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The characteristic role behaviors for both coaches and athletes in the athletic situation in the need areas of inclusion, control and affection were defined by coaches (N=40). Two modified versions of Schutz's FIRO-B were utilized. The results indicated that coaches and athletes were in complete agreement concerning the perceived role behaviors for both coaches and athletes. Coaches were perceived as the initiators of control; athletes, the recipients. Both coaches and athletes were perceived as being relatively passive in regards to initiating interactions (inclusion behavior) and de veloping warm personal relations (affection behavior). These latter two characteristics could contribute naturally to an incompatibility in the coach-athlete interaction.

This study compared the interactions of coaches and athletes in three highly different contexts. Coaches and athletes' strategies were explored through observation and qualitative interviews, then processed regarding what was at stake in their interactions and the resources they respectively possessed. Qualitative data analysis showed that strategies respectively adopted by coaches and athletes in the three contexts were similar to the collective activity labelled "tacit cooperation" in organizational psychology. Financial, political and symbolic stakes were proposed as argument explaining these similarities. ; Peer reviewed

In der Sportwissenschaft wird dem Faktor "Feedback", also der Rückmeldung, bereits seit längerem eine erhöhte Aufmerksamkeit zugesprochen. Traditionell konzipierte Feedbackstudien reduzierten häufig die Komplexität der im Feedbackprozess stattfindenden Interaktionen und beschränkten sich entweder auf den Bereich der grundlagenorientierten "Motor learning-Forschung", auf deskriptive Untersuchungen des beobachtbaren Feedbacks von TrainerInnen oder LehrerInnen oder untersuchten die Effektivität des Feedbacks auf den Lernfortschritt. Hierdurch kam es häufig zu Einschränkungen des Gegenstands(vor)verständnisses. In der dargestellten Untersuchung wird versucht, der Komplexität des Feedbackprozesses dadurch gerecht zu werden, dass die Analyse der äußeren, beobachtbaren Aspekte der Handlung ergänzt wird durch die Rekonstruktion der kognitiven Prozesse, resp. impliziten Theorien bei TrainerInnen und ihren AthletInnen. Gemäß dem zugrunde liegenden Gegenstandsvorverständnis ist im Sinne des epistemologischen Subjektmodells anzunehmen, dass sowohl TrainerInnen als auch die von ihnen betreuten AthletInnen implizite Feedbacktheorien ausgebildet haben, die für die Entwicklung sportlicher Techniken als optimal lernfördernd angesehen werden. Stimmen nun die subjektiven Theorien eines Trainers/einer Trainerin über das optimale Feedbackhandeln mit denen seines Athleten/seiner Athletin im wesentlichen überein. In dezidierter Orientierung am "Forschungsprogramm Subjektive Theorien" nach GROEBEN, WAHL, SCHLEE und SCHEELE (1988) wurden in 25 TrainerIn-AthletIn-Paarungen aus dem Hochleistungsbereich der Leichtathletik Subjektive Feedbacktheorien (SFTs) der TrainerInnen mit den Subjektiven Theorien der von ihnen betreuten AthletInnen zunächst mit einer eigens dafür entwickelten Methode (re)konstruiert und anschließend miteinander verglichen. Ergänzend hierzu wurden die SFTs der TrainerInnen mit ihrem beobachtbaren Verhalten im Trainingsalltag verglichen. Die Ergebnisse zeigen, dass ausgehend von den 25 TrainerIn-AthletIn Dyaden in 15 Paarungen eine wesentliche Übereinstimmung der verbalisierten Theorien zu beobachten ist, zwischen rekonstruierter SFT der TrainerInnen und ihrem Verhalten betrug die Übereinstimmung durchschnittlich 60%.

This paper considers social interaction within sports, and offers a number of theoretical constructs which might be utilized in the analysis of the athlete-coach relationship. These constructs are to some extent interdisciplinary, and range from a social-systems framework to a social-action perspective.

International audience ; Coaches' and athletes' perceptions regarding their effective interactions and the underlying factors and reasons for effectiveness of these interactions were examined. An in-depth interview process was conducted with three expert judo coaches and six elite athletes. Qualitative data analyses revealed that the interaction style of the coaches was authoritative and was put into operation using the following six strategies: stimulating interpersonal rivalry, provoking athletes verbally, displaying indifference, entering into direct conflict, developing specific team cohesion, and showing preferences. Perceived autonomy, the main interaction style of athletes, was expressed by the following five strategies: showing diplomacy, achieving exceptional performance, soliciting coaches directly, diversifying information sources, and bypassing conventional rules. Results demonstrated the compatibility of particular interactions between coaches' and athletes' strategies. Theoretical models from in-dustriaVorganizational psychology are used to interpret these results, which differ from conventional findings in the sport psychology literature.

The primary purpose of this study was to investigate high performance athlete perceptions of strength and conditioning coaches, specifically, (1) their character traits, (2) the effective behaviours that display these traits, and (3) how these relationships were fostered. Using the 3+1 C's model of coach–athlete relationships as a framework (Jowett, 2007), 12 semi-structured interviews were conducted with high performance athletes (six female; six male) representing a variety of sports (i.e., freestyle wrestling, triathlon, field hockey, cycling, rowing, rugby union, netball, table tennis, and ice hockey). Participants ranged in age from 18 to 53 years (M = 29, SD = 9). Interviews took between 19–47 min and were transcribed verbatim. The transcripts equated to a total of 188 pages of data that were analyzed, coded, and further grouped into higher-order themes and general dimensions. The findings revealed 14 higher-order themes categorized under the 3+1 C's general dimensions of closeness, commitment, complementarity, and co-orientation.

The present study was designed to explore the effects of a one-year coach education program on coaches' perceptions of their communication skills and co-orientation of their coach-athlete relationships. The study was designed with an experimental group and a control group. The experiment group consisted of 66 coaches (and 295 athletes) who received formal mentoring and the control group consisted of 41 coaches (and 148 athletes) who did not receive any mentoring. Data were analysed using structural equation modelling with autoregressive cross-lagged analysis. Results from the self-reported questionnaire at pre-test and post-test showed that the reciprocity of the coach-athlete relationships was not statistically significant. However, coaches' experience of change in attention skills from the pre-test to the post-test positively predicted changes in their own perception of the coach-athlete relationship, whereas this association was not significant in the athletes' perceptions. Moreover, the coach education programme increased coaches' perception of their relational bonds with their athletes, but this increase did not correspond with an increase in athletes' perception of the relational bonds with their coach. Practical implications and suggestions for further research are discussed in light of these findings.

In most previous research on the relationships between coach–autonomy support, the coach–athlete relationship, and team efficacy in team sports, the focus has been on adult players, limiting the generalizability of the findings to other age groups. Thus, we investigated
the mediating role of the coach–athlete relationship in the link between coach–autonomy support and team efficacy in a youth team sports context. Participants were 254 Korean youth athletes. Results showed that coach–autonomy support served as a crucial antecedent of the
coach–athlete relationship and team efficacy. Further, the coach–athlete relationship had a significant effect on team efficacy. We also confirmed a partial mediating effect of the coach–athlete relationship in the link between coach–autonomy support and team efficacy
in a youth team sports context. Our findings provide insight into the psychological sources of team efficacy in youth team sports.

The present is a descriptive research, the purpose of which is defining leadership styles of futsal coaches, who serve as faculty members at higher education institutions in Turkey, from athletes' perceptions. The data were collected from 337 athletes (147 female, 188 male), who participated in UNILIG futsal competitions organized by the Ministry of Youth and Sports. "Leadership Scale for Sports: Athlete's Perceptions of Coach's Behaviour" adapted to Turkish by Güngörmüş et al. was utilized as the data collection tool. According to the findings of the present research conducted to define the leadership styles of futsal coaches, futsal players' perceptions of their coaches' educative supportive and explanatory awarding behaviours are negative, perceptions of democratic and autocratic behaviours are positive, female players' perceptions of educative teaching, democratic behaviours and explanatory-awarding behaviours are more positive than male players, and perceptions of democratic behaviours of athletes, who have been training with the same coach for 5 years are more positive than the ones, who have been training with the same coach for 3 years or less

In this study we investigated the association between the perceived coach–athlete relationship and athletes' 3 basic psychological needs: competence, autonomy, and relatedness. Participants were 328 Korean collegiate athletes from various sports. The study results showed that,
overall, the perceived coach–athlete relationship was related to the athletes' basic psychological needs. Specifically, commitment and closeness were significantly correlated with competence and autonomy, whereas complementarity was significantly correlated with competence and relatedness.

Sports heroes are considered worthy of appreciation, especially for those who contribute to providing achievements for the nation at regional and international levels. The reward is given to athletes and coaches during their productive lives in the present until their retirement period. However, the rewards received by athletes and coaches tend not to be able to fulfill their welfare as a guarantee of life in the future. Therefore, this study was aimed at determining the relationship between rewards and the level of welfare given by the government and sports committees in Indonesia to athletes and coaches. This research was an ex-post-facto study using a self-administered closed-questionnaire conducted on athletes and national coaches on the 30th SEA Games team in Philippines in 2019. The number of samples was determined by using Slovin formula at 5% error rate and carried out on 46 athletes and nine coaches under the authority of the Indonesian National Sports Committee in Bandung. Data analysis was performed by using SPSS. From the results obtained, these rewards also had a direct correlation with the level of welfare of athletes and coaches. Considering that, if a maximum reward is given, the level of welfare will also be increased. The results indicates that there is a robust and significant positive relationship between rewards and welfare. Athletes and coaches expected the government and sports committee in Indonesia to give rewards that are not only limited to bonuses in terms of financial. Other aspects also need a concern when the athletes and coaches are no longer productive in contributing to the national sports achievements.

Leadership behaviour can have a considerable impact on the behaviour, performance and wellbeing of athletes. In this chapter, we will focus on how leadership can influence athlete wellbeing in elite sport. First, using a case study we will outline the challenges in promoting athlete wellbeing observed by a highly experienced coach across different elite sport settings. Then, we will briefly look beyond elite sport to other high performance domains such as the military and emergency medicine. Next, we will examine the role of the leader and leadership behaviours in high performance domains and how it relates to follower wellbeing. In doing so, we will briefly examine the theoretical perspectives of transformational leadership and shared leadership and the empirical literature across selected high performance domains. Reflecting on practices outside of sport and selected leadership theories, we make a number of practical recommendations and propose two theoretically derived interventions to address the athlete wellbeing challenges observed by the coach.