| Abstract [eng] |
The aim of this study was to examine, through a quantitative research approach, the relationships between coaches’ transformational teaching and controlling coaching style, athletes’ perfectionism, sport satisfaction, and athletic performance. The study was based on the theoretical approaches of transformational teaching, controlling coaching style, perfectionism, and sport satisfaction. The participants of the study were 14–19-year-old orienteering athletes. The following instruments were used in the research: the Transformational Teaching Questionnaire (TTQ), the Big Three Perfectionism Scale (BTPS), the Sport Multidimensional Perfectionism Scale (Sport-MPS), the Controlling Coach Behaviors Scale (CCBS), and the Sport Satisfaction Instrument. The data were analyzed using correlation and regression analyses. The results of the study revealed that coaches’ transformational teaching did not directly predict better athletic performance; however, it was significantly negatively associated with athletes’ perceived controlling coaching behavior. It was also found that self-critical perfectionism, excessive personal control, controlling use of rewards, and individualized consideration significantly negatively predicted athletic performance. The findings suggest that the psychological environment created by the coach in sport is important for athletes’ emotional well-being, motivation, and athletic performance. In conclusion, the results indicate that athletes’ performance is influenced not only by physical or technical preparation, but also by significant correlations between athletes’ perceptions of coaches’ teaching, coaching behavior style, and their perfectionism. |
