Eating Disorder Prevalence and Symptoms for Track and Field Athletes and Nonathletes

This study explored coaches’ responses to stress, the perceived effects of stress, and the coping strategies coaches employed. Transcribed interviews with 12 world class coaches, based in the UK, were inductively content analyzed. A range of themes emerged describing coaches’ responses to stressors and the effects of stress. Specifically, coaches discussed psychological reactions, and suggested that their negative responses to stress could be projected onto their athletes. While structuring and planning was reported as a coping strategy, coaches described a limited use of psychological skills and tended to avoid stressors that provoked strain responses in efforts to manage stress. Results suggest that coaches should be aware of how they respond to stressors and the influence their responses might have on their athletes. Sport psychologists should help coaches to identify and develop the psychological skills and strategies required to cope with the demands of world class coaching.     

The Optimal Team Functioning Model: A Grounded Theory Framework to Guide Teamwork in Curling

A constructivist grounded theory approach was used to investigate teamwork and team effectiveness in the sport of curling. Focus group and individual interviews were conducted with 78 athletes and 10 coaches from 19 high-performance curling teams. Data analysis led to the creation of the Optimal Team Functioning (OTF) model, which comprises 8?key components for optimal team functioning: (a) individual attributes, (b) team attributes, (c) foundational process of communication, (d) structural team processes, (e) individual regulation processes, (f) team regulation processes, (g) context, and (h) desired outcomes. Components and relationships within the model, along with practical implications, are discussed.

Lay Summary: Developing effective sport teams is a challenging and complex process. Unfortunately, few resources are available to guide coaches and athletes in their efforts to optimally function and perform as a unit on a daily basis. This novel team dynamics research was carried out with high-performance coaches and athletes to uncover a comprehensive and ecologically valid model mapping out effective teamwork within the sport of curling. The Optimal Team Functioning Model focuses on concrete actions that can be applied to successfully set up and manage a team and its individual members throughout a season.     

Creating the conditions for psychological safety and its impact on quality coach-athlete relationships

In this study, we investigated the notion that giving voice to athletes is an important aspect to creating a psychologically safe environment which can then feed into maintaining good quality coach-athlete relationships where every athlete feels heard, valued, and connected. 379 athletes completed a multi-section questionnaire that assessed their (a) capacity to be open and manage conflict with their coaches, (b) perceptions of psychological safety within their team or group, and (c) perceptions of the coach-athlete relationship quality. Structural equation modelling revealed that openness and conflict management positively predicted psychological safety which, in turn, positively predicted coach-athlete relationship quality. Psychological safety was found to explain the association between athletes’ communication (i.e., capacity to be open, honest and transparent as well as manage interpersonal conflict effectively) and coach-athlete relationship quality regardless of athletes’ gender. These findings highlighted that if athletes have the capacity to have candid discussions and can navigate conflict with their coaches, then it is possible to feel psychologically safe and thus able to engage in risky interpersonal interactions (e.g., raise concerns, admit mistakes) within their group context without fear of intimidation and humiliation. Furthermore, it was revealed that such a psychologically safe group environment fostered athletes’ trust and respect, as well as commitment and cooperation with their coach. The discussion provides links to theory, research and practice.     

What’s a coach to do? Exploring coaches’ perspectives of body image in girls sport

Adolescent athletes report body image concerns that negatively impact their sport experiences and participation. The coach’s perspective may be informative to how the context of sport perpetuates, supports, or protects from negative body image. Yet few coaches are represented in this area of research. The purpose of the present study was to explore coaches’ perceptions of body image in girls sport. Thirteen coaches with an average of 10 years of experience working with girls in primarily non-aesthetic team sports were interviewed. Based on inductive thematic analysis, coaches’ perceptions of the athletes’ body image concerns were reflected in four themes labelled (i) body image: the ‘elephant’ on the field (i.e., identifying the unspoken nature of body image), (ii) agents of body image in sport (i.e., parents, coaches, and media), (iii) skill over appearance (i.e., focusing on athletic skill and competence), and (vi) systemic strategies. This last theme offers several considerations for improving the sport context with a lens to improve body image. Of relevance, it was apparent that all coaches operationalized body image as predicated on appearance, body shape, and weight and this narrow simplistic perception could guide future programs and practices. Taken together, findings highlight the need to intervene with coaches to provide adequate support and education on body image in girls sport.     

Female Paralympic Athlete Views of Effective and Ineffective Coaching Practices

People with physical disabilities are at a higher risk of developing secondary physical and mental health conditions, such as fatigue, obesity, and depression. The purpose of this study was to explore female Paralympic athlete views of effective and ineffective coaching practices. Individual semistructured interviews were conducted with 8 athletes who achieved an average of 8 combined Paralympic and Parapan American medals. A hierarchical content analysis revealed the athletes’ perceptions and experiences of both effective and ineffective coaching strategies and behaviors, including how these experiences affected them on a personal and professional level. All athletes achieved tremendous athletic accomplishments and recognized the importance and value of their coaches in helping them reach such high standards of success. In addition, the participants spoke about male coaches inappropriately addressing their disability and gender and how it negatively influenced their psychological well-being. These results are particularly troublesome when you consider that females with a disability are more susceptible to experiencing discrimination, exclusion, or harassment and more likely to experience body image issues compared to their male counterparts. This research adds to the small body of coaching knowledge in parasport and is one of the first studies to include an all-female sample of Paralympic athletes. In addition, it offers a number of practical implications for coaches, athletes, and the Paralympic community.

Lay Summary: This study adds to the small body of coaching knowledge in parasport by interviewing female Paralympic athletes. Athletes talked about coaches who enhanced their athletic performance and personal development, whereas others spoke about male coaches inappropriately addressing their disability and gender and how it negatively influenced their psychological well-being.     

The impact of identity leadership on team functioning and well-being in team sport: Is psychological safety the missing link?

The purpose of this study was to investigate the role of psychological safety in explaining the impact of identity leadership on team performance and athlete well-being. Adopting a cross-sectional survey design, 289 handball players rated the identity leadership skills of their coach, their captain, and the informal leaders in the team, as well as various performance- and well-being-related measures. Structural equation modelling (controlling for the nested structure of our data) revealed that by demonstrating identity leadership, coaches, captains, and in particular informal athlete leaders, all had a unique contribution in strengthening their team members’ identification with their team. By this shared sense of ‘us’, athletes felt psychologically safe in their team to speak up, provide input, and take risks. In line with our hypotheses, this sense of psychological safety acted as a mediator between identity leadership and two subsequent pathways: (1) a team-oriented pathway in which psychological safety inspired good teamwork, which fostered team resilience and, in turn, enhanced athletes’ satisfaction with their team’s performance; and (2) an individual-oriented pathway wherein psychological safety buffered against athletes’ burnout, thereby enhancing their health. In addition to these pathways mediated by psychological safety, the informal leaders directly influenced the performance pathway (with total effect sizes being 10 times larger than those of coaches and team captains), whereas coaches had a direct influence on the health pathway (with total effect sizes being three times larger than those of informal leaders and captains). Given the often-underestimated importance of the informal leaders, sport teams can be recommended to adopt a structure of shared leadership in which team members are encouraged to engage in identity leadership. In conclusion, we found that by nurturing a shared sense of ‘we’ and ‘us’ within the team, leaders are able to foster a psychologically safe environment, which in turn paves the way for an optimal team functioning and a healthier team.     

Building a Successful University Program: Key and Common Elements of Expert Coaches

Abstract

The purpose of the present study was to determine how expert university coaches of team sports built their successful programs. In particular, key and common elements that enabled these coaches to achieve success were identified. Five expert Canadian female university coaches were interviewed individually. The results of the analysis revealed four elements for developing successful programs. First, coaches possessed a variety of personal attributes that enabled them to display appropriate leadership behaviors depending on the situation they faced. Second, coaches had a personal desire to foster their players' individual growth. Third, coaches possessed thorough organizational skills from which they planned the season and prepared their team for games. Finally, these elements were linked together by the coaches' vision, which involved the athletes buying into the coaches' goals, philosophy, and personality in order to achieve success. These results are discussed in relation to literature on coaching psychology and leadership.     

The influence of social networks within sports teams on athletes’ eating and exercise psychopathology: A longitudinal study

Teammates have been found to have an impact on athletes’ eating and exercise psychopathology via multiple influence mechanisms (e.g., modelling, making critical comments). However, far less is known about the role of the team social network (i.e. the pattern and strength of relationships between teammates). This novel longitudinal study aimed to explore how athletes’ eating and exercise psychopathology becomes more (convergence) or less (divergence) similar to their teammates’ over time and to explore how this varies for male and female athletes. A second aim was to identify the role of team social network variables (e.g., popularity) in determining individuals’ levels of eating and exercise psychopathology. Athletes (N = 199, mean age 18 years, n = 123 female) from 20 teams/training groups completed a survey regarding their teammate relationships and eating/exercise psychopathology (Eating Disorder Inventory-2; Athlete Compulsive Exercise Test) at three time points over a 7-month period. Significant interaction effects between time and gender were noted for athlete team variability in eating and exercise psychopathology, where both convergence and divergence of eating and exercise psychopathology was evident. In addition, being well connected to teammates, acting as the bridge between groups of teammates or being part of a cohesive team were longitudinally associated with reduced exercise psychopathology. Disordered eating and exercise prevention strategies should look to harness the behavioural convergence effect demonstrated here, by encouraging healthy eating/exercise practices among teammates. Furthermore, coaches should foster cohesive teammate relationships and be aware of how an athlete’s social positioning within their team may affect their susceptibility to exercise psychopathology.     

Interpersonal perceptions of personality traits in elite coach-athlete dyads

IntroductionThe extent to which coaches and athletes can effectively work together is an essential consideration in the pursuit of athletic success. This is particularly important at the elite level due to the high pressures on tangible outcomes, such as reaching the podium of a major competition. This study sought to explore and explain how both coaches and athletes identify personality traits in themselves and their partners to manage and maintain a positive relationship.MethodsUsing a mixed methodological design underpinned by critical realism, four elite coach-athlete dyads (four male coaches, one male athlete, three female athletes) were purposefully recruited from a single sport. Each participant completed the 44-item Big Five Inventory (John & Srivastava, 1999) on their own and their partner’s perceived personality traits. The data generated were used to inform the discussions in follow-up, individual semi-structured interviews with all participants.ResultsThe interview data were analysed using thematic analysis, which generated three higher themes and seven lower order themes. The three higher order themes were perceived compatibility, relationship persona and collective personality.ConclusionThe present investigation has identified what coaches and athletes perceive to be the key personality characteristics to manage and maintain a successful working relationship.     

A Review of Eating Disorders in Athletes

SUMMARY

The current review aims to evaluate the literature on eating disorders and athletes with the purpose of making recommendations for sport psychologists and other relevant personnel on how to proceed in identifying, managing, and preventing eating disorders in school settings. Whereas the intention of this review is to make recommendations for secondary educational settings, research on other populations such as collegiate and young adult athletes was also reviewed where helpful or where information on adolescent athletes was not available. Recommendations for prevention and intervention include ongoing education of athletes and coaches regarding nutrition, body composition, and performance, using appropriate screening to detect eating disorders, and use of a sport management team to aid in athlete recovery.     

Adolescent athletes’ learning about coping and the roles of parents and coaches

Objectives

The purpose of this study was to develop a grounded theory of the ways adolescent athletes learned about coping in sport. We subsequently came to focus on the roles of parents and coaches within this process.

Method

Interviews were conducted with 17 athletes (8 females, 9 males, M_age = 15.6 years), 10 parents (6 mothers, 4 fathers), and 7 male coaches. Grounded theory methodology (Corbin & Strauss, 2008) was used.

Results

Learning about coping was an experiential process consisting of the athletes’ sport experiences and learning through trial and error, reflective practice, and coping outcomes (consistent performance, independence in coping, and persistence in coping). Learning was facilitated by athletes being exposed to multiple situations and reflecting on their coping efforts. Parents and coaches helped athletes learn about coping by creating a supportive context for learning (listening and monitoring their own reactions, establishing trust and respect, reading the athlete, and fostering independence). Parents and coaches also used specific strategies to help athletes learn about coping, including questioning and reminding, providing perspective, sharing experiences, dosing stress experiences, initiating informal conversations, creating learning opportunities, and direct instruction.

Conclusions

Adolescent athletes must gain personal experience in dealing with stressors in order to learn how to cope. Parents and coaches represent key sources of influence within the process of learning about coping.     

Transformational Leadership and Athlete Satisfaction: The Mediating Role of Coaching Competency

Drawing on social cognitive theory, we examine the relationship between coaches’ transformational leadership and athletes’ evaluations of coaches’ coaching competency. We also investigate how coaching competency can mediate the positive effect of coaches’ transformational leadership on athletes’ satisfaction. Using path analysis with bootstrapping techniques, we analyzed 397 competitive volleyball players to test our research model. Our results revealed that (a) coaches’ transformational leadership has a positive effect on coaching competency, and (b) coaching competency mediates the positive effect of coaches’ transformational leadership on athletes’ satisfaction. Implications for coach education and sport psychology in terms of theory and research are discussed.     

A Case Study of Interpersonal Emotion Regulation Within a Varsity Volleyball Team

This study used an instrumental case study approach to investigate the ways teammates within a female varsity volleyball team regulated one another's emotions, the factors that were perceived to influence interpersonal emotion regulation (IER), and athletes' preferences for regulating their own and others' emotions. Fourteen athletes participated in semistructured interviews and reported using a variety of emotion-improving and emotion-worsening IER strategies, in addition to occasionally choosing not to engage in IER, and several factors were found to influence IER (e.g., athletes' roles and interpersonal factors). This study has theoretical implications and applied implications for athletes, coaches, and sport psychology consultants.     

“Women easily feel that they have lost a year if they don’t ski faster”: Finnish ski coaches’ discursive constructions of gendered dual career pathways

ObjectivesEarlier qualitative researchers studying athletes’ dual careers (DCs) have shown that sociocultural discourses on gender are ingrained in DC policies and practices, creating gender inequalities and hierarchies. In this study, we aimed to extend this body of research by examining how Finnish elite youth ski coaches discursively construct athletes’ education and gender in their talk and coaching practices. Similarly, we examined how coaches’ beliefs about athletes' holistic development are interlinked with broader sociocultural discourses on gender.DesignQualitative study.MethodsWe conducted semi-structured interviews with 10 Finnish ski coaches (seven male, three female) aged 25–62 years (M = 38.5), and then analyzed the data using reflexive thematic analysis, interpreted through a feminist poststructuralist lens.FindingsCoaches’ discursive practices regarding education depended on their athletes' ages. For athletes in secondary education, the coaches predominantly drew on DC discourses that emphasized the compatibility of sports and education, but for athletes transitioning to senior-level sports, they drew on dominant performance discourses, believing that athletes at the senior level should prioritize their sports. Moreover, coaches discursively constructed athletic development as especially important for female athletes, who were perceived as less capable of excelling in sports and therefore needing to invest in multiple careers.ConclusionsBy drawing on gender stereotypes and binary understandings of gender, the coaches discursively reproduced gender hierarchies and unequal power relations in sports. These gendered discourses influence athletes' DC aspirations and the gendering of DC pathways.     

Empathic accuracy in coach–athlete dyads who participate in team and individual sports

ObjectiveThe purpose of the present study was to investigate the empathic accuracy of coach–athlete dyads participating in team and individual sports.MethodAn adaptation of Ickes's [2001. Measuring empathic accuracy. In J. A. Hall & F. J. Bernieri (Eds.), Interpersonal sensitivity (pp. 219–242). Mahwah, NJ: Lawrence Erlbaum Associates] unstructured dyadic interaction paradigm was used to assess the empathic accuracy of 40 coach–athlete dyads. Accordingly, each dyad was filmed during a training session. The dyad members viewed selected video footage that displayed discrete interactions that had naturally occurred during that session. Dyad members reported what they remembered thinking/feeling while making inferences about what their partner's thought/felt at each point. Empathic accuracy was estimated by comparing self-reports and inferences.ResultsThe results indicted that accuracy for coaches in individual sports was higher than coaches in team sports. Shared cognitive focus also differed between team and individual sports, and fully mediated the effect of sport-type on coach empathic accuracy. Moreover, coaches whose training sessions were longer demonstrated increased empathic accuracy. No differences were found for athletes.ConclusionsThe results suggest that the dynamics of the interaction between a coach and an athlete play a key role in how accurately they perceive each other.     

Athletes’ Perceptions of Coaching Behavior,Relation-Inferred Self-Efficacy (RISE), and Self-Efficacy in Youth Sport

Research implies that athletes’ perceptions of how coaches view their abilities (relation-inferred self-efficacy [RISE]) stems from verbal and nonverbal interactions. We investigated relationships between youth athletes’ perceptions of RISE-relevant coaching behavior, RISE, and self-efficacy. A RISE-relevant behavior measure was developed in Phase 1. In Phase 2, youth athletes (N = 277) completed questionnaires designed to measure the target variables. All of the variables were positively correlated, and RISE was found to mediate the relationship between coaching behavior and self-efficacy.     

Coach-mediated team building in youth sports

Abstract

In youth sports, fostering the development of a positive and cohesive team climate is one objective of psychologically oriented training programs for coaches. This article reviews the theoretical and empirical bases for team building as developed within the field of industrial and organizational psychology, as well as attempts that have been made to evaluate the efficacy of team building in both organizational and physical activity contexts. Next, we describe maseaures that can be taken by youth coaches to create 8 positive and enjoyable team atmosphere, drawing upon the empirically derived guidelines found in Coach Effectiveness Training. Finally, we review experimental studies that demonstrate that coach mining can not only improve intrateam attraction, but can also have a variety of related positive outcomes for young athletes, including heightened self-esteem, reduced performance anxiety, and lowered dropout rates.     

The social dynamics involved in recovery and return to sport following a sport-related concussion: A study of three athlete-teammate-coach triads

An athlete's connection to their team and team members is an important part of their sport experience. However, researchers currently know little about the nature of these social dynamics with respect to concussed athletes. Our study explored athletes' recovery and reintegration into the team environment following a sport-related concussion. We conducted semi-structured interviews with each member of three athlete-teammate-coach triads (N = 9). We analysed the data using thematic narrative analysis and present the results as three stories that focused on each athlete's experience. For Cassie, we found two major plot points in her story: the transition in her role (and shift in identity) from athlete to student assistant coach/team manager and, once recovered, back to an athlete on the team. For Jess, we found that the main plot in her story was “pressure”. Specifically, the interplay between internal (placed on herself) and external (perceived from teammates and coaches) pressures to return to sport. In the third and final story, the main plot point was the tensions that arose from Jaden's preferences for social support and the type of support that his teammates and coaches believed he needed during his recovery. Our results highlight the interplay between athlete's personal and social identities, feelings of pressure to return and readiness, and the challenges of providing the right amount and type of social support. This research contributes to our limited understanding of the social dynamics involved in athletes' return to sport following a concussion.