Coach and Athlete Burnout - West Virginia University

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of possible scores on each of the three subscales stemming from one to five, some Burnout 43 conclusions can be drawn. If one were to consider an average level of burnout to be the halfway point on each subscale (two and one-half), the collegiate swimming coaches in the present study could be considered to have reported relatively average levels of burnout. As shown in Table 1, their scores on the depersonalization and reduced sense of accomplishment subscales were slightly below the midpoint. These coaches also reported slightly higher levels of emotional and physical exhaustion as indicated by a mean score higher than the midpoint. This pattern of burnout mimics that of the collegiate swimmers sampled in the present study. Implications and Future Directions As previously mentioned, research has suggested that athletes cite severe training conditions as their most significant reason for experiencing burnout (Vealey et al., 1998). Certainly the extreme physical conditions that are often a part of elite competitive sport weigh heavily on this matter. However, the fact that number of hours per week spent on swimming-related duties did not relate to or predict burnout among athletes partially suggests that it is not simply the frequency of intense physical practices that causes burnout. It is also important to examine the behaviors, particularly decision-making style, of those coaches who are conducting the practice sessions. These actions may, in part, determine if coaches and/or their athletes will be more susceptible to experiencing burnout. Because athletes experiencing higher degrees of burnout often report coach decision-making behaviors to be autocratic, and coaches experiencing higher levels of burnout report more of a democratic decision-style, an incongruity may be present. As this stands, coaches would have to make a choice: implement a decision-making style
that predisposes their athletes to experiencing burnout or a style that predisposes themselves. Burnout 44 To date, this potential incongruity had yet to be addressed. The present research attempted to further examine this relationship. The results revealed that collegiate swimmers’ perception of their coaches’ leadership behaviors, in particular decision- making style, had some degree of influence on burnout levels reported by those swimmers. Thus, it is recommended that coaches take into consideration the degree to which they elicit feedback from their athletes regarding team-related decisions that need to be made. By inquiring about feedback or opinions from athletes, coaches could help create a feeling of control and meaningfulness among athletes that act as a buffer against experiencing burnout. This idea is further strengthened by the fact that results did not show collegiate swimming coaches’ decision-making style was related to or predicted coach burnout. If such is the case, coaches who utilize a democratic style of decision- making with their team can help prevent burnout among their players without jeopardizing their own likelihood of experiencing burnout. Future burnout research should continue to examine the relationship between coaches’ leadership variables and their impact on both coach and athlete burnout. The results of research that has examined this area are not unequivocal. Further, the limited amount of research attention given thus far has yet to come to a consensus regarding the true relationship between the perception of coaches’ decision-making style and burnout among coaches and athletes. The same holds true for research examining gender differences in burnout among coaches and athletes.
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 and 32: When potential participants arrived
Page 33 and 34: Burnout 24 competing in the Champio
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: data from collegiate swimming coach
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
Page 85 and 86: APPENDIX I Review of Literature Bur
Page 87 and 88: Burnout 78 related to training load
Page 89 and 90: Burnout 80 Finally, another definit
Page 91 and 92: Burnout 82 organization, and greate
Page 93 and 94: Burnout 84 trait anxiety. Situation
Page 95 and 96: Burnout 86 Tennebaum, Jones, Kitsan
Page 97 and 98: organization of sport performance.
Page 99 and 100: commitment, low commitment, and ent
Page 101 and 102: that allow for its process to occur
Page 103 and 104:
Burnout 94 negative impact on the p
Page 105 and 106:
Burnout 96 depersonalization subsca
Page 107 and 108:
Burnout 98 style of coaching (Veale
Page 109 and 110:
fun. Suggestions for coaches in kee
Page 111 and 112:
coaches has yet to be clearly ident
Page 113 and 114:
References Burnout 104 Bakker, A.,
Page 115 and 116:
Burnout 106 Davenport, M. (1998). A
Page 117 and 118:
Burnout 108 Kjormo, O., & Halvari,
Page 119 and 120:
Burnout 110 Smoll, F., & Smith, R.
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Coach and Athlete Burnout - West Virginia University

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