|Appears in Collections:||Faculty of Health Sciences and Sport Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Player ability, coach feedback, and female adolescent athletes' perceived competence and satisfaction|
Howe, Bruce L
|Citation:||Allen J & Howe BL (1998) Player ability, coach feedback, and female adolescent athletes' perceived competence and satisfaction, Journal of Sport and Exercise Psychology, 20 (3), pp. 280-299.|
|Abstract:||The purpose of this study was to examine the relationship between athlete ability and coach feedback with perceived competence and satisfaction among female adolescent athletes. Athletes (N = 123) reported their perceptions of coaches’ use of feedback, their own field hockey competence, and satisfaction with the coach and team involvement. In addition, coaches’ ratings of athletes’ ability were obtained. Analyses revealed that both ability and coach feedback were significantly related to perceived competence and satisfaction. Specifically, a hierarchical regression analysis revealed that higher ability, more frequent praise and information, and less frequent encouragement and corrective information were related to higher perceived competence. Further, a canonical correlation analysis revealed that higher ability, frequent praise and information after a good performance, and frequent encouragement and corrective information after an error were associated with greater satisfaction with the coach and team involvement. The results are discussed in relation to Harter’s (1978) competence motivation theory. Key words: perceived competence, coach behavior, female athlete, adolescents.|
|Rights:||Publisher allows this work to be made available in this repository. Published in Journal of Sport and Exercise Psychology by Human Kinetics with the following policy: The author retains the right to post an electronic version of the finalized article on electronic repositories controlled by the authors’ institution, provided that the electronic version is in PDF or other image capturing format.|
University of Victoria
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.