Coach and Athlete Burnout - West Virginia University

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Burnout 23 swimming association. After explaining the nature of the study, permission was granted to e-mail a link to the website containing the inventories to the members of this association. Each member received an e-mail explaining the purpose and procedures of the study in addition to a request for their participation. Those who were willing to complete the inventories clicked on a linked that took them to a webpage containing a cover letter that provided additional information regarding the study and the contact information of the researcher. A link was provided on the bottom of the cover letter that took participants to the webpage containing the internet version of the demographic form, the Coach Burnout Questionnaire, and the coach perception of the Leadership Scale for Sports. Once coaches completed the forms online, they were instructed to click “submit” at the bottom of the webpage. This transmitted the anonymous data through an e-mail to the researcher. Clicking “submit” also took participants to a final webpage thanking them for their participation in the research. The results of this second round of data collection yielded an additional 11 swimming coach participants. RESULTS The results of the study are organized in two sections. The first section addresses those analyses conducted with the data obtained from the collegiate swimmers sample. Preliminary analyses were run on the inventories completed by the athletes (i.e. the Athlete Burnout Questionnaire and Leadership Scale for Sports) to provided descriptive statistics in addition to assessing the scales’ internal consistency using Cronbach’s alpha coefficients. In addition, independent sample t-tests were used to assess any differences in burnout and perception of decision-making style between the “elite” collegiate swimmers competing in the World Swimming Championships and those swimmers not
Burnout 24 competing in the Championships in order to determine if these groups could be combined for the purposes of the subsequent data analyses. To examine the relationship between athletes’ reported levels of burnout and their perception of their coach’s decision-making style, Pearson product-moment correlation coefficients were computed. Two-way analyses of variance (ANOVA) were also conducted to evaluate the interactions between perceptions of decision-making style and gender on swimmers’ reported levels of burnout. ANOVAs were also used to examine the interaction of both decision-making styles on burnout in collegiate swimmers. Finally, stepwise multiple regression analyses were used to determine the predictive value of assessing athletes’ perception of coaches’ decision-making style on these collegiate swimmers’ reported burnout levels. The second section reports those analyses conducted on the data acquired from collegiate swimming coaches. Preliminary analyses were also run on the data provided by this sample that included descriptive statistics in addition to computing Cronbach’s alpha coefficients to determine the internal consistency of inventory subscales. In addition, independent sample t-tests were used to assess any differences in burnout and perception of decision-making style between the coaches surveyed via paper and pencil inventories at the World Clinic and those coaches surveyed over the Internet to determine if these two methodologies produced similar results. Pearson product-moment correlation coefficients were utilized to examine the relationship between coaches’ perception of their decision-making behaviors and their reported levels of burnout. Independent sample t-tests were used to determine the differences in burnout among male versus female coaches in addition to differences on burnout between those coaches
Page 1 and 2: Coach and Athlete Burnout: The Role
Page 3 and 4: DEDICATION This entire work is dedi
Page 5 and 6: TABLE OF CONTENTS Introduction . .
Page 7 and 8: Appendix G- Cover Letter . . . . .
Page 9 and 10: LIST OF FIGURES Figure 1. The Multi
Page 11 and 12: Burnout 2 Udry, Gould, Bridges, & T
Page 13 and 14: Burnout 4 & Doherty, 1998). These l
Page 15 and 16: Burnout 6 own goals and works at it
Page 17 and 18: Burnout 8 Weiss (2000) found athlet
Page 19 and 20: Burnout 10 own reported levels of b
Page 21 and 22: number of years swimming competitiv
Page 23 and 24: Burnout 14 Confirmatory factor anal
Page 25 and 26: Burnout 16 also included. Further,
Page 27 and 28: Burnout 18 competitive swimmers in
Page 29 and 30: Burnout 20 large sign was also disp
Page 31: When potential participants arrived
Page 35 and 36: Burnout 26 The only significant dif
Page 37 and 38: Burnout 28 perceiving their coach t
Page 39 and 40: Does Perception of Decision-Making
Page 41 and 42: Dwyer and Fischer (1988) whose samp
Page 43 and 44: Burnout 34 coaches from burning out
Page 45 and 46: team sports may prefer more of an a
Page 47 and 48: Burnout 38 hopes that such hypothes
Page 49 and 50: emotional exhaustion and lower leve
Page 51 and 52: data from collegiate swimming coach
Page 53 and 54: that predisposes their athletes to
Page 55 and 56: Burnout 46 with the Coach Burnout Q
Page 57 and 58: Burnout 48 Chelladurai, P., & Saleh
Page 59 and 60: Burnout 50 Price, M., & Weiss, M. (
Page 61 and 62: Burnout 52 Table 1 Internal consist
Page 63 and 64: Burnout 54 Antecedents Leader Behav
Page 65 and 66: Impose Training Stress Maintain or
Page 67 and 68: APPENDIX A Swimmer Demographic Info
Page 69 and 70: APPENDIX B Athlete Burnout Question
Page 71 and 72: APPENDIX C Leadership Scale for Spo
Page 73 and 74: My coach: Burnout 64 1 2 3 4 5 30.
Page 75 and 76: Swimming Coach Demographic Informat
Page 77 and 78: Burnout 68 Please read each stateme
Page 79 and 80: Burnout 70 Each of the following st
Page 81 and 82: APPENDIX G Cover Letter Burnout 72
Page 83 and 84:
APPENDIX H IRB Approval Burnout 74
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APPENDIX I Review of Literature Bur
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Burnout 78 related to training load
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Burnout 80 Finally, another definit
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Burnout 82 organization, and greate
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Burnout 84 trait anxiety. Situation
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Burnout 86 Tennebaum, Jones, Kitsan
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organization of sport performance.
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commitment, low commitment, and ent
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that allow for its process to occur
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Burnout 94 negative impact on the p
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Burnout 96 depersonalization subsca
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Burnout 98 style of coaching (Veale
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fun. Suggestions for coaches in kee
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coaches has yet to be clearly ident
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References Burnout 104 Bakker, A.,
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Burnout 106 Davenport, M. (1998). A
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Burnout 108 Kjormo, O., & Halvari,
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Burnout 110 Smoll, F., & Smith, R.
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Coach and Athlete Burnout - West Virginia University

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