Coach Behavior in Psychology

 Introduction 

            Coach behavior refers to how coaches interact with their athletes (Cote & Yardley, 1999).

 Indeed, coach behavior influences athlete development (Cushion, 2010), the coach-athlete relationship

 (Nicholls, Levy, Jones, Meir, Radcliffe, & Perry, 2016), and anxiety levels (Ledochowski, Unterrainer,

 Ruedl, Schnitzer, & Kopp, 2012). Athlete preferences for coach behavior varied according to the

 situation, with players preferring more instruction and training behavior, positive feedback, democratic

 behavior, and social support after poorer performances compared to when the team were doing well.

 Chelladurai, (1984) found athlete preferences for coach behavior varied across individuals. 

Coach Behavior Definitions 

Coach behavior refers to how coaches interact with their athletes (Cote & Yardley, 1999). The ultimate effects that coaching behavior exerts are mediated by the meaning that players attribute to them (Smoll & Smith, 2009).  

 Coaches can positively impact athletic performance, behavior as well as the psychological and emotional well-being of the athlete (Horn, 2002). Coaches plays significant role in the performance of athletes.  

A coach’s successful leadership changes an athlete’s behavior as a function of the coach’s effort and gets others to behave as the manager/coach intends them to behave. The task may be completed, and the coach’s needs may be satisfied, but the players’ needs are ignored (Cribben, 1981).

The coach’s behavior impacts on athletes’ behavior, cognitions and affective responses, and coaches can influence whether athletes learn and achieve at a high level, enjoy their experience, demonstrate effort and persistence, and develop a sense of confidence and a self-determined motivational orientation (Smoll & Smith, 2002).                                                                           Theories on Coach Behavior 

  • The 3 Cs Conceptual Model 

             Jowett and Cockerill, (2002) developed the 3+1 Cs model of the coach-athlete relationship.

 This model comprises of closeness (i.e., the extent to which the athlete and coach value, support, and

 care for each other), commitment (i.e., the intent from both parties to maintain the relationship),

 complementarity (i.e., the extent to which the behaviors of the coach and athlete correspond to each

 other), and finally, co-orientation that is whether there are common views between the coach and

 athlete (Jowett & Cockerill, 2002).  

  • The Coaching Model (CM) 

            Cote, Salmela, Trudel, Baria and Russell, (1995) proposed the coaching model. The CM

 stipulates that the coaching process is best understood by examining the interaction of three types of

 coach behaviors, training, competition, and organizational behaviors. Further, each of these behaviors

 is affected by the coach’s personal charactristics, athlete’s personal charactristics, and various

 contextual factors. Several studies have provided support to the CM as a valuable framework to study

 coaches’ behaviors (Cote et al., 1995). 

  • Multidimensional Model of Leadership 

            Chelladurai, (1998) presented the multidimensional model of leadership. The model typically

 presented to explain the complex interaction between coach and athlete. This model proposes that

 athlete outcomes such as satisfaction are determined by the level of congruency among the coach

 behaviors required by the task, coach behaviors preffered by the athlete, and actual coach behaviors

 perceived by the athlete. High cogruency among these behaviors results in high satisfaction with the

 coach (Chelladurai, 1998).  


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