Coach-Athlete Relationship
The coach-athlete relationship is a recurring pattern of mutual care between the coach and the athlete. It includes activities and interactions in 2 categories. What are those categories?
Instructional: skills instruction, tactical feedback, performance planning, monitoring progress, providing structure
Affective: empathy and emotional support, trust building, motivational communication, conflict resolution, shared celebration
What group dynamics term refers to the degree to which team members are committed to working together to achieve common performance goals?
What are the 5 W's of social support?
What (an exchange of resources between two individuals perceived by the provider or the recipient to be intended to enhance the well-being of the recipient.
Who, Where, When, Why
What are the three main levels of communication?
The "What": what is being said, the content of the communication.
The "How": how the content is communicated, gives meaning to the "what"
Metacommunication: the message behind the message, tells receiver how message should be interpreted, can be linked to the "how"
If Dawn Staley's athlete's listen to her and follow her lead because she is charismatic and respected, what is her primary basis of power?
Referent
Others: coercive, reward, legitimate, expert, informational
What are the 4 dimensions of the 3Cs+1 Model and what do they describe?
Closeness: emotional bonds or meaning given to relationship
Commitment: intention to maintain relationship over time
Complementarity: degree of collaboration and cooperation, as well as leadership/followship
Co-orientation: degree to which both parties agree about the nature and quality of relationship
Alice is part of a soccer team that just advanced to the state championship. To ensure the team is prepared, her coach implements a mandatory additional practice on Thursday nights. However, Alice attends a study group on Thursday nights for a class that she is struggling with. What type of role conflict is being demonstrated here?
Inter-role conflict (expectations from different contexts clash)
What is tangible social support and give an example?
Providing practical and instrumental behavioral assistance to help resolve the stressor.
For example, giving an injured athlete rides to physical therapy.
Name the 3 components of the interpersonal conflict model.
Antecedents or determinants of conflict
Nature of the conflict itself
Consequences of the conflict
One of the more recent models of athlete leadership uses a hierarchical taxonomy to divide leadership behaviors into 4 categories. If a member of the WVU men’s basketball team engages in behaviors such as challenging team members to think about problems in new ways or promotes a positive future vision of the team, which of the 4 categories of leadership behaviors does this best align with?
Change-oriented leadership
Other categories are: external, task-oriented, relations-oriented
Alice is the star competitor on her gymnastics team. She wins frequently and can perform at a high skill level. Her coach also fosters the development of life skills, such as determination and confidence. As a result, Alice grows as a competitor and a person. What quadrant of the Coach-Athlete Relationship dimensions (athletic excellence & personal growth) would this situation fall into?
Successful - Effective
What are the two types of role overload and how do they differ?
Quantitative Overload: too many tasks, individual cannot get them all done
Qualitative Overload: individual does not have the skills or resources to fulfill the role
Name two reasons why social media can be a source of social support.
Encouragement from fans and peers; Building a community; Mental health awareness and peer support; Access to expert knowledge
If an athlete simplifies a message by omitting details, this is an example of which barrier to effective communication?
Leveling
Others are: Ordering, sharpening, and assimilating
OR (Other barriers or challenges of communication)
Not paying attention, people-pleasing, perception, socialization and cultural background, belief that silence is safer etc.
AFC Richmond has performed poorly for several seasons, and the players are frustrated. Roy Kent, the team captain, is particularly struggling with his role. Roy takes his position very seriously, but many players are starting to ignore his leadership, which frustrates him. His usual leadership is autocratic - he bulldozes anyone who disagrees with him, using a “my way or the highway” approach. Roy is now doubting his abilities as captain. The other players would value a more democratic style of leadership. What changes should Roy make to align with democratic leadership?
Involve teammates in decision making, build trust and collaboration, and use open communication.
Coach Daniels rarely shows warmth or emotional support toward his athletes. When players express frustration or personal struggles, he dismisses their concerns and tells them to “toughen up” or “keep it professional.” Over time, midfielder Sam stops seeking support from Coach Daniels, avoids emotional conversations, and learns to rely only on himself, even when struggling with performance or confidence. Which attachment style is this coach behavior likely to foster in their athletes?
Avoidant (Dismissive)
An athlete looks forward to practice and feels connected to the group not only because they like doing the sport, but also because they enjoy working with and being around their teammates and coaches. Which construct of Carron's Conceptual Model of Group Cohesion is this an example of?
Individual Attractions to the Group-Social (ATG-S)
Others:
Group Integration-Task (GI-T)
Group Integration-Social (GI-S)
Individual Attractions to Group-Task (ATG-T)
Explain the difference between social support and social pressure
Social support: characterized by care and concern for well-being, autonomy supportive
Social pressure: characterized by external demands or obligations, perceived obligation to meet others' standards.
Perception of whether the behavior creates a helpful motivational climate is key.
Name 4 categories of non-verbal communication or body language we discussed in class.
Physical appearance; Posture; Gestures; Body position; Touching; Facial expression; Voice characteristics
What are the 4 components of transformational leadership?
Idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration
In the 4 components of interdependence theory, which of the 4 components refers to "How much the coach and athlete rely on the other for achieving important outcomes i.e., independence vs. dependence?"
Degree of dependence
Others are: Mutuality of dependence, basis of dependence, and correspondence of interests
In the role episode model, what are the different components, factors, and processes that need to be considered?
Role sender, focal person, role sender-related factors, focal person-related factors, situation-related factors, and events 1 - 5 (process of role transmission)
Explain the difference between the main effects model and the stress buffering model in how they explain the impact of social support on performance.
Main effects model: supportive interactions with others promotes positive effects (whether or not you use the social support) as you have a higher sense of self-concept, self-worth, and personal control.[Social integration, network size, and frequency of contact]
Stress buffering model states that social support indirectly improves performance because it reduces the harmful effects of stress...by changing appraisal of stressors and promoting positive coping.
What are the strategies of the COMPASS Model? What does the acronym stand for?
C-Conflict Management; O-Openness; M-Motivation; P-Preventative Strategies; A-Assurance; S-Support; S-Social Networks
Describe how the multidimensional model of leadership explains leadership effectiveness, and identify each of the model's components.
Leadership is effective (as indicated by performance and athlete satisfaction), when the leader's actual behavior aligns with athlete's preferred behavior as well as what the situation demands.
Components: athlete characteristics, leader characteristics, situational characteristics, required behavior, actual behavior, preferred behavior, performance and athlete satisfaction outcomes.