Chapter 19 - The Coach-Athlete Relationship Flashcards
building trust
credibility
credibility must be clearly demonstrated in day-to-day interactions with the athlete. This can be achieved by sharing the why behind decisions and finding ways to demonstrate expertise using previous examples of success. In addition to this, the ability to demonstrate humility breeds credibility
reliability
deliver on their promises and the expectations of the athlete
intimacy
Intimacy ensures that information provided by the athlete remains confidential
self-orientation
Self-orientation relates to where the interests of the Sports Nutrition Coach lie and whether they have the best interests of the athlete at heart. To operate at a low level of self-orientation, the Sports Nutrition Coach should ensure that they listen to the athlete’s desires, fears, and emotions, and ensure that they are not drowned out by their own thoughts and feelings
capability, opportunity, motivation - behavior
According to this model, for an athlete to engage in a particular behavior they must have the capability to engage (C), the social and physical opportunity (O), and the motivation (M) to undertake the behavior (B) over other competing behaviors
the three-stage model to designing behavior change interventions
behavior change wheel
step 1: understand the behavior
Define the Problem in Behavioral Terms
a reduction in athlete body fat may be the end outcome goal, but the behavior required to facilitate this, at least from a nutrition perspective, is for that athlete to reduce their daily energy intake.
step 1: understand the behavior
select target behaviors
an example: the athlete’s high energy intake may be due to their reliance on fast food, being surrounded by friends with poor dietary habits, or a lack of practical cooking skills. To select a particular behavior to focus on, the Sports Nutrition Coach should consider
1) the likely impact if the behavior were to be changed
2) 2) the difficulty of changing such behavior, 3) the extent to which this behavior impacts their overall behavior and potential to influence other behaviors
3) 4) the ease of measurement for evaluation purposes
step 1: understand the behavior
specify the target behavior
Once the target behavior has been identified, it must be specified in detail, including a description of
1) what the athlete needs to do differently to achieve change
2) 2) when they will do it
3) 3) where they will do it
4) 4) how often they will do it
5) 5) who they will do it with
step 1: understand the behavior
identify what needs to change
The final stage of step one is to identify the factors that need to change in the athlete and/or their environment for the behavior to occur
step 2: select intervention
identify the intervention function
When determining which intervention is most appropriate, it is important to consider the full range of possibilities. As discussed previously, the Behavioral Change Wheel provides nine possible interventions that address the specific areas of
1. capability
2. opportunity
3. motivation
4. education
5. persuasion
6. incentivization
7. coercion
8. training
9. restriction
10. environmental restructuring, modeling, and enablement.
step 2: select intervention
identify policy categories
- communication
- guidelines
- regulations
- environmental/social planning
- service provision
APEASE criteria
- affordability
- practicability
- effectiveness/cost-effectiveness
- acceptability
- side effects
- equity
step 3: Identify Content and Implementation Options
Identify Behavior Change Techniques
Although numerous behavior change techniques exist, the specific behavior technique used should match with the intervention function being used
intervention function
education
Information about social and environmental consequences
Information about health consequences
Feedback on behavior
Feedback on outcome(s) of the behavior
Prompts/cues
Self-monitoring of behavior
intervention function
persuasion
Credible sources
Information about social and environmental consequences
Information about health consequences
Feedback on behavior
Feedback on outcome(s) of the behavior
intervention function
incentivization
Feedback on behavior
Feedback on outcome(s) of the behavior
Monitoring of behavior by others without evidence of feedback
Monitoring outcomes of behavior by others without evidence of feedback
Self-monitoring of behavior
intervention function
coercion
Feedback on behavior
Feedback on outcome(s) of the behavior
Monitoring of behavior by others without evidence of feedback
Monitoring outcomes of behavior by others without evidence of feedback
Self-monitoring of behavior
intervention function
training
Demonstration of behavior
Feedback on the behavior
Feedback on outcome(s) of the behavior
Self-monitoring of behavior
Behavioral practice/rehearsal
intervention function
environmental restructuring
Adding objects to the environment
Prompts/cues
Restructuring the physical environment
intervention function
modeling
Demonstration of behavior
intervention function
enablement
Social support
Goal setting
Adding objects to the environment
Problem solving
Action planning
Self-monitoring of behavior
Restructuring the physical environment
Review behavior goals(s)
Review outcome goal(s)
