The Coach-Athlete Relationship PDF

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The Coach-Athlete Relationship - Prof Sophia Jowett...

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The Coach-Athlete Relationship What is Coaching? 

Coaching is an athlete-centered versus coach centered process (Cassidy & Kidman, 2010; Kidman, & Davis, 2006).

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Coaching is an interpersonal affair (Lyle, 2002).

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Coaching contains professional, intrapersonal, and interpersonal factors (Cote & Gilbert, 2009).

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At the heart of coaching lies the dyadic coach athlete relationship (Jowett & Shanmugam, 2016).

You can assess coaching by looking at the Coach-Athlete Relationship.

Sport Coaching and the C-A Relationship Coaching is a notion that has been challenged by many researchers. The net result has been a proliferation of definitions of coaching and coaching models.

…coaches and athletes are locked into a two-person (dyadic) relationship and its quality can offer a measure of coaching and its effectiveness. Jowett (in press) Feedback, Support, Listening, Leadership, Helping, Guiding, Instructing – all centered around the Coach-Athlete Relationship. Communication is the fuel of relationship – what makes the relationship move from A to B.

What is Relationship? The Coach-Athlete Relationship …is defined as a situation where a coach and an athlete’s closeness (feelings), commitment (thoughts) and complementarity (behaviours) are mutually and causally interdependent (interconnected).

(Jowett, 2007; Jowett & Shanmugam, 2016)

3Cs Model of the Relationship

Closeness (= interpersonal feelings) -

refers to the emotional connection or affective bond developed between a coach and an athlete.

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It contains such relational properties as trust, respect, appreciation, interpersonal liking, emotional caring.

Commitment (= interpersonal thoughts) -

defines the intention of the coach and the athlete to maintain a close relationship over time.

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It contains such relational properties as loyalty through good and bad times, from season to season, as well as reliance for future development and success.

Complementarity (= interpersonal behaviours) -

describes coach and athletes behaviours that are co-operative, collaborative (teamwork), and supportive.

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Corresponding & Reciprocal behaviours (unique role of the coach and the athlete. Coaches role is to instruct and direct and the Athlete is expected to react to behaviours, execute instructions).

The 3+1Cs Model of the Coach-Athlete Relationship +1C -

Co-orientation. 

Captures the interdependence of relationship members’ feelings, thoughts and behaviours (3Cs).

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Measures the level of similarity and understanding perceived within the relationship. 

Direct Perspective “I trust my coach/athlete.”

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Meta Perspective “My coach/athlete trusts me.”

Catches the degree to which the coach and the athlete are on the same wavelength and understand one another and are similar in the ways they view their relationship. Actual Similarity. Assumed Similarity. Empathic Understanding.

(see Jowett, 2005; Jowett & Clark-Carter, 2006)

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CART- Q – Can measure the 3 C’s from a Direct and Meta perspective.

Research

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Personality tendencies & gender orientation (Davis & Jowett, 2011, 2013; Felton & Jowett, 2013; Jowett et al., 2012; Lafraniere et al., 2008; Yang & Jowett, 2014; Lorimer & Jowett, 2010).

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Sport type and performance level (Jowett & Clark-Carter, 2006; Jowett & Nezlek, 2013; Lorimer & Jowett, 2010; Rhind, Jowett, & Yang, 2012).

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Culture and Race/Ethnicity (Ahmad, 2013; Jowett & Frost, 2007; Yang & Jowett, 2012).

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Relationship factors (Jowett & Nezlek, 2013; Jowett & Timson-Katchis, 2005).

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Individual sports will find higher levels of closeness, commitment and complementarity with their Coaches in a Direct and Meta perspective.

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Traditionally athletes in team sports are not coached one to one. Coaches work more on a one to one basis with individual sport athletes.

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Our personality has an impact. Athletes who have a negative, more difficult personality and a Coach who is more neurotic and over the top will view and evaluate athletes more negatively.

Knowledge transfer: Coaching -

When you analyse the content and quality of the coach-athlete relationship always be mindful of athletes and coaches’ individual difference characteristics, social cultural background and relationship-related factors. These factors provide a context from which to understand the state of the relationship more fully.

Research -

Motivation (Adie & Jowett, 2010;Jowett, 2008).

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Positive affect (e.g., satisfaction, vitality) (Jowett, 2009; Jowett & Nezlek, 2012; Jowett & Ntoumanis, 2004)  Self-Concept (Jowett, 2008).

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Passion (Lafraniere et al., 2008, 2011, 2012).

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Team Cohesion (Jowett & Chaundy, 2004).

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Collective Efficacy (Hampson & Jowett, 2014; Jowett et al., 2012).

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Motivational climate (Olympiou et al., 2008).

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Coaching Behaviours (Michel et al., under review).

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Conflict (Jowett, 2009).

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Wellbeing (Felton & Jowett, 2013).

Same Male and Same Female Relationships association will be strong. Male/Female and Female/Male relationships not so good, similarity impacts upon the relationship. (Similarity Hypothesis – Similarity attracts). Knowledge transfer: Coaching

Good quality relationships have positive intent; subsequently, such relationships are: •

Rewarding and Satisfying.

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Supportive and Accommodating.

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Energising and Encouraging.

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Comforting and Reassuring.

“The quality of the relationship between a coach and the athlete has a crucial effect on the athlete's satisfaction, motivation and performance” (IOC).

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Coaches and athletes develop relationships because these relationships can help them work better with one another, help them grow and develop, and often make the impossible possible.......