basis for sports group (1) behavior, (2) formation and development, (3) support and stress appraisal, and (4) leadership. Building on recent developments within sport science, we outline an agenda for future research by identifying a range of topics to which the social identity approach could fruitfully contribute

Understanding parental stressors: An investigation of British tennis-parents

This article was published in the Journal of Sports Sciences [Routledge (© Taylor & Francis)] and the definitive version is available at: http://dx.doi.org/10.1080/02640410802603871In this study, we examined the stressors experienced by British tennis-parents. The parents (n¼123) completed an extensive survey focused on the internal and external demands that they had encountered through having a child compete in the sport. The survey consisted of open-ended questions related to competition, coaching, organizational, personal, and developmental issues. Inductive and deductive content analysis resulted in the development of seven core themes of tennis-parental stressor: competition, coaches, finance, time, siblings, organization-related, and developmental. Parents experienced a diverse number of competitive stressors indicating the particular difficulties they faced before, during, and after matches involving their child, opponents, other parents, and officials. They also reported a wide range of organizational stressors that paralleled the financial, social, and personal investments that accompanied their support roles. The results of this research reinforce the importance of parents possessing the necessary skills to cope with the psychological, developmental, and logistical demands of competitive tennis. Implications with respect to induction workshops and education for coaches and parents are presented, as well as consideration for governing bodies to enhance their communication channels and logistical support. Future research recommendations are posed to build upon the study of this domain in youth sport