Effects of leadership style on coach-athlete relationship, athletes' motivations, and athlete satisfaction

The current study investigated the impacts of autocratic and democratic leadership styles on the coach-athlete relationship, athletes' motivations, and athlete satisfaction. Survey data were collected from 298 student-athletes (male = 157; 52.7%, female = 141; 47.3%) from 20 different Chinese c...

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Published inFrontiers in psychology Vol. 13; p. 1012953
Main Authors Jin, Hao, Kim, Seungmo, Love, Adam, Jin, Yun, Zhao, Jie
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 12.12.2022
Subjects
athlete satisfaction
autocratic leadership
coach-athlete relationship
democratic leadership
motivation
Psychology
democratic leadership
autocratic leadership
athlete satisfaction
coach-athlete relationship
motivation
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Summary:The current study investigated the impacts of autocratic and democratic leadership styles on the coach-athlete relationship, athletes' motivations, and athlete satisfaction. Survey data were collected from 298 student-athletes (male = 157; 52.7%, female = 141; 47.3%) from 20 different Chinese collegiate sports. The Structural Equation Model was used to test the hypothesized model. The results indicated democratic leadership had a direct positive influence on the coach-athlete relationship, while autocratic leadership had no direct effect. Both leadership styles did not influence autonomous motivation. The coach-athlete relationship, meanwhile, had a full mediation effect between democratic leadership and athletes' motivation and satisfaction. In addition, autonomous motivation had a partial mediation effect between the coach-athlete relationship and athlete satisfaction. Ultimately, the findings of the current study underscore the need for coaches and administrators to understand the impact of different leadership styles and highlight the importance of democratic leadership in improving athletes' psychological outcomes.
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Reviewed by: Fong-Jia Wang, Tamkang University, Taiwan; Sayyed Mohsen Fatemi, Harvard University, United States
This article was submitted to Movement Science and Sport Psychology, a section of the journal Frontiers in Psychology
Edited by: Pedro Forte, Douro Higher Institute of Educational Sciences, Portugal
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.1012953