Cognitive–Behavioral Coach Training: A Translational Approach to Theory, Research, and Intervention

Abstract

In this chapter, we describe the evolution of a program of research on coaching behaviors and interventions that has spanned more than three decades and has resulted in an empirically supported coach training program. We describe the manner in which a theoretical model derived from the areas of learning, social and personality psychology, and developmental psychology has helped guide a program of basic and applied research. Research results derived from the basic and applied research has guided the intervention program's development, and research results from basic research and program evaluations address important theoretical issues. In order to measure leadership behaviors, the authors developed the Coaching Behavior Assessment System. The theoretical model assumes that the effects of coaching behaviors will be mediated by athletes' perceptions and recall of the behaviors. The Player-perceived Behavior scale was designed to measure these. A study with 51 male Little League Baseball coaches indicated that players responded more favorably to coaches who engaged in higher percentages of supportive and instructional behaviors. A third phase consisting of the Coach Effectiveness Training and the Mastery Approach to Coaching compared 18 trained Little League Baseball coaches with 13 untrained coaches. Results include a discussion of performance anxiety, self-esteem and achievement goal orientation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)