Coach-athlete Interactions and Team Climate

Abstract

Coaches and athletes from high school basketball teams (N = 50) served as subjects for three research investigations dealing with the relationship between coach-athlete interaction patterns and team climates, and coach-athlete perceptions of team climates. Basketball practices were videotaped and the interaction patterns were coded by Cheffers' Adaptation of Flanders' Interaction Analysis System (CAFIAS). Team climates were assessed by the Group Environment Scale (GES), an inventory designed to characterize and assess the psychosocial qualities of diverse environments. The quantity, quality, and sequence of coach-athlete interactions revealed a clear demarcation between satisfied and less satisfied team climates. Coaches perceived their team climates as more ideal and less in need of change than did athletes. Coach-athlete behavioral analysis and various aspects of teams' psychosocial environments pointed to the directions where changes might be implemented.

An examination of self-regulatory cognitive-behavioural strategies of Australian elite and non-elite competitive male swimmers

“…goal-setting and selected cognitive techniques). Along these lines, Fisher, Mancini, Hirsch, Proulx, and Staurowsky (1982) found that team-member satisfaction and a supportive team climate in basketball were functions of the athletes' expression of feelings, self-discovery, freedom of action, and innovation, all of which are linked to self-regulation strategies as depicted in the SR model. Fisher and colleagues also discovered that less satisfied teams were characterised by more coaching criticism, a highly structured and controlled environment, and a less supportive team climate.…”

The Environment, Structure, and Interaction Process of Elite Same-Sex Dyadic Sport Teams

“…Overall, the results suggested the coachathlete relationship was important in achieving athletic success (Jowett, 2003;Salminen & Liukkonen, 1996;Smith & Smoll, 1996). However, several researchers (e.g., Fisher, Mancini, Hirsch, Proulx, & Staurowsky, 1982;Miller, Salmela, & Kerr, 2002) noted that since coaches are designated as formal leaders, they have a stronger basis to exert influence over their athletes, both on a professional and personal level. In fact, Miller et al likened the coach-athlete relationship to that of a mentor-protégé relationship.…”

Relationship Between Rank and Instructor Teaching Technique in an Adult Martial Arts Setting

“…This suggests that the classes of High rank instructors had better communication, encouraging students to participate in creative ways, which is similar to expert golf instructors [Schempp 2004]. Coaches of more satisfied basketball teams similarly created environments where creative student responses were more likely than with coaches of less satisfied teams [Fisher 1982]. Experienced physical education teachers also give more affective praise [Tan 1996].…”