Coach Training to Promote Social Development

教练培训促进社会发展

• 批准号: 6610121
• 负责人: DAVID E. CONROY
• 金额: $ 7.2万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-04-01 至 2005-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6610121
• 关键词: behavior therapy; behavioral /social science research tag; child psychology; children; clinical research; clinical trials; exercise; fear; goal oriented behavior; human subject; human therapy evaluation; motivation; patient oriented research; performance; questionnaires; role model; self concept; social psychology; success; training; videotape /videodisc

DESCRIPTION (provided by applicant): The primary objective of this research project is to examine one possible mechanism by which coach behaviors impact the psychosocial development of youth participating in sports. Previous research has established the effectiveness of Coach Effectiveness Training (CET; Smith & Smoll, 1996) for enhancing self-esteem (Smith, Smell, & Curtis, 1979; Smell, Smith, Barnett, & Everett, 1993), decreasing performance anxiety (Smith, Smell, & Barnett, 1995), improving attraction to coaches (Smith et al., 1979), and decreasing rates of attrition from organized sports (Barnett, Smoll, & Smith, 1992). This project is a randomized blind trial of an enhanced-CET intervention. The conceptual model underlying this research proposes that coach training will change observed coach behaviors and youth perceptions of coach behaviors. Youth's internalization of coach behaviors is hypothesized to be manifest in youth achievement goal orientations and self-talk. This internalization process is hypothesized to be the mechanism for the intervention's effects of increasing self-esteem and decreasing fear of failure. Coaches from two community-based sport leagues will be randomly assigned to either an enhanced-CET training session or sport science training session that does not include psychosocial components. After receiving preseason training in these workshops, coaches will self-monitor their behaviors and receive booster telephone calls and mailings on a weekly basis, Youth will complete measures of self-talk, achievement goal orientations, fear of failure, and self-esteem throughout the season. The first aim of the present research is to establish the effects of the intervention on youth psychosocial development. The second aim is to evaluate whether observed coaching behaviors mediate the effects of the intervention on youth development. The third aim of this research is to evaluate whether youth internalization of coaches' behavior mediates the effects of coaching behaviors on their psychosocial development.

描述（由申请人提供）：该研究项目的主要目标是研究教练行为影响参与体育运动的青少年心理社会发展的一种可能机制。先前的研究已经证实了教练效能训练（CET；Smith & Smoll，1996）对于增强自尊（Smith，Smell，＆Curtis，1979；Smell，Smith，Barnett，＆Everett，1993），减少表现焦虑（Smith，Smell，＆Barnett，1995），提高对教练的吸引力（Smith et al.，1979）和提高自尊的有效性。降低有组织体育运动的人员流失率（Barnett、Smoll 和 Smith， 1992）。该项目是一项增强 CET 干预的随机盲试验。这项研究的概念模型提出，教练培训将改变观察到的教练行为和青少年对教练行为的看法。假设青少年对教练行为的内化体现在青少年成就目标导向和自言自语中。这种内化过程被假设为干预提高自尊和减少对失败的恐惧的效果的机制。来自两个社区体育联盟的教练将被随机分配参加增强型 CET 培训课程或不包括心理社会成分的运动科学培训课程。在这些研讨会上接受季前训练后，教练将自我监控自己的行为，并每周收到强化电话和邮件。青少年将在整个赛季中完成自言自语、成就目标导向、对失败的恐惧和自尊的测量。本研究的首要目的是确定干预措施对青少年心理社会发展的影响。第二个目的是评估观察到的教练行为是否介导干预对青少年发展的影响。本研究的第三个目的是评估青少年教练行为的内化是否介导教练行为对其社会心理发展的影响。