| Purposes:Communication is the cornerstone of coaches and athletes for training and competition activities.At present,there are problems such as one-way communication,passive communication,and lack of communication between young amateur training coaches and athletes,which have become restrictive factors for efficient training and competition.Previous studies on coaching behavior were mainly based on Chelladurai’s multi-dimensional model of sports leadership,which explored the influence of coaches’ leadership behaviors.There is insufficient research on other structures(oral,communication,feedback,etc.)and influencing factors of coaching behavior,which seriously hinders the effective intervention and improvement of coaching behavior.Therefore,this research focused on the coach-athlete communication behavior in training,based on communication theory,the model of coach-athlete communication process,and coaching behavior theory,explored the regularity,difference and expectation characteristics of coach-athlete communication behavior from the perspectives of amateur sports school coaches and/or athletes,comprehensively and systematically revealed the influence of organizational guarantee,communication atmosphere,leadership style,trust,training consciousness,outgoing personality,etc.on the coach-athlete communication behavior.In addition,it analyzed the characteristics and influencing factors of coach-athlete communication behavior in training from the case.Methods:This paper adopted the questionnaire to survey 874 coaches and 3552 athletes in sports schools in China.The scales mainly included Coach-Athlete Communication Behavior Scale,Organizational Guarantee Scale,Communication Atmosphere Scale,Coach Leadership Style Scale,Trust Scale,Outgoing Personality Scale,etc.At the same time,this research used semi-structured interviews with coaches and athletes of amateur sports schools.Data analysis methods of this thesis included descriptive statistics,item analysis,principal component analysis,exploratory factor analysis,confirmatory factor analysis,variance analysis,structural equation modeling,actor-partner interdependence model,qualitative research methods,etc.Results:(1)The overall score of the coach’s verbal communication self-evaluation was 4.61±0.55.The coaches’ self-evaluation for solving technical problems,pointing out problems,and answering questions was 4.64 ± 0.58,4.63 ± 0.62,and 4.57 ± 0.64,respectively.Female coaches have significantly higher self-evaluation of solving technical problems than male coaches.With the increasd of age,coaches solved technical problems present a wavy "S"-shaped change feature.The coaches of the performance accuracy sports solved technical problems and pointed out problems to the highest degree.High democratic coaches had the highest level of solving technical problems,pointing out problems,answering questions.(2)The overall score of the athlete’s evaluation of the coach’s verbal communication was4.70±0.52,while the athlete’s evaluation of the coach’s ability to solve technical problems,point out problems,and answer questions was 4.72±0.57,4.72±0.56,and 4.67±0.62,respectively.As athlete age grew,the degree of the coach to solve technical problems,point out problems and answer questions declined.Coaches communicated more simply and directly with male athletes,while they were more tactful when communicating with female athletes.When coaches communicate with young athletes,they mainly focus on arousing interest and encouragement,less criticism,more technical explanation,more patience,and a relatively gentle tone;when communicating with the middle-aged athletes,coaches talk about problems and mainly reason,combination of criticism and praise;when communicating with older athletes,they should simply speak,speak directly if there is a problem,the training requirements are high,and the principle is mainly based on reasoning.High extraversion athletes have the highest perception of coaches’ solve technical problems,point out problems,and answer questions Athletes expected coaches to deal with "bad behaviors" and "negative states" that were not paid attention to and satisfied by coaches.(3)The overall score of the coach’s non-verbal communication self-evaluation was 4.03±0.77.The coaches’ self-evaluations for eye contact,facial expressions,and head movements were4.15±0.89,3.99±0.97,and 3.95±1.02,respectively.Male coaches have significantly higher selfassessment of facial expressions and head movements than female coaches.With the increasd of coaching years,coaches used eye contact and facial expressions to present a wavy change feature.High democratic coaches had the highest level of using eye contact and using head movements.(4)The overall score of the athlete’s evaluation of the coach’s non-verbal communication was4.08±0.88,while the athlete’s evaluation of the coach’s facial expressions,head movements,and eye contact was 4.05±1.03、4.05±1.10、4.15±1.03,respectively.Male athletes rated coaches’ eye contact and facial expressions significantly higher than female athletes.As athlete age grew,the degree of the coach to use eye contact and head movements declined.High extraversion athletes have the highest perception of coaches’ facial expressions,head movements,and eye contact.Athletes expected coaches to use "nonverbal punishment behaviors" that were not paid attention to and satisfied by coaches.(5)Based on coach data,there were differences in self-evaluation of verbal communication and nonverbal communication among coaches who led in different sports teams(P<0.05).Athletes’ training consciousness can play a moderating role between organizational guarantee and coach verbal communication.77.0% of the effect of open communication atmosphere on verbal communication was through trust.55.2% of the effect of communication tone on verbal communication was through skill efficacy.51.6% of the effect of democratic leadership on nonverbal communication was through the open communication atmosphere.The authoritarian leadership style had a small masking effect between communication tone and non-verbal communication,with an effect size of 7.0%.(6)Based on athlete data,there were significant differences in the evaluation of coach nonverbal communication among athletes in different teams(P<0.05).63.3% of the effect of organizational guarantee on coaches’ communication behavior was through the open communication atmosphere and skill efficacy.12.6% of the effect of communication atmosphere on coaches’ communication behavior was through communication attitude.1.9% of the effect of communication attitude on coaches’ verbal communication was through authoritarian leadership.36.5% of the effect of athletes’ outgoing personality on coaches’ verbal communication was through verbal communication expectations.61.5% of the effect of organizational guarantee on coaches’ non-verbal communication was through the participatory communication atmosphere.(7)Based on the actor-partner interdependency model,the supportive communication atmosphere perceived by the coaches and athletes can positively predict the communication behaviors they perceived,and the supportive communication atmosphere perceived by the coaches can positively predict the communication behaviors perceived by the athletes.The authoritarian leadership style perceived by coaches and athletes can negatively predict the verbal communication they perceive,and the authoritarian leadership style perceived by coaches can predict the verbal communication perceived by the athletes.The communication tone,trust,outgoing personality,and training consciousness perceived by coaches and athletes respectively can positively predict the nonverbal communication they perceive,and there is a cross effect between the two groups.(8)From the perspective of individual cases,coaches and athletes respectively presented 16 verbal communication categories,and 10 categories of the two groups were the same(technical explanation,technical guidance,etc.).Coaches and athletes of different sports mentioned technical explanations the most.Coaches and athletes respectively presented 11 nonverbal communication categories,and 5 categories of the two groups were the same(demonstration movements,eye contact,etc.).Coaches and athletes of different sports mentioned demonstration movements the most.Coaches and athletes presented a total of 7 categories(school factors,training factors,coach factors,athlete factors,family factors,performance factors,psychological factors)and 51 subcategories in the influencing factors of communication behavior.Conclusions:(1)The coache-athlete verbal communication included solving technical problems,pointing out problems,and answering questions,the coache-athlete nonverbal communication included facial expressions,head movements,and eye contact.The training communication between sports school coaches and athletes had purpose,directness,interaction,emotional expression,diversity and complementarity.(2)Coaches with different backgrounds(gender,age,years of coaching,education,coaching sports,best coaching results)had different degrees of self-evaluation on solving technical problems,pointing out problems,and answering questions.Coaches with different backgrounds had different degrees of self-evaluation of eye contact,facial expressions,and head movements.The training communication between sports school coaches and athletes had the characteristics of giving both kindness and strength,combining leniency with strictness,clear rewards and punishments,varying from person to person,teaching students in accordance with their aptitude and treating them differently,communication according to training needs.(3)Different types of athletes(age,athletic level,years of training,sports,outgoing personality)had different degrees of evaluation of coaches’ solve technical problems,point out problems,and answer questions.Different types of athletes had different degrees of evaluation of coaches’ eye contact,facial expressions,and head movements.There were significant differences in the expectations of different types of athletes for coaches’ verbal and nonverbal communication.(4)From the perspective of coaches,open communication atmosphere,trust,communication tone,skill efficacy,leadership style and training consciousness were the influencing factors of coach-athlete communication behavior.For coaches,by strengthening the openness and smoothness of information circulation,building good trust between coaches and athletes,improving their own teaching ability,adopting democratic leadership,and properly controlling autocratic leadership according to training needs,cultivating the training consciousness of athletes will help improve the communication effect between coaches and athletes.(5)From the perspective of athletes,organizational guarantee,communication atmosphere,skill efficacy,communication attitude,authoritarian leadership style,outgoing personality,verbal communication expectations were the influencing factors of coache-athlete communication behavior.For athletes,by improving organizational guarantee,creating a good training environment and communication atmosphere,improving coaching ability,adopting appropriate communication attitudes,and communicating according to athletes’ personality characteristics and communication expectations,which will help to improve the communication effect between coaches and athletes.(6)From the perspective of coaches and athletes,supportive communication atmosphere,authoritarian leadership style,communication tone,trust,outgoing personality,and training consciousness were the influencing factors of coache-athlete communication behavior.For the two groups of coaches and athletes,by creating a positive communication atmosphere,coaches adopt an appropriate tone of communication,building good trust between coaches and athletes,appropriately improve the level of extroverted personality of both parties,and cultivating athletes’ training consciousness,which will help to improve the communication effect between coaches and athletes. |
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