Coach-Athlete Relationship Model

Coach-Athlete Relationship Model Introduction The coach-athlete relationship is widely recognised as one of the most important interpersonal relationships in sport (Jowett and Cockerill, 2002; Lyle, 1999). In the past, coaching focused largely on improving the physical and technical skills of the athlete; however, more recently, the importance of developing the athlete’s psychosocial skills has also been acknowledged (Miller and Kerr, 2002). It is now accepted that the behaviours, thoughts and emotions of the coach and athlete are interconnected, with both individuals having a mutual appreciation and respect for each other (Jowett and Meek, 2000; Philippe and Seiler, 2006). The main goal of the coach-athlete dyad is to produce an outcome of improved, high performance from the athlete, and the quality of this relationship can impact significantly on whether successful outcomes are achieved. The aim of this paper is to review published evidence on the nature and dynamics of the coach-athlete relationship and the potential i nfluence of significant others on this dyad. Conceptual models to investigate the dynamics of the coach-athlete relationship Traditionally, the dynamics between coach and athlete have been studied from the perspective of coaching leadership (Jowett, 2005). The earlier models which provided a conceptual framework for this research include the Mediational model (Smoll and Smith, 1989), the Multidimensional model (Chelladurai, 1993) and the Coaching model (Cà ´tà ©, Salmela, Trudel, Baria, Russell, 1995). These models focus on the behaviours of the coach, perceptions of these behaviours, and the impact of such behaviours on outcome variables such as performance and satisfaction. A number of newer conceptual models have been developed which also largely have a behavioural focus (Jowett and Cockerill, 2002; Mageau and Vallerand, 2003; Poczwardowski, Barott, Peregoy, 2002; Wylleman, 2000). Worthy of note is the Motivational model proposed by Mageau and Vallerand (2003), which may be of value in the study of inspirational motivation, a recent focus of leadership research. This considers whether an individual sh ows an exceptional ability to lead others to higher performance levels and/or provide inspiration through the use of clear principles and goals, and has been shown to be a strongly associated with athletes’ level of satisfaction with their coach (Gomes, Sousa, Cruz, 2006). It can be argued that a major limitation of all these models is that they fail to consider the non-behavioural aspects of the coach-athlete relationship (e.g. thoughts and emotions) which may also be importance influencers of the effectiveness and success of this relationship. The 3Cs and Co-orientation models The Closeness, Commitment and Complementarity (3Cs) conceptual model developed by Jowett and colleagues incorporates both behavioural and non-behavioural components of the coach-athlete dyad, and reflects the relational aspects of emotions, cognitions and behaviours, respectively (Jowett, 2002; Jowett, 2003; Jowett and Cockerill, 2002; Jowett and Meek, 2000). An additional interpersonal construct, co-orientation, has also been evaluated and is included in the Co-orientation model (Jowett, 2006; Jowett and Clark-Carter, 2006). This adds another dimension by considering coaches’ and athletes’ perceptions about each other from three different aspects: actual similarity, assumed similarity and empathic understanding (Jowett, 2005). Both the 3Cs and Co-orientation models have been pivotal in recent research investigating the nature of the coach-athlete dyad from the perspective of the athlete in individual sports including swimming (Philippe and Seiler, 2006; Poczwardowski, Barott, Jowett, 2006). Analysing the nature of the coach-athlete relationship In addition to their own perspective on the coach-athlete relationship, both members of the dyad will also form perceptions of how the other member views the relationship. Laing and colleagues (1966) first proposed the terms ‘direct perspective’ (i.e. the individual’s own perspective) and ‘meta-perspective’ (the individual’s perception of the other dyad member’s perspective). More recently, Kenny and Acitelli (2001) developed a method of measuring the accuracy of these perceptions (Kenny and Acitelli, 2001). A study using this methodology has investigated empathic accuracy and assumed similarity in perceptions of closeness, commitment and complementarity in the coach-athlete relationship (Jowett and Clark-Carter, 2006). Findings showed that empathic accuracy and assumed similarity were evident in both coach and athlete perceptions; however, athletes were more accurate in identifying their coaches feelings in terms of closeness, while in newer relationships, both members showed higher levels of empathic accuracy. Communication is another important component of the coach-athlete dyad (Jowett, 2003; Phillipe and Seiler, 2006). Studies have demonstrated that effective communication promotes a shared understanding of the importance of key issues between both dyad members and may therefore reduce the likelihood of problems or conflict occurring within the relationship The Coach-Athlete Relationship Questionnaire (CART-Q) is a self-report instrument developed to explore the nature of the coach-athlete relationship by examining closeness, commitment and complementarity from a meta-perspective (Jowett and Ntoumanis, 2004). The validity, internal consistency and reliability of this questionnaire were demonstrated in two independent samples of British coaches-athlete dyads. More recently, a Greek language version of the questionnaire (GrCART-Q) has been developed, together with a modified version incorporating co-orientation (Jowett, 2006). The validity and reliability of both versions of this questionnaire were confirmed in a sample of coach-athlete dyads from individual sports (Jowett, 2006). Effective versus successful coach-athlete relationships When considering the nature of the coach-athlete dyad, it is important to distinguish between effective and successful relationships. Effective relationships are underpinned by values such as empathy, support, acceptance, respect and responsiveness (Jowett and Cockerill, 2003; Jowett and Meek, 2000). While these undoubtedly provide positive psychosocial benefits for the athlete, they will not necessarily improve performance. In contrast, successful relationships are ones in which a measure of performance success has been achieved, although these may not always be effective in nature (Jowett, 2005). The influence of significant others on the coach-athlete relationship It has been suggested that the coach-athlete relationship should not be considered solely as two members of the dyad working together, but also should also take account of the influence of significant others. For example, some believe that coach leadership may be a shared function rather than a role taken on by the coach alone (Jowett, 2005; Jowett and Chaundy, 2004) while in the case of children, parents and other family members may play an important role in the development and success of the athlete (Cheng, Marsh, Dowson, Martin, n.d.). To conclude, there is a considerable body of literature investigating the nature and dynamics of the coach-athlete dyad and those factors which may influence the development, effectiveness and success of this important relationship. References Chelladurai, P. (1993). Leadership. In R. N. Singer, M. Murphy, L. K. Tennant (Eds.) Handbook on research on sport psychology. New York: MacMillan. Cheng, J. H. S., Marsh, H. W., Dowson, M. Martin, A. J. (n.d.) Exploring the effect of relationship dynamics of support on gymnasts’ and figure skaters’ self-concept, education and psychological resilience: a research proposal. Retrieved 5 July, 2008 from http://www.aare.edu.au/05pap/che05309.pdf Cà ´tà ©, J., Salmela, J. H., Trudel, P., Baria, A. Russell, S. (1995). The coaching model: A grounded assessment of expert gymnastic coaches knowledge. Journal of Sport and Exercise Psychology, 17, 1–17. Gomes, A. R., Sousa, S. A. Cruz, J. F. (2006). Charismatic, trnasformational and visionary dimensions in sport leadership: towards new paths for the study of coach-athletes relationships. In N. S. Huber M. Harvey (Eds.). Leadership at the crossroads. University of Maryland: The James MacGregor Burns Academy of Leadership. Jowett, S. Cockerill, I. M. (2002). Incompatibility in the coach-athlete relationship. In I. M. Cockerill (Ed.) Solutions in Sport Psychology. London: Thomson Learning. Jowett, S. Cockerill, I. M. (2003). Olympic medallists perspective of the athlete-coach relationship. Psychology of Sport and Exercise, 4, 313–31. Jowett, S. Chaundy, V. (2004). An investigation into the impact of coach leadership and coach-athlete relationship on group adhesion. Group Dynamics: Theory, Research and Practice, 8, 302–11. Jowett, S. Clark-Carter, D. (2006). Perceptions of empathic accuracy and assumed similarity in the coach-athlete relationship’, British Journal of Social Psychology, 45, 617-37. Jowett, S. Ntoumanis, N. (2004). The Coach-Athlete Relationship Questionnaire (CART-Q): development and initial validation. Scandinavian Journal of Medicine Science in Sports, 14, 245–57. Jowett, S. (2002). The coach-athlete questionnaire and dyad maps (Research Monograph No. 1). Staffordshire: School of Health, Staffordshire University. Jowett, S. (2003). When the ‘honeymoon’ is over: a case study of a coach–athlete dyad in crisis. The Sport Psychologist, 17, 444–60. Jowett, S. (2005). The coach-athlete partnership. The Psychologist, 18, 412–5. Jowett, S. (2006,). Interpersonal and structural features of Greek coach–athlete dyads performing in individual sports. Journal of Applied Sport Psychology, 18, 69–81. Jowett, S. Cockerill, I. M. (2002). Incompatibility in the coach-athlete relationship. In I. M. Cockerill (Ed.) Solutions in sport psychology. London: Thomson Learning. Jowett, S. Meek, G. A. (2000). The coach-athlete relationship: an exploratory content analysis. The Sport Psychologist, 14, 157–75. Kenny, D. A. Acitelli, L. K. (2001). Accuracy and bias in perceptions of the partner in close relationships. Journal of Personality and Social Psychology, 80, 439–48. Laing, R. D., Phillipson, H. Lee, A.R. (1966). Interpersonal Perception. Baltimore: Perennial Library. Lyle, J. (1999). Coaching philosophy and coaching behaviour’. In N. Cross J. Lyle (eds.) The coaching process: principles and practice for sport. Oxford: Butterworth-Heineman. Mageau, G. A. Vallerand, R. J. (2003). The coach-athlete relationship: a motivational model. Journal of Sports Sciences, 21, 883–904. Miller, P. S. Kerr, G. A. (2002). Conceptualising evidence: past, present and future. Journal of Applied Sport Psychology, 14, 140–53. Philippe, R. A. Seiler, R. (2006). Closeness, co-orientation and complementarity in coach-athlete relationships: What male swimmers say about their male coaches. Psychology of Sport and Exercise, 7, 159–71. Poczwardowski, A., Barott, J. E. Peregoy, J. J. (2002). The athlete and coach: their relationships and its meaning – methodological concerns and research process. International Journal of Sport Psychology, 33, 98–115. Poczwardowski, A., Barott, J. E. Jowett, S. (2006). Diversifying approaches to research on athlete coach relationships. Psychology of Sport and Exercise, 7, 125–42. Smoll, F. L. Smith, R. E. (1989). Leadership behaviours in sport: a theoretical model and research paradigm. Journal of Applied Social Psychology, 19, 1522–51. Wylleman, P. (2000). Interpersonal relationships in sport: uncharted territory in sport psychology. International Journal of Sport Psychology, 31, 555–72.

Definitions of Words Relating to Colonial America :: American History Puritans War Essays

Definitions of Words Relating to Colonial America 1.Iroquois Confederacy— confederation of five indigenous North American peoples, or nations, Mohawk, Oneida, Onondaga, Cayuga, and Seneca; founded c.1570. 2.Powhatan Confederacy— a group of 30 Native American tribes of the Eastern Woodlands. 3.Raleigh, Sir Walter— 1554-1618, English soldier, explorer, courtier, and man of letters. He conceived and organized the colonizing expeditions to America that ended tragically with the lost colony on Roanoke Island, VA with Christopher Marlowe and George Chapman. 4.Roanoke Island— 12 mi (19 km) long and 3 mi (4.8 km) wide, off the NE coast of North Carolina between Albemarle and Pimlico sounds, site of the earliest English colony in North America. The first colonists, sent out by Sir Walter Raleigh landed in Aug. 1585 but returned to England in 1586. A second group, arriving in 1587, disappeared by the time additional supplies were brought from England in 1591. Artifacts from the lost colony are displayed in Fort Raleigh National Historic Site on the island. 5.Virginia Company— name of two English colonization companies chartered by King James I in 1606. One founded on the Plymouth Colony; the other, latter known as the London Company, founded colonies in the South, notably Jamestown, VA. 6.Jamestown— former village, SE Va., first permanent English settlement in America; est. May 14, 1607, by the London Company on a peninsula (now an island) in the James R.; named for the reigning English king, James I. 7.Royal Colony— In 1691 a new royal charter was granted for the colony of Massachusetts, which incorporated the Massachusetts Bay Colony, Plymouth, Martha's Vineyard, Nantucket Island, Maine, and Nova Scotia. Under the charter a popular assembly was established to aid the royal governor, and the right to elect representatives to the assembly was based on property qualifications, rather than on church membership. The royal charter ended control of Massachusetts government by Puritan religious leaders. 8.Puritans— ‘Followers' of Puritanism, a movement for reform in the Church of England that had a profound influence on the social, political, ethical, and theological ideas in England and America. In America the early New England settlements were Puritan in origin and theocratic in nature. The spirit of Puritanism long persisted there, and the idea of congregational democratic government was carried into the political life of the state as one source of modern democracy. 9.Plymouth Colony— settled by the Pilgrims in Massachusetts in 1620. The settlers had difficulty surviving early hardships, although a treaty with neighboring tribes assured peace for 50 years.

Belonging and Community

What is my current understanding of belonging and community? Well id have to say belonging is a big thing to teens and most people believe you have to dress a certain way or do something to fit into there apparent â€Å"community† but I definitely dont care what others think. Community to me is my friends family and people who mean alot to me. However that isnt the correct meaning, community is a bunch of people living in a certain area. I like to think my idea of a community is how it should be. How did I come to this understanding of my thinking? Well I dont fully know, its mainly values and thoughts that ive collected and made in my mind while growing older. Many things probably come from my dad hes a great man with alot of good values and he helped shaped who I am today. My mother also taught me alot of good values and also helped shaped who I am. I definitely can't give all the credit to them I have to give some of it to my friends to they have great ways of thinking and are very great people. Thats not all though alot of these ways of thinking come from me and thoughts I think in my head of how the world should be. What are views of others regarding belonging and community? Many of my peers think belonging means trying to be like someone else and fitting into something they like to think is a community. Why is community important in our society? Well without community what do we actually have? A whole lotta nothing really, without community how would we have friends like we have today? Id say without community were very isolated and us ourselves wouldnt be the people we are today. Do you feel we need to have communites? No, We dont absolutely need communities we can just be zombies wandering in no general life direction. Seriously I think we need communitys cause our friends, family and such they are there when you need them. What happens if you have non of that and are in a bad situation? Well you arent able to stay emotionally stable and lose any sort of ambition or heart you have. You crash and fall and have no one to pick you back up again least thats how I feel. If we didnt belong to a community what would we be missing out on? Id have to say we would be missing out on many different things. We would be missing out on our chances to socialize and not be so isolated. We would be missing out on learning certain morals and life choices. We would miss out on having many different friends who help us go through all the crap teenagers have to go through. I also think without communities alot of people wouldnt have much ambition to try hard I know I wouldnt at least. What kinds of communities do I belong to? I belong to quite a few communities if you go by the definition of others. Communities such as school, area district, working community. Thats not community to me though community to me would be my friends and family. I gotta say my group of friends is one of the most important types of community to me cause we have eachothers backs through thick and thin. Even more important family cause seriously without family where would you be right now? Not here thats for sure.

How Do I See Essays

How Do I See Essays How Do I See Essay How Do I See Essay How I would like to see myself in the next 10 years? For the next 10 years I want to see myself succeed in every aspect such as self, family/social, economic, and spiritual. I would like to see myself still in service, growing in my profession and continuous my study / schooling. So, I will improve more in the areas of my weaknesses and make use of my full potential and ability in achieving my personal goals. By that time, I am continuing practicing my profession as Psychologist and perhaps able to finished my master’s degree or even doctorate degree in Psychology. Economically, I am a financial independent and secure individual. I will no longer worry about my old age. I will travel and have fun of life after years of hard work and perseverance. My husband and I will have our own life, spend more time together and enjoys ourselves as maybe we never had before due to work demands. I have a business of my own which will also be a help in securing our other financial needs like for medicine, hospitalization and others. My family will be independent. My children already finished college and have their own profession in chosen field / career. I see myself mentoring and guiding my children in every step of their chosen career for them to succeed and support them in their failures. I maybe have a grandchild as well by then. I will be spending more time with my family, enjoying life and make most of my life servicing them. I want to have recreational gathering with my relatives and closest friends. My relationship with God is deep and will continue to seek more of Him in our life. I will have my devotions continuous and still involved myself in church services and recollections. My children will still be in church services and perhaps even grandchildren will also be part of it. Our family devotions will be taught to our grandchildren, if we have, and teach them to anchor their faith only in God. I am seeing my whole family attending altogether in every Sunday mass, special occasions and all important moments of our life.