Quantifying Coach Confirmation

Abstract

The lack of appropriate measurement to assess athlete-coach interaction and athletes’ psychological states has historically plagued sport studies research (i.e., an encompassing term for sport psychology, management, sociology, and communication) and may partially explain the lack of empirical research regarding athlete-coach interaction within the emerging field of sport communication. Without valid and reliable tools to assess athlete-coach interactions, understanding the antecedents and outcomes of these relationships, which is a central aim of sport communication research, cannot be accomplished. This article develops and demonstrates validity for a measure of the coach confirmation instrument (CCI) via two studies. In Study 1, an exploratory factor analysis and parallel analysis produced a 15-item, two-factor measure (challenge and acceptance). In Study 2, a confirmatory factor analysis confirmed this two-factor structure had an acceptable-to-good fit using a variety of fit indices. Additionally, preliminary degrees of validity for the CCI were demonstrated through Pearson correlations with athletes’ feeling of being confirmed, coach satisfaction, and perceptions of coach verbal aggression. Collectively, these studies indicate the CCI is a structurally stable measure, which demonstrates good reliability and initial degrees of face, concurrent, convergent, discriminant, and content validity.

Strategies and communication skills in sports coaching.

“…Similar to the relationship between teacher and student (Ginott, 1972), coaches need to consistently communicate both acceptance and acknowledgment to their ath letes, while being cautious of athletes' feelings and any potential struggles that may be perceived (i.e., communicate in a nonjudgmental and cooperative manner). When coaches integrate confirming behav iors (e.g., endorsement, recognition, acknowl edgment) into their daily training routines and encourage an environment founded on achievable expectations, goal instrumentality, accountability, and systematic and fair review of performance, athletes will not only achieve positive performance based results but also experience positive affect, enhanced social interactions, and increased moti vation to participate (Cranmer & Brann, 2015;Cranmer, Brann, & Anzur, 2016;Cranmer, Brann, & Weber, 2016).…”

The Coach's Role in Understanding the Athletes' Condition: Maximizing Communication Functions

“…In this research, the Coach Confirmation Instrument was used (Cranmer, Brann, and Weber 2017). Challenge and acceptance together accounted for 68.82% of the variation in the first trial.…”

Predominant Coaching Leadership Behaviors of High School Head Basketball Coaches: A Pilot Study

“…After studying over 500 soccer players aged from 13 to 20 years old, Høigaard et al (2017) found that positive/instructive feedback with a sense of humor could develop team identity among young players. More recently, Cranmer, Brann, and Weber (2018) found that athletes exhibited more satisfaction and higher motivation when their coaches challenge them through constructive criticism and a focus on development. In summary, athletes who perceived receiving more positive and informational feedback, less criticism or punishment, tended to report more positive achievement-related outcomes, including higher levels of perceived competence.…”