在体育和运动教练中,教练和运动员之间的联系对于最佳功能,无论是身体,心理,心理还是社交都具有重要功能。实际上,有强有力的证据表明,运动的成功是教练与运动员之间相互关联的产物。如果没有教练的指导和鼓励,运动员不太可能出现顶级表演,而没有运动员的努力,承诺和热情,教练就不太可能成功。因此,被锁定在和谐与稳定的关系的教练和运动员更有可能取得运动成功(例如,技能发展,战术意识,奖杯,奖牌),并使成功的旅程更加愉悦,满意和个人,并且个人充实。
相互依存理论
相互依存理论(IT)是理解个人和社会关系过程的重要框架,包括运动中的核心关系,即教练与运动员关系。它着重于教练和运动员等人际关系的人们如何经历积极的结果和负面结果。积极的结果反映在奖励关系及其成员的经历,例如幸福,满足和愉悦,而负面结果则反映在费用关系及其成员经历,例如焦虑,冲突和对抗。相互依存是一个基本要素,因为它可以影响教练和运动员如何通过交流,交流和互动的过程来影响彼此的成果。此外,这些过程使关系成员可以理解自己和彼此。
教练与运动员关系的相互依存
最近,教练 - 运动员关系中相互依存的概念最近被构造所捕获亲密,承诺,互补性,和共同方向,在文献中称为3 + 1 CS模型。亲密关系代表教练和运动员的情感纽带,并反映在相互信任,尊重,欣赏,人际喜爱以及情感上关心和支持彼此的关系中。Commitment represents coaches’ and athletes’ thoughts of maintaining an athletic partnership that is close over a long period of time (e.g., the emphasis is on staying near to each other physically or symbolically; to want to coach the athlete or be coached by the coach now and in the future). Complementarity represents coaches and athletes’ behavioral exchanges that are (a) affiliative and corresponding, such as members being friendly, responsive, and comfortable in each other’s presence, and (b) organized and reciprocal, such as members assuming their specific and respective roles in a suitably and effective manner (e.g., coach instructs and athlete executes). Finally, co-orientation reflects the degree to which athletes and coaches are perceptually similar (i.e., have a similar understanding as this may relate to the relationship and its outcomes). The 3 + 1 Cs model provides a conceptual and operational model to study the degree to which relationship members are interdependent.
相互依存的结构
据此相互依赖结构in dyadic relationships such as the coach–athlete relationship can be defined by examining the main effects and interaction of each relationship member’s behaviors, including (a) actor control (e.g., a main effect of athlete’s actions on athlete’s outcomes), (b) partner control (e.g., a main effect of coach’s actions on athlete’s outcomes), and (c) joint control (e.g., an interaction of coach’s and athlete’s outcomes). Interdependence structure is composed of four properties known as degree of dependence, mutuality of dependence, basis of dependence, and correspondence of interests.
依赖程度反映运动员在多大程度上依赖他或她的教练,因此,运动员的成果取决于他或她的教练的行为。依赖性是一种心理重要的关系特征,可以对教练和运动员及其关系产生积极和负面影响。Research has shown that, for example, coaches’ and athletes’ dependence on each other in terms of the 3 + 1 Cs can promote open channels of communication and self-disclosure, skill and performance development, physical self-concept, motivation, passion, team cohesion, collective efficacy (CE), and well-being, to name a few. However, coach– athlete dependence can also have negative consequences. For example, low levels of dependence in terms of the 3 + 1 Cs have been found to be detrimental to athletes’ morale, performance, satisfaction of basic psychological needs, and well-being. In this case, athletes and coaches would appear to be uncomfortably dependent on one another and more often than not they perceive one-sided dependence (caused by situational factors such as power struggles and/or individual difference factors such as personality, age, maturity).
依赖的相互性描述了教练和运动员相互依赖的程度,而不是分别依赖彼此来产生愉快或满足的结果。以3 + 1 C的特征,健康,和谐,稳定的教练 - 运动员关系预计将涉及相当程度的相互依赖(例如,我们相互支持),而不是单方面的依赖(例如,我支持他,但我支持他,但he doesn’t support me). Mutually dependent relationships and interactions tend to yield rewards. There is evidence in the literature that when coaches and athletes are mutually dependent (both relationship members experience and perceive mutually high levels of 3 + 1 Cs), personal and interpersonal rewards are yielded. However, when coaches and athletes have been found to be nonmutually dependent, upset and discomfort were more readily experienced. In one study, it was found that athletes feel less dependent and satisfied with the relationship (while coaches may continue to feel highly dependent and satisfied), when they perceive that their coaches’ resources (e.g., experience, skills, knowledge) are depleting or their self-interests lie elsewhere (e.g., more emphasis is given to other athletes in the team or squad).
依赖的基础描述教练和运动员影响彼此的成果的方式,或者依赖是否来自例如成员的控制(例如教练)。有许多经验和轶事的例子突出了教练可以控制运动员的能力,但是也有一些例子,教练和运动员都可以共同控制彼此的成果。协调形式的互动形式,例如,教练在运动员接受培训,指导和提供建议的过程中,在运动员收到积极和响应的指示和建议的同时,是关系成员在依赖基础上舒适的指标。如果成员不愿意以一种协调的方式互动(而不是以单面或竞争方式互动),则经历了不适,则可能的结果可能是个人和关系成果差。最后,利益的对应关系描述运动员和教练的行为以相应的方式给两个成员带来奖励的程度。While interaction is relatively easy when both a coach and an athlete’s interests correspond (e.g., we want to win an Olympic title; we want to maintain an effective and successful partnership), interaction is relatively tricky when their interests conflict (e.g., Coach wants me to go to a summer camp but I don’t; athlete never talks, opens up, shares news). Correspondence of interests may range from perfectly correspondent to perfectly noncorrespondent and may be reflected by the degree to which coaches and athletes perceive high or low and corresponding or noncorresponding levels of the 3 + 1 Cs. An open channel of communication has been viewed as a major factor that leads to correspondence of interests and has been found to be a major contributor to enhancing interdependent coach–athlete relationships.
替代品的比较水平和比较水平
它认为关系成员对他们的关系的评估受到两个标准的影响:比较水平(CL)和替代品的比较水平(cl-alt)。CL是一个标准,教练和运动员评估这种关系的令人满意,而CL-alt是标准教练,运动员可能会用来决定是否留在或离开关系。在其中,对关系本身的满意度是将这种关系的奖励和成本与某种类型的内标(CL)进行比较的函数。相反,决定是否保持关系是否是将这种关系的奖励和成本与可用关系的奖励和成本进行比较(CL-ALT)的函数。例如,某人可能会保持不满意的关系(低于他或她的CL),因为其他关系中可用的满意度(Cl-Alt)较少。另外,某人可能会留下令人满意的关系(高于他或她的CL),因为其他关系中的满意度(Cl-Alt)更大。Research that focuses on the links between interdependence and satisfaction has found that a coach’s and an athlete’s interdependence as measured by the 3 +1 Cs are positively related to satisfaction with training, instruction, and performance accomplishments, as well as satisfaction with personal treatment and athletic relationship. Moreover, it has been found that interdependence (as defined by the 3 + 1 Cs) and satisfaction with training, instruction, and personal treatment were weaker for lower-level (i.e., club) competitors than for higher-level competitors (i.e., regional, national, and international). Finally, associations between interdependence and satisfaction were stronger for longer relationships and same-gender dyads (all male and all female coach–athlete dyads) than mixed-gender dyads (female coach–male athlete and male coach–female athlete). Collectively the findings of these studies underline that coaches and athletes depend on each other for obtaining valued outcomes; this is reflected in their evaluations of developing a positive relationship and in their beliefs that the other relationship member meets important outcomes.
结论
从IT的角度来看,随着与关系的增加和成本下降相关的奖励,教练和运动员可能会吸引这种关系,并对此感到满意。迄今为止的研究证据表明,由于满足人类的基本需求,增强积极的影响并增强自我,因此更相互依存关系(由3 + 1 C定义)可能更令人满意。它的应用可以提供一个框架来理解和解释与教练运动关系现象中复杂过程有关的重要研究问题。
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