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教练行为影响青少年参与体育运动的心理社会发展的一种可能机制。先前的研究已经确立了教练效能训练（CET; Smith & Smoll, 1996）在增强自尊（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等，1979）以及降低有组织运动的流失率（Barnett, Smoll, & Smith, 1992）方面的有效性。本项目是一项增强cet干预的随机盲试验。本研究的概念模型提出教练训练将改变观察到的教练行为和青少年对教练行为的认知。青少年对教练行为的内化主要表现在成就目标取向和自我对话方面。这种内化过程被假设为增强自尊和减少失败恐惧的干预效果的机制。来自两个社区体育联盟的教练将被随机分配到强化cet训练课程或不包括心理社会成分的运动科学训练课程。在这些工作坊中接受季前赛训练后，教练将自我监控他们的行为，并每周收到鼓励电话和邮件，青年将在整个赛季中完成自我对话，成就目标导向，失败恐惧和自尊的测量。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对教练行为的内化是否介导了教练行为对其心理社会发展的影响。

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.