Memorable Messages of Social Support That Former High School Athletes Received From Their Head Coaches

Abstract

Social support is an important resource that coaches provide to athletes. However, the specific messages that coaches utilize to support athletes have remained overlooked. This study examines the memorable messages (i.e., enduring and influential messages) of informational, esteem, and emotional support that former high school athletes recall receiving from their head coaches. To accomplish this purpose, messages were inductively derived from 102 former high school athletes via openended questionnaires. These data were subjected to open and axial coding. Results indicate that athletes recall informational support messages that tell them how to play, be successful, and relate to others; esteem support messages that emphasize their abilities to succeed, encourage intangible qualities, and reinforce relationships with others; and emotional support messages that improve their well-being, praise them, help improve their performances, and deal with their poor performances. This study ultimately reinforces the use of message-based approaches for understanding

Division-I Student-Athletes’ Affective and Cognitive Responses to Receiving Confirmation From Their Head Coach

“…Elite athletes, in particular, differentiate coaches based on their abilities to transmit knowledge of sporting techniques and strategies in a manner that stimulates development (Becker, 2009). Athletes are also socialized throughout their careers to expect and appreciate critiques and constructive criticism and come to view challenge as an indicator of their potential (Cranmer & Brann, 2015) or a demonstration of support (Cranmer, Anzur, & Sollitto, 2017)—the underlying assumption being that challenge indicates the self-worth of athletes.…”

“…The questionnaire consisted of demographic questions and measures of coach confirmation, satisfaction, motivation, competitiveness, and cognitive learning. Coach confirmation was operationalized with the Coach Confirmation Instrument (Cranmer, Brann, et al, 2017). This 15-item measure assesses participants’ perceptions of coaches’ use of challenge (e.g., “My coach continually pushed me to get better”) and acceptance (e.g., “My coach acknowledged when I performed well”).…”

“…Responses were recorded on a 5-point Likert-type scale that ranged from never true (1) to always true (5). Previous Cronbach α reliability coefficients for this scale have ranged from .93 to .95 for challenge and from .88 to .92 for acceptance (Cranmer, Brann, et al, 2017, 2018).…”

“…Responses were recorded on a 7-point Likert-type scale that ranged from strongly disagree (1) to strongly agree (7). Previous Cronbach α reliability coefficients for the adapted version of this instrument have ranged from .94 to .95 (Cranmer, Brann, et al, 2017; Cranmer & Goodboy, 2015).…”

Analisis Keberbakatan Olahraga Ditinjau Dari Latar Belakang Genetika Dan Dukungan Sosial

“…Asosiasi secara keseluruhan adalah positif, dengan lima studi melaporkan asosiasi yang tidak konsisten. Delapan studi menyoroti hubungan positif antara dukungan pembinaan dan kemampuan atlet untuk merasa otonom dan kompeten (Adie & Jowett, 2010;Gould et al, 2012;Riley & Smith, 2011;Taylor & Bruner, 2012;Morgan & Giacobbi, 2006;Cranmer et al, 2016;Keegan et al, 2010). Pendapat yang menyatakan sebaliknya mucul dari Isoard-Gautheur et al, (2013) dalam penelitiannya berpendapat bahwa atlet muda berbakat merasakan ego dan melibatkan iklim pelatihan yang menekankan terhadap penguasaan tujuan penghindaran pada awal musim memiliki risiko lebih tinggi mengalami gejala kelelahan pada akhir musim.…”