Sport Psychology Section Two

post-midterm-end of semester

relationship

an association between 2 or more people and usually involves a level of interdependence with many factors affecting its members and the quality of their actions

coach-athlete relationship

the interdependence of a coach and athlete’s emotions, actions, and thoughts

closeness, commitment, complementarity, and co-orientation

the aspects of the 3+1C’s model

the perceived affective experience between the coach and the athlete and represents the emotional element of the relationship

closeness characteristics

the coach and athlete’s milling-term view of the direction of their relationship, their strength of proximity within it and the cognitive aspect of the relationship

commitment characteristics

a coach and athlete’s action, the interaction between them during training or competition, and refers to the behavioral element of the coach athlete relationship

complementarity characteristics

the level of understanding and similarity between the coach and athlete

co-orientation

congruence of coach and athlete direct perspective

actual similarity

congruence of an individual’s own direct perspective and meta perspective

assumed similarity

congruence of an individual’s direct perspective and their partner’s meta-perspective

empathetic understanding

coach and athlete self-perceptions about how they feel, act, and think in regards to the relationship

direct perspective

coach and athlete’s perception of how they believe their partner feels, acts, and thinks

meta perspective

acceptance-rejection, dominance-submission, and social-emotional

the three dimensions of Wylleman’s (2000) conceptualization of the coach-athlete relationship

conflict management

cooperation in the discussion of conflict and the proactive and reactive reactions to unmet expectations

openness

discussion of feelings and individual thoughts and full and honest disclosure

motivational

demonstrating willingness to work with your partner and aspects of demostrating your ability, enjoyment, effort, and attempt to motivate your partner

positivity

changing one’s behavior to suit the preferences of your partner and positive dealing with event s outside of the sport

advice

giving opinions on problems encountered and providing and receiving feedback in a positive way

support

demonstrating commitment and providing both sport-specific and personal support

social networks

spending time with your coach or athlete or teammates outside of training and competition

maintenance strategies of the coach athlete relationship can be measured by using the

Coach-Athlete Relationship Maintenance Questionnaire (CARM-Q)

the coach athlete relationship can be sustained and maintained by using what model

COMPASS Model

leadership

the behavioral process of influencing individuals and groups toward set goals, knowing what should be done and influencing others to cooperate and do it,

coach leadership

a behavioral process that is used to increase athlete performance and satisfaction, coaches are seen as occupying or fulfilling a leadership role

universal traits approach

identify the desired personality traits then select the individuals with the right traits for leadership positions

situational traits approach

view that leaders are born to be effective in certain situations and suggests that the same leaders might be less effective in other contexts

behavioral approach

suggests that people are not born as leaders or followers, but leadership can be developed

situational-behavioral approach

focus on understanding what leadership behaviors and approaches are successful in specific situations

meditational model of leadership

core components of this model are coach behaviors, athlete perceptions of coach behaviors and athletes’ evaluative reactions to the coach

multidimensional model of leadership

the integration of the core aspects of trait-situational, behavioral, and meditational approaches into a comprehensive model that seeks to outline a comprehensive range of factors that influence coach behavior

authentic leadership

a leader that leads with purpose, gives more consideration to contextual and organizational facts that influence the effectiveness of leadership and ensures the psychological well-being of followers

transformational leadership

idealized influence behavior through which leaders seek to instill pride in the group, set a good example, and earn respect of the group

intrapersonal knowledge

self-awareness and reflection both that hav been shown too influence the development of coaching and leadership

interpersonal knowledge

awareness of others in relation to oneself

formal leadership roles

roles that are prescribed or appointed

informal leadership

emerges when the team as a result of interaction between teammates and demand of task