Coaches play an important motivational role in young athletes lives. Keegan, Hardwood, and Lavallee (2010) found that coaches motivate athletes both instructionally and supportively. Depending on the type of coaching style they implement, coaches create different environments during practices and games. A coach’s behaviors and specific coaching style can have profound effects on the type of experience a child has during participation in sport (Smoll, 2011). It is important for coaches to recognize that athletes differ in their motives to participate and engage in sport. A coach’s instructional style or the behaviors they display may not be what the athlete’s want out of their sport experience. If an athlete is participating in sport to socialize …show more content…
It is important for further research to explore the compatibility between coaching style and athlete motivation.
Carron and Bennett’s (1977) definition of compatibility in sport states that it is necessary to assess not only the coach's personality and behavior, but also the athlete's desire for such traits and behaviors in their coach. In other words, for a compatible relationship between coach and athlete to exist, a coach’s behaviors must match what the athlete prefers from a coach. For example, Kenow and Williams (1999) found that athletes who had a more compatible relationship with their coach experienced fewer negative cognitive effects from their coach's behavior during game situations as compared to the incompatible group. This means that athletes who competed in game situations did not experience negative cognitive effects such as anxiety, self-doubt, or nervousness due to their compatible relationship with their coach. Athletes who had a compatible relationship with their coach also felt more supported by their coach and evaluated his/her communication abilities more favorably. In contrast, if the athlete has an incompatible relationship with the coach certain psychological needs
Coaching is an integral part of helping achieve one’s maximum abilities. Dr. Gawande (2013) explains that, “Coaches are not teachers, but they teach. They’re not your boss—in professional tennis, golf, and skating, the athlete hires and fires the coach—but they can be bossy” (p. 3). It is difficult to say what is the exact function of a coach, however, they help bring forth another point of view different from our own and they also help bring about the right mindset in order to subdue a weakness.
We can follow statistics of a game in just 1 click. Coaches are always being watched and it is important they set good examples throughout their coaching career in everything they do. Present day coaches have been through issues such as good behavior, quality leadership management and balance. What better of a person to teach and relate these ideas to the future coaches? They will gain insight, observe and interact with a mentor. The educations of coaching behaviors are very important in any league. Mentor Coaching is where a student being coached on their particular skills rather than on balance and practice or other topics unrelated to the Improvement of a student’s coaching skill. Mentoring is also envisioned to serve as a growth progression for the student that takes place in a cycle of receiving criticism concerning student coaching, reflecting on this opinion and performing new skills. In this particular study, a series of chi-square analyses was conducted considering an amount of the characteristics of the coaches. The gender of the coach and the age. The level of official instruction and the coach’s total years of practice. The characteristics of the coaching context that were considered included the existing character of the coach such as head coach, assistant coach or both. Whether it is a team or individual sport coached, the level of competition of the athletes, the age groups of the athletes, the sex of the
The goal of every coach is to create an environment in which his athletes can flourish. Performance anxiety is a coach’s worst enemy simply because it can have a negative impact both mentally and physically on athletes. The mastery approach to coaching is a cognitive-behavioral intervention designed to promote a mastery-involving motivational climate (Smith, Smoll, Cumming, 2007). How a coach handles his athletes is essential for their confidence and ability to overcome any level of performance anxiety. Critical or punitive feedback from coaches can evoke high levels of negative affect in children who fear failure and disapproval, thereby contributing to a threatening athletic environment (Smith, Smoll, Cumming, 2007).
In order to see outcomes in this area of improvement, we as coaches must re-evaluate not only our athletes, but, in addition, our coaching styles. Of course, we all want to tell ourselves that we are great coaches and it's the athletes who are not following direction...
There are external situations that one does not have any control over, but still find it hard to overcome what your head is telling you. Personal problems, such as injuries can cause mental setbacks for athletes. Injuries in sports are physical problems occurring to an athlete that cause individuals to either sit out of their sport for a short period of time or a long period of time depending on the severity. Fear of judgment or disappoint to your peers, depression from overtraining, being labeled as the school jock, and lack of motivation have a negative psychological impact on many athletes. Ultimately, all of these scenarios play a factor in SIUE’s volleyball team performance and team dynamic. Sports psychology is the study the psychological impact, skills to address performance, and personal quality of life. A negative self- talk can be fixed with the proper guidance. SIUE volleyball uses Lindsey Ross- Stewart when athletes are beginning to lack confidence within once plays, struggle to connect through injuries, and decrease in the love for the game. Lindsey is willing to meet with individuals on a weekly basis to alter athletes’ negative self- talk to positive
The coaching efficacy model suggests that increased levels of coaching efficacy would result in higher levels of athlete happiness (Feltz et al., 1999). Due to the fact that both happiness and enjoyment share a positive affective reaction to the sport experience, it’s likely the beliefs of the coaching efficacy model spread over to athletes’ happiness which also related for their enjoyment. Sport enjoyment was observed in the existing study as a result adjustable of perceived coaching effectiveness. Constructed on previous study’s (Myers, Wolfe, et al., 2006), they hypothesized that athletes’ perceptions of their coach is effective in motivation it can be associated with their enjoyment. The theory of sport enjoyment is vital not only because an enjoyable experience is more important but because of its reliable links with athlete e assurance in sport (Carpenter et al., 1993; Weiss, Kimmel, & Smith,
The researchers wanted to see “the relation of verbal aggressiveness and state anxiety (somatic, cognitive, and self-confidence)” between coaches and athletes in a sex-specific sport such as volleyball (Bekiari et al., 2006, p. 630). Results examining both sexes showed males have higher levels of somatic anxiety due to the verbal aggressiveness of their coaches compared to female volleyball players (Bekiari et al., 2006). These results could be due to the kind of training and competitiveness, but it still shows how the use of language can have different effects on athletes nonetheless. Additional research done by Julie Masterson, Lisa Davies, and Gerald Masterson showed that coaches should “use positive instruction rather than negative feedback” to encourage their athletes (2006, p. 41). This backs the ideas that verbal aggression is harmful and the research “consistently shows verbal aggression may be associated with negative outcomes and learned helplessness,” two aspects that can be seen in sports that are contributed to the language that is used (Bekiari et al., 2006, p.
The journal article, “What does sport mean to you? Fun and other preferences for adolescents’ sport participation” claims that fun, social aspects, masculinity, and identity are the main reasons youth participate in sports (Skille and Østera˚ s, 360). Oftentimes, athletes forget they are on the same team, and they start to form cliques or groups based around who has the best bench press or 40 meter dash time. As a result, teammates start to compete with each other instead of working towards the same goal. For instance, one coaching journal article claims that “moral reasoning” in youth is determined through “collective norms” or group behaviors that the coach has a hand in influencing (Shields, LaVoi, Bredemeier, Power, 748-749). A proper coaching environment should therefore revolve around a fun, supportive, and collective environment where success is encouraged through the full support of the team. This support can further be developed through proper positive mindfulness and code of conduct guidelines set forth by the coach; for instance, hazing should be discouraged and proper communication and helpfulness among teammates should be
"The Coach-Athlete Relationship." Liberty Mutual Insurance: Responsible Sports. Positive Coaching Alliance, 2013. Web. 6 Nov 2013.
Mental toughness is a choice. The athlete must choose a path of honing their mind toward a course of strength, power, and preparedness. It’s a personal choice (Kuehl, Kuehl, & Tefertiller, 2005). Therefore, the coach has to create a positive environment that cultivates trustworthy relationships with two-way communication with a cooperative-style, task-mastery, and growth-mindset.
The most influential person on an athlete’s sport experience is a coach. Because of the coach’s influence, an athlete’s sport experience can either be perceived as positive or negative as a result of the motivational climate portrayed by the coach. The motivational climate is created through the interactions between the coach and the athletes. According to achievement goal motivation theory, there are two dimensions of motivational climate, an environment oriented towards promoting task mastery and learning goals or an environment oriented towards promoting social comparison and performance goals. In a task-oriented motivational climate, the coach values effort and improvement.
These days, there is too much pressure on children who participate in organized sports because of the unnecessary parental involvement they experience. A growing concern amongst those involved in youth sports is that certain aspects of parental involvement become detrimental to the development and experiences of young athletes. Early emphasis on winning, making money, and the disruption of education can exceedingly affect ones desire to further participate in a sport later on in his/her life.
Manley, A. (2009). Expectancies and Their Consequences within the Coach-Athlete Relationship: An Athlete-Centred Investigatio. [online] Available at: http://eprints.chi.ac.uk/816/1/507136.pdf.
Sports psychology continues to evolve in order to ensure that comprehensive and evidence-based psychological services are available for athletes and teams. Giving athletes an understanding of their psychological functioning, and building the ability to implement a range of psychological strategies in competition enables athletes to both execute their skills and thrive under pressure as they strive to reach their performance potential.
In today’s society being a coach can be extremely complicated especially compared to earlier years. Coaching requires not only many technical and personal skills but also has to include positive psychology that will affect all athletes regardless of gender, age, and race. After reading various articles this leads me to the question, what is a coach? How do coaches differ from one another? In addition are we forgetting the importance of not only coaching but the sports psychology aspect of coaching overall? Regardless of what you may have read or heard I believe not only do all coaches have their own coaching style but every coaching technique and style is different. Coaching styles and positive psychology are two techniques that can provide