Based in Self-Determination Theory (SDT), the overall objective of this thesis was to explore how the coaching context, coach psychological needs, and coach motivation influenced coaches’ interpersonal behaviours when they interacted with their athletes, and how these interpersonal behaviours impacted athletes’ psychological needs and motivation in sport. This objective was achieved through a series of 10 studies, looking at different samples of coaches and athletes, divided into four manuscripts. First, there was a need to create a measure that captured both perceptions of others’, as well as self-reports of the six interpersonal behaviours according to SDT (autonomy-support, competence-support, relatedness-support, autonomy-thwarting, competence-thwarting, and relatedness-thwarting). As such, in Manuscript #1, the Interpersonal Behaviours Questionnaire (IBQ) was created and validated as a general measure of perceptions of other people’s interpersonal behaviours (Study 1 N = 534 students; Study 2 N = 351 students) and as a self-report of interpersonal behaviours used in general (Study 3 N = 607 students). In Manuscript #2, the validity of the measure was extended to include the sport context by testing the scale with coaches and athletes. Specifically, Study 1 (N = 239 athletes) validated the measure with a sample of athletes reporting on their coaches’ behaviours, and Study 2 (N = 240 coaches) looked at coaches’ reports of their own behaviours in their interactions with their athletes. Overall, the results of these five studies provided support for the factor structure and validity of the IBQ as a measure of perceived and self-reported interpersonal behaviours in both the general context, as well as sport. Next, Manuscript #3 explored the antecedents of coaches’ reported interpersonal behaviours. Specifically, Study 1 (N = 56 coaches) looked at the coaching context in order to identify the factors that had the largest impact on coaches’ experiences. In Study 2 (N = 310 coaches), the relationship between coaches’ psychological needs, motivation for coaching, and interpersonal behaviours was explored to confirm the sequence occurred as would be expected according to SDT. Finally, in Study 3 (N = 225 coaches), the influence of the contextual factors on coaches’ psychological needs, motivation, and interpersonal behaviours was examined. Overall, the results supported that coaches in a supportive context experienced increased need satisfaction, higher autonomous motivation for coaching, and were more likely to engage in supportive interpersonal behaviours with their athletes; while coaches in a thwarting context experienced increased need frustration, higher controlled motivation, and were more likely to engage in thwarting interpersonal behaviours. Finally, Manuscript #4 explored the outcomes of coaches’ interpersonal behaviours. First, Study 1 (N = 180 athletes) looked at athletes’ perceptions of their coaches’ behaviours and how their perceptions impacted psychological needs and motivation in sport. Lastly, Study 2 (N = 278 athletes; N = 53 coaches) explored whether coaches’ self-reports of their interpersonal behaviours were in line with their athletes’ same perceptions of these behaviours, and explored the factors that were related to whether coaches and athletes were in agreement. These last two studies found that supportive interpersonal behaviours promoted need satisfaction and autonomous motivation for athletes; while thwarting interpersonal behaviours promoted need frustration and controlled motivation for athletes. Overall, this thesis helped extend the existing research in motivational psychology and helped address some important limitations.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

Interscholastic athletic participation has increased significantly over the last twenty years; with this increase the need for more and qualified coaches is necessary. The purpose of this study was to investigate, in the state of Virginia, the opinions of school superintendents, principals, and athletic coaches toward the practicality of requiring a coaching endorsement for high school coaches, analyze the professional preparation of high school coaches, and what criteria administrators utilize in the selection of coaches. The population of this research was randomly selected. A total of 315 administrators and 1469 coaches represented each of the three school enrollment divisions. The data received were arranged in tabular form and analyzed according to frequency, the chi-square procedure, and linkage analysis. The results suggested that: 1. Endorsement at this point in time is the ideal and not a reality. 2. The burden of ensuring a minimal level of competency will rest with the local school system, and with help from the state this could be accomplished by sponsoring inservice programs or requiring coaches to enroll in similar programs in colleges and universities. 3. Administrators should develop and use written qualifications and job analyses for head coaching positions. An intensive review of preparation, experiences, competences, and personality traits should be made prior to the coach's appointment. 4. Administrators and coaches agreed that the following areas of knowledge are necessary for coaches and should be included in a coaching curriculum: (a) care and prevention of athletic injuries, (b) skills and techniques of each sport, (c) rules interpretation of each sport coached, (d) sports physiology, (e) legal aspects of coaching, (f) coaching theory and strategy, (g) sports psychology, and (h) administrative skills. It may also be concluded that both groups, administrators and coaches, place a heavy emphasis upon the health and safety of each participant, as well as the teaching of proper skills to student athletes at all levels of competition. 5. The administrators indicated that there is a need for a college or university coaching preparation to improve the standards of coaching especially for academic teachers who desire to coach as well as teach in the classroom. 6. A physical education degree is not a necessary prerequisite for coaching; however, an assistant coaching position or an internship program and participation on an interscholastic and/or intercollegiate athletic team are considered important experiences for a coach to possess. / Ed. D.