The influence of coach reputation on the behavioral responses of male soccer players.

The present study examined the impact of reputation information on athletes' behavioral responses to coaches within a naturalistic, field-based setting. Using a between-group design, male soccer players (n = 35) were assigned to one of three experimental conditions (i.e., experienced reputation, inexperienced reputation, no reputation) prior to taking part in a coaching session delivered by an unknown coach. Participants' behaviors indicative of attention to coach instruction, effort and persistence, and willingness to participate in demonstrations were video recorded throughout the coaching session. Multivariate analyses of variance revealed that participants in the experienced reputation condition exhibited significantly greater attention to coach instruction, and greater effort and persistence during free practice than participants in the inexperienced reputation condition. Results related to participants' willingness to participate in demonstrations failed to yield any significant differences. The results provide further evidence to support the contention that athletes use reputation information as a basis for their initial expectancies of coaches, and such expectancies have the potential to influence athletes' behavior during coach-athlete interactions. The findings also indicate that expectancies based on positive information may be more powerful than negatively framed expectancies, and can be harnessed by coaches as a means of developing effective relationships with their athletes.

Can reputation biases influence the outcome and process of making competence judgments of a coach?

The present studies explored the effect of reputational biases on judgments made of coach competence and the visual search patterns adopted by individuals when generating initial impressions and expectations of a target. In study 1, participants (n = 326) observed footage of two coaches prior to making competence judgments of them. All participants viewed similar footage for the first coach (control) but reputational information was manipulated for the second coach (target). In study 2, participants (n = 22) followed the same procedure as study 1 but also wore a head-mounted eye-tracking system to enable visual search data to be collected. Study 1 broadly reported coaches with a "professional" reputation to be judged as being significantly more competent across varying competence measures compared to coaches with either an "in-training" reputation or "no reputation." Study 2 indicated limited differences across the reputational conditions in relation to visual fixations. The data indicate that expectations of coach competence can be influenced, and largely controlled, by the reputational information provided to athletes. While there were limited differences in visual search strategies across reputation conditions, suggestions for research are made to enable a fuller insight to the interpersonal interactions that may facilitate the working association between athletes and coaches.