جستجوی مقالات مرتبط با کلیدواژه "coaching efficacy" در نشریات گروه "تربیت بدنی"

The purpose of this study was to determine the structural relationships of coaching efficacy, player's self-efficacy, and collective efficacy in female professional basketball teams. To this aim, 128 individuals (12 head coaches and 116 players) from members of female basketball professional teams were completed coaching efficacy scale, self-efficacy scale, and collective efficacy questionnaire for sport, and collected data were analyzed using Pearson correlation coefficient and structural equation modeling at 95% confidence level. The results demonstrated that direct effects of coaching efficacy on players’ self-efficacy and collective efficacy are not statistically significant, and players’ self-efficacy has a direct and negative effect on collective efficacy. Based on the results, the conceptual model of coaching efficacy is not supported by collected data from female professional basketball teams. To revise and extend this conceptual model, the possibility of existence of mediating variables in relationship of coaching efficacy with team variables is discussed.

The aim of this study was to investigate the relationship between coaching competency and satisfaction of volleyball and judo players of North Khorasan province. The method was descriptive-correlation. The statistical population comprised of volleyball and judo players of North Khorasan province. Due to a limitation in population, the statistical sample was equal to statistical population (n=N). So, 153 subjects (48 judo players and 105 volleyball players) completed a demographic questionnaire, Athletes’ Perceptions of Coaching Competency (APCC II–HST) of Myers et al. (2010) and Athlete Satisfaction of Riemer & Chelladurai (1998) questionnaires. The validity of these questionnaires was confirmed by constructive comments of sport management professors, coaches and players and their reliability was determined by Cronbach’s alpha coefficient as 0.954 and 0.953 respectively. The data were analyzed using descriptive and inferential statistics (Kolmogorov – Smirnov test (K–S test), Pearson correlation coefficient, multivariable regression and independent t test) (α≤0.05). The results of this study indicated that coaching competency correlated with athlete satisfaction positively and significantly (r=0.710, P=0.001). Also, coaching competency predicted athlete satisfaction and there was a significant difference in coaching competency by type of sport field. These results emphasize the necessity to pay attention to athletes’ perceptions and evaluations in coache's training programs especially in individual sports and highlight the importance of selecting competent coaches for more athletes’ satisfaction.

Sport coaches are critical human resources in sport organizations and are influenced by various factors. The objective of the present study was to determine the relation between emotional intelligence and leadership style with mediating role of efficacy among female coaches participating in female college 12th Olympiad. The required data were collected by questionnaires of emotional intelligence (Shout, 1998), coaching efficacy (Myers et al, 2011) and leadership style (Chelladurai and Saleh, 1980). The population of 183 coaches who participated in the Olympiad by Tabachnik and Fidel (2007), 90 samples were selected. Although reliability and validity of these questionnaires had been already confirmed in many studies; their facial and content validity was approved by many university professors and their reliability was calculated by Cronbach’s alpha as 0.84, 0.77 and 0.91. Data were analyzed using multiple and double regression methods based on four-step model proposed by Baron and Kenny (1986). Results indicated that perceived ability of coaches regarding emotional intelligence including evaluation and exact monitoring of excitement changes during training and match time and the ability for optimal control and regulation of these excitements have positive influence on coaching confidence and their efficacy beliefs; and this relation results in taking a leadership style and behavior proportional to match and athlete’s condition and hence, enhances effectiveness of total coaching process. Moreover, this interaction can also promote athlete’s attitude and relation with his/her coach and thus their learning and performance.

The purpose of the present study was to determine the effect of coaching behaviors on coaching efficacy and team dynamic of vollyball pro- league in Iran (2009). 160 athletes and coach from 13 team participated as samples in this study. Coacing behavior was measured by Martin, S.B., & Barnes, K. (1999) Coaching Behavior questionnaire. Coaching Efficacy was measured by Feltz, D.L., Chase, M.A, Mortiz, S.A., Sullivan, P.J. (1999) coaching efficacy questionnaire. Team Dynamic (team cohesion and collective efficacy), was measured by Carron, A.V., Brawely, L., Widmeyer, W. (1998) team cohesion questionnaire and Felts, D.L., & Lirg, C.D., (1998) collective efficacy questionnaire. The statistical procedure also was based on descriptive and inferential basis and included multivariable regression. The results indicated that coaching behaviors effect on coaching efficacy and team dynamic. Also coaching efficacy effect on team dynamic. As the results revealed, higher frequency of Reinforcement, Mistake – Contingent technical instruction, General communication and organizing behaviors styles, showed an increase in coaching efficacy and team dynamic(team cohesion and collective efficacy) over the season. On the other hand, higher frequency Punishment and Punitive technical instruction behaviors style, an decrease in coaching efficacy and team dynamic (team cohesion and collective efficacy) over the season.

The purpose of this study was to determine the relationship between coaching efficacy of university coaches and emotional intelligence. Therefore, the 120 men and women coaches were selected to randomly sampling and completed the emotional intelligence (Syberyashring, 1986) and the coaching efficacy (Filtz, 1999) questionnaires. Data were analyzed by descriptive statistics and inferential (Pearson correlation, and single-variable and multivariate regression) with SPSS 16 software (P<0.05). The Test of hypothesis showed that the scale and subscals of emotional intelligence coaches’ are associated with the scale and subscals of coaching efficacy. The coaches’ emotional intelligence was considered to good predict coaching efficacy. In the end, was determined that coaching with high emotional intelligence, had a high coaching efficacy. Hence, suggested studied relationship between emotional intelligence as a variable affecting the coaching efficacy.