Part 3 GLOBAL ISSUES: HARASSMENT AND ABUSE RESEARCH

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emotional abuse may not be realised until athletes have stopped competing, the explanation for the retired athletes’ condition is generally not attributed to their experiences in sport. Figure 3.3 Theoretical model of the process of negative emotional response in child athletes Negative Coach Behaviour Negative Coach Behaviour Negative Coach Behaviour ‘Power-over’ culture of coaching Child Athlete Negative Emotional Response Emotional Problem Symptoms Research design A series of studies that employed mixed methodologies is summarized here. The primary purpose was to explore and test the Theoretical Process Model of Negative Emotional Response in Child Athletes through both qualitative and quantitative methods. This model has key components to it (see Fig. 3.3) which posit that elite child athletes will experience negative behaviour from their coach that is similar to adult behaviour previously described by Garbarino as emotionally abusive. 6 Secondly, they will experience this behaviour frequently and repetitively. Thirdly, athletes will have a negative emotional response to their coaches’ behaviour which will lead to them exhibiting emotional problem 72 72
symptoms. Lastly, this will only occur within a ‘power-over’ culture of coaching in which coaches assume a hierarchically superior position over athletes. The first study focused on interviewing 12 ex-elite child athletes (Male=4, Female=8) about their retrospective experiences of being coached as elite child athletes. The interviews were framed to test the theoretical model. These athletes had all been on World Class Performance programmes or equivalent and had been identified as elite when they were children (Age of identification: Mean=13.1yr.) <strong>Part</strong>icipants were asked to reflect on their past experiences as elite child athletes, so their responses represented the residual impact of their experiences. The second series of studies was focused on testing the model with larger and more diverse populations of athletes. This was achieved through the development of a new instrument the Sport Emotional Response Questionnaire (SER-Q) which is a retrospective self-report measure of athlete perceptions when they were children, of their coaches’ behaviour. The instrument is a 20 item questionnaire that measures the frequency, emotional response and performance effect of each item of negative coach behaviour. Each item was generated from the interview source data from study one. A total of 502 volunteer participants completed the questionnaire (Male=326, Female=175; Competitive level: Club=64, Regional=207, National=133, International=97) who were all student athletes studying Sport Science at university. <strong>Part</strong>icipants came from a range of sports (N=32) both team and individual. Key findings The results from all the studies confirmed the theoretical model as having currency within sport. In the first qualitative study, all of the athletes reported that they had experienced some or all of the negative behaviours from their coach while they were training as an elite child athlete. Specifically, the behaviours reported by the athletes as being the most frequently experienced were: 73 73
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Part 3 GLOBAL ISSUES: HARASSMENT AN
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It was in the middle of these early
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more likely to be harassed and/or a
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The survey revealed a considerable
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8. Kirby, S.L. and Greaves, L. ‘F
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Research clearly indicates that rel
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performance. Items thrown by the co
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High Low Figure 3.1 Athletes’ exp
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3.3 Sexual harassment and abuse in
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variables:1) formation of the sport
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Part 3 GLOBAL ISSUES: HARASSMENT AND ABUSE RESEARCH

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