A Comparative Analysis of Three Levels (high School, College, Professional) of Coaches' Perceptions of Their Athletes' Self-efficacy and Confidence PDF Download
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Author: Nathan Henry Kafka
Publisher:
ISBN:
Category : Coaches (Athletics)
Languages : en
Pages : 41
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Book Description
The longstanding question within sports and baseball is what separates the good athletes from the great ones. The purpose of this study was to look at the role self-efficacy and self-confidence play in the success of athletes. This study was solely based on the coaches' perspective of their athletes. Three coaches who coach at different levels (high school, college, professional) were interviewed for this study. All of these coaches have a proven track record for success and have had the opportunity to work with thousands of players. These coaches, along with what research suggests, give us an interesting perspective on what separates good from great high school, college, and professional baseball players. Although self-efficacy and self-confidence are important, there are other factors that contribute to the success of athletes at each level respectively.
Author: Nathan Henry Kafka
Publisher:
ISBN:
Category : Coaches (Athletics)
Languages : en
Pages : 41
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Book Description
The longstanding question within sports and baseball is what separates the good athletes from the great ones. The purpose of this study was to look at the role self-efficacy and self-confidence play in the success of athletes. This study was solely based on the coaches' perspective of their athletes. Three coaches who coach at different levels (high school, college, professional) were interviewed for this study. All of these coaches have a proven track record for success and have had the opportunity to work with thousands of players. These coaches, along with what research suggests, give us an interesting perspective on what separates good from great high school, college, and professional baseball players. Although self-efficacy and self-confidence are important, there are other factors that contribute to the success of athletes at each level respectively.
Author: Michael Brent Kondritz
Publisher:
ISBN:
Category : Characters and characteristics
Languages : en
Pages : 279
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Book Description
The purpose of this study was to examine the relationship and difference between how NCAA Division I, team sport student-athletes perceive their own leadership behaviors and how their head coaches perceive the same student-athletes' leadership behaviors. In addition, further analysis examined perceptions between student-athletes and head coaches based on the student-athletes' gender and academic year in school. The study included 121 NCAA Division I, team sport student-athletes and their respective head coaches from two institutions in the Midwest. One of the institutions was a medium sized, four-year, co-educational private university and the second was a large sized, four-year, coeducational public university. The first research question examined the demographic profile of the collegiate student-athletes participating in this study. The second research question studied the relationship between how NCAA Division I student-athletes perceived themselves demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and their respective head coaches' perceptions of these behaviors. Using Pearson product-moment correlation, three significant relationships existed between student-athletes and their head coaches for Model the Way, Inspire a Shared Vision, and Enable Others to Act. The third research question undertook paired samples t-tests to investigate the difference between how NCAA Division I student-athletes perceived themselves as demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and how their respective head coaches perceived them demonstrating these behaviors. Paired samples t-tests revealed significant differences between student-athletes and head coaches for each practice, Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. The fourth research question explored the difference between how NCAA Division I female and NCAA Division I male student-athletes perceived themselves as demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and how their respective head coaches perceived them demonstrating these behaviors. The researcher used ANOVAs and paired samples t-tests to analyze the question. ANOVAs revealed statistically significant differences for the practices of Challenge the Process, Enable Others to Act, and Encourage the Heart. Paired samples t-tests revealed statistically significant differences for both genders with all Five Practices of Exemplary Student Leadership. The final question studied the difference between how NCAA Division I student athletes, by academic year in school, perceived themselves as demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and how their respective head coaches perceived them demonstrating these behaviors. Similar to the fourth question, the researcher used ANOVAs and paired samples t-tests to analyze the data. ANOVAs revealed seven significant differences for four of the practices, Model the Way, Challenge the Process, Enable Others to Act, and Encourage the Heart. In addition, paired samples t-tests showed differences in 18 out of a possible 20 cases involving academic year in school and The Five Practices of Exemplary Student Leadership. In conclusion, scores between student-athletes and coaches for Model the Way, Inspire a Shared Vision, and Enable Others to Act showed a small, positive relationship; therefore, as student-athletes' scores increased so did their head coaches' scores. ANOVAs revealed significant mean differences in scores between female student athletes and their respective head coaches to male student-athletes and their head coaches. For all five practices, paired samples t-tests showed that the difference between mean student-athletes scores and mean head coaches scores were significant and that gender was not a differentiator when comparing scores for the practices. The independent variable with the most influence was academic year in school. Six-of-the-seven significant findings revealed smaller mean differences in scores between the upper-level student-athletes and coaches compared to lower-level student-athletes and coaches. Finally, significant differences existed in 18 of 20 possible cases comparing the mean scores of student-athletes to their head coaches for the Five Practices of Exemplary Student Leadership when examining student-athlete academic year in school.
Author: Katarrii U. Donald
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 420
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Book Description
ABSTRACT: This quantitative study sought to determine the relationship between high school coaches' leadership behaviors and their athletes' self-efficacy and grit. Specifically, this study sought to determine whether the training and instructions, democratic behavior, autocratic behavior, social support, or positive feedback of a coach impacted a student-athletes' self-efficacy and grit. This research also explored whether ethnicity and gender influenced perceptions. Survey data were collected from 378 former high school athletes from a public university in a rural areas in the southerner portion of the United States and 197 responded. Findings indicated that student-athletes' perceptions of their former high school coaches ' leadership behaviors did influence their self-efficacy and grit. In addition, the findings also indicated student-athletes' perceptions of coaches' leadership behaviors were also influenced by the students' ethnicity or gender. Implication for practice highlighted the importance of the student-athlete and coach relationship and how this relationship can impact student-athlete self-efficacy and grit.
Author: Weinberg, Robert S.
Publisher: Human Kinetics
ISBN: 1492561142
Category : Education
Languages : en
Pages : 680
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Book Description
This text provides a comprehensive view of sport and exercise psychology with the latest research on grit, mindfulness, emotional intelligence, cultural diversity, substance abuse, exercise adherence, ethics, professional issues, and transitions in sport.
Author: Deborah L. Feltz
Publisher: Human Kinetics
ISBN: 9780736059992
Category : Sports & Recreation
Languages : en
Pages : 424
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Book Description
Self-belief, known as 'self-efficacy' by sports psychologists is widely believed to be an essential component of sporting success. This volume examines the nature of efficacy as it applies to sporting behaviour in coaches, athletes and teams.
Author: Robert S. Weinberg
Publisher: Human Kinetics
ISBN: 1718207603
Category : Sports & Recreation
Languages : en
Pages : 755
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Book Description
Foundations of Sport and Exercise Psychology, Eighth Edition With HKPropel Access, is a leading textbook that offers a comprehensive view of sport and exercise psychology. It draws connections between research and practice, and it captures the excitement of the world of sport and exercise. Internationally respected authors Robert Weinberg and Daniel Gould have built a text that addresses emerging trends and remains relevant with each new edition. Every chapter has been updated with the latest research and practice in sport and exercise psychology while maintaining and highlighting classic studies that have shaped the field. In-depth learning aids have been refreshed to help students think critically. Specific content changes were made throughout the text to highlight significant advances in research and practices. These include areas such as mental health of athletes, effects of COVID-19 on athletes, mindfulness, legalized gambling, psychological issues surrounding the 2020 Olympic Games (held in 2021), and drug controversies. Foundations of Sport and Exercise Psychology provides students with a unique learning experience—starting with an exploration of the field’s origins, key concepts, research development, and career options available in the field. After this introduction to the field, the text shifts to personal factors that affect performance and behavior in sport, physical education, and exercise settings. It augments those concepts by factoring in situational circumstances that influence behavior, group interaction and processes, and the use of psychological techniques to help people perform more effectively. Students will gain critical insights into the role psychological factors play in health and exercise and the psychological consequences of participation in sport and physical activity, including children’s psychological development through sport participation, aggression in sport, and moral development and good sporting behavior in sport and physical activity contexts. More than 100 related online activities offer interactive opportunities to engage with the content—many of which can be assigned, and progress tracked, by instructors directly through HKPropel. In addition, chapter quizzes may also be assigned; these are automatically graded to test comprehension of critical concepts. Some activities may be downloaded and printed as assignments to be completed by students. Many of the activities offer compelling audio and video clips that reveal how sport psychology consultants communicate with athletes and coaches to improve athletic experiences. These clips feature esteemed experts from the field discussing concepts that they have studied and refined during their professional careers. The updated eighth edition of Foundations of Sport and Exercise Psychology continues to ensure that students are well equipped—and excited—to enter the field of sport and exercise psychology, fully prepared for the challenges they may encounter as well as the possibilities. Note: A code for accessing HKPropel is not included with this ebook but may be purchased separately.
Author: Tyler F Hewitt
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Confidence (i.e., efficacy) plays a pivotal role in sport, whether it is athletes' confidence in themselves, their coaches, or in their collective group. Studies have shown that athletes' self-efficacy, other-efficacy, and collective efficacy beliefs lead to beneficial outcomes, such as enhanced performance, effort, and persistence. While athletes' perceptions of coach behaviors are associated with their efficacy beliefs, no known research has utilized observed coaching behaviors when exploring this relationship. The purpose of this study was to directly observe coaches and examine how their behaviors (i.e., instruction and feedback, positive and negative evaluation, autonomy support, and motivational climate) predict athletes' self-efficacy, other-efficacy, collective efficacy, and relation-inferred self-efficacy (RISE) beliefs. The sample consisted of three coaches, and 64 athletes from NCAA Division I and III sports. Teams included Division I Women's Soccer (n = 19), Division III Men's Lacrosse (n = 35), and Division III Football (n = 10). Coaches were recorded at a single practice, and their behaviors were coded using the Assessment of Coaching Tone observational coding system (Erickson and Cote, 2015). Athletes completed surveys measuring their self-efficacy, other-efficacy, collective efficacy, and RISE. Initial analyses showed that the coaches differed in behavior use. The football coach directed the most behaviors toward individuals, the soccer coach was the most autonomy supportive, and the lacrosse coach was the most mastery oriented. Furthermore, the football team reported higher self-efficacy than the soccer team, and higher collective efficacy than both the soccer and lacrosse teams. Multiple regression analyses revealed that none of the hypothesized coach behaviors were unique predictors of any forms of athlete efficacy beliefs. The findings contribute to existing literature on efficacy sources and provide directions for future research.
Author: Jace P. Fox
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The purpose of this study was to determine the difference in coaches perception of sport specialization at different levels of high school athletics. The Youth Sport Specialization Scale, developed by DiSanti, et al (2015) was distributed to Varsity and JV coaches at Class AA and Class C high schools in New York State. The instrument includes 3 subscales regarding coaches perception on different aspects of single-sport specialization. After distributing the questionnaire and accumulating data; each subscale of the instrument was analyzed by an independents groups t-test. For this study, higher means rules more favorable towards specialization. Class AA produced a higher mean score in each of the three subscales (performance, experience and climate). There were two subscales that a significant difference was found between class AA and class C coaches(P
Author: Diane Sweeney
Publisher: Corwin Press
ISBN: 1506349439
Category : Education
Languages : en
Pages : 210
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Book Description
The essential coaching moves that every coach needs to know Student-centered coaching is a highly effective, evidence-based coaching model that shifts the focus from “fixing” teachers to collaborating with them to design instruction that targets student outcomes. But what does this look like in practice? This book shows you the day-to-day coaching moves that build powerful coaching relationships. Readers will find: Coaching moves that can be used before, during, and after lessons An abundance of field-tested tools and practices that can be put to immediate use Original video clips that depict and unpack key moves Richly detailed anecdotes from practicing coaches
Author: Leith Drury
Publisher:
ISBN: 9780494394922
Category :
Languages : en
Pages : 408
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Book Description
Researchers have explored the nature of coaching from many different perspectives, including process (Cassidy, Jones, & Potrac, 2004; Lyle, 1999); leadership (Chelladurai, 1978, 1993; Cote, North, & Duffy, 2007; Vallee & Bloom, 2005); and qualities and abilities of coaches (Armstrong, 2001; Tomlinson & Stachan, 1996). The purpose of this dissertation was to investigate coaches' perceptions of emotional and social intelligence and its influence on the coaching process. In this study, a mixed model was employed, in which a qualitative paradigm was dominant and a quantitative paradigm was also utilized (Creswell, 1994). In the first of three data collection phases, I surveyed 60 coaches of elite adult athletes using the Emotional Quotient Inventory (EQ-i) (Bar-On, 1997) for the purpose of measuring their perceptions of their emotional and social intelligence. The group of 60 coaches was divided into four groups, which were determined by gender and by whether the coach coached a team or an individual sport. In the second phase; I interviewed nine of the coaches who had participated in phase one of the study to understand more thoroughly their perceptions of their emotional and social intelligence and to collect their experiences of its influence on the coaching process. In phase three, three athletes, identified by each of the nine interviewed coaches, completed the Emotional Quotient-360°. The purpose of phase three was to compare the athletes' perceptions of their coaches' emotional and social intelligence against the coaches' self-perceptions obtained in phase one. The findings of this study suggested that the coaches were not familiar with the concept of emotional and social intelligence and their leadership style was to maintain unilateral control or power over the athletes (Tomlinson & Strachan, 1996). Furthermore, the various coaching groups perceived and reported different levels of satisfaction and types of relating styles. EQ-i scores, levels of happiness and interpersonal dynamics reflect these differences. Interestingly, coaches' self-perceptions differed significantly from the athletes' perceptions of their coaches in three areas- independence, flexibility, and stress tolerance. The implications of these findings for coach/athlete relationships and for furthering coaching education and development are discussed.
