This kind of topic has been requested via PM and I happen to have it handy on my HDD, therefore this thread is created.
Those members who are not interested in reading this article - please skip the thread and DO NOT read further.
The Sport Psychologist, 2009, 23, 203-232
The Coach-Athlete Relationship: A Tripartite Efficacy Perspective
Ben Jackson
University of Western Australia
Peter Knapp
University of Leeds
Mark R. Beauchamp
University of British Columbia
The purpose of the current study was to identify putative antecedents and consequences associated with self-efficacy, other-efficacy, and relation-inferred self-efficacy, within the context of elite coach-athlete dyads. Semistructured interviews were conducted with each member of six international-level coach-athlete partnerships, and data were analyzed using inductive and deductive content analytic techniques. Results for both athletes and coaches demonstrated that the above âtripartite efficacy beliefsâ (cf. Lent & Lopez, 2002) were identified as originating from perceptions regarding oneself, inferences regarding the âotherâ dyad member (e.g., the athleteâs coach), as well as the dyad as a whole. Results also revealed that the tripartite efficacy constructs were interrelated, and independently associated with a number of positive task-related and relationship-oriented consequences. Findings are considered in relation to developing and sustaining effective coach-athlete relationships at the elite level.
Self-efficacy corresponds to a personâs confidence in his or her own capabilities to perform specific tasks (Bandura, 1997), and in the context of sport this construct has been studied extensively across athlete and coach populations. Among athletes, self-efficacy has been found to be associated with improved athletic performance (Moritz, Feltz, Fahrbach, & Mack, 2000), enhanced effort and persistence (e.g., George, 1994), positive affective responses (Haney & Long, 1995; Treasure, Monson, & Lox, 1996), as well as the setting of more challenging personal goals (Kane, Marks, Zaccaro, & Blair, 1996). Among coaches, self-efficacy (also referred to as coaching-efficacy) has also been found to be associated with the use of more positive instructional/coaching behaviors (Feltz, Chase, Moritz, & Sullivan, 1999; Sullivan & Kent, 2003), as well as improved athlete performance and greater athlete satisfaction (Feltz et al., 1999; Myers, Vargas-Tonsing, & Feltz, 2005). Notwithstanding this body of knowledge, it is noteworthy that coaches and athletes are highly interdependent and in addition to developing self-efficacy beliefs, are also likely to develop a set of relational efficacy cognitions that correspond to the other member of the coach-athlete partnership. Lent and Lopez (2002) recently theorized that two specific forms of relational efficacy manifest themselves in close relationships, such as coach-athlete partnerships, each of which are conceptually distinct from, but also related to, self-efficacy beliefs. The first type of relational efficacy, other-efficacy, involves âan individualâs beliefs about his or her significant otherâs ability to perform particular behaviorsâ (Lent & Lopez, 2002, p.264). The second form of relational efficacy, relation-inferred self-efficacy (or RISE) constitutes a metaperception (cf. Kenny & DePaulo, 1993) and is concerned with the question, âHow confident is my significant other in my abilities?â Specifically, Lent and Lopez defined RISE as âperson Bâs appraisal of how his or her capabilities are viewed by person Aâ (Lent & Lopez, 2002, p.268). Lent and Lopez theorized that other-efficacy and RISE represent important relationship-specific antecedents of self-efficacy that complement information providedby mastery enactments, vicarious experiences, verbal persuasion, and physiological and emotional states (cf. Bandura, 1997). In addition, Lent and Lopez theorized that while other-efficacy and RISE represent important antecedents of self-efficacy in close relationships, both relational constructs also play substantive roles in their own right in sustaining dyadic functioning. Recent investigations in both social psychology and sport psychology have provided preliminary support for the utility of Lent and Lopezâs (2002) conceptual model. For example, in research involving romantic relationships, Lopez and Lent (1991) found that self-efficacy and other-efficacy beliefs associated with relationship management skills were independently able to explain unique variance in perceptions of relationship satisfaction and adjustment. In addition, RISE beliefs were able to explain additional variance in perceptions of relationship adjustment, and were also positively related to relationship persistence expectations. From the sporting domain, recent research by Jackson, Beauchamp, and Knapp (2007) with youth tennis pairs, examined the relationships between the tripartite efficacy constructs and athlete commitment and satisfaction. Jackson et al. found that other-efficacy and RISE beliefs were positively related to self-efficacy, and when athletes were highly confident in their own tennis-playing capabilities (self-efficacy) they were more likely to be committed to their relationships, and when they were confident in their partnerâs respective capabilities (other-efficacy) they were more likely to be satisfied with their relationships. Interestingly, through the use of actor-partner interdependence modeling, Jackson et al. also found that when athletes had elevated levels of self-efficacy then their partners were also more likely to be committed to the relationship as well (this is termed a âpartnerâ effect; Kenny, Kashy, & Cook, 2006). In another study, involving the dyad of âhorse-and-riderâ within equestrian eventing, Beauchamp and Whinton (2005) found that elevated levels of other-efficacy (i.e., ridersâ confidence in their horsesâ dressage capabilities) were able to augment the effects of self-efficacy (i.e., ridersâ confidence in their own performance-related capabilities) with each efficacy construct able to explain unique variance in riding perforCoach- Athlete Efficacy Beliefs 205 mance. Collectively, these studies suggest that while key indices of relationship health (e.g., satisfaction, adjustment, persistence, commitment) are associated with self-efficacy beliefs, it is also important that people demonstrate confidence in their partnersâ capabilities (other-efficacy) and also believe that their partners are confident in them (RISE). In addition to investigating some of the potential consequences associated with the tripartite efficacy constructs, recent research has also begun to examine some of the antecedents of other-efficacy, RISE, and self-efficacy within sporting partnerships. Using interview-based methods with international-level athlete dyads, found that each of the tripartite constructs were reported by athletes to be supported by a range of cognitions and experiences that included perceptions regarding oneself, oneâs partner, the dyad/ relationship, as well as external factors. Specifically, in line with theorizing by Bandura (1997) self-efficacy was found to be supported by antecedents that included past individual mastery achievements, physiological and emotional states, and verbal persuasion. In line with theorizing by Lent and Lopez (2002), self-efficacy was also reported by athletes to derive from relationship-specific cognitions (i.e., other-efficacy and RISE), as well as dyadic mastery achievements. In their study, other-efficacy was aligned with rather different antecedents that included comparisons with previous athletic partners, comments from third parties (regarding the partner), the partnerâs past performances, as well as perceptions of the partnersâ motivation, psychological state (e.g., being relaxed), and physiological factors (e.g., strength). Finally, RISE beliefs were reported to derive from a partnerâs verbal and nonverbal behavior, as well as oneâs own self-efficacy beliefs, insofar as athletes thought their partners would be confident in them if they were confident in themselves. In spite of this emerging body of evidence within the sport psychology literature, researchers have yet to examine the tripartite model of efficacy beliefs within the context of coach-athlete relationships. Coach-athlete dyads are conceptually quite different from athlete dyads. In athlete dyads members often share the same position and status; in which case Kenny et al. (2006) would refer to this as an example of an indistinguishable partnership. Coach-athlete partnerships, on the other hand, represent distinguishable dyads (Kenny et al., 2006), whereby members fulfill different roles and are subject to differential power (i.e., superordinatesubordinate) relations. Recent advances in the study of coach-athlete interactions in sport (see Jowett, 2007 for a review) have provided insightful information regarding the significance of the emotional, cognitive, and behavioral ties that develop between dyad members. Nonetheless, little is currently known regarding the specific contribution of coachesâ and athletesâ relational efficacy beliefs in promoting these desirable ties, as well as how the tripartite perceptions are formed in these contexts. Given the importance of understanding the factors that may promote successful (i.e., high-performing) and effective (i.e., stable and satisfying) coach-athlete relationships (see Jowett & Poczwardowski, 2007), the overall purpose of the current study was to examine the primary (i.e., most prominent) antecedents and consequences associated with other-efficacy, RISE, and self-efficacy within coach-athlete dyads. International-level dyads were selected, primarily because these types of dyads (vis Ă vis their level of performance) invest a considerable amount of time, effort, and personal resources in their relationships and, as such, relational efficacy beliefs are likely to be salient. This study drew from a social constructionist perspective (Schwandt, 2000) to understand in coachesâ and athletesâ own words the antecedents and consequences of self efficacy, ther-efficacy, and RISE in such settings. Social constructionism is concerned with uncovering the subjective and unique perceptions that are manifested within social contexts (Gergen & Gergen, 2003), and acknowledges that individualsâ cognitions, and the meanings they attach to them, are shaped via their interactions with others (Cresswell, 2003).
Method
Participants
Six international-level athletes (Mean age = 22.5, SD = 3.62) and their coaches (Mean age = 42.17, SD = 6.49) from the sports of tennis, triathlon, track and field (two dyads), figure skating, and bob skeleton were recruited to take part in the study. Dyads comprised one all-male, one female coach-male athlete, and four male coach-female athlete partnerships. Coaches reported an average of 13.33 years coaching experience (SD = 5.13), and athletes had 10.5 years experience in their respective sports (SD = 5.32). The average relationship length was 3.45 years (SD = 3.04, range 1.3â9.3), and athletes reported spending on average 10.33 hr (SD = 4.96) training each week with their respective coaches. To protect participant anonymity, all participants were assigned a letter according to their role (A for athletes, C for coaches) and a number designating their dyad (1â6, e.g., A3, C5).
Procedure
Upon receiving approval from the human subjects ethics board at the lead authorâs institution, information letters were posted to national governing organizations (NGOs) of individual sports in the United Kingdom. Elite athletes and their coaches were subsequently contacted by respective NGOs, and those that wished to take part registered their interest with the lead author. Information letters were sent to coaches and athletes informing them of the nature of the study, that their involvement was entirely voluntary, and that their anonymity would be protected. Prospective interviewees were also informed that they could choose not to answer any question and/or to withdraw from the project at any time without suffering any negative repercussions. Interviews with coaches and athletes were conducted separately and consecutively, at a time and place of their choosing. Before each interview, coaches and athletes were (1) reminded of the assurances presented in the information sheet, (2) asked to give their permission for the conversation to be audio recorded, and (3) given the opportunity to provide an appropriate contact address for future correspondence. Finally, before commencing interviews, individuals were requested to provide their informed consent to take part in the research. At the completion of interviews, participants were invited to ask any questions related to the nature of the study, and were thanked for their time.
Interview Guide
A semistructured interview guide (available from the first author upon request) was developed and initially piloted with members of two university-level coach athlete dyads, to assess the breadth and depth of questions, as well as to identify any problematic wording or phrasing. Before conducting each interview, all participants were informed that the conversation would focus upon different types of confidence (the term confidence was used rather efficacy to facilitate participant comprehension) held by themselves and the other dyad member (i.e., coach or athlete), hereafter referred to as âthe other.â Participants were first asked to provide information regarding the number of years experience in their respective sports, the amount of time spent together each week, as well as the origin and length of the relationship. Given the task-specific nature of each of the tripartite efficacy beliefs (cf. Bandura, 1997; Lent & Lopez, 2002), athletes and coaches were then asked to describe, and write down, the main skills required of both themselves and âthe otherâ (i.e., âCould you describe the main skills required of you as a coach [athlete] in your sport?â, âCould you describe the main skills required of your athlete [coach] in your sport?â). For both coaches and athletes, emergent skills included not only technical requirements (e.g., effective instruction, display correct technique), but also psychological (e.g., motivate the athlete, remain calm) and relationship-specific considerations (e.g., clear communication, providing social support, listening to advice). Once participants had outlined the requisite skills for themselves/âthe other,â the first question for each efficacy construct subsequently asked participants to describe their confidence in relation to the skills listed. For example, with respect to self-efficacy, coaches and athletes were first asked âCould you describe your confidence in your own ability to carry out those skills listed for yourself?â Similarly, in the section on other-efficacy beliefs, athletes were first asked, âCould you describe your confidence in your coachâs capabilities with respect to those skills listed for your coach?â, and coaches were asked âCould you describe your confidence in your athleteâs capabilities with respect to those skills listed for your athlete?â In relation to RISE perceptions, athletes were asked, âCould you describe how confident you think your coach is in your capabilities, with respect to those skills listed for yourself?â, and coaches were asked âCould you describe how confident you think your athlete is in your capabilities, with respect to those skills listed for yourself?â For self-efficacy, other-efficacy, and RISE, this was followed by a second question designed to tap into the antecedents of that belief (e.g., âCan you explain what gives you this confidence?â) and finally, a third question which explored the implications of each perception (e.g., âCan you explain how your confidence in your coachâs capabilities affects you and your relationship?â). Over the course of the interview, clarification and elaboration probes were used to maximize investigator understanding (Whittemore, Chase, & Mandle, 2001). All interviews were conducted by the first author and lasted for an average of 40 min for athletes and 48 min for coaches.
Data Analysis
Interview recordings were transcribed in full and then data were initially content analyzed by the first author. Lent and Lopez (2002) proposed, within their conceptual model, a number of antecedents and consequences associated with self-efficacy, other-efficacy, and RISE (see p. 262 for a summary table). Accordingly, meaning units (Tesch, 1990) that were consistent with this theoretical model, and reflected these antecedents and consequences, were initially deductively coded into themes (i.e., clusters of conceptually congruent meaning units). However, in instances where meaning units did not correspond directly with Lent and Lopezâs a priori conceptualization, themes were created via an inductive process. For both the deductive and inductive approaches, conceptually similar meaning units were first assigned to themes and thereafter to subsequent higher-order categories that reflected either antecedents or consequences of each tripartite construct (See Tables 1 through 6 later in this article). During analysis, all data were organized and stored using the QSR NVIVO software program (see Bazeley, 2007). Figure 1 illustrates those themes that were derived deductively using Lent and Lopezâs original model, as well as those themes that were inductively formed. Themes were only created in instances where more than one athlete or coach highlighted a particular phenomenon. This method of inclusion was selected as the purpose of the current study was to provide a general representation of the most prominent antecedents and consequences of efficacy beliefs in dyadic contexts.
Trustworthiness Procedures
A number of prominent qualitative researchers (e.g., Denzin & Lincoln, 2000; Marshall & Rossman, 1999) have highlighted the importance of ensuring âtrustworthinessâ within content analysis, and have recommended the use of a series of safeguards to ensure that the final results accurately reflect participantsâ responses. In this study, athletes and coaches were first sent copies of their individual interview transcripts, and were asked to comment on the accuracy of their accounts. Specifically, they were provided the opportunity to add to and, where appropriate, edit information provided in the transcripts. Second, following data analysis, participants were sent a summary of the study findings and were asked to comment on the degree to which the analyses were concordant with their interpretations. In some instances, participants reported that certain themes did not apply to them (but may have done for others). Importantly, however, all respondents felt able to locate their experiences in the summarized findings. In addition, the second and third authors also conducted a peer review of meaning units, themes, and categories, to ascertain the degree to which all authors shared a âmutual constructionâ (Morrow, 2005) of the data provided by athletes and coaches. Specifically, the two coauthors were provided with descriptions of the preliminary themes and categories identified by the first author, and were subsequently invited to code all meaning units from four interviews (two with athletes and two with coaches) with respect to these themes. Where appropriate, the coauthors were also asked to highlight instances whereby the theme descriptors needed to be revised, or where themes needed to be further subdivided or even âmergedâ with other themes. Upon completion of this initial review process, a consensus rate of 86% was found across the three researchers. In those instances of interrater disagreement, consensus was ultimately achieved through debate among the three coders regarding (1) lower- and higher-order âtheme conceptualizationâ, and (2) intertheme distinctiveness and similarity. In light of this process, some meaning units were reassigned (from the first authorâs original coding), and some theme names/descriptions were revised to ensure all clusters of meaning units were conceptually distinct. At the end of this discussion process, all meaning units were appropriately assigned to conceptually distinct lower-order themes, and consensus had been reached on the allocation of all themes into higher-order categories.
Results
Interviews yielded 136 pages of 12-point, single-spaced text, which resulted in a total of 178, 253, and 165 meaning units for self-efficacy, other-efficacy and RISE, respectively. For each construct, themes that were highlighted by both athletes and coaches are presented first, followed by themes that were unique to either coaches or athletes. All themes and categories are displayed in Tables 1 through 6 later in this article, including examples and frequency counts of meaning units. Frequency counts are not intended to denote the particular importance of a given theme, rather they are provided to enable insight into the relative frequency with which athletes and coaches described specific themes and categories (Berg, 2007). The antecedent and consequent themes, as identified by coaches and athletes, corresponding to each of the tripartite efficacy beliefs are also presented Figures 1â3
Antecedents
Themes that were described as antecedents of efficacy beliefs were categorized as (1) perceptions regarding oneself (e.g., oneâs own physiological and emotional factors), (2) perceptions regarding âthe otherâ (e.g., the coachâs experience), or (3) perceptions regarding the dyad (e.g., experience as a dyad).
Self-Efficacy
For self-efficacy, five themes emerged under perceptions regarding oneself (see Table 1). Two of these were highlighted by both athletes and coaches, two were unique to athletes, and one theme was identified solely by coaches. In addition, five themes emerged that related to perceptions regarding âthe other.â Two of these themes were common to athletes and coaches, two applied only to athletes, and a single theme was unique to coaches. Perceptions Regarding Oneself. First, athletes and coaches discussed past mastery achievements (associated with enhanced self-efficacy) as well as an absence of mastery experiences (associated with lowered self-efficacy), which were collectively termed past performances. For example, athlete A5 commented, âwhen you get [good] results that brings you confidenceâ. In relation to past negative performances however, A1 explained that, âif youâre going from week to week losing first round then . . . your confidence takes a bit of a knock.â Second, athletes and coaches reported that their experience underpinned their self-efficacy perceptions. For athletes, this reflected their level of experience in their sport, however for coaches this incorporated their experience both as a coach and as an athlete (see Table 1). Athletes, but not coaches, also highlighted a number of physiological and emotional factors as antecedents of self-efficacy, including their level of fitness, speed, strength, injury status, as well as pain-related factors. For instance, athlete A6 identified the role of pain in relation to her self-efficacy, stating, âif my coach said âI want you to do them in 45 seconds,â which is race pace . . . Iâd be like âIâm going to die,â and itâs the thought of the pain I think that kills your confidence.â In addition, athletes reported that their precompetition preparation contributed to self-efficacy, and this included the time devoted to practice, as well as the rehearsal of specific skills before competition. Athlete A3 noted the impact of successful rehearsal, commenting, âmy coach has given me sessions, Iâve done them and then itâs stored away . . . you can take confidence from thatâ, while A6 illustrated the effect of insufficient preparation, âif you havenât done the work then youâre not going to be confident.â Finally, coaches reported that self-efficacy beliefs stemmed from their education and training, in particular, attending academic and vocational courses. For example, coach C2 highlighted âformal coach background and coaching courses and degrees, stuff like that, all the education side of thingsâ as a contributor to his confidence in his own ability. Perceptions Regarding âThe Otherâ. Coaches and athletes both reported that favorable self-efficacy perceptions developed from positive other-efficacy and RISE beliefs (see also the intrapersonal consequences for other-efficacy and RISE, Tables 5 and 6 later in this article). For example, in relation to other-efficacy, coach C4 noted, âitâs given me the confidence [in my own ability] knowing that heâs got the ability . . . Iâve coached him and now everyone can see that I can coach.â Similarly, with respect to RISE perceptions, A1 said that, âto help get that [self-]confidence I think you need your coach believing in youâ. Meanwhile, coach C3 felt, âI think her confidence in you gives you the confidence [in your own ability] . . . and you just see it spiraling when that happens.â The first group of meaning units cited solely by athletes reflected their coachesâ compatible coaching style (see Table 1), where athletes felt at ease with the coach, as well as being allowed input into decisions. This was evident in the way athlete A1 described his coach, âHe realizes what Iâm like . . . I think that gives me confidence knowing that I can just be myself around him and heâs not going to judge me.â The second perception highlighted solely by athletes reflected verbal persuasion from the coach. For instance, athlete A1 suggested, âif things arenât going well . . . heâll say just the odd thing to get my confidence up and to get me feeling confident.â Finally, analyses showed that athletesâ past performances were an antecedent of coachesâ self-efficacy perceptions. For example, coach C6 illustrated how his athleteâs poor performances were associated with decreased confidence in his own ability, âat the moment, when [my athlete] isnât doing as much as she could there are things that make you think âwell, should I be doing betterâ, so . . . that makes you self-critical.â
Other-Efficacy
Participants reported (see Table 2) seven perceptions regarding âthe otherâ in relation to other-efficacy, of which four were common to athletes and coaches, two were unique to athletes, and one was specific to coaches. For athletes, two further perceptions regarding the dyad were evident. Perceptions Regarding âThe Otherâ. Athletes and coaches both noted that otherefficacy beliefs emerged out of comparisons with past âothers.â For example, athlete A6 felt, âIâve never seen [current coach] show me how to run properly, but [former coach] would . . . actually demonstrate how it would be done, so I donât know about [current coachâs] ability to improve my technique, as much as I did with [former coach].â In addition, athletes and coaches also reported that âthe otherâsâ past achievements contributed to their other-efficacy beliefs. That is, prior successes for âthe otherâ were associated with enhanced other-efficacy perceptions (see Table 2). The penultimate theme reported by both dyad members was termed third party comments. This contained meaning units that reflected the effects of receiving feedback from individuals outside the dyad regarding âthe otherâsâ ability. Specifically, individuals reported enhanced confidence in âthe otherâsâ ability when they received positive feedback from outside the dyad about that person (see Table 2). Finally, athletes and coaches identified that they were confident in âthe otherâ when s/he displayed a high level of effort and determination, as well as a desire to succeed and improve; this theme was termed motivation. For example, athlete A5 suggested that her other-efficacy was due, in part, to the perception that her coach âworks really hard and puts a lot of energy and effort into everything.â In addition, coach C4 recalled one particular practice session in relation to her favorable other-efficacy beliefs by stating âthere was no question of whether he would or wouldnât do it, and that session really was the one where I saw the determination.â
Unique to athletes, compatible coaching style emerged as an antecedent of other-efficacy, whereby athletes reported feeling at ease with their coaches, being able to communicate effectively, and contributing to decision-making. For instance, athlete A2 highlighted that her favorable other-efficacy beliefs resulted partly from her ability to communicate with her coach, saying, âYou can always talk to him, he doesnât care what you say.â Conversely, athlete A6 noted how an inability to communicate had negatively affected a former relationship, and her other-efficacy, âIf . . . you canât talk to somebody then youâre going to not have much confidence in their ability as a coach.â Aside from communication issues, athlete A3 outlined that her positive other-efficacy resulted from âhis approach toward coaching,â adding, âHeâs really considerate, he understands and . . . he knows I run, but I have a life too.â In addition, athletes reported favorable otherefficacy when coaches had greater coaching and competing experience. For example, athlete A5 described the effect of her coachâs competing experience in her sport, âheâs obviously been . . . a top athlete so that gave me confidence really that heâs been there.â The single theme in this category that was unique to coaches illustrated that favorable other-efficacy beliefs stemmed from coachesâ perceptions of their athletesâ psychological state. Specifically, coach C4âs confidence in her athlete was reported to be due to her perception that âheâs very quick to learn,â and C6 added, âsheâs always switched on and focused, which is a good thing.â Perceptions Regarding the Dyad. Athletes revealed that mastery achievements as a dyad contributed to their other-efficacy beliefs. This was encapsulated by athlete A4, who commented, âI was so confident in [my last coach] . . . because he took me to international level . . . I was just so confident in him as a coach, because Iâd had success with him.â In addition, athletes noted that the degree of face-toface contact time as a dyad underpinned their other-efficacy perceptions. For example, athlete A6 commented that, âin the end [former coach] would only coach me one day a week . . . so I think not seeing him as much decreased my confidence in him.â