Adolescent Athletes’ Perceptions of Both Their Coachs’ Leadership and Their Personal Motivation
Bibliographic record
Abstract
Previous studies, framed within the full range leadership approach, have described how the coach’s interpersonal behaviors affected athletic outcomes. However researchers have yet to explore how specific leadership behaviors (transformational vs transactional), as perceived by athletes, may affect athletes’ motivation. The aim of this study was to further examine the link between coaches’ leadership behaviors and athletes’ motivation among high achieving adolescent athletes. Two-hundred and twenty-three elite youth athletes ( M = 15.4 years; SD = 1.6; 53.4% male and 46.6% female) responded to questionnaires pertaining to their coaches’ leadership and their individual motivation levels. We found a direct and linear relationship between transformational leadership and intrinsic motivation, and between transactional leadership and external regulation. None of the moderators we studied (age, gender, age group category, and sport skill level) moderated relations between coaches’ leadership and personal motivation. This research re-emphasized the important interpersonal role that coaches play in athletes’ sport development. We recommend that coaches include more interpersonally focused educational programs that emphasize transformational leadership.
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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 | 0.000 | 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) | 0.006 | 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".