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Team sports athletes may encounter significant stress, leading to competitive anxiety. The anxiety levels can be influenced by team behaviors and achievement goals. This study aims to investigate the relationship between team behaviors (i.e., perceptions of controlling coaching behavior and team cohesion) and competitive anxiety, and to examine the mediation effects of achievement goals (i.e., task-oriented and ego-oriented) on the relationship. A total of 298 team-handball players were involved in the study, ages ranging from 16 to 24 years old (M = 18.44, SD = 3.09). A cross-sectional research design was adopted, and structural equation modeling was utilized to analyze path coefficients and mediating effects. Findings indicated that perceptions of controlling coaching behaviors had significant positive predictions for state and somatic anxiety (ß = 0.22, 0.29) and negative predictions for self-confidence (ß = -0.19). Team cohesion had significant negative predictions for state anxiety (ß = -0.31) and positive predictions for self-confidence (ß = 0.58). In addition, ego-oriented goals play a positive mediating role in the relationship between team behaviors and competitive anxiety (ß = 0.03-0.35), while task-oriented goals play a negative mediating role in the relationship between team behaviors and competitive anxiety (ß = -0.18 - -0.03). In conclusion, team behaviors have a significant relationship with competitive anxiety, with achievement goals playing a mediating role among them. Therefore, to alleviate team sports athletes' competitive anxiety, it is recommended to reduce coach control behaviors, enhance team cohesion, and employ psychological training methods (e.g., mindfulness or meditation) to strengthen athletes' task-oriented goals.

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First responders require physical fitness to perform dangerous tasks in unpredictable environments. To promote physical fitness among first responders, many agencies use a peer fitness leader (PFL) approach; however, resources for the fitness, wellness, and health of PFLs are often minimal. This study's purpose was to investigate the effectiveness of a training workshop to increase PFL's training knowledge and coaching comfort (CC). Thirty-six PFLs (Experience: 14.6 ± 9.1 yrs; Age: 41.0 ± 9.8 yrs; BMI: 28.9 ± 7.0 kg·m-2) attended a one-day workshop. Paired samples t-tests assessed for differences between baseline and post-assessment knowledge scores. Pearson correlations described the bivariate relationship between baseline and post-assessment knowledge scores. Wilcoxon's Signed Rank Test determined associations between baseline and post-workshop CC variables. Spearman's Rho correlations described bivariate relationships between baseline and post-assessment values for each CC category. Kendall's Rank correlations investigated relationships between knowledge scores and total perceived CC for pre- and post-workshops. Statistical significance was set at p < 0.05. Results indicated an improvement from the baseline knowledge score (6.08 ± 1.46 points) and post-workshop knowledge score (7.03 ± 0.94 points); (t (25) = 3.85; p < 0.001). Similar trends were observed for all CC measures (Z > -3.42; p < 0.001). Differences were not observed between pre-workshop total CC and knowledge scores (τ = -0.03; p = 0.81) or following workshop completion (τ = -0.04; p = 0.76). Participants demonstrated varying exercise knowledge and CC, highlighting inconsistencies in exercise standards within first responder occupations. This investigation suggests the proposed pedagogy design may be a solution for agencies with limited budgets.

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The current study aimed to create a reliable and valid scale to measure athletes' perception of fairness regarding coaches' behaviors. The study utilized a scale development process, including three steps: (a) item generation, (b) scale development, and (c) scale evaluation. Both quantitative and qualitative approaches were utilized to generate items and achieve content validity. In developing the AJ scale, elite athletes from 29 different sports in Saudi Arabia were recruited for two rounds of data collection. The first data set (n = 279) was collected using an initial 35-item AJ scale developed from existing justice scales and interviews with elite athletes, while the second data collection (n = 503) was performed using a refined 12-item scale based on the analysis of the first data set. The results of ESEM showed an appropriate model fit for the scale with 12 items including four dimensions. In addition, the criterion validity was supported as each dimension of AJ was positively associated with athlete satisfaction. The newly developed AJ scale will help researchers measure perceived fairness toward coaches' behaviors based on the unique culture, climate, and environment that exists in the context of sports and explore the relationships between AJ and important attitudinal and behavioral outcomes that impact team performance.

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We investigated the associations between Finnish top tier footballers' self-assessed leadership roles (task, motivational, social, external) and player-assessed head coach leadership behavior (supportiveness/emotional composure, negative activation) and leadership role in both practices and games. We also explored the player age- and gender-related differences. Online survey data were anonymously collected from 53 male and 91 female footballers. One player did not identify as male or female, and one chose not to answer the question. Spearman rank-order correlations revealed that players' self-assessed leadership roles correlated positively with their evaluation of their head coach's supportiveness/emotional composure and negatively with negative activation during practices and games. Independent samples T-tests showed that male footballers rated their head coaches lower on negative activation during games and practices and themselves higher on external leadership than female players. The youngest age group, aged 17-20, rated themselves also lower on external leadership than the three older groups.

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BACKGROUND: Soccer match outcomes rely on technical accuracy, intensity of play, and athlete motivation, and these parameters can be developed during sport-specific practice such as during small-sided games (SSGs). Verbal encouragement as a coaching technique improves exercise intensity and athlete enjoyment (indicative of motivation), but the impact on technical performance alongside these critical parameters remains unknown. PURPOSE: To examine the effects of verbal encouragement on technical performance, exercise intensity, and enjoyment during SSGs. METHODS: Sixteen male youth soccer players (mean [SD]; age: 17.2 [0.4] y; height: 176.3 [7.0] cm; body mass: 68.0 [4.1] kg; body fat: 11.9% [2.2%]) completed 4 sessions of 4-per-side SSG without a goalkeeper. Two sessions were conducted as SSGs with verbal encouragement and 2 without verbal encouragement. Each SSG lasted 25 minutes (4 × 4-min work, 3-min passive recovery between bouts) on a 25 × 35-m pitch. Heart rate (HR) was continuously recorded, and rating of perceived exertion was collected after each SSG. Video analysis was used to quantify technical actions during SSG. Enjoyment was assessed after each SSG using the Physical Activity Enjoyment Scale. RESULTS: Paired t tests revealed that SSGs with verbal encouragement induced higher HR (% maximum HR and mean HR), rating of perceived exertion, and Physical Activity Enjoyment Scale score than SSGs without verbal encouragement (all P < .001, all d ≥ 0.92, large). Compared with SSGs without verbal encouragement, SSGs with verbal encouragement resulted in an increased percentage of successful passes (P < .001, d = 0.73, medium) and number of interceptions (P < .001, d = 0.89, large) and fewer lost balls (P < .001, d = 0.68, medium). CONCLUSIONS: Coaches should use verbal encouragement during SSGs to improve physical effort, technical performance, and psychological status in soccer players.

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Introduction: Drawing from the crisis leadership conceptualization, this study aims to investigate coaches' opinion patterns on effective leadership behaviors during the COVID-19 pandemic. The study used a process view to explore how coaches as leaders act in pre, during, and post-crisis phases. Method: Thirty-two fulltime professional coaches (28 males and 4 females) from individual and team sports who experienced the entire COVID-19 pandemic from January 2020 to July 2021 in the United Kingdom were invited to express their perceptions of effective leadership behaviors. The study used Q methodology to analyze coaches' perceptions and experiences. Result: The study revealed that the most effective coach leadership behaviors occurred during-crisis phase, which has the most positive ratings (n = 48) compared to the pre-and post-crisis phases (n = 18). The study's main findings highlighted different phases of the COVID-19 pandemic demand various effective countermeasures from coaches. These practical and successful experiences were summarized as: division of labor, athlete-centered, team-driven, consulting, safe environment, and online coaching. Discussion: The findings of this study further highlight (1) the importance of coach leadership in creating a safe environment as it provides a much better platform to prepare for a pre-crisis stage, (2) that coaches should employ more positive than negative behaviors while interacting with team members more frequently especially during the crisis period, reducing athletes' negative feelings such as anxiety and worry, and (3) that the online training-related activities and interactions during the crisis time can be expanded to noncrisis times, as a crisis event can have positive implications for the future if handled properly.

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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.

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The purpose of this study was to investigate the relationships between perceived coaching behavior (autonomy-supportive and controlling), communication, coach-athlete relationship, and athlete burnout. The study participants comprised 347 Korean active collegiate athletes from 10 sports. The results of the final model indicated that autonomy-supportive coaching was positively related to communication, whereas controlling coaching was negatively related to communication. Communication was positively related to coach-athlete relationship and was negatively related to athlete burnout. Autonomy-supportive coaching was significantly related to both the coach-athlete relationship (positively) and athlete burnout (negatively), whereas controlling coaching was only related to athlete burnout (positively). Coach-athlete relationship was negatively related to athlete burnout. Significant indirect effects were observed. The bootstrapping results indicated that the relationship between autonomy-supportive and athlete burnout was mediated by team communication and the coach-athlete relationship. The study findings enhance our current understanding of the relationships between perceived coaching behavior and athlete burnout and shed light on the important roles of team communication and the coach-athlete relationship in the relationship.

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Scholars have made great efforts to investigate the antecedents of knowledge sharing. In the current study, we applied the proactive motivation model (Parker et al., 2010) to propose a theoretical model to advance this research line and examined the relationship between coaching and knowledge sharing. A total of 197 subordinates embedded in 32 teams from a logistics company completed the survey questionnaire. Our results show that leaders' coaching behavior is positively related to employees' knowledge sharing behavior through increased psychological availability. Furthermore, our results show that the team psychological safety climate can strengthen the effect of psychological availability on employees' knowledge sharing behavior, as well as the indirect effect of leaders' coaching behavior on employees' knowledge sharing via psychological availability (i.e., a moderated mediation effect).