Transformational parenting and coaching on mental toughness and physical performance in adolescent soccer players: The moderating effect of athlete age
Bibliographic record
Abstract
Abstract Both parent and coach leadership behaviours are instrumental to adolescent athlete development. Researchers, however, are yet to examine parent and coach leadership influences simultaneously, and at different stages of adolescents’ psychological and physical development. Therefore, the purpose of this study was to understand if the effects of transformational parenting, and transformational coaching on mental toughness and performance varied at different ages during adolescence. Early adolescent (ages 10–14) and late adolescent (ages 15–18) soccer players ( n = 334) completed questionnaires assessing their perceptions of their mother's, father's, and coach's transformational leadership, as well as a questionnaire assessing mental toughness. Participants also completed a comprehensive battery of physical fitness tests relevant to soccer. Results indicated that transformational fathering was more strongly associated with levels of mental toughness for early adolescent athletes than it was for later adolescent athletes. Results also indicated that transformational coaching was more strongly associated with physical performance for later adolescent athletes than it was for early adolescents. Overall, these results can inform development models and provide support for future longitudinal studies to assess the impact of parent and coach transformational leadership across different stages of athlete development.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".