Influence of coaching efficacy and coaching competency on athlete‐level moral variables in Botswana youth soccer

This study examined coach‐perceived coaching efficacy and athlete‐perceived coaching competency, perceptions of coaches' endorsement of unfair play, and team norm for aggression on athlete‐level moral variables in Botswana youth soccer. Participants were youth soccer players (n = 506) and their coaches (n = 24). Players completed the coaching competency scale, the Judgments About Moral Behavior in Youth Sports Questionnaire, and the Team Norm Questionnaire. Coaches completed the Coaching Efficacy Scale. Multilevel analysis revealed that team norm for aggression, athletes' perceptions of their coaches' endorsement of aggression/cheating, and Game Strategy Coaching Competency were significant predictors of athletes' likelihood to aggress and perceptions of peer cheating. The findings contribute to previous research demonstrating the influence of the coach on athletes' antisocial behaviors.     

Task familiarity and task efficacy: a study of sports coaches

The purpose of the study was to establish a profile of coaching efficacy with Hong Kong community coaches who differ in knowledge and hours spent in coaching. Coaching efficacy can be described in four dimensions, namely, Motivation, Strategy, Technique, and Character Building. It was hypothesized that coaches who had spent more time coaching and were more knowledgeable about the sport and coaching would score higher on those four dimensions of a Coaching Efficacy Scale. The scale was administered to 252 coaches working with beginning and district-level athletes in a variety of sports. Analysis suggested that their self-reported efficacy on Strategy was least strong. This means that the coaches were not confident in analyzing the strengths and weaknesses of opposing teams, making decisions on the type of game strategy to employ, and maximizing athletes' strength in competitions. Coaches with less coaching experience were also less confident about motivating athletes. This information on coaching efficacy may be useful in deciding content for a program of education for coaching.     

Rational Emotive Behavior Coaching

Managed care has led some psychotherapists to seek alternative modes of practice. Personal coaching provides one such approach. To what extent might an REBT practitioner already be “coaching”? How can REBT be meshed with personal coaching? What advantages and problems might ensue? What training is involved? These questions are answered based on the experiences of the author in shifting her work to what she calls Rational Emotive Behavior Coaching.     

Measuring Professional Ethics in Coaching: Development of the PISC-Q

Sport is commonly lauded as the ideal place for participants to learn life skills. However, concerns related to the “win-centered” sport culture has spurred research into ethical behaviors in sport. The purpose of the present study was to create a measure of professional ethics in coaching. Students enrolled in a collegiate coaching education course (N = 766) responded to a series of vignettes related to common situations in the coaching profession. Results indicate the Professional Issues in Sport Coaching Questionnaire is an acceptable measure of situation specific professional ethics. Conclusions and directions for future research are discussed.     

Coaches' assessment of their coaching efficacy compared to athletes' perceptions

This study compared coaches' assessments of their own coaching efficacy with their athletes' perceptions of the coaches' efficacy. Coaching efficacy was measured with the Coaching Efficacy Scale. Participants were 9 football coaches and 76 football players from the same team. Analysis indicated coaches were confident in their coaching abilities (range 6.5 to 9.0 on a 9-point scale). For 7 of the 9 coaches the coaches' ratings of themselves were higher than the athletes' ratings. For the other 2 coaches, athletes' ratings of coaches' efficacy were higher than the coaches' ratings of themselves. All coaches' ratings fell within the 95% confidence interval based on the athletes' ratings of the coaches' efficacy. Results are discussed in terms of the interplay between athletes and coaches efficacy beliefs and its influence on behavior.     

Assessing Autonomy-Supportive Coaching Strategies in Youth Sport

OBJECTIVES: Autonomy support is a component of the motivational climate in youth sport that may promote youth's internalization of behaviors and attitudes. This study examined the psychometric properties of the Autonomy-Supportive Coaching Questionnaire (ASCQ), a measure of two forms of autonomy-supportive coaching perceived by young athletes. DESIGN: The study design was non-experimental. METHODS: Over a six-week season, youth (N = 165) participating in a recreational summer swim league completed measures of perceived coaching behavior (weeks 1 and 5), autonomy-supportive coaching (week 5) and psychological need satisfaction (weeks 1 and 6). RESULTS: Responses to the ASCQ could be reduced to two correlated factors representing an "interest in athlete's input" and "praise for autonomous behavior." These factors exhibited slightly different relations with perceived coaching behaviors and positively predicted coaching-associated contrasts in the satisfaction of all three basic psychological needs. CONCLUSIONS: The ASCQ appears to provide a valid assessment of young athlete's perceptions of autonomy-supportive coaching. Autonomy-supportive coaching should be evaluated as a potential source of motivational consequences of coaching and as a potential moderator of coaching effects on youth internalization.     

High School Coaches’ Coaching Efficacy: Relationship with Sport Psychology Exposure and Gender Factors

Coaching efficacy (CE) is largely influenced by mastery experiences such as formal education and coaching experience. However, specific education has not previously been considered in relation to CE. Therefore, examining specific educational experiences, such as those related to sport psychology, which have previously been reported to increase self-efficacy, may prove helpful in advancing CE. Also, previously reported gender differences in CE and perceptions of sport psychology advocate for gender consideration. The purpose of this study was to explore high school coaches’ coaching experience to determine whether sport psychology exposure and gender factors relate to CE. Participants (N?=?2,018) completed the Coaching Efficacy Scale II–High School Teams. An analysis of covariance revealed that more sport psychology education and more frequent contact with sport psychology practitioners resulted in statistically higher CE (p < .05). Analysis of covariance indicated that female coaches reported significantly lower CE than males (p < .05), and coaches of only female athletes reported significantly lower motivation efficacy and physical conditioning efficacy than their peer groups (p < .05). Sport psychology consultants and coach educators should consider these differences when consulting and when developing educational materials and workshops.     

An Experimental Field Study on the Effects of Coaching: The Mediating Role of Psychological Capital

Coaching is a developmental intervention implemented in organisations to improve individual attitudes and behaviours. Few studies, however, have tested these assumptions and explained the mechanisms involved. We propose psychological capital (PsyCap), a set of positive individual resources, as a possible mediator. We investigated whether coaching framed in goal setting and conservation of resources theories is effective in improving PsyCap and, through this, individual attitudes and performance, and whether its effects maintain over time. We conducted an experiment with 56 employees in a marketing company, who were either randomly assigned to a coaching intervention or a wait-list control group. Measures of interest were collected before the programme started (T1), and after the programme, which lasted 4 months (T2). A follow-up measure for the experimental group was collected after a further 4 months (T3). ANOVAs showed coaching was associated with increases in PsyCap, job attitudes, and one dimension of job performance. The mediating role of PsyCap was supported for job attitudes. The effects on PsyCap and job attitudes lasted over time, as revealed by within-subjects repeated measures analyses. This study fills a gap in our knowledge of the explanatory processes of coaching effectiveness by building on solid research design features.     

Effects of short-term interaction coaching with mothers of preterm infants

This study examined the effects of eight 40-minute interaction coaching sessions on the mother-infant interaction patterns of mother-preterm infant dyads. Thirty-five preterm infants and their mothers were matched for sex and then were assigned randomly to a treatment and a no-treatment control group. Behavior counts and ratings of maternal and infant interactive behavior (Interaction Rating Scale; Field, 1980) were obtained from naturalistic home observations, precoaching, postcoaching, and at a 2-month follow-up. It was hypothesized that coaching, which was intended to facilitate more sensitive responding by mothers, would positively influence mother-infant interaction and mothers' knowledge of infant development. The only marginally significant difference between the groups that emerged over time was in knowledge of infant development, in which the treatment group surpassed the control group.     

Development of a tool for quantifying need-supportive coaching in technology-mediated exercise classes

Technology-mediated interventions to promote physical activity are growing in popularity and appear to be effective for supporting continued adherence for some people. Some of this efficacy may be related to the cultivation of motivation that is self-determined (i.e., autonomous), which is posited to arise from the satisfaction of three basic psychological needs: competence, relatedness, and autonomy. We developed an observational coding tool for quantifying the frequency of needs-supportive and needs-indifferent coaching during technology-mediated exercise classes. The Peloton Instructor Needs-Supportive Coaching (PINC) tool shows evidence of reliability (average kappa = .91). We also demonstrated the utility of the PINC for characterizing needs-supportive coaching profiles across 4 different types of classes (Beginner, Power Zone, Groove, and High-Intensity Interval Training) and the construct validity of the PINC with respect to examining the relationship of needs-supportive coaching to intrinsic motivation. The PINC offers a useful tool with which future studies could evaluate whether and how instructor coaching impacts self-determined motivation to exercise within a technology-mediated context.     

The Effects of Coaching and Speeding on Big Five and Impression Management Scale Scores

We examined the effects of coaching and speeding on personality scale scores in a faking context (N = 192). A completely crossed 2 × 2 experimental design was used in which instructions (no coaching or coaching) and speeding (with or without a time limit) were manipulated. No statistically significant effects on scale scores were evidenced for speeding. Coaching participants significantly elevated scores (average d = .76) for each of the Big Five personality factors but did not significantly elevate the scores on the Impression Management scale (d = .06). Cognitive ability was significantly positively related to impression management for uncoached participants but not for coached participants. An exploratory simulation suggests that coaching would have an effect on who would be selected for a job.     

THE SUSCEPTIBILITY OF OVERT AND COVERT INTEGRITY TESTS TO COACHING AND FAKING

Abstract— Although previous research has indicated that faking can affect integrity test scores, the effects of coaching on integrity test scores have never been examined We conducted a between-subjects experiment to assess the effects of coaching and faking instructions on an overt and a covert integrity test Coaching provided simple rules to follow when answering test items and instructions on how to avoid elevated validity scale scores There were five instruction conditions "just take,""fake good,""coach overt,""coach covert," and coach both All subjects completed both overt and covert tests and a measure of intelligence Results provided strong evidence for the coachability of the overt integrity test, over and above the much smaller elevation in the faking condition The covert test apparently could be neither coached nor faked successfully Scores on both integrity tests tended to be positively correlated with intelligence in the coaching and faking conditions We discuss the generalizability of these results to other samples and other integrity tests, and the relevance of the coachability of integrity tests to the ongoing debate concerning the prediction of counterproductive behavior     

青少年校园欺凌行为量表编制

编制青少年校园欺凌行为量表,为校园欺凌的评估、分类、干预工作提供依据。采用文献分析、结构化访谈与问卷调查确定量表维度并编制初始量表,通过项目分析、探索性因素分析、验证性因素分析形成正式量表。青少年校园欺凌行为量表包含26个项目,共5个维度,分别是身体欺凌、关系欺凌、财物欺凌、性欺凌与网络欺凌;量表具有较高的内部一致性信度、分半信度与良好的内容效度、结构效度、效标效度。青少年校园欺凌行为量表符合心理测量学标准,可作为测量校园欺凌行为的工具。     

Assertive Behavior and Likeability in Elementary School Boys

The present study investigated the social impact of assertive versus nonassertive behavior in fourth- and fifth-grade boys. Subjects viewed eight videotaped scenes, each depicting a different ten year old male model handling a situation in which commendatory or refusal assertion or nonassertion was required. Subjects then evaluated each model based upon their viewing of the role-plays. In addition, the Children's Assertive Behavior Scale (CABS) and a sociometric measure were adminsitered. Results suggest that assertive behavior is valued by elementary school boys. The implications of this finding for the study and training of assertive behavior in children are discussed.     

Intimidation and violence by males in high school athletics

This study examined verbal intimidation (VI), physical intimidation (PI), and physical violence (PV) in high school athletics, both by program and by sport. Antecedents were identified via principal component analysis; they included contextual setting, attitude, pressure, and coaching. Multiple regression analysis was used to assess relationships between antecedents and VI, PI, and PV. Coaching was the only significant predictor in 9 of 15 regression analyses of overall VI, PI, and PV, and one of two significant predictors in 4 of 6 additional analyses. Coaching was the only significant predictor of VI in basketball and football, PI in football and soccer, and PV in basketball and soccer. In addition to coaching, contextual setting was a significant predictor of PI in basketball, attitude was a significant predictor of PV in football, and pressure was a significant predictor of VI in soccer. The implications of these findings are discussed.     

Developing the Impulsive Driver Behavior Scale

The aim of the present study is to develop a driving context specific impulsivity scale. First, a qualitative study was conducted by interviewing 20 individual drivers to develop the scale items based on the definitions of the basic impulsivity dimensions in the literature. Then, a quantitative study with a total of 506 individual drivers to examine the psychometric qualities of the newly developed Impulsive Driver Behavior Scale. In addition, the variance in driver behaviors, namely violations, errors, lapses and positive driver behaviors measured by the Driver Behavior Questionnaire (DBQ; Reason, Manstead, Stradling, Baxter, & Campbell, 1990) explained by the general impulsivity scales in the literature and the newly developed scale were compared. In all the comparisons, Impulsive Driver Behavior Scale explained higher amount of variance than the general impulsivity scales. Finally, it was found that the newly developed driving context specific impulsivity scale had incremental validity over the general impulsivity scales in predicting driver behaviors.     

A Review of: “Bear,G. G. (2010). School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behavior.”

Previous research demonstrates that children with attention-deficit/hyperactivity disorder (ADHD) can experience social difficulties. Therefore, the current study examined the effects of cross-age peer coaching on social behaviors of first graders with significant symptoms of ADHD using a multiple baseline design. Four students who met criteria for ADHD participated, along with four third- or fourth-grade coaches without ADHD. Coaching pairs met each morning to establish a goal for the younger child to meet during free time. Although results were variable, findings suggested that the cross-age coaching program led to decreases in negative social behavior, and was highly acceptable to participants.