Team dynamics play a pivotal role in the success of sports teams, influencing performance, cohesion, and overall satisfaction among athletes. Coaches, as central figures in sports teams, have a profound impact on shaping these dynamics. This blog explores five key areas where coaching intersects with team
dynamics, supported by contemporary research findings.
1. The Coach-Athlete Relationship
A strong coach-athlete relationship is built on trust, respect, and open communication. Research shows that when athletes feel supported by their coach, they demonstrate higher levels of motivation, resilience, and team cohesion. The Self-Determination Theory (Deci & Ryan, 2000) highlights how autonomy-supportive coaching—where athletes feel they have a say in decision-making—leads to better engagement and wellbeing compared to controlling coaching styles.
Considerations for Coaches:
Build rapport early with athletes through regular check-ins and active listening.
Use positive reinforcement to create a psychologically safe environment.
Be mindful of how different personalities respond to various coaching styles.
As a Sport and Exercise Psychologist, I Would Look For:
Signs of disengagement or burnout due to a lack of connection with the coach.
Whether the coach fosters an autonomy-supportive or controlling environment.
How the coach navigates challenges with different athlete personalities.
2. Coaches' Bases of Power
French and Raven’s (1959) bases of power theory categorises how coaches influence athletes: expert power (knowledge-based), referent power (relationship-based), reward power (incentive-based), coercive power (punishment-based), and legitimate power (authority-based). Research suggests that expert and referent power are most effective in fostering team cohesion, while over-reliance on coercive power can lead to anxiety and reduced performance.
Considerations for Coaches:
Prioritise expertise and relationship-building over authority and control.
Avoid excessive reliance on rewards or punishments, as they can undermine intrinsic motivation.
Model the behaviours you want to see in athletes to establish referent power.
As a Sport and Exercise Psychologist, I Would Look For:
How athletes respond to different forms of power—are they motivated or intimidated?
Whether coercion or fear-based tactics are impacting wellbeing and performance.
How leadership dynamics influence team trust and cohesion.
3. Impact of Coach Turnover
Coach turnover can disrupt team stability, emotional security, and performance. When athletes experience frequent coaching changes, they may struggle to adjust to new expectations, philosophies, and interpersonal dynamics. Research indicates that high turnover rates correlate with lower athlete satisfaction and trust in the system. Teams with strong leadership structures tend to manage these transitions better.
Considerations for Coaches:
Be mindful of the legacy you leave behind—are you creating a structure that will outlast your tenure?
Support athletes through transitions by maintaining transparent communication.
When stepping into a new role, understand and respect the existing team culture before implementing drastic changes.
As a Sport and Exercise Psychologist, I Would Look For:
Whether athletes exhibit signs of stress, frustration, or loss of motivation during coaching changes.
How leadership transitions impact overall team culture and cohesion.
Strategies to help athletes adapt to new coaching styles and maintain stability.
4. Communication and Coordination
Effective team communication is a key driver of performance and cohesion. Research in relational coordination shows that when teams share common goals, engage in frequent communication, and show mutual respect, they perform more efficiently under pressure (Gittell, 2002). Poor communication, on the other hand, often leads to conflict, misunderstanding, and disorganisation.
Considerations for Coaches:
Establish clear and consistent communication channels within the team.
Foster a culture where athletes feel comfortable expressing concerns and ideas.
Encourage peer-to-peer communication to strengthen team bonds.
As a Sport and Exercise Psychologist, I Would Look For:
Breakdown points in communication—are athletes struggling to express themselves?
The coach’s ability to adapt communication styles based on athlete needs (e.g., direct instructions vs. collaborative discussions).
How effectively team members coordinate during high-pressure situations.
5. Group Cohesion and Performance
Group cohesion is essential for team success. Carron et al. (2002) found that teams with high task cohesion (shared commitment to goals) and social cohesion (strong interpersonal bonds) consistently outperform less cohesive teams. However, cohesion alone isn’t enough—effective leadership and structured roles within the team are also crucial for sustained success.
Considerations for Coaches:
Use team-building activities to enhance both task and social cohesion.
Set clear, shared goals to align team members and reduce conflict.
Monitor group dynamics—ensure cliques don’t form in ways that exclude individuals.
As a Sport and Exercise Psychologist, I Would Look For:
Whether the team exhibits task cohesion (goal alignment) or social cohesion (personal bonds)—or ideally, both.
How leadership influences group cohesion and whether there are any fractures in team dynamics.
Ways to facilitate interventions that improve cohesion, such as goal-setting workshops or conflict resolution strategies.
Final Thoughts
Aspiring coaches should focus on creating a psychologically safe environment where athletes feel valued, motivated, and connected. The ability to navigate team dynamics effectively—through relationship-building, communication, and leadership strategies—can significantly impact both performance and wellbeing.
From a sport and exercise psychology perspective, it’s essential to assess the psychological effects of coaching on athletes, ensuring that coaching strategies align with evidence-based principles of motivation, communication, and cohesion.
References
Carron, A. V., Colman, M. M., Wheeler, J., & Stevens, D. (2002). Cohesion and performance in sport: A meta-analysis. Journal of Sport and Exercise Psychology, 24(2), 168-188.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227-268.
French, J. R. P., & Raven, B. (1959). The bases of social power. In D. Cartwright (Ed.), Studies in Social Power (pp. 150-167). University of Michigan Press.
Gittell, J. H. (2002). Relationships between service providers and their impact on customers. Journal of Service Research, 4(4), 299-311.
Hague, C., Koenigsberg, A., & Kerr, G. (2021). Coaches' influence on team dynamics in sport: A scoping review. International Journal of Sport and Exercise Psychology, 19(3), 385-408.
Li, C., Feng, W., Tian, B., & Yuan, M. (2021). The role of transformational leadership in the associations between coach-athlete relationship and team resilience in elite football players. BMC Psychology, 12(1), 153. https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-024-02043-7
Luo, Y., Zhang, Y., & Deng, X. (2021). The dynamic mechanism on team effectiveness in youth football: A perspective of moral leadership. Frontiers in Psychology, 12, 659463. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.659463/full
Shipherd, A. M. (2017). Coach turnover and its impact on student-athletes and team dynamics. AthleticDirectorU. Retrieved from https://athleticdirectoru.com/articles/coach-turnover-and-impact-on-student-athletes-and-team-dynamics/
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