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Diamond Harrell
SMGT520: Understanding Research in Sport, Recreation and Tourism
Dr. Jeff Briggs
February 4, 2024
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Cook, G. M., Fletcher, D., & Peyrebrune, M. C. (2021). Olympic coaching excellence: A
quantitative study of Olympic swimmers’ perceptions of their coaches. Journal of
Sports Sciences, 40(1), 32–39. https://doi.org/10.1080/02640414.2021.1976486
In an effort to obtain a gold medal, Olympic athletes train under their coach for extended
periods of time, some for several years. A minority of athletes achieve the intended result
of obtaining a gold medal, relative to the total number of athletes on the field. This study
investigated whether Olympic athletes made a distinction between world-class coaches
and world-leading coaches based on their perceptions of their instructors. In the study,
"world-leading" was defined as a coach who had won an Olympic gold medal, whereas
"world-class" was used to denote a coach who had not won an Olympic gold medal.
Following an analysis of distinguishing characteristics pertaining to five personality
traits, it was ascertained that instructors of international caliber were held in higher
regard. This is consistent with prior research indicating that Olympic coaches achieve
higher scores than non-Olympic coaches, but it contradicts other studies that found no
distinction between world-class and world-leading coaches. Furthermore, it contributes to
the body of knowledge by demonstrating that the way in which Olympic athletes perceive
their instructor could have an effect on their performance in the Olympics.
Davis, L., Brown, D. J., Arnold, R., & Gustafsson, H. (2021). Thriving through
Relationships in Sport: The role of the Parent–Athlete and Coach–Athlete
attachment relationship. Frontiers in Psychology, 12.
https://doi.org/10.3389/fpsyg.2021.694599
Despite the fact that athletes recognize that both well-being and performance are essential
for success in competition, a significant number of athletes prioritize performance over
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health. A limited amount of research has been devoted to examining the notion of
flourishing, which is employed to delineate the perspectives of athletes1where high-level
well-being and high-level performance are given equal weight. The principal objective of
this endeavor was to contribute to the limited body of research on athlete flourishing by
examining whether and how significant relationships, such as those with parents and
instructors, facilitate or impede flourishing. Athlete relationships were assessed utilizing
the Inventory of Parent and Peer Attachment, which comprised three subscales and
twenty-five items. By investigating thriving in relation to coach-athlete attachment, the
first portion of the study contributed to the existing body of knowledge, whereas the
second half of the study provided novel insights into thriving in relation to parental
attachment.
Foulds, S., Hoffmann, S., Hinck, K., & Carson, F. (2019). The Coach–Athlete Relationship
in Strength and Conditioning: High Performance Athletes’ perceptions. Sports,
7(12), 244. https://doi.org/10.3390/sports7120244
The relationship between coaches and athletes has been the subject of an abundance of
research, whereas strength and conditioning coaches have received relatively little
attention. This research aimed to investigate the perspectives of high-performance
athletes regarding strength and conditioning coaches. The research was organized around
the 3+1 C's model, which involved conducting open-ended interviews with a sample of
12 high-performance athletes. The findings provide managerial insights regarding
effective employment procedures for strength and conditioning coaches, in addition to
novel insights for strength and conditioning coaches. Furthermore, it provides significant
contributions to the body of literature concerning athletes' perspectives of instructors.
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Kim, I., Lee, K., & Kang, S. (2019b). The relationship between passion for coaching and
the coaches’ interpersonal behaviors: The mediating role of coaches’ perception of
the relationship quality with athletes. International Journal of Sports Science &
Coaching, 14(4), 463–470. https://doi.org/10.1177/1747954119853104
The Self-Determination Theory has been utilized by researchers for years to explain why
autonomy-supportive behaviors have a positive effect on players and controlling
behaviors have the contrary effect. However, there is a paucity of literature that explains
the specifics of these coaching behavioral approaches. Consequently, the objective of this
article was to identify potential determinants of coaches' behavior styles and subsequently
examine the mediating effect of coaches' perceptions of their players' relationships with
them. The linear relationship between each variable was assessed using the Pearson
correlation, whereas the mediation model was investigated utilizing structural equation
modeling. An important contribution of this research to the existing body of knowledge
was that coaches' behaviors toward their players were significantly predicted by their
perceptions of their relationship with those players.
Leeder, T. M., & Sawiuk, R. (2020b). Reviewing the sports coach mentoring literature: a
look back to take a step forward. Reviewing the Sports Coach Mentoring Literature,
10(2), 129–152. https://doi.org/10.1080/21640629.2020.1804170
By identifying research and literature gaps, this article attempted to generate empirical
evidence of coaching mentorships that was culturally and contextually relevant. This
research contributes to the existing body of literature on coaching and mentoring, a
previously conceptually nebulous subject matter, by doing so. Research has asserted for
more than two decades that mentorship is among the most valuable learning experiences
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in the field of coaching. In the research, however, concepts such as rapport and mentor
behavior have been neglected. Furthermore, the process by which players evaluate the
information provided by their mentors, deciding whether to embrace, modify, or
disregard it, remains largely unexplored. This article conducted a comprehensive analysis
of the existing literature, identified areas of concern, scrutinized the information, and
subsequently provided valuable insights that warrant further research.
Lisá, E., Sousa, J., Morais, C., & Gomes, A. R. (2023). Leadership cycles, styles, and
antecedent factors: the perspective of coaches and young soccer athletes from
national Slovak leagues. Frontiers in Psychology, 14.
https://doi.org/10.3389/fpsyg.2023.1218290
According to the pertinent literature on coach-player relationships, the athlete's success is
significantly influenced by the interactions that transpire between instructors and players.
The present study investigated the perspectives of instructors and athletes regarding the
three components of the Leadership Efficacy Model—philosophy, practice, and criteria.
Questionnaires were completed by both instructors and athletes as part of a two-source
data collection process. Consistent with previous research, the findings indicate that
coaches assigned higher ratings to their own performance than the athletes assigned to the
coaches, and that the athletes assigned higher ratings to their team in response to passive
leadership and negative feedback than the coaches did to the team.
De Subijana, C. L., Martin, L. J., Ramos, J. M., & Côté, J. (2021b). How coach leadership
is related to the coach-athlete relationship in elite sport. International Journal of
Sports Science & Coaching, 16(6), 1239–1246.
https://doi.org/10.1177/17479541211021523
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The extensive field of coach-athlete relationship research encompasses a variety of sports
and theoretical concepts. The present study bears resemblance to the investigation
conducted by McGuckin et al. (2022), and the authors employed identical literature data
derived from the knowledge and behavior research of Wade Gilbert and Jean Côté. The
primary distinction is that this research was carried out in Spain as opposed to the United
States. The coach-athlete relationship's overall variability was anticipated by fifty percent
using the six predictor variables included in the Differentiated Transformational
Leadership Inventory for Youth Sport. In the regression analysis, coaching leadership
accounted for 61% of the variance in the coach-athlete relationship. This research
contributes to the expanding body of literature that establishes a connection between
coach leadership and coach-athlete relationships among elite athletes.
Malloy, E., & Kavussanu, M. (2021). A comparison of authentic and transformational
leadership in sport. Journal of Applied Social Psychology, 51(7), 636–646.
https://doi.org/10.1111/jasp.12769
In coach-athlete research, transformational leadership is a well-established topic;
however, authentic leadership remains relatively obscure. This research aimed to
investigate authentic leadership in order to ascertain whether it differs empirically from
transformational leadership and whether it contributes to it. Recent studies indicate that
effective coaching has shifted its emphasis from authoritative leadership to coach-athlete
relationships and development. The athletes' perceptions of their coaches' authentic
leadership were ascertained through the utilization of Fred Walumbwa's Authentic
Leadership Questionnaire (ALQ). In contrast, the perceptions of transformational
leadership were collected through the administration of the Multifactor Leadership
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Questionnaire developed by Bernard Bass and Bruce Avolio. By promoting positive
athlete outcomes, authentic leadership may contribute to transformational leadership,
according to the findings, which contribute to the relevant literature.
McCann, B., McCarthy, P., Cooper, K., Forbes-McKay, K., & Keegan, R. (2021b). A
retrospective investigation of the perceived influence of coaches, parents and peers
on talented football players’ motivation during development. Journal of Applied
Sport Psychology, 34(6), 1227–1250. https://doi.org/10.1080/10413200.2021.1963013
A coach is responsible, in part, for inspiring participants to achieve excellence in
competitive endeavors. The principal aim of the present investigation was to ascertain the
perceived motivational influences that instructors, parents, and students exert on players
at every developmental stage. Qualitative methods were employed in the study, including
one-on-one interviews with athletes who had a minimum of thirteen years of experience
in the sport. Five themes emerged from the analysis: feedback, support for participation,
support for development, and support for interpersonal interactions. In addition to
contributing to the body of knowledge via abductive analysis, the results of this study
deviate from the majority of theories regarding athlete motivation.
McGuckin, M., Turnnidge, J., Bruner, M. W., Lefebvre, J. S., & Côté, J. (2022). Exploring
youth sport coaches’ perceptions of intended outcomes of leadership behaviours.
International Journal of Sports Science & Coaching, 17(3), 463–476.
https://doi.org/10.1177/17479541221076247
Decades of scholarly inquiry into juvenile athlete coaches have yielded the realization
that coaches significantly influence athletes' athletic development and experience. The
scholarly consensus has been to abide by the definition of coaching effectiveness put
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forth by Jean Côté and Wade Gilbert, which posits that proficient coaches foster the
following four favorable developmental outcomes: competence, confidence, connection,
and character. This study aimed to investigate the motivations behind the use of particular
leadership behaviors by youth instructors and to ascertain the desired results of
employing those behaviors. Contradictory leadership behaviors were discovered to be
associated with specific coaching objectives. The literature pertaining to mentoring
leadership behaviors in practice is expanded by these results.
Oliveira, S., Trindade, I. A., Rosado, A., Cunha, M., & Ferreira, C. (2021). Development
and initial validation of athletes’ perceptions of coach-related critical attitudes scale.
Current Psychology, 41(11), 7512–7521. https://doi.org/10.1007/s12144-020-01325-8
Although theoretical frameworks and measurement instruments have resulted from a
decade of research on the coach-athlete relationship, an extremely limited number of
these studies have examined perceived criticism. Occasionally, the literature centered on
perceptions of coaching leadership, which resulted in the development of The Leadership
Scale for Sport. Since then, research has shifted its attention to the coach-athlete
relationship; however, an instrument or scale for quantifying athletes' perceptions of their
coaches' critical attitudes toward their performance has yet to be developed. On the basis
of this research, subsequent investigations may assess perceptions of coach criticism via
the Athletes' Perceptions of the Coach-related Critical Attitudes Scale (APoCCAS),
which was developed and validated in the present study. This contribution to the body of
knowledge is significant as it establishes a foundation for future investigations and
provides coaches with the tools to comprehend the impact their dispositions exert on their
players.
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Saarinen, M., Ryba, T. V., Ronkainen, N. J., Rintala, H., & Aunola, K. (2019). ‘I was
excited to train, so I didn’t have problems with the coach’: dual career athletes’
experiences of (dis)empowering motivational climates. Sport in Society, 23(4), 629–
644. https://doi.org/10.1080/17430437.2019.1669322
In the classroom and on the field, elite adolescent athletes are expected to excel.
Regrettably, a significant number of coaches prioritize athletic development over
education. Under the auspices of empowering coach theory, this qualitative investigation
sought to ascertain student-athletes' perspectives regarding empowering and
disempowering motivations. By adhering to a constructivist epistemological stance, the
researchers achieved academic and practical excellence that was superior to the norm.
Semi-structured interviews were undertaken with a sample of seventeen Finnish athletes
who were under the guidance of sixteen trainers. The findings of the analysis indicated
that student-athletes frequently encountered discouraging coaching environments, which
diminished their academic motivation and encouraged them to perform better on the
field. Consequently, these athletes were perceived as having a lower regard for the value
of education in comparison to athletic prowess. The coaches contribute significantly to
the body of knowledge regarding athletes' perceptions of motivational climates fostered
by coaches; sport administrators can utilize these results to assist coaches in
concentrating on aspects that are advantageous for the athletes.
Schools, J. A., Fisher, L. A., Moore, M. J., Morris, S. V., Egli, T. J., & Knust, S. K. (2020).
“It’s more than just a game”: NCCAA Division II student-athletes’ perceptions of
coach caring. International Journal of Sports Science & Coaching, 15(4), 481–494.
https://doi.org/10.1177/1747954120926449
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While extensive research has been conducted on the conduct of care in various
disciplines including nursing and education, the perceptions of athletes regarding coach
caring remain relatively unexplored. The principal objective of this research was to
investigate the perspectives of Christian student-athletes regarding the level of concern
exhibited by their coaches. Consensual qualitative research was employed to analyze the
data, focusing on five domains that were selected to encompass the athletes' perspectives
on caring. In particular, the results of this research provide further evidence that aligns
with the existing body of knowledge concerning coach caring practices and athletes'
perceptions of their coaches. As an illustration, eight out of eleven participants held the
perception that their coach prioritized victory over the well-being of the players. The
findings presented here align with the pertinent scholarly works concerning players'
perceptions of instructors.
Üzüm, H. (2018c). Athletes’ Perception of Coaches’ Behavior and Skills About Their Sport.
Athletes’ Perception of Coaches’ Behavior and Skills, 6(5), 28.
https://doi.org/10.11114/jets.v6i5.3070
Despite the abundance of research concerning instructors, their behaviors, and abilities,
the present study demonstrates that there are statistically significant distinctions between
male and female athletes with regard to the aforementioned aspects. The results of the
study indicate that the subdimension pertaining to the character specifics of instructors
exhibited the highest mean average scores when compared to the amateur level. The 24
items and three sub-dimensions of the Perceived Coach Attitudes and Behaviors Scale
(PCABS), which was devised by Uzum, were utilized in this study. The findings provide
novel perspectives on factors including age, marital status, and level of education.
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Van Kleef, G. A., Cheshin, A., Koning, L., & Wolf, S. (2019). Emotional games: How
coaches’ emotional expressions shape players’ emotions, inferences, and team
performance. Psychology of Sport and Exercise, 41, 1–11.
https://doi.org/10.1016/j.psychsport.2018.11.004
While there exists a wealth of literature concerning the emotional fluctuations that
transpire between coaches and athletes throughout sports, there is a dearth of research
examining the impact that a coach's emotions exert on an athlete. This research employed
emotions as social information (EASI) framework to investigate the impact of a coach's
emotional expressions on the cognition, behavior, and effect of the participants. This
article disseminates extensive information regarding the influence and function of
coaches on participants. The first study described in the article employed a cross-
sectional design, whereas the second study utilized a cross-lagged design, collecting data
at specific time intervals prior to, during, and subsequent to the competition. The findings
revealed that the players' wrath and happiness were predicted by the coaches' expressions
of anger and happiness, providing insight into player perceptions.
