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The relationship between coaching en...

Britton, Una.

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The relationship between coaching environment and athlete attributional style.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relationship between coaching environment and athlete attributional style./
Author:	Britton, Una.
Description:	74 p.
Notes:	Source: Masters Abstracts International, Volume: 54-04.
Contained By:	Masters Abstracts International54-04(E).
Subject:	Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1588519
ISBN:	9781321742053

The relationship between coaching environment and athlete attributional style.
Britton, Una.

The relationship between coaching environment and athlete attributional style. - 74 p.

Source: Masters Abstracts International, Volume: 54-04.

Thesis (M.S.)--Eastern Kentucky University, 2015.

This study examined the relationship between attributional style and perceived coaching behaviors in collegiate cross-country/track and field athletes in the USA and Ireland. Participants included seventy-three collegiate athletes (Ireland: n = 24 male, n = 18 female, mean +/- SD age: 20.39 +/- 1.61 years. USA: n = 9 male, n = 22 female, mean +/- SD age: 21.02 +/- 2.18 years). Participants completed the Sport Attributional Style Scale (SASS; Hanrahan et al., 1989) and the Leadership Scale for Sport (LSS; Chelladurai & Selah, 1980) to assess attributional style and perceived coaching behaviors. Explanatory pessimism, total internality, stability, and globality were calculated from the SASS for both countries. Total dimension scores for five coaching behaviors (training/instruction, democratic, autocratic, social, and positive feedback) were calculated from the LSS. Significant differences were not found between countries for attribution dimensions (p > .05). Mean explanatory pessimism was 111.29 +/-13.2 and 106.42 +/- 10.7 for Ireland- and US-based athletes respectively (p = .948; p > .05). A significant difference was found for perceived democratic behavior between countries (p = .0006; p < .05). Significant positive correlations (p < .05) were found in the Ireland group for training/instruction and stability, and in the USA group for social and stability, and positive feedback and stability. Significant negative correlations (p < .05) were found in the Ireland group for democratic and internality, and autocratic and stability. Significant between-country differences (p < .05) were found for democratic and internality, autocratic and stability, and positive feedback and stability. Marginal between-country differences (p < .10) were seen for training/instruction and stability, training/instruction and globality, and autocratic and internality. Ireland-based athletes had higher perceptions of democratic behaviors than US-based athletes. There were no differences in attributional dimension scores between countries. Significant differences between countries for relationships between coaching behaviors and attribution dimensions existed.

ISBN: 9781321742053Subjects--Topical Terms:

519075
Psychology.

The relationship between coaching environment and athlete attributional style.
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100 1 $a Britton, Una. $3 3188824
245 1 4 $a The relationship between coaching environment and athlete attributional style.
300 $a 74 p.
500 $a Source: Masters Abstracts International, Volume: 54-04.
500 $a Adviser: Jim Larkin.
502 $a Thesis (M.S.)--Eastern Kentucky University, 2015.
520 $a This study examined the relationship between attributional style and perceived coaching behaviors in collegiate cross-country/track and field athletes in the USA and Ireland. Participants included seventy-three collegiate athletes (Ireland: n = 24 male, n = 18 female, mean +/- SD age: 20.39 +/- 1.61 years. USA: n = 9 male, n = 22 female, mean +/- SD age: 21.02 +/- 2.18 years). Participants completed the Sport Attributional Style Scale (SASS; Hanrahan et al., 1989) and the Leadership Scale for Sport (LSS; Chelladurai & Selah, 1980) to assess attributional style and perceived coaching behaviors. Explanatory pessimism, total internality, stability, and globality were calculated from the SASS for both countries. Total dimension scores for five coaching behaviors (training/instruction, democratic, autocratic, social, and positive feedback) were calculated from the LSS. Significant differences were not found between countries for attribution dimensions (p > .05). Mean explanatory pessimism was 111.29 +/-13.2 and 106.42 +/- 10.7 for Ireland- and US-based athletes respectively (p = .948; p > .05). A significant difference was found for perceived democratic behavior between countries (p = .0006; p < .05). Significant positive correlations (p < .05) were found in the Ireland group for training/instruction and stability, and in the USA group for social and stability, and positive feedback and stability. Significant negative correlations (p < .05) were found in the Ireland group for democratic and internality, and autocratic and stability. Significant between-country differences (p < .05) were found for democratic and internality, autocratic and stability, and positive feedback and stability. Marginal between-country differences (p < .10) were seen for training/instruction and stability, training/instruction and globality, and autocratic and internality. Ireland-based athletes had higher perceptions of democratic behaviors than US-based athletes. There were no differences in attributional dimension scores between countries. Significant differences between countries for relationships between coaching behaviors and attribution dimensions existed.
520 $a References: Chelladurai & Selah, 1980, Hanrahan et al., 1989.
590 $a School code: 1576.
650 4 $a Psychology. $3 519075
650 4 $a Physical education. $3 635343
650 4 $a Health sciences. $3 3168359
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710 2 $a Eastern Kentucky University. $b Department of Exercise and Sport Science. $3 3187498
773 0 $t Masters Abstracts International $g 54-04(E).
790 $a 1576
791 $a M.S.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1588519