Ronald E. Smith and Frank L. Smoll
Coaches occupy a central role in sport, fulfilling instructional, organizational, strategic, and social relationship functions, and their relationships with athletes influence both skill development and psychosocial outcomes of sport participation. This review presents the major theoretical models and empirical results derived from coaching research, focusing on the measurement and correlates of coaching behaviors and on intervention programs designed to enhance coaching effectiveness.
A strong empirical literature on motor skill development has addressed the development of technical sport skills, guided in part by a model that divides the skill acquisition process into cognitive, associative, and autonomous phases, each requiring specific coaching knowledge and instructional techniques. Social-cognitive theory’s mediational model, the multidimensional model of sport leadership, achievement goal theory, and self-determination theory have been highly influential in research on the psychosocial aspects of the sport environment. These conceptual models have inspired basic research on the antecedents and consequences of defined coaching behaviors as well as applied research on coach training programs designed to enhance athletes’ sport outcomes. Of the few programs that have been systematically evaluated, outcomes such as enjoyment, liking for coach and teammates, team cohesion, self-esteem, performance anxiety, athletes’ motivational orientation, and sport attrition can be influenced in a salutary fashion by a brief intervention with specific empirically derived behavioral guidelines that focus on creating a mastery motivational climate and positive coach-athlete interactions. However, other existing programs have yet to demonstrate efficacy in controlled outcome research.
Rebecca A. Zakrajsek and Jedediah E. Blanton
It is important for sport and exercise psychology (SEP) professionals to demonstrate that the interventions they employ make a difference. Assessing the degree of an intervention’s effectiveness depends first and foremost on the nature and scope of the intervention (i.e., the objective of the intervention) and its targeted group. Traditionally, interventions have been quite varied between the fields of sport psychology and exercise psychology; a common thread however, can be seen as an enhancement of the sport or exercise experience, along with an attempt to help the individual better self-regulate engagement with the targeted behavior or mindset. The central aim of enhancing the experience and increased self-regulation is oriented toward performance enhancement within sport psychology interventions, whereas within exercise psychology interventions the orientation is toward physical-activity adoption and better exercise program adherence. Although the two fields may have different objectives, it can be argued that sport psychology interventions—specifically psychological skills training (PST) interventions—can inform SEP professionals’ research and applied practices with both the sport and exercise populations.
Psychological skills training includes the strategies and techniques used to develop psychological skills, enhance sport performance, and facilitate a positive approach to competition. Since the early 1980s, a growing body of evidence has supported that the PST interventions SEP professionals employ do make a difference. In particular, evidence from research in sport contexts supports the use of a multimodal approach to PST interventions—combining different types of psychological strategies (e.g., goal-setting, self-talk, imagery, relaxation)—because a multimodal approach has demonstrated positive effects on both psychological skills and sport performance. The research investigating the effectiveness of PST interventions in enhancing performance has primarily centered on adult athletes who compete at competitive or elite levels. Elite athletes are certainly important consumers of SEP services; however, SEP professionals have rightfully challenged researchers and practitioners to target other consumers of SEP services who they argue are as deserving of PST as elite athletes. For example, young athletes and coaches are two populations that have traditionally been overlooked in the PST research. PST interventions targeting young athletes can help them to develop (at the start of their sporting careers) the type of psychological skills that facilitate a positive approach to competition and better abilities to self-regulate their emotional responses to stressful competitive situations. Coaches are also performers with unique needs who could benefit from PST interventions. Researchers have begun to target these two populations and the results might be considered the most intriguing aspects of the current PST literature. Future research related to PST interventions should target exercise populations. Exercise professionals often operate as coaches in healthy behavior change (e.g., strength and conditioning coaches, personal trainers, etc.) and as such should also employ, and monitor responses to, PST.
To facilitate further development and growth of PST intervention research in both sport and exercise settings, SEP professionals are encouraged to include a comprehensive evaluation of program effectiveness. In particular, four major areas to consider when evaluating PST programs are (a) the quality of the PST service delivery (e.g., the knowledge, delivery style, and characteristics of the SEP professional); (b) assessment of the sport psychological strategies participants used as a result of the PST program; (c) participants’ perceptions of the influence of the PST program on their psychological skills, performance, and enjoyment; and (d) measurement of participants psychological skills, performance, and enjoyment as a result of the PST program.