Athletes’ Relationship Toward Coaches in Malaysia

Full text

Ann Appl Sport Sci,
11(s1): e1168.
http://www.aassjournal.com; e-ISSN: 2322–4479; p-ISSN: 2476–4981. 10.52547/aassjournal.1168
*. Corresponding Author:
Mon Redee Sut Txi, Ph.D.
E-mail: monredee@fsskj.upsi.edu.my
ORIGINAL ARTICLE
Athletes’ Relationship Toward Coaches in Malaysia
1Mon Redee Sut Txi *, 2Fatin Nurfatehah Mat Salleh , Thariq Khan Azizuddin Khan
1Faculty of Sport Science and Coaching, University Pendidikan Sultan Idris, Perak, Malaysia.
Submitted October 08, 2022; Accepted in final form December 27, 2022.
ABSTRACT
Background. In order to be successful in sports, coaches and athletes must work together. As a result, they play an
important role in maintaining their relationship. Objectives. This cross-sectional study determines the athletes’
relationship toward coaches in Malaysia. Methods. This study included 168 male athletes and 195 female athletes.
Archers made up the majority of the participants (12.4%), followed by athletes in athletics (8.8%), petanque (8.8%),
and pencak silat (8.5%). An online survey was used, with two measures included: (a) demographics and (b) the Coach-
Athlete Relationship Questionnaire (CART-Q). Results. According to the findings, the athletes have a stronger bond
with their coaches. Furthermore, it is revealed a significant difference in commitment between males and females and
years of experience with a coach. Male athletes are more committed to their coaches than female athletes (t = 2.39, p
= 0.02). Athletes who have trained with a coach for more than ten years are found to be more committed to their coach.
(t = -2.52, p = 0.01). It reveals a significant difference in complementarity to training time per week (11-20 hours and
21-35 hours) between groups of athletes (F2, 360 = 3.03, p < 0.05). Conclusion. Findings suggest that additional
assessment, monitoring, and treatment plans be developed for athletes, particularly female athletes, and young athletes,
to ensure that their psychosocial support is prioritized in the process of building a good social network in a relationship
that involves processes to influence each other.
KEYWORDS: Coach-Athlete Relationship, Interpersonal Athletes Relationship, Commitment, Complementarity, Closeness.
INTRODUCTION
Sports are physical activities that are done for
a variety of reasons, including enjoyment, skill
development, and, of course, competition (1).
Sports coaching is another area of expertise. The
coach and the athlete are both involved in
coaching (1). These two parties will form a one-
of-a-kind relationship that will enable them to
achieve common objectives (2). Athletes and
coaches rely on one another to achieve success in
sports. As a result, coaches and athletes play an
important role in maintaining their relationship. A
"relationship" is a connection or social network
formed by two or more individuals that involves
feelings, commitment, cooperation, and mutual
needs (3). In sports, for example, consider the
relationship between coaches and athletes. To
achieve the goal between coaches and athletes, a
relationship will involve a process to influence
each other, such as sharing opinions and feelings,
and will frequently involve a sports organization
(1). Aside from that, intrapersonal and
interpersonal factors play a role in maintaining a
positive relationship between athletes and
coaches. In order to achieve peak performance,
athletes and coaches must incorporate
psychosocial factors such as intrapersonal and
interpersonal relationships (4). Many researchers
have investigated these.
In sports performance, there are two factors:
intrapersonal and interpersonal (5). As can be seen,
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2 Athletes’ Relationship Toward Coaches
the relationship between coach and athlete, which
is an interpersonal factor, is one of the most
important factors in an athlete's development
process. Interpersonal communication skills are an
important feature that athletes and coaches must
have because they will have difficulty establishing
a good relationship with each other if they do not
have a good level of communication. Interpersonal
skills are skills that athletes and coaches must
master in order to adapt to and identify changes in
expressions and emotions (6). This factor
necessitates consideration of the nature of oneself
as a social entity, particularly in our relationships
with others (particularly those considered close
and important), which will affect our view of
ourselves (7). In the context of sport and its course,
in the context of the relationship that exists during
training between the coach and the athlete, this also
plays an important role in the athlete's physical and
psychosocial development (8).
Sport psychology researchers would benefit
from considering "theories, concepts, and
methodologies from other fields of psychology"
when studying athlete-coach relationships in sports
(9). This is due to their interdependence and mutual
influence. Alternative conceptual model of the
athlete-coach relationship based on the definition
of interpersonal relationships as situations in which
two individuals' behavior, emotions, and thoughts
are mutually causal and interdependent
(complementarity) (8 , 10). This relationship
concept identifies not only the basis for the
formation of human relationships, but also the
relationship between them. Following that, three
interpersonal constructs were created:
complementarity (11), closeness (12), and
commitment (13); these were chosen from
interpersonal behavior and behavior in an effort to
implement the foundation of the athlete-coach
relationship (8). He elaborated in the framework of
the concept and operation of the athlete-coach
relationship. The following is a rundown of the
fundamentals of relationship building (8). Intimacy
reflects the emotions felt by coaches and athletes,
and it is used to describe the relationship in sports.
Athletes and coaches describe their relationship in
terms of interpersonal characteristics such as
closeness, commitment, and complementarity.
This situation arises as a result of their natural
respect for one another. When each relationship
has established a basic frame of reference, shared
goals, beliefs, values, and mutual expectations,
commitment exists. Coaches and athletes can share
their thoughts and experiences, beliefs, values,
thoughts, and concerns through open
communication channels. Then, facilitate the
formation of commitment.
Complementing refers to the type of
interaction that coaches and athletes have, as well
as the motivation and resources necessary to
foster a positive relationship between them. By
definition, complementarity is a resource that aids
in the formation and maintenance of such positive
relationships. For example, if the coach provides
an effective programme to the athlete, improving
the athlete's performance is necessary, but a good
relationship must exist. In other words,
complementarity refers to the desire of coaches
for their athletes to have a positive relationship
with the coach in the pursuit of excellence. This
is because cooperation is an important asset in
supplementing the athlete-coach relationship.
Furthermore, the complement reflects the type of
interaction between the coach and the athlete. In
the athlete-coach relationship, a lack of closeness,
mutual commitment, and complementarity will
result in conflicting aspects of closeness,
commitment, and complementarity.
In recent years, more attention has been drawn
to the effect of the athlete-coach relationship with
an athlete's performance as a result of the findings
of numerous intriguing studies (1). One of the
interesting studies as part of the Canadian
programme "Your Own Podium" was carried out
following the 2008 Summer Olympics in Beijing,
China (14). The goal of this research is to identify
factors that influence successful or unsuccessful
performance from the perspectives of coaches and
athletes. Five key themes have been identified. A
solid connection between coaches and athletes
has long been seen as the most significant
ingredient in earning an Olympic gold or setting
a personal best. Each of the 27 athletes recounted
in interviews how they formed good ties with
their coaches and how their instructors provided a
fruitful atmosphere for them to flourish. Athletes'
verbal statements about their roles and
relationships with their individual coaches have
been recognized. According to one of the study's
results, the connection between athletes and
coaches in terms of closeness, dedication,
collaboration, effective interaction, and a variety
of other characteristics is crucial in contributing
to athletic success. Furthermore, the findings of a
previous research demonstrate that coaches have
a greater degree of closeness than players (15). As
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Athletes’ Relationship Toward Coaches 3
a consequence, there seems to be no issue with
players' adherence to the training schedule
specified by their coach. It may be inferred that
the stronger the interpersonal traits (closeness,
commitment, and complementarity), the stronger
the connection between athletes and coaches.
MATERIALS AND METHODS
Study design. This cross-sectional research
was conducted on anonymous Malaysian athletes.
The online survey was sent to the athletes and the
team using a purposive random sampling
procedure, with information about the study and
an invitation to participate via a google form link
to the survey. Before taking the survey,
participants were required to electronically
complete the informed consent form. After
completing the survey, participants were needed
to submit it to the researchers by clicking the
'submit' button.
Participants. The research included 363
individuals from diverse sports. There were 168
male competitors and 195 female athletes. Table 1
shows the percentages of gender, age groups, sports
categories, level of competition, experience as an
athlete, experience with a coach, kinds of coaching,
training time per week, and types of sports (top 10)
for each gender, age group, and sports category. The
sample size was calculated using an estimated
percentage of 30% of Malaysia's athletic
population, a precision of 5%, and a z-value of 1.97.
Using these numbers, a sample size of 210 athletes
is necessary to get a statistic power about 95%.
However, the total number of participants recruited
for this research surpassed the needed minimum
sample size (N=363).
Procedures. The online poll URL was shared
on social media networks such as WhatsApp,
Instagram, and Facebook (16). A link to an online
survey, the research description, and electronic
informed consent were supplied to athletes who
accepted to participate. They were urged to
complete the questionnaire once they confirmed
their willingness to participate. The online survey
may be completed in 10 - 15 minutes, and
participants have the option to quit at any point if
they are not comfortable continuing with the
research. During this investigation, (a) informed
permission was acquired from each participant,
and (b) the study procedure adheres to the ethical
criteria of the 1975 Helsinki Declaration.
Instruments. Demographic Information. A
brief demographic form includes of information
related to gender, age groups, sports categories,
level of competition, experience as an athlete,
experience with a coach, types of coach, training
time per week, types of sports as an athlete was
collected for the purpose of this study.
Coach-Athlete Relationship Questionnaire
(CART-Q). The instrument used to measure coach-
athlete relationships was a Coach-Athlete
Relationship Questionnaire (CART-Q) which was
devised in United Kingdom (17). The questionnaire
consisted of 11 items. In the 11 items were 3 sub-
categories with 4 items on closeness, 3 items on
measuring commitment and the rest of the 3 items
on measuring complementarity. An example of the
questions asked of the athletes is "Do you trust your
coach?" "When the coach is training you, are you
prepared to do your best?", and similar questions
were given for the coaches too. Each item
represented the three factors involved in coach-
athlete relationships. Each item consisted of a Likert
scale of 7 points, that is, from greatly agree to
greatly disagree. In addition to examining the
reliability of the questionnaire, the reliability of each
sub-category was also assessed. The alpha frequency
value for closeness is α = 0.87, commitment is α =
0.82 and complementarity is 0.82.
Statistical Evaluation. The statistical analysis
using SPSS (Statistical Package of the Social
Science) version 24.0 software was used to
analyze all data. The study data was analyzed
using descriptive statistics, an independent t-test,
and a one-way ANOVA. The p significance level
is chosen in 0.05.
RESULTS
Table 1 shows the frequency and percentage
of the sample in terms of gender, age groups,
sports categories, level of competitions,
experience as an athlete, experience with a coach,
kinds of coaching, training time per week, and the
top ten sports. Moreover, The Mean and the
Standards Table 2 shows the deviation of the
measured variables. The closest mean has the
highest score. Athletes' complementarity and
devotion came next. Table 3 also shows a
significant difference in commitment score (0.05)
between males and females and years of
experience with a coach. Male athletes are more
committed to their coaches than female athletes (t
= 2.39, sig. = 0.02 (p ≤ 0.05). Athletes who have
trained with a coach for more than ten years are
proven to be more committed to their instructor.
[t = -2.52, sig. = 0.01 (p < 0.05)]. However, we
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4 Athletes’ Relationship Toward Coaches
found no other significant variations in sports
categories, coach styles, or athlete experience.
Although minor, male, and female athletes'
average closeness ratings were marginally higher
in all variables. Furthermore, in Table 4, one-way
ANOVA analysis demonstrated a significant
difference in complementarity to training time per
week across groups of athletes (F (2, 360) = 3.03, p
< 0.05). A post hoc study found that athletes with
training schedules of 11-20 hours and 21-35 hours
per week and their trainers had much greater
complementarity (Table 5).
Table 1. Percent of Gender, Age Groups, Sports Categories, Level of Competition, Experience as an Athlete,
Experience with a Coach, Types of Coach, Training Time per Week, Types of Sports (Top 10)
Frequency Percent
Gender
Male 168 46.3
Female 195 53.7
Age Groups
12 – 18 71 19.6
19 – 25 274 75.4
26 – 32 14 3.9
33 – 39 4 1.1
Sports Categories
Individual 177 48.8
Team 186 51.2
Level of Competitions
International 52 14.3
National 149 41.0
University, School, Club 162 44.6
Experience as an athlete
1 -10 years 309 85.1
11 – 20 years 54 14.9
Experience with a coach
1 – 10 years 343 94.5
11 – 20 years 20 5.5
Types of coach
Fulltime 166 45.7
Parttime 197 54.3
Training time per week
1 – 10 hours 260 71.6
11 – 20 hours 73 20.1
21 – 35 hours 30 8.3
Types of Sports (Top 10/31)
Archery 45 12.4
Athletic 32 8.8
Petanque 32 8.8
Pencak Silat 31 8.5
Hockey 29 8.0
Taekwondo 26 7.2
Squash 24 6.6
Softball 21 5.8
Netball 20 5.5
Handball 17 4.7
Table 2. Mean (SD) of Closeness, Commitment, and Complementarity
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Athletes’ Relationship Toward Coaches 5
Scale Mean SD Skewness Kurtosis
Closeness 25.46 3.18 -1.481 2.083
CART - Q Commitment 16.92 3.19 -0.684 0.231
Complementarity 24.97 3.32 -1.362 1.843
CART-Q: Coach-Athletes Relationship Questionnaire.
Table 3. Independent T-Test for Closeness, Commitment, and Complementarity to Gender, Sports
Categories, and Types of Coach
N Mean SD t df Sig.
(2-tailed)
Gender
Closeness Male 168 25.50 3.29 0.22 361 0.83
Female 195 25.43 3.09
Commitment Male 168 17.35 3.24 2.39 361 0.02*
Female 195 16.55 3.10
Complementarity Male 168 25.18 3.30 1.13 361 0.26
Female 195 24.79 3.33
Sports Categories
Closeness Individual 177 25.62 2.98 0.91 361 0.36
Team 186 25.31 3.36
Commitment Individual 177 17.15 3.04 1.34 361 0.81
Team 186 16.70 3.31
Complementarity Individual 177 25.20 3.14 1.30 361 0.20
Team 186 24.74 3.47
Types of Coach
Closeness Fulltime 166 25.14 3.11 -1.74 361 0.08
Parttime 197 25.73 3.23
Commitment Fulltime 166 17.00 2.98 0.42 361 0.68
Parttime 197 16.85 3.35
Complementarity Fulltime 166 24.67 3.39 -0.16 361 0.12
Parttime 197 25.22 3.25
Experience as an athlete
Closeness 1-10 years 309 25.39 3.24 -0.98 361 0.327
11-20 years 54 25.85 2.84
Commitment 1-10 years 309 16.80 3.25 -1.69 361 0.09
11-20 years 54 17.59 2.72
Complementarity 1-10 years 309 24.90 3.34 -0.88 361 0.38
11-20 years 54 25.33 3.17
Experience with a coach
Closeness 1-10 years 343 25.41 3.19 -1.14 361 0.25
11-20 years 20 26.25 2.91
Commitment 1-10 years 343 16.81 3.17 -2.52 361 0.01*
11-20 years 20 18.65 2.98
Complementarity 1-10 years 343 24.92 3.30 -1.09 361 0.28
11-20 years 20 25.75 3.55
DISCUSSION
According to the findings of this research,
athletes have a greater degree of closeness with
their coaches as compared to the commitment and
complementarity. These facts aligned with the
prior qualitative case study that presented a
feeling cared for, loved, and respected, as well as
the capacity to trust one another, have substantial
influence on coach and athlete intrapersonal (e.g.,
creativity and determination) and interpersonal
aspects (e.g., compatibility and lasting
relationships). A good connection will benefit
both the coach and the athlete, assisting in the
improvement of the athlete's performance.
Trainers will be happy with the work and efforts
they have put in. The importance of a healthy
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6 Athletes’ Relationship Toward Coaches
connection between coach and athlete in
improving the player's sporting talents (18). This
is because they will, inadvertently, share more
ideas and experiences and maintain successful
connections with one another. Many connections
are established in sports, but the importance of the
interaction between players and coaches is
significant (19). Furthermore, the connection
between the coach and the athlete is the
foundation of the coaching process in order to
assess the athlete's pleasure in achieving their
performance and objectives. It is concerned with
each other's well-being (20); in contrast, a coach-
athlete connection that lacks closeness entails the
player and coach caring, appreciating, or
supporting one another less.
Table 4. One-Way ANOVA for Closeness, Commitment, and Complementarity to training time per week
between groups among athletes
Sum df Mean F Sig.
Of Squares Square
Closeness Between Groups 35.96 2 17.98 1.78 0.17
Within Groups 3628.21 360 10.08
Total 3664.17 362
Commitment Between Groups 39.38 2 19.69 1.95 0.14
Within Groups 3636.14 360 10.10
Total 3675.52 362
Complementarity Between Groups 65.88 2 32.94 3.03 0.05*
Within Groups 3915.73 360 10.88
Total 3981.60 362
Table 5. Turkey post hoc for Complementarity to training time per week between groups among athletes
Training time Mean SE Sig. 95% Confidence Interval
Per week Difference Lower Bound Upper Bound
Complementarity 01 – 10 hours -0.53 0.44 0.44 -1.56 0.50
1.23 0.64 0.13 -0.27 2.72
11 – 20 hours 0.53 0.44 0.44 -0.50 3.44
1.76* 0.72 0.04 0.08 3.44
21 – 35 hours -1.23 0.64 0.13 -2.72 0.27
-1.76* 0.72 0.04 -3.44 -0.80
Another outcome from this research revealed
that male athletes are more committed to their
coaches than female athletes. Certain research on
male and female athletes reveal that males are more
concerned with winning and performance, whilst
women are more concerned with relationships and
communication (21). As a result, players will want
to keep working with their instructors. Both sides
will want to maximize successful results, such as
winning tournaments and getting picked for various
teams. One of the most important things in
motivation to practice is commitment. It is one of
the behaviors recommended for good training for
athletes and instructors may collaborate without
conflict interruption. When coaches and players
have faith in one another, it highlights a positive
attitude and a better manner for both sides to
establish a healthy connection (22).
Furthermore, we found a substantial difference in
commitment based on years of experience with a
coach. Athletes who have trained with a coach for
more than 10 years are proven to be more committed
to their instructor. Researchers in the area of
relationships and empathy accurately discovered that
the length of the connection is crucial in the early
phases of the relationship (23). Where it might take
years for an athlete and coach to build a bond and
grow to a better level of performance. A combined
training time of 10 years is necessary to guarantee
that an athlete is ready to compete at the top level
(24), moderately proficient athletes had a two-year or
less contact with their coach (25). A relationship
lasting more than two years demonstrates a better
degree of performance and empathic accuracy. It
indicates that athletes are more inspired to see their
coaches near to them in the early phases of the
collaboration getting to know them (25). Thus, the
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Athletes’ Relationship Toward Coaches 7
training time is also linked to the connection between
the coach and the athlete. Another previous study
shows a contrast result, where a simple relationship
lasting 6 months to 2 years had a higher level of
understanding and relationship than a relationship
lasting more than 2 years (25). They discovered that
the majority of coaches and athletes had relationships
that lasted half to two years in their sample. They
proposed that future temporal studies look at whether
short- and long-term connections vary from his
study's findings.
Similarly, another interesting finding from this
study is that athletes who trained between 11 and 21
hours per week and between 21 and 35 hours per
week have more complementarity with their coach.
While a previous studies show a significant link
between the total hour of training in a week with
commitment (15). Athletes will spend more time
with their coach (15). This will allow them to
strengthen their relationship with their coach. More
frequent training will provide more opportunities
for them to maintain and improve their relationship.
As a result of social influence, coaches and athletes
can respond and communicate with one another to
meet their needs, aspirations, and problems. The
complementarity has mirrored the
interconnectedness of coaches and athletes,
allowing them to interact effectively, particularly
during training. As a result, complementarity, tasks,
and support were discovered to be important in the
relationship because they allowed both the coach
and the athlete to focus all of their efforts on
achieving their goals.
CONCLUSION
According to the data we gathered, most
athletes believe their connection with their coach
is stronger, and male athletes, particularly athletes
who have been training with their coach for a
longer period, are more committed to their coach.
In terms of complementarity, athletes who spend
more time training have more connections that
complement one another. Athletes clearly have a
great connection with their coaches. However,
developing dedication and complementarity may
take some time. Although performance seems to
be given greater prominence in the sphere of
sports, the necessity of promoting psychological
well-being among players and coaches in
developing a healthy connection also requires
consideration. This is because, to some degree, it
may aid in the development of favorable
sentiments for one another throughout their
training regimen. Athletes, in fact, spend more
time with their teams and coaches than they do
with their families. The data is anticipated to be
utilized as a guide and fundamental data for
components of the connection between athletes
and coaches, assisting coaches in better
understanding their players and improving long-
term sporting successes. However, we recognize
a possible limitation in this research: the use of an
online survey approach, which may restrict the
study to athletes who can only access the
information supplied and may not cover all sorts
of sports in Malaysia. Further research using just
one kind or demographic of sports is required.
This is because the players in the target sport
category are likely to be different from those in
combat sports and other sorts of sports. As
previously said, athletes with introverted and
extrovert personality types must have distinct
perspectives and efforts in building good
interactions with others around them.
APPLICABLE REMARKS
• Continued monitoring and research into the
relationship between athletes and coaches,
particularly among groups such as female and
male athletes, young athletes, and long and
short-term relationships with coaches, as
evidenced by data.
• Furthermore, the data obtained can ensure that
psychosocial support in sports is disclosed and
easily accessible to relevant parties.
AUTHORS’ CONTRIBUTIONS
Study Concept and Design: Fatin Nurfatehah
Mat Salleh. Acquisition of data: Fatin Nurfatehah
Mat Salleh. Analysis and interpretation of data:
Mon Redee Sut Txi. Drafting of the manuscript:
Mon Redee Sut Txi. Critical revision of the
manuscript for important information: Thariq
Khan Azizuddin Khan. Statistical analysis: Mon
Redee Sut Txi. Administrative, technical, and
material support: Thariq Khan Azizuddin Khan.
Study supervision: Fatin Nurfatehah Mat Salleh.
CONFLICT OF INTEREST
The authors declare no conflict of interest
related to the materials in the manuscript.
FINANCIAL DISCLOSURE
The authors declare no financial interests
related to the materials in the manuscript.
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