The Coach-Athlete Relationship

Coaching is seen as an ongoing process of planning, delivery, support and review, not just writing sessions.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Lyle frames coaching as a planned, coordinated process towards performance goals.

Source: Lyle, Sports Coaching Concepts (2002) · recall

It compares what the event requires with the athlete's strengths, limits and circumstances.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Most amateur athletes train around jobs and families, so planning must fit real life.

Source: Lyle, Sports Coaching Concepts (2002) · applied

Plans rarely survive contact with reality; ongoing adjustment is where much coaching skill lies.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Athlete-centred coaching puts the individual's goals, context and input at the core.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

Athletes who know why a session matters tend to pace and commit to it better.

Source: Mageau & Vallerand, J Sports Sci 2003 · recall

Recognising the limits of one's expertise and referring is part of professional practice.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Elite coaching often involves full-time athletes, multidisciplinary teams and performance pressure.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Load and adaptation in swim, bike and run interact, so the whole must be managed together.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Sophia Jowett developed the 3+1Cs model of the coach-athlete relationship.

Source: Jowett, in Social Psychology in Sport (2007) · recall

Closeness is the affective bond: trust, respect, appreciation.

Source: Jowett, in Social Psychology in Sport (2007) · recall

Commitment reflects both parties' intent to keep working together.

Source: Jowett, in Social Psychology in Sport (2007) · recall

It captures how coach and athlete act together, such as being responsive and at ease.

Source: Jowett, in Social Psychology in Sport (2007) · recall

Co-orientation is the degree of shared understanding and accurate perception of each other.

Source: Jowett, in Social Psychology in Sport (2007) · recall

Better relationships are linked to athlete satisfaction, motivation and wellbeing.

Source: Jowett, in Social Psychology in Sport (2007) · recall

A mismatch in understanding each other's views is a co-orientation problem.

Source: Jowett, in Social Psychology in Sport (2007) · applied

The Coach-Athlete Relationship Questionnaire assesses closeness, commitment and complementarity.

Source: Jowett, in Social Psychology in Sport (2007) · recall

Professional boundaries protect both parties and keep decisions objective.

Source: Jowett, in Social Psychology in Sport (2007) · recall

Withdrawal from communication usually signals a relationship issue before a training one.

Source: Jowett, in Social Psychology in Sport (2007) · applied

Deci and Ryan argue that satisfying these three needs supports motivation and wellbeing.

Source: Deci & Ryan, Psychol Inq 2000 · recall

Intrinsic motivation comes from interest and enjoyment in the activity itself.

Source: Deci & Ryan, Psychol Inq 2000 · recall

Rewards, recognition or avoiding pressure are extrinsic reasons.

Source: Deci & Ryan, Psychol Inq 2000 · recall

Autonomous motivation predicts adherence and wellbeing better than controlled motivation.

Source: Deci & Ryan, Psychol Inq 2000 · recall

Amotivation describes having no sense of purpose or intent for the activity.

Source: Deci & Ryan, Psychol Inq 2000 · recall

Optimal challenge and useful feedback build a sense of competence.

Source: Deci & Ryan, Psychol Inq 2000 · applied

Feeling connected and cared for supports relatedness.

Source: Deci & Ryan, Psychol Inq 2000 · applied

Controlling rewards can reduce interest in the activity itself.

Source: Deci & Ryan, Psychol Inq 2000 · recall

Enjoyment, mastery and community often sustain long-term participation.

Source: Deci & Ryan, Psychol Inq 2000 · recall

Feeling controlled and obliged points to thwarted autonomy.

Source: Deci & Ryan, Psychol Inq 2000 · applied

Mageau and Vallerand describe behaviours such as offering choice and explaining reasons.

Source: Mageau & Vallerand, J Sports Sci 2003 · recall

Explaining why tasks matter supports autonomy.

Source: Mageau & Vallerand, J Sports Sci 2003 · recall

Controlling behaviours pressure athletes to think or act in specific ways.

Source: Mageau & Vallerand, J Sports Sci 2003 · recall

Withdrawing warmth after poor results is a controlling behaviour.

Source: Mageau & Vallerand, J Sports Sci 2003 · recall

Autonomy support combines structure with choice and explanation.

Source: Mageau & Vallerand, J Sports Sci 2003 · recall

Research links autonomy-supportive coaching to need satisfaction and positive motivation.

Source: Mageau & Vallerand, J Sports Sci 2003 · recall

Choosing between options that serve the same aim keeps structure while giving autonomy.

Source: Mageau & Vallerand, J Sports Sci 2003 · applied

Accepting the athlete's perspective is part of autonomy support.

Source: Mageau & Vallerand, J Sports Sci 2003 · recall

Compliance can come at the cost of motivation, wellbeing and retention.

Source: Mageau & Vallerand, J Sports Sci 2003 · recall

Guilt and pressure are controlling and tend to damage motivation and the relationship.

Source: Mageau & Vallerand, J Sports Sci 2003 · applied

Specific, prompt feedback tied to the session aim helps learning.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Questioning helps athletes reflect and take ownership.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

Active listening involves focus, reflecting back and clarifying.

Source: Lyle, Sports Coaching Concepts (2002) · recall

A few clear points usually help more than long lists of metrics.

Source: Lyle, Sports Coaching Concepts (2002) · recall

A calm, factual review after emotions settle leads to useful learning.

Source: Lyle, Sports Coaching Concepts (2002) · applied

Clear expectations prevent frustration and blurred boundaries.

Source: Lyle, Sports Coaching Concepts (2002) · recall

How something is said can matter as much as what is said.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Focusing on controllable behaviour supports motivation and learning.

Source: Deci & Ryan, Psychol Inq 2000 · recall

Pain reports need a response, often modifying training or referring to a clinician.

Source: Lyle, Sports Coaching Concepts (2002) · applied

Without voice and body language, messages can seem harsher than intended.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Effectiveness links coach knowledge to athlete outcomes in specific contexts.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

The 4Cs describe the athlete outcomes effective coaching aims to develop.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

Coaches need sport knowledge, skills with people, and self-awareness.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

Self-awareness and reflection allow coaches to learn from experience.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

Effective practice with beginners differs from elite performance coaching.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

Development, wellbeing and progress also reflect coaching quality.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

For participation athletes, retention, enjoyment and progress are key outcomes.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

Connection refers to good relationships with peers and adults.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

Character includes respect for the sport and others.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

Effectiveness includes wellbeing and long-term engagement, not results alone.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · applied

Online platforms let athletes access coaches beyond their area.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Coaches must rely on data, video and reports rather than seeing athletes train.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Video lets coaches analyse stroke mechanics from a distance.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Comments on sleep, stress and feel fill gaps in the numbers.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Live conversation strengthens understanding beyond written messages.

Source: Jowett, in Social Psychology in Sport (2007) · recall

Context outside the data can change what training is appropriate.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Flexibility keeps training realistic and consistent.

Source: Lyle, Sports Coaching Concepts (2002) · applied

Prompt reports allow the coach to adjust load before problems grow.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Comparing targets with execution reveals pacing habits.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Face-to-face time adds observation and connection.

Source: Jowett, in Social Psychology in Sport (2007) · recall

Individual context shapes appropriate load and focus.

Source: Lyle, Sports Coaching Concepts (2002) · recall

A thorough intake guides safe, relevant planning.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Background sport shapes where time is best invested.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Some athletes want detail, others simple guidance.

Source: Jowett, in Social Psychology in Sport (2007) · recall

Slow progress may reflect recovery, stress or fit of the plan.

Source: Lyle, Sports Coaching Concepts (2002) · applied

Individual response data helps refine the plan.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Shared goal setting improves commitment and realism.

Source: Mageau & Vallerand, J Sports Sci 2003 · recall

Generic plans provide structure but cannot adapt to the individual.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Frequent missed sessions and constant fatigue suggest a poor fit.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Good coaching works within real constraints.

Source: Lyle, Sports Coaching Concepts (2002) · applied

Clear boundaries prevent conflicts of interest and harm.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Unclear or unmet expectations often underlie conflict.

Source: Jowett, in Social Psychology in Sport (2007) · recall

Early, open conversation stops small issues growing.

Source: Jowett, in Social Psychology in Sport (2007) · applied

Business, romantic or other roles on top of coaching can compromise judgement.

Source: Lyle, Sports Coaching Concepts (2002) · recall

A respectful exit protects both people and the athlete's progress.

Source: Jowett, in Social Psychology in Sport (2007) · recall

Athletes' information should stay confidential.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Agreements reduce misunderstandings about what each side provides.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Set communication hours help keep the relationship professional.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Integrity comes before pleasing a client.

Source: Lyle, Sports Coaching Concepts (2002) · applied

Existing relationships can make objective feedback and boundaries harder.

Source: Lyle, Sports Coaching Concepts (2002) · recall

A philosophy clarifies what a coach stands for and how they work.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Articulating values helps coaches act consistently under pressure.

Source: Lyle, Sports Coaching Concepts (2002) · recall

Reflection turns experience into learning.

Source: Schon, The Reflective Practitioner (1983) · recall

Schon distinguished reflection during practice from reflection after it.

Source: Schon, The Reflective Practitioner (1983) · recall

Looking back on what happened to learn from it.

Source: Schon, The Reflective Practitioner (1983) · recall

Gibbs' six-stage cycle is widely used for structured reflection.

Source: Gibbs, Learning by Doing (1988) · recall

Mentors offer perspective and feedback on practice.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

Knowing what caused success makes it repeatable.

Source: Gibbs, Learning by Doing (1988) · recall

Evidence-informed practice combines research, experience and athlete values.

Source: Cote & Gilbert, Int J Sports Sci Coach 2009 · recall

Honest reflection includes the coach's own decisions.

Source: Gibbs, Learning by Doing (1988) · applied