Differences in Psychoneuroendocrine Stress Responses of High-Level Swimmers Depending on Autocratic and Democratic Coaching Style

The aim of the present study was to analyse differences in the psychoneuroendocrine stress responses of high-level, young swimmers depending on whether an autocratic and democratic coaching style was applied. Modifications in cortisol and the motivational climate of 18 young swimmers (15.3±1.86 years,...

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Autores:
Jiménez, Manuel
Fernández Navas, Manuel
Alvero Cruz, José Ramón
García Romero, Jerónimo Carmelo
García-Coll, Virginia
Rivilla, Iván
Clemente-Suárez, Vicente Javier
Tipo de recurso:
Article of journal
Fecha de publicación:
2019
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
eng
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/5836
Acceso en línea:
https://hdl.handle.net/11323/5836
https://repositorio.cuc.edu.co/
Palabra clave:
Coaching styles
Cortisol
Learning
Motivational climate
Performance
Rights
openAccess
License
CC0 1.0 Universal
id RCUC2_7dbbb1556382bb95da2517d5bd805959
oai_identifier_str oai:repositorio.cuc.edu.co:11323/5836
network_acronym_str RCUC2
network_name_str REDICUC - Repositorio CUC
repository_id_str
dc.title.spa.fl_str_mv Differences in Psychoneuroendocrine Stress Responses of High-Level Swimmers Depending on Autocratic and Democratic Coaching Style
title Differences in Psychoneuroendocrine Stress Responses of High-Level Swimmers Depending on Autocratic and Democratic Coaching Style
spellingShingle Differences in Psychoneuroendocrine Stress Responses of High-Level Swimmers Depending on Autocratic and Democratic Coaching Style
Coaching styles
Cortisol
Learning
Motivational climate
Performance
title_short Differences in Psychoneuroendocrine Stress Responses of High-Level Swimmers Depending on Autocratic and Democratic Coaching Style
title_full Differences in Psychoneuroendocrine Stress Responses of High-Level Swimmers Depending on Autocratic and Democratic Coaching Style
title_fullStr Differences in Psychoneuroendocrine Stress Responses of High-Level Swimmers Depending on Autocratic and Democratic Coaching Style
title_full_unstemmed Differences in Psychoneuroendocrine Stress Responses of High-Level Swimmers Depending on Autocratic and Democratic Coaching Style
title_sort Differences in Psychoneuroendocrine Stress Responses of High-Level Swimmers Depending on Autocratic and Democratic Coaching Style
dc.creator.fl_str_mv Jiménez, Manuel
Fernández Navas, Manuel
Alvero Cruz, José Ramón
García Romero, Jerónimo Carmelo
García-Coll, Virginia
Rivilla, Iván
Clemente-Suárez, Vicente Javier
dc.contributor.author.spa.fl_str_mv Jiménez, Manuel
Fernández Navas, Manuel
Alvero Cruz, José Ramón
García Romero, Jerónimo Carmelo
García-Coll, Virginia
Rivilla, Iván
Clemente-Suárez, Vicente Javier
dc.subject.spa.fl_str_mv Coaching styles
Cortisol
Learning
Motivational climate
Performance
topic Coaching styles
Cortisol
Learning
Motivational climate
Performance
description The aim of the present study was to analyse differences in the psychoneuroendocrine stress responses of high-level, young swimmers depending on whether an autocratic and democratic coaching style was applied. Modifications in cortisol and the motivational climate of 18 young swimmers (15.3±1.86 years, 10 females and 8 males) were analysed before and after two training sessions with equivalent training loads but directed by two coaches applying different approaches, i.e., autocratic (A) and democratic (D). The basal testosterone levels of the coaches were also assessed. The basal testosterone concentration was higher in coach A than in coach D; the athletes perceived them as autocratic and democratic, respectively. Swimmers under coach A’s instructions showed higher cortisol levels, suggesting higher cortisol production related to coaching style. Furthermore, differences in the motivational climate concerning ego (i.e., athletes comparing their ability with that ofotherathletes)wereobservedwithcoachA,whereasdifferencesinmotivationalclimateconcerning the task (i.e., athletes comparing their ability with their own past performance) were observed with coach D. Cognitive variables showed negative perceptions affecting athletes’ training experience and performance when they were screamed at or insulted by coach A. There were no gender or age differences in cortisol production or motivational climate. In conclusion, this study suggests that an autocratic coaching style modulates cortisol release in both genders, affecting young elite swimmers’ motivational climate and training experience.
publishDate 2019
dc.date.issued.none.fl_str_mv 2019-12-13
dc.date.accessioned.none.fl_str_mv 2020-01-16T14:13:54Z
dc.date.available.none.fl_str_mv 2020-01-16T14:13:54Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.issn.spa.fl_str_mv 1661-7827
1660-4601
dc.identifier.uri.spa.fl_str_mv https://hdl.handle.net/11323/5836
dc.identifier.instname.spa.fl_str_mv Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv REDICUC - Repositorio CUC
dc.identifier.repourl.spa.fl_str_mv https://repositorio.cuc.edu.co/
identifier_str_mv 1661-7827
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Corporación Universidad de la Costa
REDICUC - Repositorio CUC
url https://hdl.handle.net/11323/5836
https://repositorio.cuc.edu.co/
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.ispartof.spa.fl_str_mv doi:10.3390/ijerph16245089
dc.relation.references.spa.fl_str_mv 1. Oberle, E.; Schonert-Reichl, K.A. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Soc. Sci. Med. 2016, 159, 30–37. [CrossRef] [PubMed]
2. Magee, J.; Galinsky, A.D. Social hierarchy: The self-reinforcing nature of power and status. Acad. Manag. Ann. 2008, 2, 351–398. [CrossRef]
3. Olusoga, P.; Butt, J.; Hays, K.; Maynard, I. Stress in elite sports coaching: Identifying stressors. J. Appl. Sport Psychol. 2009, 21, 442–459. [CrossRef]
4. van Duijvenvoorde, A.C.; Peters, S.; Braams, B.R.; Crone, E.A. What motivates adolescents? Neural responses to rewards and their influence on adolescents’ risk taking, learning, and cognitive control. Neurosci. Biobehav. Rev. 2016, 70, 135–147. [CrossRef]
5. Keatlholetswe, L.; Malete, L. Coaching Efficacy, Player Perceptions of Coaches’ Leadership Styles, and Team Performance in Premier League Soccer. Res. Q. Exerc. Sport 2019, 90, 71–79. [CrossRef]
6. Light, R.L.; Harvey, S. Positive pedagogy for sport coaching. Sport Educ. Soc. 2017, 22, 271–287. [CrossRef]
7. Nazarudin, M.; Fauzee, O.; Jamalis, M.; Geok, K.; Din, A. Coaching leadership styles and athlete satisfaction among Malaysian University Basketball team. Res. J. Int. Stud. 2009, 9, 4–11.
8. Jones, A.C.; Josephs, R.A. Interspecies hormonal interactions between man and the domestic dog (Canis familiaris). Horm. Behav. 2006, 50, 393–400. [CrossRef]
9. Viau, V. Functional cross-talk between the hypothalamic-pituitary-gonadal and-adrenal axes. J. Neuroendocrinol. 2002, 14, 506–513. [CrossRef]
10. Aguilar, R.; Jiménez, M.; Alvero-Cruz, J.R. Testosterone, cortisol and anxiety in elite field hockey players. Physiol. Behav. 2013, 119, 38–42. [CrossRef]
11. Van der Meij, L.; Schaveling, J.; van Vugt, M. Basal testosterone, leadership and dominance: A field study and meta-analysis. Psychoneuroendocrinology 2016, 72, 72–79. [CrossRef] [PubMed]
12. Ntoumanis, N.; Thøgersen-Ntoumani, C.; Quested, E.; Hancox, J. The effects of training group exercise class instructors to adopt a motivationally adaptive communication style. Scand. J. Med. Sci. Sports 2017, 27, 1026–1034. [CrossRef] [PubMed]
13. Lippitt, R.; White, R. Leader Behavior and Member Reaction in Three Social Climates. In Group Dynamics: Research and Theory; Cartwright, D., Zander, A., Eds.; Harper & Row: New York, NY, USA, 1968; pp. 318–335.
14. Balaguer, I.; Guivernau, M.; Duda, J.; Crespo, M. Análisis de la validez de constructo y de la validez predictiva del cuestionario de clima motivacional percibido en el deporte (PCMSQ-2) con tenistas españoles de competición. Rev. Psicol. Deporte 1997, 11, 41–57.
15. Chelladurai, P.; Saleh, S. Dimensions of leader behavior in sports: Development of a leadership scale. J. Sport Exerc. Psychol. 1980, 2, 34–45. [CrossRef]
16. Brambilla, D.J.; Matsumoto, A.M.; Araujo, A.B.; McKinlay, J.B. The effect of diurnal variation on clinical measurement of serum testosterone and other sex hormone levels in men. J. Clin. Endocrinol. Metab. 2009, 94, 907–913. [CrossRef]
17. Arregger, A.L.; Contreras, L.N.; Tumilasci, O.R.; Aquilano, D.R.; Cardoso, E.M. Salivary testosterone: A reliable approach to the diagnosis of male hypogonadism. Clin. Endocrinol. 2007, 67, 656–662. [CrossRef]
18. Bartholomew, K.J.; Ntoumanis, N.; ThØ gersen-Ntoumani, C. A review of controlling motivational strategies from a self-determination theory perspective: Implications for sports coaches. Int. Rev. Sport Exerc. Psychol. 2009, 2, 215–233. [CrossRef]
19. Oldehinkel, A.J.; Ormel, J.; Bosch, N.M.; Bouma, E.M.; Van Roon, A.M.; Rosmalen, J.G.; Riese, H. Stressed out? Associations between perceived and physiological stress responses in adolescents: The TRAILS study. Psychophysiology 2011, 48, 441–452. [CrossRef]
20. Roxas, A.S.; Ridinger, L.L. Relationships of coaching behaviors to student-athlete well-being. High. Educ. Politics Econ. 2016, 2, 95–109. [CrossRef]
21. Castillo, D.B.; Espinosa, A.A. Autocratic and participative coaching styles and its effects on students’ dance performance. Int. J. Learn. Teach. Educ. Res. 2014, 3, 32–44.
22. Pensgaard, A.; Roberts, G. Elite athletes’ experiences of the motivational climate: The coach matters. Scand. J. Med. Sci. Sports 2002, 12, 54–59. [CrossRef] [PubMed]
23. Belinchon-deMiguel, P.; Clemente-Suárez, V.J. Psychophysiological, Body Composition, Biomechanical and Autonomic Modulation Analysis Procedures in an Ultraendurance Mountain Race. J. Med. Syst. 2018, 42, 32. [CrossRef] [PubMed]
24. Beltrán-Velasco, A.I.; Ruisoto-Palomera, P.; Bellido-Esteban, A.; García-Mateos, M.; Clemente-Suárez, V.J. Analysis of psychophysiological stress response in higher education students undergoing clinical practice evaluation. J. Med. Syst. 2019, 43, 68. [CrossRef] [PubMed]
25. Sánchez-Conde, P.; Beltrán-Velasco, A.I.; Clemente-Suárez, V.J. Influence of psychological profile in autonomic response of nursing students in their first hospital clinical stays. Physiol. Behav. 2019, 207, 99–103. [CrossRef] [PubMed]
26. Smith, S.L.; Fry, M.D.; Ethington, C.A.; Li, Y. The effect of female athletes’ perceptions of their coaches’ behaviors on their perceptions of the motivational climate. J. Appl. Sport Psychol. 2005, 17, 170–177. [CrossRef]
27. Boixados, M.; Cruz, J.; Torregrosa, M.; Valiente, L. Relationships among motivational climate, satisfaction, perceived ability, and fair play attitudes in young soccer players. J. Appl. Sport Psychol. 2004, 16, 301–317. [CrossRef]
28. Jowett, S.; Lavallee, D. Social Psychology in Sport; Human Kinetics: Champaign, IL, USA, 2007.
29. Clemente-Suárez, V.J.; Ramos-Campo, D.J. Effectiveness of Reverse vs. Traditional Linear Training Periodization in Triathlon. Int. J. Environ. Res. Public Health 2019, 16, 2807. [CrossRef]
30. Clemente-Suárez, V.J.; Fernandes, R.J.; Pelarigo, J.G.; Arroyo-Toledo, J.J.; Vilas-Boas, J.P. Do traditional and reverse swimming training periodizations lead to similar aerobic performance improvements? J. Sports Med. Phys. Fit. 2018, 58, 761–767.
31. Pérez, A.; Soto, E.; Sola, M.; Serván, M. Aprender Cómo Aprender. Autonomía y Responsabilidad: El Aprendizaje de los Estudiantes; Akal: Madrid, Spain, 2009.
32. Rolls, E.T. Emotion Explained; Oxford University Press: New York, NY, USA, 2005.
33. Petzold, A.; Plessow, F.; Goschke, T.; Kirschbaum, C. Stress reduces use of negative feedback in a feedback-based learning task. Behav. Neurosci. 2010, 124, 248. [CrossRef]
34. Vazou, S.; Ntoumanis, N.; Duda, J.L. Peer motivational climate in youth sport: A qualitative inquiry. Psychol. Sport Exerc. 2005, 6, 497–516. [CrossRef]
35. Pensgaard, A.M.; Duda, J.L. Sydney 2000: The interplay between emotions, coping, and the performance of Olympic-level athletes. Sport Psychol. 2003, 17, 253–267. [CrossRef]
36. Balaguer, I.; Castillo, I.; Tomás, I. Análisis de las propiedades psicométricas del Cuestionario de Orientación al Ego ya la Tarea en el Deporte (TEOSQ) en su traducción al. Psicológica 1996, 17, 71–81.
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spelling Jiménez, ManuelFernández Navas, ManuelAlvero Cruz, José RamónGarcía Romero, Jerónimo CarmeloGarcía-Coll, VirginiaRivilla, IvánClemente-Suárez, Vicente Javier2020-01-16T14:13:54Z2020-01-16T14:13:54Z2019-12-131661-78271660-4601https://hdl.handle.net/11323/5836Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The aim of the present study was to analyse differences in the psychoneuroendocrine stress responses of high-level, young swimmers depending on whether an autocratic and democratic coaching style was applied. Modifications in cortisol and the motivational climate of 18 young swimmers (15.3±1.86 years, 10 females and 8 males) were analysed before and after two training sessions with equivalent training loads but directed by two coaches applying different approaches, i.e., autocratic (A) and democratic (D). The basal testosterone levels of the coaches were also assessed. The basal testosterone concentration was higher in coach A than in coach D; the athletes perceived them as autocratic and democratic, respectively. Swimmers under coach A’s instructions showed higher cortisol levels, suggesting higher cortisol production related to coaching style. Furthermore, differences in the motivational climate concerning ego (i.e., athletes comparing their ability with that ofotherathletes)wereobservedwithcoachA,whereasdifferencesinmotivationalclimateconcerning the task (i.e., athletes comparing their ability with their own past performance) were observed with coach D. Cognitive variables showed negative perceptions affecting athletes’ training experience and performance when they were screamed at or insulted by coach A. There were no gender or age differences in cortisol production or motivational climate. In conclusion, this study suggests that an autocratic coaching style modulates cortisol release in both genders, affecting young elite swimmers’ motivational climate and training experience.Jiménez, Manuel-will be generated-orcid-0000-0002-5877-3482-600Fernández Navas, Manuel-will be generated-orcid-0000-0002-9445-2643-600Alvero Cruz, José Ramón-will be generated-orcid-0000-0002-8941-6226-600García Romero, Jerónimo Carmelo-will be generated-orcid-0000-0003-1450-3541-600García-Coll, VirginiaRivilla, Iván-will be generated-orcid-0000-0002-1533-8069-600Clemente-Suárez, Vicente Javier-will be generated-orcid-0000-0002-2397-2801-600engInternational Journal of Environmental Research and Public Healthdoi:10.3390/ijerph162450891. Oberle, E.; Schonert-Reichl, K.A. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Soc. Sci. Med. 2016, 159, 30–37. [CrossRef] [PubMed]2. Magee, J.; Galinsky, A.D. Social hierarchy: The self-reinforcing nature of power and status. Acad. Manag. Ann. 2008, 2, 351–398. [CrossRef]3. Olusoga, P.; Butt, J.; Hays, K.; Maynard, I. Stress in elite sports coaching: Identifying stressors. J. Appl. Sport Psychol. 2009, 21, 442–459. [CrossRef]4. van Duijvenvoorde, A.C.; Peters, S.; Braams, B.R.; Crone, E.A. What motivates adolescents? Neural responses to rewards and their influence on adolescents’ risk taking, learning, and cognitive control. Neurosci. Biobehav. Rev. 2016, 70, 135–147. [CrossRef]5. Keatlholetswe, L.; Malete, L. Coaching Efficacy, Player Perceptions of Coaches’ Leadership Styles, and Team Performance in Premier League Soccer. Res. Q. Exerc. Sport 2019, 90, 71–79. [CrossRef]6. Light, R.L.; Harvey, S. Positive pedagogy for sport coaching. Sport Educ. Soc. 2017, 22, 271–287. [CrossRef]7. Nazarudin, M.; Fauzee, O.; Jamalis, M.; Geok, K.; Din, A. Coaching leadership styles and athlete satisfaction among Malaysian University Basketball team. Res. J. Int. Stud. 2009, 9, 4–11.8. Jones, A.C.; Josephs, R.A. Interspecies hormonal interactions between man and the domestic dog (Canis familiaris). Horm. Behav. 2006, 50, 393–400. [CrossRef]9. Viau, V. Functional cross-talk between the hypothalamic-pituitary-gonadal and-adrenal axes. J. Neuroendocrinol. 2002, 14, 506–513. [CrossRef]10. Aguilar, R.; Jiménez, M.; Alvero-Cruz, J.R. Testosterone, cortisol and anxiety in elite field hockey players. Physiol. Behav. 2013, 119, 38–42. [CrossRef]11. Van der Meij, L.; Schaveling, J.; van Vugt, M. Basal testosterone, leadership and dominance: A field study and meta-analysis. Psychoneuroendocrinology 2016, 72, 72–79. [CrossRef] [PubMed]12. Ntoumanis, N.; Thøgersen-Ntoumani, C.; Quested, E.; Hancox, J. The effects of training group exercise class instructors to adopt a motivationally adaptive communication style. Scand. J. Med. Sci. Sports 2017, 27, 1026–1034. [CrossRef] [PubMed]13. Lippitt, R.; White, R. Leader Behavior and Member Reaction in Three Social Climates. In Group Dynamics: Research and Theory; Cartwright, D., Zander, A., Eds.; Harper & Row: New York, NY, USA, 1968; pp. 318–335.14. Balaguer, I.; Guivernau, M.; Duda, J.; Crespo, M. Análisis de la validez de constructo y de la validez predictiva del cuestionario de clima motivacional percibido en el deporte (PCMSQ-2) con tenistas españoles de competición. Rev. Psicol. Deporte 1997, 11, 41–57.15. Chelladurai, P.; Saleh, S. Dimensions of leader behavior in sports: Development of a leadership scale. J. Sport Exerc. Psychol. 1980, 2, 34–45. [CrossRef]16. Brambilla, D.J.; Matsumoto, A.M.; Araujo, A.B.; McKinlay, J.B. The effect of diurnal variation on clinical measurement of serum testosterone and other sex hormone levels in men. J. Clin. Endocrinol. Metab. 2009, 94, 907–913. [CrossRef]17. Arregger, A.L.; Contreras, L.N.; Tumilasci, O.R.; Aquilano, D.R.; Cardoso, E.M. Salivary testosterone: A reliable approach to the diagnosis of male hypogonadism. Clin. Endocrinol. 2007, 67, 656–662. [CrossRef]18. Bartholomew, K.J.; Ntoumanis, N.; ThØ gersen-Ntoumani, C. A review of controlling motivational strategies from a self-determination theory perspective: Implications for sports coaches. Int. Rev. Sport Exerc. Psychol. 2009, 2, 215–233. [CrossRef]19. Oldehinkel, A.J.; Ormel, J.; Bosch, N.M.; Bouma, E.M.; Van Roon, A.M.; Rosmalen, J.G.; Riese, H. Stressed out? Associations between perceived and physiological stress responses in adolescents: The TRAILS study. Psychophysiology 2011, 48, 441–452. [CrossRef]20. Roxas, A.S.; Ridinger, L.L. Relationships of coaching behaviors to student-athlete well-being. High. Educ. Politics Econ. 2016, 2, 95–109. [CrossRef]21. Castillo, D.B.; Espinosa, A.A. Autocratic and participative coaching styles and its effects on students’ dance performance. Int. J. Learn. Teach. Educ. Res. 2014, 3, 32–44.22. Pensgaard, A.; Roberts, G. Elite athletes’ experiences of the motivational climate: The coach matters. Scand. J. Med. Sci. Sports 2002, 12, 54–59. [CrossRef] [PubMed]23. Belinchon-deMiguel, P.; Clemente-Suárez, V.J. Psychophysiological, Body Composition, Biomechanical and Autonomic Modulation Analysis Procedures in an Ultraendurance Mountain Race. J. Med. Syst. 2018, 42, 32. [CrossRef] [PubMed]24. Beltrán-Velasco, A.I.; Ruisoto-Palomera, P.; Bellido-Esteban, A.; García-Mateos, M.; Clemente-Suárez, V.J. Analysis of psychophysiological stress response in higher education students undergoing clinical practice evaluation. J. Med. Syst. 2019, 43, 68. [CrossRef] [PubMed]25. Sánchez-Conde, P.; Beltrán-Velasco, A.I.; Clemente-Suárez, V.J. Influence of psychological profile in autonomic response of nursing students in their first hospital clinical stays. Physiol. Behav. 2019, 207, 99–103. [CrossRef] [PubMed]26. Smith, S.L.; Fry, M.D.; Ethington, C.A.; Li, Y. The effect of female athletes’ perceptions of their coaches’ behaviors on their perceptions of the motivational climate. J. Appl. Sport Psychol. 2005, 17, 170–177. [CrossRef]27. Boixados, M.; Cruz, J.; Torregrosa, M.; Valiente, L. Relationships among motivational climate, satisfaction, perceived ability, and fair play attitudes in young soccer players. J. Appl. Sport Psychol. 2004, 16, 301–317. [CrossRef]28. Jowett, S.; Lavallee, D. Social Psychology in Sport; Human Kinetics: Champaign, IL, USA, 2007.29. Clemente-Suárez, V.J.; Ramos-Campo, D.J. Effectiveness of Reverse vs. Traditional Linear Training Periodization in Triathlon. Int. J. Environ. Res. Public Health 2019, 16, 2807. [CrossRef]30. Clemente-Suárez, V.J.; Fernandes, R.J.; Pelarigo, J.G.; Arroyo-Toledo, J.J.; Vilas-Boas, J.P. Do traditional and reverse swimming training periodizations lead to similar aerobic performance improvements? J. Sports Med. Phys. Fit. 2018, 58, 761–767.31. Pérez, A.; Soto, E.; Sola, M.; Serván, M. Aprender Cómo Aprender. Autonomía y Responsabilidad: El Aprendizaje de los Estudiantes; Akal: Madrid, Spain, 2009.32. Rolls, E.T. Emotion Explained; Oxford University Press: New York, NY, USA, 2005.33. Petzold, A.; Plessow, F.; Goschke, T.; Kirschbaum, C. Stress reduces use of negative feedback in a feedback-based learning task. Behav. Neurosci. 2010, 124, 248. [CrossRef]34. Vazou, S.; Ntoumanis, N.; Duda, J.L. Peer motivational climate in youth sport: A qualitative inquiry. Psychol. Sport Exerc. 2005, 6, 497–516. [CrossRef]35. Pensgaard, A.M.; Duda, J.L. Sydney 2000: The interplay between emotions, coping, and the performance of Olympic-level athletes. Sport Psychol. 2003, 17, 253–267. [CrossRef]36. Balaguer, I.; Castillo, I.; Tomás, I. Análisis de las propiedades psicométricas del Cuestionario de Orientación al Ego ya la Tarea en el Deporte (TEOSQ) en su traducción al. 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