Jowett_Manuscript_british rules in c-a rship.pdf (149.53 kB)
The concept of rules in the coach-athlete relationship
journal contribution
posted on 2017-07-03, 10:45 authored by Sophia JowettSophia Jowett, Paul CarpenterThis paper presents a study that aimed to explore the rules of the coach-athlete relationship. Using semi-structured interviews, data were obtained from a sample of British athletes (n = 15) and an independent sample of British coaches (n = 15). Content analysis was employed to analyse the data. Results indicated that athletes’ and coaches’ perceptions of relationship rules were corresponding. Rules appeared to guide the conduct of the “professional relationship” (e.g., by respecting one another) and the conduct of “business” (e.g., by being prepared to instruct and learn skills). The main functions of relationship rules were to minimise interpersonal conflict (e.g., arguments) and provide rewards (e.g., happiness). It was also evidenced that interpersonal dimensions that define the quality of the coach-athlete relationship served as rules that increased reward and reduced conflict.
Funding
The research was supported by a Nuffield Foundation research grant.
History
School
- Sport, Exercise and Health Sciences
Published in
Sports Coaching ReviewVolume
4Issue
1Pages
1 - 23 (23)Citation
JOWETT, S. and CARPENTER, P., 2016. The concept of rules in the coach-athlete relationship. Sports Coaching Review, 4(1), pp. 1-23.Publisher
© Taylor & Francis (Routledge)Version
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Acceptance date
2015-10-01Publication date
2016Notes
This is an Accepted Manuscript of an article published by Taylor & Francis in Sports Coaching Review on 07 Jan 2016, available online: http://dx.doi.org/10.1080/21640629.2015.1106145ISSN
2164-0629eISSN
2164-0637Publisher version
Language
- en