The Relationship between Perceived Coaching Behaviors and Developmental Benefits of High School Sports Participation
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Authors
Howell, Kelsea
Issue Date
2007
Type
Thesis
Language
en_US
Keywords
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Abstract
The present study aimed to establish the relationship between perceived coaching
behaviors and the positive and negative developmental benefits of high school sports
participation. Specifically, 297 high school athletes were administered Hanson and
Larson's (2005) Youth Experiences Survey-2, an instrument that assesses high school
aged students' positive (e.g., identity exploration, initiative, teamwork and social skills,
positive relationships, adult networks and social capital) and negative (e.g., stress,
inappropriate adult behavior, social exclusion) developmental experiences in organized
youth activities. The students also rated the behaviors of their coaches using an athlete
report version of Cote's ( 1999) Coaching Behavior Scale for Sport that assesses such
behaviors as encouragement, mistake-contingent technical instruction, and punitive
technical instruction. Last, the athletes completed the HOPE scale (Gould & Martens,
1979), which includes questions that allow the athletes to relate how their sport
experiences help them face problems· they are currently experiencing and help them learn
to set and achieve goals. Canonical correlation analyses were used to examine the
magnitude of the various relationships between perceived coaching behaviors and the
positive and negative youth development outcomes. Results indicated that athletes who
reported experiencing certain positive coaching behaviors (e.g., emphasis on mental
preparation and goal setting) were also more likely to report experiencing positive sport
experiences (e.g., identity reflection) and less likely to report negative sport experiences
(e.g., social exclusion). Therefore, results from the study indicate that coaching
behaviors can be used to predict certain developmental experiences in sport.
Description
vi, 55 p.
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