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Full-Text Articles in Sports Sciences
Factor Structure Of The Coaching Behavior Questionnaire And Its Relationship To Athlete Variables, Jean M. Williams, Gerald J. Jerome, Laura J. Kenow, Tracie Rogers, Tessa A. Sartain, Greg Darland
Factor Structure Of The Coaching Behavior Questionnaire And Its Relationship To Athlete Variables, Jean M. Williams, Gerald J. Jerome, Laura J. Kenow, Tracie Rogers, Tessa A. Sartain, Greg Darland
Faculty Publications
Little research exists to identify optimal coaching behaviors and factors that influence the effectiveness of particular behaviors. The present study tested 484 athletes in order to determine sub-scales on the Coaching Behavior Questionnaire (CBQ). The CBQ measures athletes’ perceptions of coaching behaviors and evaluates their effectiveness in helping athletes play better and maintain optimal mental states and focus. A confirmatory factor analysis (CFA) supported the two-factor model (negative activation, supportiveness/emotional composure) derived from an exploratory factor analysis (EFA). Correlational analyses indicated that athletes with higher anxiety and lower self-confidence and compatibility with the coach were more likely to negatively evaluate …
Relationship Between Anxiety, Self-Confidence, And Evaluation Of Coaching Behaviors, Laura J. Kenow, Jean M. Williams
Relationship Between Anxiety, Self-Confidence, And Evaluation Of Coaching Behaviors, Laura J. Kenow, Jean M. Williams
Faculty Publications
Two experiments examined Smoll and Smith's (1989) model of leadership behaviors in sport. The coaching behaviors of a male head coach of a collegiate women's basketball team (n=11 players) were examined. The data supported competitive trait anxiety as an individual-difference variable that mediates athletes' perception and evaluation of coaching behaviors. There also was support for adding athletes' state cognitive anxiety, state self-confidence and perception of the coach's cognitive anxiety to the model as individual-difference variables. Athletes who scored high in trait anxiety (p<.001) and state cognitive anxiety (p<.05) and low in state self-confidence (p<.05), and athletes who perceived the coach as high in state cognitive anxiety (p<.001), evaluated coaching behavior more negatively. Game outcome may influence the effect of self-confidence in mediating athletes' perception and evaluation of coaching behaviors. Additionally, athletes perceived several specific coaching behaviors more negatively than did the coach, and athletes drastically overestimated their coach's self-reported pregame cognitive and somatic anxiety and underestimated his self-confidence. Overall, the results suggest that coaches should be more supportive and less negative with high anxious and low self-confident athletes.