教练员的全方位领导行为与大学生运动员的个人发展和消极经历:这一切都与关系建立有关吗?

IF 1.6
Scott Rathwell, Keegan Brantner, Bradley W Young
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引用次数: 0

摘要

体育教练可以促进运动员积极的青年发展。然而,关于跨越全方位领导模型(即FRLM)的教练行为如何影响发展,我们知之甚少。在这项研究中,我们询问FRLM教练行为是否促进了大学体育背景下的积极发展结果并减轻了消极体验,以及这些影响是否由对高质量教练-运动员关系的感知所介导。共605名加拿大大学运动员(Mage = 20.09 SD = 1.74)完成了多因素领导力问卷、大学运动体验问卷和教练-运动员关系问卷。在教练员领导行为与运动员个人发展结果和消极经历报告之间的关联中,运动员感知教练员与运动员关系的解释作用通过中介分析得到。教练员与运动员的关系与大学生运动员的积极发展结果(主动性、基本技能、人际关系、团队合作和社会技能、成人网络和社会资本)呈正相关,与消极经历(压力、消极同伴交往、社会排斥和消极领导)呈负相关。研究结果仅部分支持变革型领导通过加强教练与运动员的关系来促进积极发展和减少消极体验的主张。研究结果支持转型教练在积极发展目标上的好处,类似于青少年体育,但表明在研究大学体育中教练领导与积极发展结果之间的关系时,教练与运动员的关系几乎没有解释价值。相反,教练与运动员的关系确实有助于解释大学体育背景下负面经历的缓解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Coaches' Full Range Leadership Behaviors and University Athletes' Personal Development and Negative Experiences: Is It All About Relationship Building?

Sport coaches can facilitate positive youth development in athletes. However, little is known about how coach behaviors that span the full range leadership model (i.e. FRLM) impact development. In this study, we asked whether FRLM coaching behaviors promote positive development outcomes and mitigate negative experiences in the university sport context and whether these effects are mediated by perceptions of a quality coach-athlete relationship. In total, 605 Canadian university athletes (Mage = 20.09 SD = 1.74) completed the Multifactor Leadership Questionnaire, the University Sport Experience Survey, and the Coach-Athlete Relationship Questionnaire. Mediation analyses assessed the explanatory role of athletes' perceived coach-athlete relationship in associations between coaches' leadership behaviors and athletes' reports of personal developmental outcomes and negative experiences. The coach-athlete relationship was positively associated with positive development outcomes in university athletes (i.e. initiative, basic skills, interpersonal relationships, teamwork and social skills, and adult network and social capital) and inversely associated with negative experiences (i.e. stress, negative peer interactions, social exclusion, and negative leadership). Findings only partially supported the assertion that transformational leadership promotes positive development and reduces negative experiences by enhancing the coach-athlete relationship. The results support benefits of transformational coaching when targeting positive development, similar to youth sport, but suggest the coach-athlete relationship has little explanatory value when examining associations between coach leadership and positive development outcomes in university sport. Instead, the coach-athlete relationship does help account for the mitigation of negative experiences in the university sport context.

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