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Fulltext Influence of coaches behaviour on elite volleyball players' motivational climate and performance satisfaction

Loh, L.Y. Amy, Teo, E. Wah, Polman, Remco

Movement Health & Exercise, 2018;7(1):143-150.
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Introduction. Coaching behaviour, motivational climate and its influence
towards performance satisfaction are important in understanding the
development and growth of athletes. In general, positive coaching behaviours
could help in enhancing the motivational climate and satisfaction of athletes
while negative coaching behaviour might have the opposite effect. Therefore,
this study explored the influence of volleyball coaches’ behaviour on elite
volleyball players’ motivational climate and performance satisfaction.
Methodology. Three hundred and twenty eight elite volleyball players (137
male and 191 female, age: 24.42 ± 8.92 years old) participated in this study.
They completed three questionnaires: the Coaching Behaviour Questionnaire
(CBQ), Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ2),
and Athlete Satisfaction Questionnaire (ASQ). These questionnaires were
used to assess athletes’ perceptions of their coaches’ behaviour, to examine
the influence of athletes’ perceptions of the individual feedback received on
their perceptions of the team’s motivational climate and to measure the elite
volleyball players’ satisfaction of their team’s performance. Results &
Discussion. There was a positive relationship between motivational climate
and performance satisfaction (r=0.25); coaching behaviour and performance
satisfaction (r=0.26); motivational climate and performance satisfaction
(r=0.40). For CBQ, the mean score showed that coach support (2.97 ± 0.40)
was the most important as compared to negative coaching behaviour (2.44 ±
0.45). For ASQ, the mean score showed that team integration (5.33 ± 1.00)
was the most important subscale influencing athlete satisfaction. The lowest
rated athlete satisfaction was external agents, example, facilities and
supporters (4.56 ± 0.95). For PMCSQ-2, a higher mean was reported for taskinvolving
climate, example, cooperative learning, effort/improvement,
important role (5.36 ± 0.89) than ego-involving climate, example, intra-team
member rivalry, unequal recognition, punishment for mistakes (4.09 ± 0.95). Conclusion. Coaches should look into their own coaching behaviour because
it is a fundamental aspect in enhancing the performance of athletes with
respect to motivational climate and performance satisfaction.
Health and wellbeing of staff working at higher education institutions globally during the post-COVID-19 pandemic period: evidence from a cross-sectional study

Rahman MA, Das P, Lam L, Alif SM, Sultana F, Salehin M, et al.

BMC Public Health, 2024 Jul 11;24(1):1848.
PMID: 38992680 DOI: 10.1186/s12889-024-19365-1

BACKGROUND: The ongoing global crisis of Higher Education (HE) institutions during the post-COVID-19 pandemic period has increased the likelihood of enduring psychological stressors for staff. This study aimed to identify factors associated with job insecurity, burnout, psychological distress and coping amongst staff working at HE institutions globally.
METHODS: An anonymous cross-sectional study was conducted in 2023 with staff at HE institutions across 16 countries. Job insecurity was measured using the Job Insecurity Scale (JIS), burnout using the Perceived Burnout measure question, psychological distress using the Kessler Psychological Distress Scale (K10), and coping using the Brief Resilient Coping Scale. Multivariable logistic regression with a stepwise variable selection method was used to identify associations.
RESULTS: A total of 2,353 staff participated; the mean age (± SD) was 43(± 10) years and 61% were females. Most staff (85%) did not feel job insecurity, one-third (29%) perceived burnout in their jobs, more than two-thirds (73%) experienced moderate to very high levels of psychological distress, and more than half (58%) exhibited medium to high resilient coping. Perceived job insecurity was associated with staff working part-time [Adjusted Odds Ratio 1.53 (95% Confidence Intervals 1.15-2.02)], having an academic appointment [2.45 (1.78-3.27)], having multiple co-morbidities [1.86 (1.41-2.48)], perceived burnout [1.99 (1.54-2.56)] and moderate to very high level of psychological distress [1.68 (1.18-2.39)]. Perceived burnout was associated with being female [1.35 (1.12-1.63)], having multiple co-morbidities [1.53 (1.20-1.97)], perceived job insecurity [1.99 (1.55-2.57)], and moderate to very high levels of psychological distress [3.23 (2.42-4.30)]. Staff with multiple co-morbidities [1.46 (1.11-1.92)], mental health issues [2.73 (1.79-4.15)], perceived job insecurity [1.61 (1.13-2.30)], and perceived burnout [3.22 (2.41-4.31)] were associated with moderate to very high levels of psychological distress. Staff who perceived their mental health as good to excellent [3.36 (2.69-4.19)] were more likely to have medium to high resilient coping.
CONCLUSIONS: Factors identified in this study should be considered in reviewing and updating current support strategies for staff at HE institutions across all countries to reduce stress and burnout and improve wellbeing.

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