1. By Terra Miller

2.  What does it mean to be a coach?  http://www.youtube.com/watch?v=J4zqyRSPWZk http://www.youtube.com/watch?v=J4zqyRSPWZk  Knowledge (Werthner & Trudel, 2006)  Mediated – attending clinics  Unmediated – observing other coaches  Internal Learning – reflecting on their experiences  Other areas  Undergrad degree in phys ed  Knowledge from previous coaching experiences  Elite experiences in competition  Not all were once experts – Hitchcock, Parcells, Mourinho

3.  Based on Interdependence Theory  The situation in which the coach and the athlete develop interconnected feelings, thoughts and behaviors  Collaborative Relationship

4.  Collaborate – to work with another or others on a joint project  Aspects of a collaborative relationship:  Neither participant taking a superior role  A ‘team’ approach  Joint efforts  Both being open and explicit  The coach’s collaborative stance and demeanor  The coach providing rationales  The coach offering techniques which the athlete can choose whether or not to use  The coach admitting mistakes  Collaborative spirit

5.  More successful together instead of separately  Ex: Clyde Hart & Michael Johnson (Track), Bob Bowman & Michael Phelps (Swimming), Mary Lou Retton & Bela Karolyi (Gymnastics)  Process Vehicle

6.  Coach’s Role – directing, instructing, supervising, monitoring, training, performance, learning and development  Deals with intrapersonal, interpersonal and contextual factors  Enhances people’s capacity to achieve a goal or develop a specific skill  Work together with athletes in an effort to facilitate continuous skill development, maintain high levels of enthusiasm and ultimately achieve performance success

7.  Closeness  Reflects affective ties and includes interpersonal liking, trust, respect and appreciation  Ex: The athlete needs to trust their coach to have a certain degree of closeness that binds the relationship  Commitment  Ties that are long term  Ex: Maintaining a relationship through the good and the bad  Complementarity  Cooperative interactions  Ex: Understand that the coach is the dominant authority and the athlete is the submissive  1C = Co-orientation  Interdependence that exists in interpersonal relationships  Ex: The athlete can easily interpret each direction given by the coach

8.  Passion for the sport  Team cohesion and coach leadership  Coach-created motivational climate  Achievement motivation  Satisfaction with sport  Relationship satisfaction  Conflict and support  Empathic accuracy  Physical self-concept  Collective efficacy  Attachment orientations

9.  Teaching principles – being able to instruct  Can communicate about issues outside competition  Co-orientation - interdepence  Closeness – to develop the relationship  Confidence – being able to positively approach teaching

10.  Positive  Democratic style of decision-making  Social support and praise ▪ Satisfaction of athletes with coach, increased sport enjoyment, self- esteem, more effort and success  Negative  High levels of criticism  Low levels of positive reinforcement ▪ Decrease perceived confidence in athletes  Strong relationship between athletes’ liking of their coaches, and their perceptions of the ability of their coaches  ***Is there anyone who disagrees?***

11.  Six Common Characteristics of Critical Moments  1. Intense emotions for the athlete.  2. Intense emotions for the coach.  3. A tension in the relationship between the coach and the athlete.  4. A tension around the boundary of the coaching relationship.  5. Unexpected and unforeseen.  6. A qualitative change in the nature of the coaching relationship.

12.  Recognize when something is wrong  Important to focus on goals, but also keep a strong focus on the relationship  Working through conflict allows for the coach and athlete to see strength of relationship  Both should know the value of the relationship and what they can do for each other  All relationships go through rocky times

13.  Carter, A. D., & Bloom, G. A. (2009). Coaching knowledge and success: Going beyond athletic experiences. Journal of Sport Behavior, 32, 419-437.  Day, A., De Haan, E., Sills, C., Bertie, C., & Blass, E. (2008). Coaches’ experience of critical moments in the coaching. International Coaching Psychology Review, 3, 207-218.  Donahue, B., Miller, A., Crammer, L., & Cross, C. (2007). A standardized method of assessing sport specific problems in the relationships of athletes with their coaches, teammates, family, and peers. Journal of Sport Behavior, 30, 375-397.  Jowett, S. (2009). Validating coach-athlete relationship measures with the nomological network. Measurement in Physical Education and Exercise Science, 13, 32-51.

14.  Jowett, S., O’Broin, A., & Palmer, S. (2010). On understanding the role and significance of a key two- person relationship in sport and executive coaching. Sport & Exercise Psychology Review, 6, 19-30.  Oberstein, S. (2010). Capitalizing on coaching challenges. T & D, 64, 54-57.  O’Broin, A., & Palmer, S. (2009). Co-creating an optimal coaching alliance: A cognitive behaioural coaching perspective. International Coaching Psychology Review, 4, 184-194.  Sanchez, J. M., Borras, P. J., Leite, N., Battaglia, O., & Lorenzo, A. (2009). The coach-athlete relationship in basketball: Analysis of the antecedents, components and outcomes. Revista de Psicologia del Deporte, 18, 349-352.