Athletes' personality affects coaches' perceptions of relationship quality, with more difficult personalities linked to lower closeness, commitment and complementarity¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Coaches of athletes with less desirable or potentially more difficult personality traits (e.g., anxious or avoidant attachment styles or neuroticism) are more likely to perceive relationship quality as less positive. → Jowett 2017

Evidence¶

Jowett 2017¶

Jowett, S. (2017). Coaching Effectiveness: The Coach-Athlete Relationship at its Heart. Current Opinion in Psychology, 16, 154-158. http://dx.doi.org/10.1016/j.copsyc.2017.05.006

q2 · i? · review · r2

The review reports quantitative research on antecedents of relationship quality, attributing this finding to studies of the Big-Five personality traits and attachment styles in coach-athlete dyads. The review prints no effect size statistics for this association.

"For example, coaches of athletes who have a less desirable or potentially more difficult personality (e.g., anxious or avoidant attachment styles or neuroticism) are more likely to think of the quality of the coach-athlete relationship as less positive and thus experience lower levels of closeness, commitment, and complementarity."

Discussion¶

Related Claims¶

• The quality of the coach-athlete relationship as defined by the 4Cs is instrumental to performance success and wellbeing — related
• During the early stage of therapy, more severely maladjusted clients elicit higher levels of therapist complementarity — related
• The teacher with the more desirable interpersonal style showed overall coordination consistent with the complementarity principle, while the less desirable teacher's coordination did not — related
• Same-gender coach-athlete dyads perceive higher relationship quality (closeness, commitment, complementarity) than other-gender dyads — related
• Interpersonal perceptions affected most students implicitly during feedback provision and most students explicitly during feedback processing — related