Social-cognitive approach to coaching behaviors.

By Ronald E. Smith, F. Smoll. 2007

91 citations recorded by the source corpus.

Subfields: Applied Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/6574bb7b3f62b40cda45445c4b1e1a6391036f8c

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The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. Nikos Ntoumanis
2. J. Duda
3. E. Quested
4. Paul R. Appleton
5. C. Viladrich
6. J. Côté
7. J. Deakin
8. Tom Hollenstein

In Developmental and Educational Psychology

1. J. Côté
2. Nikos Ntoumanis
3. J. Duda
4. Paul R. Appleton
5. J. Deakin
6. E. Quested
7. K. Erickson
8. C. Viladrich

Citations in the corpus

• Initial validation of the coach-created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C) (2016, background): “…the relationship with their coach (see Jowett & Poczwaedoski, 2007), their coach's leadership style (see Riemer, 2007), coaching efficacy (see Myers, Vargas-Tonsing, & Feltz, 2005), and coach's behaviours including the incidence of positive reinforcement and punishments (see Smith & Smoll, 2007).”
• Applying transformational leadership theory to coaching research in youth sport: A systematic literature review (2016, methodology): “For instance, similar to the Motivational (Mageau & Vallerand, 2003) and Mediational (Smith & Smoll, 2007) models of coaching, TFL involves behaviours such as providing athletes with meaningful choices, offering athletes support, and acknowledging athletes’ feelings and concerns.”
• Examining coach-athlete interactions using state space grids: An observational analysis in competitive youth sport (2011, methodology): “The CBAS is one of the most widely used instruments for the observation of coaching behaviours (Kahan, 1999) and the behavioural categories have been shown to differentiate between different psychosocial outcomes in young athletes (see Smith & Smoll, 2007).”