parents, peers and coaches Flashcards
why is parental support important in sport?
• Parents are the most important social influence
in young athletes’ lives until 13-14 years
• Parental influence remain salient during athletes’
entire sporting career
• Children’s perception of parental support is
central to athletes’ psychosocial outcomes
how do parents get involved and influence athletes?
Fredricks and Eccles (2004):
• Provider
• Interpreter
• Role Model
Wolfenden and Holt (2005):
• Emotional Support
• Tangible Support
• Informational Support
Fredrick and Eccles (2004): provider entails what?
providing tangible support: signing children up to training, paying for equipment
providing informational support: info regarding nutrition, preparation
providing emotional support: helping children after failure, supporting children when injured
Fredrick and Eccles (2004): interpreters entails what?
effort is more important than outcome: positively reacting to wins and losses that were based on effort
valuing the range of benefits associated with sport: discussing different outcomes associated with sport participation, social opportunities
Encouraging sportsmanship: celebrating sporting behaviour, highlight its importance
Fredrick and Eccles (2004): role models entails what?
encouraging sport participation: watching and reading about sport, engaging in sports themselves
sporting behaviours: maintaining composure at competitions, congratulating opponents on their performance
valuing effort over outcomes: putting in 100% effort, reacting positively to own loss
consequences of parental involvement (+)
- Enable children to participate
- Enhance athletes’ motivation
- Increase athletes’ enjoyment
- Enhanced PYD & work ethic
- Strengthen relationships between parents and athletes
consequences of parental involvement (-)
- Continuum of involvement
- Pressure and expectations
- Increased anxiety and worry
- Lack of enjoyment
- Parent-coach conflict and stressors
role of parents in the early years
- Provide opportunities
- Encourage multiple activities
- Select appropriate opportunities
- Focus on fun and enjoyment
role of parents in the middle years
- Support decisions
- Manage transitions
- Work with educators/practitioners
- Appropriate support for training and performances
role of parents in the later years
- Emotional support
- Financial support
- Adapt to transitions
- Manage involvement in relation to performances
influences of coaches
- Influence performance, behaviour, psychological and emotional wellbeing.
- Influence extends beyond sport
• Research sought to identify: – Identify coaching characteristics – Competencies – Cognitions – Practice strategies & techniques – Leadership styles – Behavioural patterns
coach behaviour research
- 12 Categories of behaviours
- 3 dimensions: Supportiveness, instructiveness, punitiveness
- High levels of reinforcement & encouragement, technical instruction – Most positive outcomes for children (fun, like coach)
- Punitive/hostile actions infrequent, but very negative effects – strong negative correlation with children’s attitude and attitude toward coach
• Winning influences perceptions of athlete-coach relationship and perceptions of what
coach thinks
• Coaches unaware of how they behave (children know better)
Class I. Reactive Behaviours
Responses to desirable performance:
- Reinforcement- A positive, rewarding reaction for good play or good effort
- Nonreinforcement- Failure to respond to a good performance
Responses to mistakes:
- Encouragement after a mistake
- technical instructions or demo on how to fix mistake
- punishment after a mistake
- instructions given in a hostile manner
- ignore mistake (negative reinforcement)
response to misbehaviour:
1. keeping control to maintain or regain order
Class II. Spontaneous behaviours
Game Related:
- Spontaneous instruction in the technique and strategies of the sport that does not follow mistake
- spontaneous encouragement that does not follow mistake
- behaviour that sets the stage for play by assigning duties or responsibilities
game irrelevant:
1. Interactions with players unrelated to the game.
Organization of the multidimensional motivational climate observation system (+)
(Higher-order factor)Empowering-ranges from 0-1
(Environmental Dimension): Autonomy Supportive: provides meaningful choice Acknowledges feelings and perspective Encourages intrinsic interest
Task involvement:
explains player role importance
uses cooperative learning
Relatedness supportive:
Engages in noninstructural conversation with athletes
Adopts a warm communication style
Structured:
Provides instructions and organisation
offers expectations for learning
