Coach Training to Promote Social Development

描述（由申请人提供）：本研究项目的主要目的是研究一种可能的机制，通过这种机制，教练行为影响青少年参与体育运动的心理社会发展。先前的研究已经建立了教练有效性训练（CET; Smith & Smoll，1996）的有效性，用于增强自尊（Smith，Einstein，& Curtis，1979; Einstein，Smith，巴内特，&埃弗雷特，1993），减少表现焦虑（Smith，Einstein，&巴内特，1995），提高对教练的吸引力（Smith et al.，1979），以及有组织的体育运动的损耗率下降（巴内特，Smoll，& Smith，1992）。本项目是一项增强CET干预的随机盲法试验。本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。青少年对教练行为的内化主要表现在成就目标定向和自我对话两个方面。这种内化过程被假设为增加自尊和减少失败恐惧的干预效果的机制。来自两个以社区为基础的体育联盟的教练将被随机分配到一个增强的CET培训课程或体育科学培训课程，不包括心理社会成分。在这些讲习班接受季前训练后，教练将自我监测他们的行为，并每周收到助推器电话和邮件，青年将完成整个赛季的自我对话，成就目标取向，失败的恐惧和自尊的措施。本研究的第一个目的是确定干预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了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内化是否在教练行为对青少年心理社会发展的影响中起中介作用。

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.