scholarly journals COLLEGE ATHLETES’ PERCEPTIONS OF COACHING BEHAVIOURS: DIFFERENCES BETWEEN INDIVIDUAL AND TEAM SPORTS

2016 ◽  
Vol 2 (101) ◽  
pp. 61-65
Author(s):  
Aleksandra Aleksic Veljkovic ◽  
Dusanka Djurovic ◽  
Ivana Dimic ◽  
Rifat Mujanovic ◽  
Kamenka Zivcic Markovic
Keyword(s):  
Social Support ◽  
Positive Feedback ◽  
College Athletes ◽  
Team Sports ◽  
Leader Behavior ◽  
Two Dimensions ◽  
Coaching Behaviors ◽  
Demographic Questionnaire ◽  
Coaching Behavior ◽  
Individual Sports

Background. The aim of this research was to examine differences between athletes’ perception of coaching behaviors in individual and team sports. Methods. College athletes (N = 100) participated in the study. Three questionnaires were administered to the athletes: Demographic questionnaire, Leadership Scale for Sports and Negative Coaching Behavior Questionnaire. Results. The results of this study revealed the significant differences among athletes’ perception of coaching behaviors in individual and team sports. Individual athletes in this study gave higher ratings to training and instruction, social support and positive feedback leader behavior from their coaches. Also, athletes from individual sports had smaller scores on two dimensions and total score of negative coaching behavior questionnaire. Conclusion. Those findings suggest that the behavior of the coach directed towards improving the performance of athletes` was higher evaluated from athletes in individual sports. Further studies should provide more information about coaches’ behavior during the competitive.

Coaching Leadership Preferences: Insight from the National Collegiate Athletic Association Division III Athlete

2011 ◽  
Vol 4 (2) ◽  
pp. 73-87 ◽  
Author(s):  
Kelly S. Witte
Keyword(s):  
Social Support ◽  
Positive Feedback ◽  
National Collegiate Athletic Association ◽  
Team Sports ◽  
Team Sport ◽  
Division Iii ◽  
Leadership Preferences ◽  
Task Dependence ◽  
Coaching Leadership ◽  
Individual Sports

The purpose of this study was to identify and compare coaching leadership preferences of 1,859 varsity student-athletes participating at the Division III level in the National Collegiate Athletic Association (NCAA). The athletes attended one of fourteen colleges and universities located in the Midwest. Teams were selected according to task dependence and the existence of both male and female squads. Three independent (individual) sports and three interdependent (team) sports were selected: men’s and women’s basketball, men’s and women’s soccer, men’s baseball and women’s softball, men’s and women’s swimming, men’s and women’s tennis, and men’s and women’s track & field. The Revised Leadership Scale for Sport (Zhang, Jensen, & Mann, 1997) was used to assess participants’ leadership preferences on the dimensions of training and instruction behavior, democratic behavior, autocratic behavior, social support behavior, positive feedback behavior, and situational consideration behavior. Females had a higher preference for positive feedback and situational consideration, whereas males expressed stronger preferences for social support and autocratic behavior. Individual sport athletes demonstrated a higher preference for democratic behavior, positive feedback, training and instruction, situational consideration, and social support than did team sport athletes and team sport athletes preferred autocratic behavior more than athletes participating in individual sports. The gender by task dependence interaction was not significant. These results suggest that differences in athletes and particular sports teams may facilitate specific leadership behaviors

scholarly journals Resiliencia de jóvenes deportistas en función del carácter individual o colectivo de su práctica

2019 ◽  
Vol 8 (2) ◽  
pp. 73-79
Author(s):  
A. Zubizarreta-Cortadi ◽  
S. Arribas-Galagarraga ◽  
I. Luis de Cos
Keyword(s):  
Two Dimensions ◽  
Resilience Scale ◽  
Individual Character ◽  
Demographic Questionnaire ◽  
High Level ◽  
Individual Sports ◽  
Do So

El objetivo de este estudio fue determinar los niveles de resiliencia con sus dos dimensiones, “Aceptación de uno mismo y de la vida” (AUM) y “Competencia Personal” (CP),en participantes de deportes de carácter individual y colectivo. Se realizaron comparaciones inter e intragrupo y en función del nivel competitivo y sexo. Un total de 435 deportistas (300 hombres y 135 mujeres) cumplimentaron un cuestionario socio-demográfico y La Escala de Resiliencia (Wagnild y Young, 1993). Los resultados señalan que quienes practican deportes de carácter individual obtienen valores medios de resiliencia y de la dimensión CP superiores a los obtenidos por deportistas que lo hacen de forma colectiva (p<0.005). Respecto al sexo, en la dimensión AUM, las chicas presentan medias menores que los chicos (p<0.005). En cuanto al nivel competitivo, la tendencia es que a mayor nivel competitivo, mayor puntuación media de resiliencia (p<0.05).Los resultados dibujan la imagen del deportista resiliente como un chico joven  practicante de deporte de carácter individual y de alto nivel competitivo. The objective of this study was to determine the levels of resilience with its two dimensions, “acceptance of self and life" (AUM) and "individual competence" (CP), in individual and collective sports participants. Comparisons depending on competitive level and sex, as well as, intragroup and intergroup comparisons were performed. A total of 435 athletes (300 men and 135 women) completed a socio-demographic questionnaire and the Resilience Scale (Wagnild and Young, 1993). The results indicate that those who practise individual sports obtain average values of resilience and the CP dimension higher than those obtained by athletes who do so collectively (p < 0.005). According to sex, in the AUM dimension, girls have lower averages than boys (p< 0.005). As for the competitive level, the trend is that at a higher competitive level, higher average resilience score (p < 0.05). The results draw the image of the athlete resilient as a young boy practicing sport of individual character and high level competitive.

Dimensions of Leader Behavior in Sports: Development of a Leadership Scale

1980 ◽  
Vol 2 (1) ◽  
pp. 34-45 ◽  
Author(s):  
P. Chelladurai ◽  
S. D. Saleh
Keyword(s):  
Social Support ◽  
Factor Structure ◽  
Positive Feedback ◽  
Content Validity ◽  
Relative Stability ◽  
Factorial Validity ◽  
Factor Solution ◽  
Coaching Behavior ◽  
Test Retest Reliability ◽  
Reliability Coefficients

Three different samples (total N = 485) participated in the development and refinement of the Leadership Scale for Sports (LSS). A five-factor solution with 40 items describing the most salient dimensions of coaching behavior was selected as the most meaningful. These factors were named Training and Instruction, Democratic Behavior, Autocratic Behavior, Social Support, and Positive Feedback. Internal consistency estimates ranged from .45 to .93 and the test-retest reliability coefficients ranged from .71 to .82. The relative stability of the factor structure across the different samples confirmed the factorial validity of the scale. The interpretation of the factors established the content validity of the scale. Finally, possible uses of the LSS were pointed out.

scholarly journals Athletes′ criticism of coaching behavior: Differences among gender, and type of sport

2017 ◽  
Vol 48 (1) ◽  
pp. 66-71 ◽  
Author(s):  
Evangelos Bebetsos ◽  
Filippos Filippou ◽  
George Bebetsos
Keyword(s):  
Female Athletes ◽  
Team Sports ◽  
Important Variable ◽  
Greek Version ◽  
Male And Female ◽  
Sport Competition ◽  
Coaching Behavior ◽  
Practice Time ◽  
Individual Sports ◽  
Gender Type

Abstract Most athletes are subject to intense mental and physical pressure not only during competition but also during practice. An important variable which may influence athletes′ performance is coaching behavior. The aim of the present study is to investigate if coaching behavior and its antecedents differentiate athletes according to their gender, type of sport, competition experience and weekly practice-time. The sample consisted of 367 male and female athletes who participated in both individual and team sports. They completed the Greek version of the “Coaching Behavior Questionnaire” (CBQ). Results indicated that coaching behavior differentiated athletes of individual sports, and athletes of team sports and experienced women with experienced men. Furthermore, coaches’ behavior contributed to the differentiation on athletes who practice more than those who practice less. In conclusion, these results could help athletes, coaches and sport professionals become more familiar with psychological aspects that influence athletes′ behavior.

scholarly journals Differences in Coaching Behaviors between Individual and Team Sports at College Varsity level

2009 ◽  
Vol 15 (2) ◽  
pp. 35-42
Author(s):  
Howard Z. ZENG ◽  
Raymond W. LEUNG ◽  
Wei BIAN ◽  
Wenhao LIU
Keyword(s):  
Data Collection ◽  
Team Sports ◽  
Head Coaches ◽  
State University ◽  
Arizona State University ◽  
Coaching Behaviors ◽  
Observation Instrument ◽  
The Usa ◽  
Individual Sports ◽  
Management Behaviors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study examined the differences in coaching behaviors between individual sports (ISs) and team sports (TSs). Participants were head-coaches of ten varsity teams from a college in the USA. Twenty practice sessions (two practices per coach) were videotaped and the Arizona State University Observation Instrument was used for data collection. A 2 x 2 MANOVA (sports x observations) revealed that significant differences in five coaching behaviors between the two types of sports. Specifically, ISs coaches demonstrated significantly greater (p < .05) rate per minute (RPM) than did TSs coaches in Preinstruction (M = 1.41 ± .12 vs. .73 ± .13), Questioning (M = .55 ± .11vs. .29 ± .31), and Praise (M = .84 ± .37 vs. .36 ± .38). TSs coaches demonstrated significantly greater (p < .05) RPM than did ISs coaches in Postinstruction (M = 1.28 ± .18 vs. .56 ± .06) and Hustle (M = .89 ± .12 vs. .13 ± .06). No significant differences (p > .05) were identified in Concurrent Instruction, Positive Modeling, Negative Modeling, Scold, and Management behaviors between the coaches. In conclusion, the coaches from the ISs and TSs employed different coaching behaviors that reflected the features of their specific sports. 本研究檢驗了大學生代表隊個人與團隊運動教練行為之間的差異。研究對象為位於美國東部一所大學的10支運動代表隊的主教練。研究者在他們進行正常訓練時對10名教練員的教練行為進行了錄像記錄 (總共錄了20堂訓練課，每名教練員兩堂)。資料採用亞里桑納州立大學系統觀測儀收集。通過2x2多元方差分析檢驗，在 個人與團隊運動之間有五種教練行為顯出明顯差異 (p<.05)。具體如下：個人運動教練比團隊運動教練使用了明顯多的訓練前指導 (M=1.41±.12 vs. .73士.13)，訓練中提問 (M=.55±.ll vs. .29士.31)和表揚(M=.84±.37 vs..36±.38)；團隊運動教練比個人運動教練使用了明顯多的訓練後指導 (M=1.28±.18 vs. .56士.06)和訓練中催促 (M=.89±.12 vs. .13士.06)。然而，個人與團隊運動的教練在使用訓練中指導正或負面示範叱責和組織/管理等教練行為時沒有明顯差異 (p>.05)。結論：個人與團隊運動項目的教練使用了不同的教練行為而這些教練 行為反映了他們所教運動項目的特點。

scholarly journals Influence of the Coach’s Method and Leadership Profile on the Positive Development of Young Players in Team Sports

2021 ◽  
pp. 9-16
Author(s):  
Luis Rogério de Albuquerque ◽  
Eduardo Mendonça Scheeren ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Social Support ◽  
Public Schools ◽  
Social Skills ◽  
Young People ◽  
Goal Setting ◽  
Positive Feedback ◽  
Cognitive Skills ◽  
Team Sports ◽  
Positive Development ◽  
After School

In a time of instability caused by adolescence, sport may represent a resource to prevent future individual and social problems. Within the complex relationships developed in social sports contexts, the figure of the coach can be fundamental for the development of a beneficial environment. The objective of the research was to investigate the relationship between the teaching methods and leadership profile of the coach and outcomes on the perception of positive development of young people participating in an after school sports program. In total participated, 910 adolescents (14.0 ± 1.8 years) and 57 coaches (45.57 ± 7.25 years) in 37 public schools in the city of Curitiba, in the state of Paraná-Brazil. Ordinal logistic regression was used to verify the independent associations between the variables sex, category, sport, trainer methodology, perception of the coaches, and perception of the athletes with the tertiles of the scores of each developmental characteristic of the young athletes (personal and social skills, cognitive skills, goal setting, and initiative). Odds ratios (OR) were obtained with a 95% confidence interval (95%CI), adopting p < 0.05. The small sized games method were positively associated with cognitive skills and goal setting. Positive associations were also found between athletes’ perceptions of the leadership profile of coaches with: personal and social skills (instructor, democratic behaviour, social support, and positive feedback), cognitive skills (instructor, democratic behaviour, and social support), goal setting (instructor, social support, and positive feedback), and initiative (instructor and positive feedback). In addition, the athletes’ perception of the coaches’ autocratic behaviour was inversely associated with personal and social skills and goal setting. For the evaluated program, the results suggest the choice, on the part of the coaches, of small sized games, combined with a democratic, affective, motivating leadership profile that provides instructions on technical skills and game strategies. The combination of the designated psych-pedagogical aspects is correlated to the positive development of young people through team sports.

Social support and the positive feedback bias to minorities

2011 ◽  
Author(s):  
Kent Harber ◽  
Jamie L. Gorman ◽  
Frank P. Gengaro ◽  
Samantha Butisingh ◽  
Rebecca Ouellette ◽  
...  
Keyword(s):  
Social Support ◽  
Positive Feedback

THE EMPATHY LEVELS OF WOMEN PLAYING IN BASKETBALL LEAGUES

2020 ◽  
Vol 6 (25) ◽  
pp. 760-768
Author(s):  
Nida Gencer ÖZKAN ◽  
◽  
Tülin ATAN
Keyword(s):  
Marital Status ◽  
Leadership Style ◽  
Female Athletes ◽  
Educational Status ◽  
Basketball Players ◽  
Coaching Behaviors ◽  
Significant Difference ◽  
Women's Basketball ◽  
Coaching Behavior ◽  
And Behavior

The aim of this study was to investigate the basketball players’, active in Turkey Women’s Basketball Super and 1st Leagues, empathy levels according to their marital status, educational status in addition to age and marital status of their coach; and to evaluate leadership characteristics and behavior of their coaches according to athlete’s perception. Another aim was to analyze the relation between empathy levels of the athletes and athletes’ perception of coaching behavior. 264 (age; 24.61±5.53 year) female athletes playing in Turkey Women’s Basketball Super and 1st Leagues participated in this study. Leadership Scale for Sports (LSS)-version of Athletes’ Perception of Coaching Behavior that developed by Chelladurai and Saleh, and adapted by Tiryaki and Toros in 2006 was used as data collection tool. Athletes’ perceptions of leadership style and behavior of their coach were evaluated in five different factors. A five-factor solution with 40 items describing the most salient dimensions of coaching behavior was selected as the most meaningful. Empathy levels of the athletes were determined by using Emphatic Tendency Scale which was developed by Dökmen (1988) and composed of 20 items. Empathy levels of the athletes showed no statistically significant difference in terms of any variable (p>0.05). There was no statistically significant difference in athletes’ perceptions of coaching behaviors in terms of marital status of the athlete and age of their coach (p>0.05). In terms of educational status of athletes and marital status of their coach, there were statistically significant differences in athletes’ perceptions of coaching behaviors (p<0.05 and p<0.01). Positive and meaningful correlation was found between empathy scores of the athletes and training and instruction behavior (r=.172**) and autocratic behavior (r=.154*) of the coach (p<0.05 and p<0.01). Educational status of the athletes and marital status of their coach are influental in athletes’ evaluation of their perceptions of coaching behavior. Empathy levels of the athletes are related to their perceptions of coaching behavior.

Impact of Job Stress and Social Support on Job Satisfaction among Academic Staff

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Kumari Kumkum ◽  
R. N. Singh ◽  
Yogershi Rajpoot
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Job Stress ◽  
Positive Impact ◽  
Academic Staff ◽  
Two Dimensions ◽  
The Other ◽  
Human Beings ◽  
Negative Consequences ◽  
Four Dimensions

There may be so many negative consequences of stress for human beings and dissatisfaction among employees happens to be one of the major problems. It indicates negative feelings that individuals have regarding their jobs or its facets. On the other hand, social support is assumed to be mitigating the relationship between negative aspects of the work environment and job satisfaction. Job stress is said to be associated with job dissatisfaction as well as experience of strain. In view of the above, this study examined the role of job stress and social support in job satisfaction. The sample consisted of 30 school teachers from different school of Varanasi (U.P.). The job stress, job satisfaction and social support scales were administered on the participants. The responses of the participants were converted into scores for statistical analyses. The scores of participants on the scales were correlated. The findings revealed that job stress led to increased job satisfaction. It is against the proposed hypothesis and it appears as if the social support received by the participants is a factor behind it. Two of the four dimensions of social support were found to exert positive impact on job satisfaction but the other two dimensions were not found to be correlated with it. The findings are thoroughly discussed and interpreted.

scholarly journals Recreational Screen Time and Anxiety among College Athletes: Findings from Shanghai

2021 ◽  
Vol 18 (14) ◽  
pp. 7470
Author(s):  
Yu Gao ◽  
Ning Fu ◽  
Yuping Mao ◽  
Lu Shi
Keyword(s):  
College Student ◽  
Screen Time ◽  
Student Athletes ◽  
College Athletes ◽  
Team Sports ◽  
Cross Sectional Study ◽  
Risk Indicator ◽  
Cross Sectional ◽  
Psychometric Scales ◽  
College Student Athletes

To better understand the behavioral factors contributing to the mental health status among student athletes, we examined the link between recreational screen time and college student athlete’s anxieties. This cross-sectional study was conducted among 278 college student athletes from Shanghai, China, aged between 17 and 25 years old (M = 19.4, SD = 1.5). Multivariate regression analyses, controlled for age, gender, rural vs. urban residency, and individual vs. team sports factors, were performed to analyze the association between their average daily recreational screen time in a week and their dispositional anxiety, pre-competition anxiety, and anxiety during competition, which were measured by the Chinese version of validated psychometric scales among athlete population. Significant results were found in both dispositional anxiety and situational anxiety in relation to recreational screen time among college athletes. Conclusions: Our findings indicate that excessive recreational screen time is a risk indicator of college student athletes’ dispositional anxiety, pre-competition anxiety, and anxiety during competition.

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