Coaching Feedback\u27s Influence on Passion and Satisfaction in Sport in Division I Athletes

How a coach interacts with their athletes could influence a number of athlete outcomes. Specifically, coach-athlete interactions such as reinforcement, non-reinforcement, technical instruction after a mistake, punishment, ignoring a mistake, general technical instruction, general encouragement, and general communication indicate to an athlete how much a coach values their relationship and how much they desire athlete’s improvement. One outcome that might be influenced is athlete passion, or the level of energy devoted toward their sport, which can manifest as either harmonious or obsessive. Athletes with harmonious passion exhibit a strong yet controllable desire to engage in sport while those with obsessive passion feel compelled to engage in their sport. A second variable that might be influenced by coaching feedback is satisfaction in sport. Past studies have shown strong social support fosters high levels of athlete satisfaction. Both athlete passion and satisfaction in sport might be impacted by coach feedback. Therefore, the purpose of our study was to investigate how types of coaching feedback can influence an athlete’s passion or satisfaction in sport. To investigate this, we surveyed 264 collegiate Division I student-athletes who completed the passion scale, coaching feedback questionnaire, and satisfaction in sport scale. Results and implications will be discussed

Negative Life Events\u27 and Future Identity Perception in Adolescents

Adolescence is a critical period for development. Negative life events, such as experiencing violence or getting in an accident, have been associated with depression, suicidal behaviors, and other negative health outcomes like chronic illness or substance use disorder. Research also shows that positive future identity, or a person’s understanding of and commitment to who they might be in the future, has been associated with many positive health outcomes such as academic achievement. We want to explore the potential association between the cumulative total of Negative Life Events an adolescent has experienced, and the adolescent’s problem focused coping skills compared to that person’s perception of their positive future identity. A Bivariate correlation revealed that there is a negative correlation between negative life events and a positive perception of future identity. A hierarchical multiple regression showed that this relationship changed when we added in strong problem focused coping skills. Negative life events, bolstered by those coping skills, lead to a more positive perception of future identity. While negative life events have the potential to harm an adolescent’s perception of their future identity, problem-focused coping skills can help adolescents deal with those negative life events