Toward a Mediational Model of Coach-Player Relationships

Although there were areas of substantial agreement between observed and player-perceived behaviors, factor analytic data indicated that the patterning of overt coaching behaviors was different from the perceptual organization of coaching behaviors by the players.

Abstract

Abstract A mediational model for conceptualizing and investigating coach-player relationships is presented. The research paradigm suggested by this model requires the measurement of overt coaching behaviors, player perception and recall of these behaviors, and players' evaluative reactions to the coach and other aspects of their athletic experience. Data from a study of 51 Little League Baseball teams indicate that there are meaningful relationships among coaching behaviors, children's perceptions, and their evaluative responses. Although there were areas of substantial agreement between observed and player-perceived behaviors, factor analytic data indicated that the patterning of overt coaching behaviors was different from the perceptual organization of coaching behaviors by the players. Observed and perceived behaviors independently accounted for substantial proportions of variance in attitudes toward the coach, but when both data sources were taken into account the amount of variance accounted for was nearly doubled. Observed behavior factor scores were significantly related to attitudes toward teammates and the sport, but perceived behavior scores had no predictive utility. A number of methodological and theoretical issues are discussed, including the importance of cognitive processes and individual difference variables in affecting coach-player relationships.