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Reflected appraisals of coaches, parents and teammates: A key component of athletes’ self ?
Abstract
This study investigated some ideas of the reflected appraisal process (i.e., perception
of how others see us) in a sport setting. The first purpose of this study was
to evaluate if athletes differentiated the reflected appraisals of three significant others:
coaches, parents and teammates. The second purpose of this study was to examine
the relation between reflected appraisals of those three significant others and
athletes’ self-perceptions in terms of competence and future progress. Participants
were 368 young adult athletes (Mage = 21.13). Preliminary analyses indicated that
reflected appraisals of coaches and teammates were strongly related, supporting the
existence of a “generalized sport-other” (Amorose, 2003). Multiple regression
analyses revealed that athletes’ self-perceptions of competence were positively predicted
by reflected appraisals of sport-others and parents about competence. Moreover,
athletes’ self-perceptions of future progress were positively predicted by reflected
appraisals of sport-others and parents about future progress and by reflected
appraisals of parents about competence, but negatively predicted by reflected appraisals
of sport-others about competence. Results are discussed in terms of contributions
to the understanding of how coaches, teammates and parents specifically
shape athletes’ self-perceptions.
... Previous works indicated that RA predicted personal and interpersonal characteristics in the form of affective (e.g., relationship satisfaction), cognitive (e.g., persistence of intentions), and behavioral outcomes (e.g., effort; see Wallace & Tice, 2012, for a review). This RA process has been explored in various interpersonal contexts, such as school (e.g., Bouchey & Harter, 2005), family (e.g., Bois et al., 2005), work (e.g., McAllister & Bigley, 2002), and sport (e.g., Amorose, 2003;Trouilloud & Amiel, 2011). However, few studies have explored the idea that there may be a discrepancy between individuals' RA and their SA, and that this discrepancy may affect one's psychological and emotional perceptions, which could lead to burnout. ...
... Previous works (e.g., Amorose, 2003;Trouilloud & Amiel, 2011) indicated that athlete SA are predicted by their RA, in particular those coming from their coach. Athletes seem to consider coaches as a credible source of information about their sport competence. ...
... Athletes seem to consider coaches as a credible source of information about their sport competence. For example, Trouilloud and Amiel (2011), in a study conducted among young adult athletes showed that athlete SA were positively predicted by the RA of their coach (and to a lesser extent teammates and parents). In other words, when athletes believe that their coach has a positive view of their sport competence, athletes also have a greater belief in their own sporting abilities. ...
Using a person-centered approach, this study was conducted to identify (a) specific athlete profiles in terms of degree of discrepancy between their self-appraisals and the reflected appraisals of their coach and (b) the relations between these profiles and athlete burnout. Athletes ( N = 369; M age = 21.15 years) fulfilled measures of self-appraisals, reflected appraisals of their coach, and burnout. Latent profile analysis allowed the identification of three profiles: concordance (84%), positive discrepancy (11%), and negative discrepancy (5%). Analyses revealed relationships between athletes’ profile membership and the three dimensions of burnout: emotional and physical exhaustion, sport devaluation, and reduced sense of accomplishment. More specifically, results indicated that athletes with a positive discrepancy profile (i.e., who rated themselves more positively than they think their coaches see them) were more at risk of burnout. This study contributes to existing research on psychosocial determinants of athlete burnout in the context of the coach–athlete relationship.
... Finally, several studies showed the benefits of informational and tangible social support from coaches as well as from peer mentors and teammates on athletes' well-being, showing the synergies and benefits of support from various, different providers [49,77,78,95,96]. ...
There is convincing evidence on the effects of sport and exercise on mental health and well-being. Less evidence is provided about how to achieve these benefits in the context of grassroots sport coaching. We systematically reviewed the scientific literature of three databases to narratively synthesize the current knowledge about which coaching-related factors influence well-being or ill-being, and how to promote mental health in adult athletes through sport coaches. The review includes 52 studies with different methodological and theoretical approaches and mental health outcomes. The wide range of themes were mapped and synthesized within two clusters, i.e., coaching behavior, antecedents, and context; and coach–athlete relationship and social support. The results highlight the importance of the promotion of empowering environments, autonomy-supportive coaching behavior, and coach–athlete relationship quality that relate to the satisfaction of basic psychological needs. The review also calls for a critical perspective, in the sense that the coaching context and working environment may not be empowering and supportive to the well-being of coaches and consequently to the athletes, and that coaches who want to provide autonomy-supportive environments may face various obstacles. Finally, the review synthesizes recommendations for the training of coaches, as one piece of a holistic mental health promotion.
... The importance of the social context for self-esteem is supported by many studies, showing that self-esteem is affected by one's perception of their relationship with significant others (Bulanda & Majumdar, 2009) as well as their perception of significant others' emotional and behavioral treatment of them (Assor, Roth, & Deci, 2004;DeHart, Pelham, & Tennen, 2006;Heaven & Ciarrochi, 2008;Murray, Griffin, Rose, & Bellavia, 2003), by significant others' actual behavior (Allen, Hauser, Bell, & O'Connor, 1994), by evaluations of significant others (DeHart, Pelham, Fiedorowicz, Carvallo, & Gabriel, 2011), and by reflected appraisals (Hergovich, Sirsch, & Felinger, 2002;Trouilloud & Amiel, 2011). For adolescents specifically, parents are a key significant other for the development of self-esteem (Bulanda & Majumdar, 2009;Hunter, Barber, & Stolz, 2015). ...
From a Dynamic Systems perspective, real-time processes are the building blocks for long-term development. While the long-term development of self-esteem has frequently been researched, few studies have examined the real-time processes of self-esteem. Moreover, the studies that have does so have not considered the socially-embedded nature of self-esteem, while classic studies have shown that this is an important characteristic of self-esteem. The aim of this chapter is to extend our current theoretical approach to real-time processes of self-esteem by emphasizing the role of the immediate social environment. This is formalized in the Socially Embedded Self-Esteem model, and in the specific context of adolescence and the role of parents. The model describes how real-time components of adolescents’ self-esteem and crucial parental behaviors interact across real time, and that this ongoing process results in the self-organization of Socially Embedded Self-Esteem attractors. The chapter provides an empirical illustration of such a system, and the socially embedded self-esteem attractors that can be observed. Aside from demonstrating the key points of the model, the case study also illustrates that empirically examining the Socially Embedded Self-Esteem system in real time makes it possible to examine whether group-based associations between parental behavior and adolescent self-esteem hold at the level of the individual dyad and the real-time timescale.
... Second, given our interest in assessing the direct perception of the athlete on the quality of the coacheathlete relationship, we did not examine meta-perceptions of the coacheathlete relationship (Jowett, 2009). Researchers are encouraged to examine the latter, particularly given recent studies suggesting that meta-perceptions may cause changes in athlete behavior through athletes perceptions of what the coach thinks and feels about them (Trouilloud & Amiel, 2011). Third, in this study we were interested in the link between the quality of the coacheathlete relationship, 2 Â 2 achievement goals, and athlete burnout. ...
Objectives: The aim of the current study was to examine (1) associations between the quality of the
coacheathlete relationship as perceived by athletes and athlete burnout and, (2) the role of achievement
goals in mediating the association between the coacheathlete relationship and burnout.
Design: Cross-sectional.
Method: 359 athletes completed measures of the perceived quality of the coacheathlete relationship
(the 3Cs model), achievement goals (the 2 � 2 model) and burnout (the athlete burnout model).
Results: Structural equation modeling revealed negative relationships between the perceived quality of
the coacheathlete relationship and the three dimensions of athlete burnout (df ¼ 118, c2 ¼ 215.37,
RMSEA ¼ .05 [.04; .06], TLI ¼ .97, CFI ¼ .97). Moreover, results suggested that mastery-approach goals
partially mediated the relationship between the coacheathlete relationship and two dimensions of
athlete burnout: sport devaluation (i.e., indirect and direct effects: p < .001) and reduced accomplishment
(i.e., indirect and direct effects: p < .01).
Conclusion: The current study confirms and broadens previous knowledge on the socio-cognitive correlates
of athlete burnout by demonstrating that the level of athlete burnout is associated with the
perceived quality of the relationship with the coach. Results also highlight that achievement goals
partially mediate these relationships.
... Reflected appraisals (i.e., individuals' perceptions of what others think about them) may be an alternate mechanism through which PAthR influences self-perceptions. Athletes' teammate-related reflected appraisals, for example, have been found to positively predict athletes' own perceptions of their sport self-competence (Trouilloud & Amiel, 2011), supporting the notion that individuals may develop self-perceptions that are internalized from their beliefs about the way in which others perceive them (Felson, 1993). Researchers, however, have not considered whether an individual's PAthR contributed to favorable (or unfavorable) peer-focused RISE beliefs and reflected appraisals, or the extent to which reputation scores might independently align with other processes, as has been demonstrated in classroom (i.e., non-PE) settings. ...
Grounded in the work that has been conducted on peer academic reputation in educational settings, our aim was to develop and provide initial construct validity evidence for a modified instrument designed to assess peer athletic reputation (PAthR). In phase 1, we devised a series of items to assess PAthR. In phase 2 (n = 399), and approximately one month later in phase 3 (n = 374), female high school physical education (PE) students completed a series of questionnaires that included the PAthR instrument. Analyses indicated that PAthR was (a) represented as a unitary construct, (b) positively associated across time points, (c) positively associated with indicators of desirable peer interactions (e.g., peer relatedness support, peer relatedness need satisfaction) and PE experiences (e.g., intrinsic motivation, perceived competence), and (d) negatively associated with indices considered to be less adaptive in nature (i.e., anxiety, amotivation). These findings provide preliminary support for a novel approach to the measurement of peer reputation in PE, and demonstrate evidence of the nomological net with which this concept may be associated.
... Such findings suggest 18 that adoption of mastery-approach goals are involved in the relation between the coach- 19 athlete relationship and athlete burnout. These results corroborate previous studies 20 highlighting the fact that burnout appears to be related to contextual factors (Raedeke & 21 Smith, 2001) and that the perception of the context could influence athlete burnout 22 indirectly through motivational dispositions such as psychological needs or motivational feels about them (Trouilloud & Amiel, 2011). Third, in this study we were interested in 13 the link between the quality of the coach-athlete relationship, 2×2 achievement goals, 14 and athlete burnout. ...
Objectives: The aim of the current study was to examine (1) associations between the quality of the coach-athlete relationship as perceived by athletes and athlete burnout and, (2) the role of achievement goals in mediating the association between the coach-athlete relationship and burnout. Design: Cross-sectional. Method: 359 athletes completed measures of the perceived quality of the coach-athlete relationship (the 3Cs model), achievement goals (the 2 × 2 model) and burnout (the athlete burnout model). Results: Structural equation modeling revealed negative relationships between the perceived quality of the coach-athlete relationship and the three dimensions of athlete burnout (df = 118, χ2 = 215.37, RMSEA = .05 [.04; .06], TLI = .97, CFI = .97). Moreover, results suggested that mastery-approach goals partially mediated the relationship between the coach-athlete relationship and two dimensions of athlete burnout: sport devaluation (i.e., indirect and direct effects: p < .001) and reduced accomplishment (i.e., indirect and direct effects: p < .01). Conclusion: The current study confirms and broadens previous knowledge on the socio-cognitive correlates of athlete burnout by demonstrating that the level of athlete burnout is associated with the perceived quality of the relationship with the coach. Results also highlight that achievement goals partially mediate these relationships.
... Although reflected appraisals 3 encompass inferences about diverse self-concept dimensions (e.g., popularity, appearance, 4 competence), research has been conducted into reflected appraisals relating to how one's 5 competence is viewed by others within sport and education. In particular, it has been demonstrated 6 that individuals report greater perceptions of self-competence when they believe that their 7 teammates (e.g., Amorose, 2002Amorose, , 2003Trouilloud & Amiel, 2011) or classmates (e.g., Bouchey & 8 Harter, 2005) as a whole hold positive views regarding their competence. 9 ...
Despite the prevalence of group-/team-based enactment within sport and physical activity settings, to this point the study of relation-inferred self-efficacy (RISE) has been focused upon estimations regarding a single target individual (e.g., one's coach). Accordingly, researchers have not yet considered whether individuals may also form RISE estimations regarding the extent to which the others in their group/team as a whole are confident in their ability. We applied structural equation modeling analyses with cross-sectional and prospective data collected from members of interdependent sport teams (Studies 1 and 2) and undergraduate physical activity classes (Studies 3 and 4), with the purpose of exploring these group-focused RISE inferences. Analyses showed that group-focused RISE perceptions (a) predicted individuals' confidence in their own ability, (b) were empirically distinct from conceptually related constructs, and (c) directly and/or indirectly predicted a range of downstream outcomes over and above the effects of other efficacy perceptions. Taken together, these findings provide preliminary evidence that individuals' group-focused RISE appraisals may be important to consider when investigating the network of efficacy perceptions that develops in group-based physical activity contexts.
目的：了解大学生对性别角色的自我评价、他人评价和反思评价之间的关系。方法：采用问卷调查法，让727名大学生完成对性别角色的自我评价问卷、他人评价问卷和反思评价问卷。结果：(1) 男大学生对性别角色的他人评价得分显著低于自我评价和反思评价得分(F(2,996) = 61.39, P 0.05)；反思评价能够预测自我评价48%的变异量；(3) 女大学生对性别角色的自我评价、他人评价、反思评价之间两两显著相关(r = 0.30~0.66, P 0.05), and the reflected appraisals could predict 48% variance of self- appraisals; (3) there were obvious correlations among self-appraisals, others’ actual appraisals and reflected appraisals of female undergraduates (r = 0.30 - 0.66, P < 0.01); reflected appraisals played a moderating role in the relationship of self-appraisals and others’ actual appraisals (β = 0.09, t = 2.11, P = 0.035 < 0.01). Conclusion: The male undergraduates’ appraisals on gender-role weren’t affected by female undergraduates’ appraisals; the female undergraduates’ appraisals on gender-role were affected by male undergraduates’ appraisals, whose influence degree was moderated by female undergraduates’ reflective ability. We should cultivate the undergraduates’ gender-role according to their characteristics of appraisals on gender-role.
This volume in the Handbook of Sports Medicine and Science series presents a concise summary of the science and practice of psychology in the context of sport. Psychological aspects central to sport performance such as motivation, cognition, stress, confidence, and mental preparation are examined and interventions designed to enhance individual and team performance are reviewed. Reflecting the breadth of the field, issues such as sport injury prevention and rehabilitation, athlete psychopathology, child and adolescent development, sport career termination, and the practice of sport psychology are also addressed. Published under the auspices of the Medical Commission of the International Olympic Committee, Sport Psychology shows howthe performance and the overall well-being of athletes can be improved by highlighting research findings and their practical application. With contributions from internationally renowned experts and useful case studies in each chapter, this handbook is an essential resource for medical doctors who serve athletes and sports teams and an invaluable reference for all students of sport psychology.
This study examined, from a developmental perspective, how coaching feedback serves as an ability cue. Boys and girls (N = 60) comprising 2 age groups (6-8, 12-14) viewed videotapes of youth athletes attempting to hit a baseball or softball, followed by a coach who provided evaluative, informational, or neutral feedback. Participants then rated each athlete's ability, effort, and future expectancy of success. Separate 2 × 2 × 3 (age × gender × feedback type) repeated measures MANOVAs were conducted for the successful and unsuccessful outcome conditions. Following successful attempts, both older and younger children rated praise higher than neutral and informational feedback as a source of ability information. Athletes receiving informational feedback following unsuccessful attempts were rated highest, followed by neutral feedback and criticism. Open-ended questions revealed some age-related differences in use of ability information. Results are discussed in relation to research on sources of competence information and coaching feedback.
This study examined the reflected appraisal process in female middle school (n = 66; M age = 12.39 ± .87 years) and high school athletes (n = 88; M age = 14.70 ± 1.08 years). Questionnaires assessed the athletes' self-perceptions of sport competence and how they perceived their mothers, fathers, coaches, and teammates evaluated their ability in sport. A multiple regression analysis revealed that the various reflected appraisals predicted self-perceptions of competence (p < .01, R2 = .65). Mothers (β = .19), coaches (β = .24), and teammates (β = .47) were each significant predictors, while the reflected appraisal of fathers (β = .08) was non-significant. Squared semi-partial correlations indicated that teammates accounted the greatest amount of unique (sr2 = .25), followed by coaches (sr2 = .08), mothers (sr2 = .05), and fathers (sr2 = .01). Structural equation modeling indicated that the pattern of relationships was the same for middle school and high school athletes.
We examine the reflected appraisal process as it applied to the effects of parents on the self-appraisals of children. Fourth through seventh grade children evaluated themselves in the areas of academics, athletics and physical attractiveness. Comparisons of these appraisal to parental appraisals indicate that mothers and fathers are just as favorable in their judgments of children as the children are themselves, and in the case of physical attractiveness, they are more favorable. Parents' appraisals have effects on self-appraisals, except in the area of physical attactiveness. Parents tend to have a stronger influence on a child of the opposite sex.