Coaching Athletes with Post-Traumatic Stress : Exploring Trauma-Related Competencies and Coaching Efficacy
出版項
2020
說明
1 online resource (81 pages)
文字
text
無媒介
computer
成冊
online resource
附註
Source: Dissertations Abstracts International, Volume: 83-02, Section: B
Advisor: Martin, Scott B
Thesis (Ph.D.)--University of North Texas, 2020
Includes bibliographical references
The purpose of this study was twofold: (a) assess cycling coaches' trauma-related competencies, as measured by trauma knowledge (i.e., trauma-specific education, familiarity with post-traumatic stress [PTS]), stigma of persons with PTS (i.e., fear/dangerousness, help/interact, forcing treatment, negative emotions), and interpersonal skills (i.e., self-reported emotional intelligence, perceived quality of coach-athlete relationships); and (b) examine the influence that trauma knowledge and stigma of persons with PTS has on coaching efficacy specific to coaching trauma-impacted athletes (i.e., trauma-informed coaching efficacy), after controlling for general coaching experience. Descriptive statistics indicated the majority of coaches had no trauma-specific education, a high degree of familiarity with PTS, and a low level of stigma via four attribution variables. Moreover, participants highly appraised their own emotional intelligence, the quality of their coach-athlete relationships, and their trauma-informed coaching efficacy. A hierarchical regression analyses indicated that familiarity with PTS helped to explain additional variance in trauma-informed coaching efficacy over and above demographic and general coach experience variables. The study establishes trauma-informed coaching as a distinct area of research and highlights the need for improved continuing education opportunities for coaches related to psychological trauma and PTS
Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2021
