The self-fulfilling prophecy in college basketball: Implications for effective coaching

Solomon, Gloria B.; Striegel, David A.; Eliot, John; Heon, Steve N.; Maas, Jana L.; Wayda, Valerie

doi:10.1080/10413209608406307

Cited by 51 publications

(36 citation statements)

References 9 publications

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“…Specifically, the participants wanted their head assistant to provide athletes with coaching knowledge and a leadership style that differed from their own. Furthermore, the head assistant coaches were more involved with their athletes on a daily basis providing feedback, reinforcement, and encouragement (Solomon et al, 1996). These results suggest that assistant coaches occupied different training responsibilities that may have required different skills and leadership styles than head coaches.…”

Section: Assistant Coaches' Roles and Responsibilitiesmentioning

confidence: 63%

Head Coaches’ Perceptions on the Roles, Selection, and Development of the Assistant Coach

Rathwell

Bloom

Loughead

2014

International Sport Coaching Journal

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The purpose of the study was to gain an in-depth understanding of the characteristics head coaches looked for when hiring their head assistant coach, the main roles and responsibilities assigned to assistants, and the techniques and behaviors used to develop them. Data were obtained through interviews with six accomplished Canadian University head football coaches. Results indicated head coaches hired loyal assistants who possessed extensive football knowledge that complimented their own skill sets. Once hired, head coaches had their assistant coaches help them with recruiting, managing a major team unit, and developing athletes. They helped advance their assistants' careers through personal mentorships which included exposure to external sources of knowledge such as football camps and coaching conferences. These results represent one of the first empirical accounts of head coaches' perceptions on hiring and developing head assistant coaches.

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Section: Assistant Coaches' Roles and Responsibilitiesmentioning

confidence: 63%

Head Coaches’ Perceptions on the Roles, Selection, and Development of the Assistant Coach

Rathwell

Bloom

Loughead

2014

International Sport Coaching Journal

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“…That is, at data collection, the participants who successfully progressed into professional adult soccer were rated by their coaches as having a higher performance level relative to their unsuccessful counterparts. Particularly in competitive contexts, high value is placed on achievement, success, and excellence so that the individuals who were perceived as high potentials may have received most attention and support which may have facilitated further development (e.g., Solomon, Striegel, Eliot, Heon, & Maas, 1996).…”

Section: Discussionmentioning

confidence: 99%

Why Some Make It and Others Do Not: Identifying Psychological Factors That Predict Career Success in Professional Adult Soccer

Yperen

2009

The Sport Psychologist

144

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This prospective study was designed to identify psychological factors that predict career success in professional adult soccer. Post hoc, two groups were distinguished: (1) Male soccer players who successfully progressed into professional adult soccer (n = 18) and (2) Male soccer players who did not reach this level (n = 47). Differences between the two groups were examined on the basis of data gathered in the initial phase of their careers, 15 years earlier. The psychological factors that predicted career success while statistically controlling for initial performance level and demographic variables were goal commitment, engagement in problem-focused coping behaviors, and social support seeking. On the basis of their scores on the significant predictor and control variables, 84.6% of the adolescent youth players were classified correctly as successful or unsuccessful.In the sports sciences, prospective studies on career success, indicating the ultimate performance outcome, are completely lacking. Psychological factors (in addition to factors such as motor skills and biometric qualities) are recognized as critical for the acquisition of sport expertise (e.g

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“…The CBAS includes categories such as reinforcement or nonreinforcement of good performance, mistake-contingent encouragement, technical instruction, general technical instruction or encouragement, punishment, punitive technical instruction, and general communication. The authors created it to measure coaching behaviors with youth sport participants, and others have successfully adapted it for use with college coaches (Solomon et al, 1996). The CBAS has proven effective at measuring actual coaching behaviors, but it does not assess athletes' evaluative reactions to the behaviors.…”

mentioning

confidence: 99%

“…For example, Solomon (1999b) found that athletes' years of competitive experience and the coach's performance expectations for athletes influenced the athletes' evaluation of coach effectiveness. In related studies, Solomon and colleagues found that head and assistant coaches gave different feedback to athletes based upon their expectancies for the athletes' performance (Solomon et al, 1996) and the ethnicity of the coach and the athletes (Solomon, 1999a). Anshel and Straub (1991) found that high school and college football players perceived coaching behaviors more negatively when the coach failed to provide for individualized treatment of athletes.…”

mentioning

confidence: 99%

Factor Structure of the Coaching Behavior Questionnaire and Its Relationship to Athlete Variables

Williams

Jerome

Kenow

et al. 2003

The Sport Psychologist

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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 coaching behaviors. The results support and expand on Smoll and Smith’s (1989) model of leadership behaviors in sport.

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The self-fulfilling prophecy in college basketball: Implications for effective coaching

Cited by 51 publications

References 9 publications

Head Coaches’ Perceptions on the Roles, Selection, and Development of the Assistant Coach

Head Coaches’ Perceptions on the Roles, Selection, and Development of the Assistant Coach

Why Some Make It and Others Do Not: Identifying Psychological Factors That Predict Career Success in Professional Adult Soccer

Factor Structure of the Coaching Behavior Questionnaire and Its Relationship to Athlete Variables

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