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between the coach and the athletes in teamwork
concept”. Based on the result of correlation (r) value,
the dimension with the highest value is the emotional
closeness dimension, followed by the commitment
dimension and the last one is the complementary
behavior. Sir Alex Ferguson (in Jowet and Carter,
2006) stated that “Commitment is one of the success
key elements of coaching.” Adie and Jowwet (2010)
explained that “Coach-athlete relationship affects the
athletes’ performance and motivation.” Although
there are not plenty of previous researches, however
with the idea of coach having an “intense and
personal relationship that has common goals”
(Jowwet and Carter, 2006), therefore the researcher
assumed that the coach-athlete’s interaction has a
significant correlation toward the athletes’ mental
strength.
The mental strength variable of this research
covers the individual and team sports characteristics,
consists of four dimensions, namely: challenge facing
behavior, performance relevant behavior and values,
pressure facing behavior, success aiming behavior.
Gucciardi et al. (2008) conducted the research on
mental strength in the context of team sport, football
(Gucciardi used the Australian-rules football). In his
research, Gucciardi et al. (2008) interviews eleven
experienced coaches on elite levels. The verbatim
data gained was further analyzed and resulted in three
main categories in understanding the mental strength.
The first category is the characteristics, this category
consists of eleven characters that are deemed as the
mental strength keys (self-believe, work ethic,
personal value, self-motivated, tough attitude,
concentration, resilience, handling pressure,
emotional quotient, sport intelligence, and physical
fitness). Two other categories are the situation and
behavior. The three categories gave understanding on
the correlation of the main characteristics and the
process (situation and behavior). In the conducted
researches “Several same dimensions were gained,
such as self-believe, work ethic, personal value, self-
motivated, tough attitude, concentration, resilience,
handling pressure, emotional quotient, sport
intelligence, and commitment” (Gucciardi et al.,
2008).
4.5 Limitation
The main limitation of this research included the size
of small samples and the respondents used were
teenagers.
5 CONCLUSSIONS
Based on the hypothesis test, there are significant and
positive correlation of the coach leadership and the
coach-athlete’s interaction and mental strength. By
considering the variance proportion for the coach
leadership variable, there are five dimension to the
sequence of autocratic behavior, democratic
behavior, training and instruction, social support, and
feedback. Whereas for the coach-athlete’s interaction
variable, there are three dimensions to the sequence
of complementary behavior, commitment and
emotional closeness.
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