THE EFFECT OF THE COACH-ATHLETE RELATIONSHIP ON THE ATHLETES' LEVEL OF ANGER

This study aimed at searching the effect of the coach-athlete relationship on the athletes' level of aggression. As the sample of the study, 420 athletes voluntarily participated in the survey. Two hundred forty-three of the participants were taekwondo athletes (107 female & 136 male), 177 were protected football player. In the study to obtain data in addition to demographic information form, the "Coach-Athlete Relationship Inventory Athlete Form" and "Multi-Dimensional Aggression Scale" were used. The collected data were analyzed by SPSS 20 package program. The multi-regression analysis used to determine the correlation between the coach-athlete relationship and the aggression level of the participants. According to analyze results, there was a negative and moderate correlation between the level of the coach-athlete relationship and the aggression, however; there was a positive and moderate correlation between the calmness level of the athletes. Therefore, we can say that if the coach-athlete relationship increases, the aggression level decreases. Moreover, the coach-athlete relationship is determined to be a meaningful indicator of athletes' aggression levels.

and physically for each new challenge. Therefore, coaches who are considered to be the nucleon of sports also have many roles such as teacher, leader, friend, and mentor. Coaches, who are responsible for the athletes' education, training, and activation, are the critical people for the improvement of sports (Sevim, Tuncel, Erol and Sunay, 2001, p.16). In general sense, a coach is a person who helps the athlete to improve his/her capacity physically-physiologically, mentally, emotionally (psychologically) and socially with purposeful behaviors. So to provide this, the coach fulfills the exact requirements of training and receives special education (Konter, 1996, p.102).
A coach is a person who transforms the information of sports doctors, scientists, and psychologists with his/her own experiences to guide the athletes to reach high levels of physical and emotional (psychological) performance. While achieving this, the coach is in direct relation with the athlete during a long workout period (Sevim, 2002, p.329).
Coaches, who share and interact with athletes regularly, should be a role-model in terms of knowledge and personality. Likewise, during the interaction period, athletes observe coaches' behaviors, and especially young athletes may mimic the coaches' behaviors as role-models (Sevim, 2002, p.330). In this respect, the personality of the coach plays a vital role in the success of the athlete. As a mentor and guide, a coach has to have a sense of humor, exemplifying behaviors, be highly educated on the field, patient, mature, honest, innovative and open to change in order to be respected by the athlete and to build positive and high level relationship (Sevim, 2002, p.330).
It is a bare fact that interpersonal relationship is complicated just as the coachathlete relationship is. Coaching is an art and science formed by the relationship and interaction among the sport, athlete, and coach. In order to reach the intended success, the coach prepares the athlete both psychologically and physically. Doing this, the coach considers not only the physical capacity but also the psychological capacity of the athlete. In order to take the harmful and undesired emotions under control, the coach provides conformity among the athletes', sports' and his/her own needs (Konter, 1996, p.101).
The coach-athlete relationship is defined as a social relationship which is shaped by the personal emotions, thoughts, and behaviors of coach and athlete (Jowett, 2017). The relationship that contributes to the athlete's success requires factors like mutual trust, respect, belief, cooperation, support communication, and understanding (Jowett and Poczwardowski, 2007).
In the field of sports, especially in the coaching field, the relationship between coach and athlete relationship plays a central role in psycho-social and physical development (Jowett and Cockerill, 2002). The coach-athlete relationship is not only one of the principal agents for the athletes' motivation but also the athletes' performance (Mageau and Vallerand, 2003). Moreover, coaches have an essential role in easing and in providing help and happiness for the emotional crisis during hard Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi, 6 (2), 195-205, 2019www.sportifbakis.com E-ISSN: 2148 times such as being disqualified or the times of injury and mutilation the athlete goes through (Jowett, 2005). In researches, the coach-athlete relationship is evaluated within the notion of leadership. However, evaluating this relationship only in terms of leadership is not enough to explain the notion, so other measurement tools are needed to define the term better. Various researches have been implemented to understand the relationship between the coach and the athlete. For example, in his study, Wylleman (2000) mentioned behavioral elements of the coach-athlete relationship, and he added that these behaviors are structured as "acceptance-denial, dominant-submission, and social-emotional." In his model which he developed, Lavoi (2004) emphasized the importance of the notions like trust, authority, coordination and the method to overcome difference and conflict (cited in Altıntaş, Kazak Çetinkalp, and Aşçı, 2012). Later, in order to evaluate the coach-athlete relationship, 3 Cs concept has been developed by Jowett and Ntoumanis (2004). According to them to evaluate and explain the coach-athlete relationship, closeness, commitment, complementarity structures shall be used.
Besides, they developed 23 item inventory formed with "closeness (emotional), commitment (cognitive) and complementarity (behavioral)" sub-dimensions (Jowett and Ntoumanis, 2004). This inventory which has later been evaluated and analyzed, and thus re-developed as 11 items "Coach-athlete relationship questionnaire" (Coachathlete relationship questionnaire, Cart-Q) with same sub-dimensions. As a result, this questionnaire is believed to be more appropriate (Jowett, 2007;Jowett and Ntoumanis, 2004;Altıntaş et al., 2012). Closeness defines the emotional aspect of the coach-athlete relationship. It conveys the level and depth of emotional binding to each other. Closeness refers to the affective meanings, such as trust, liking, respect, that the athlete and coach ascribe to their relationship and is the indicator of positive interrelationships and emotions. Commitment refers to the cognitive aspect of the coach-athlete relationship. It reflects the athlete's and the coach's intention to maintain a healthy relationship. However, complementarity represents the level of interaction and cooperation. Moreover, it includes the athlete's and coach's similar behaviors of affiliation, such as an athlete's friendly and responsive attitude (Jowett, 2005).
The basis of the coach-athlete relationship is effective communication. Communication is a period to form a sharing and agreement environment to convey and receive emotions, thoughts, and information mutually. Coaching requires being an excellent communicator in each act. Successful coaches are usually efficient communicators (Martens, 1998, p.77). Effective coach-athlete communication process and open communication channels enable the development of unity by reciprocally sharing each other's experience, beliefs, values, thoughts, and worries. (Jowett, Cockerill, 2003). Communication establishes a ground for the development of feelings of closeness and enables the athlete to understand the coach. Moreover, the healthy coach-athlete relationship allows the athlete to develop physical self, contentment of training performance, and increase success targets. It also increases the internal motivation and maintains the sustainability of sports passion. Clear cut communication lets the athlete to understand his/her role better, improves his/her skills, and reinforces the feeling of trust between coach-athlete. (Sagar and Jowett 2012).
Through open communication channels, unhindered, and efficient communication, the coach can convey all of his/her knowledge and experience. With his clear and understandable instructions, the coach increases learning skills and gains his/her trust. The coach states his/her expectations from the athlete. Building trust with the athlete, the coach enables the athlete to share his/her problems, expectations, and anxiety directly, and thus the athletes' motivation increases.
Thanks to efficient communication environment and positive coach-athlete relationship, the satisfaction and motivation of the athlete increases and provides the opportunity to the athlete to develop skills (Altıntaş et al., 2012).
From this point of view, the coach-athlete relationship is thought to affect the anger of an athlete. It can take the anger under control. The main question of the present study was to find out whether the coach-athlete relationship is productive in taking the anger of the athlete under control.

MATERIAL AND METHOD
This section involves the model of the study, universe and the sample, tools for data collection, and the method for data analysis.

Model of the Study:
In the present study, we used the relational screening model. Relational screening model is often used for determining the existence and the level of two or more variables (Karasar, 2014, p.81). Research Group: As the sample of the study, 420 athletes voluntarily participated in the survey. Two hundred forty-three of the participants were taekwondo athletes (107 female & 136 male), 177 were protected football players from the 2017-18 Protected Football Super League. Data Gathering Instruments: As the data gathering tool, we used a three-part questionnaire. The first part of the questionnaire included the athletes' demographical information. In the second part, the coach-athlete relationship inventory athlete form, which determines the quality of the coach-athlete relationship with three subdimensions. In the third part, aggression and calmness sub-dimensions of multidimensional anger scale were used to determine the anger levels of the participants.
Coach-athlete Relationship Inventory: The Coach-Athlete Relationship Questionnaire (CART-Q) developed by Jowett and Ntoumanis (2004), was adapted into Turkish by Altıntaş et al. (2012). The inventory has two separate forms that measure reciprocal relationships of coach-athlete and athlete-coach. In this study, we used the form in which athletes grade their relationship with their coaches. The scale  Balkaya and Şahin (2003). The scale aims to measure aggression with various dimensions and determine the emotions, thoughts, and behaviors of people about aggression. The sub-dimensions of the scale follow as: "The Symptoms Related to Aggression" with 14 items, "The causes of aggression" with 42 items, "Opinions about aggression" with 30 items, "Interpersonal Aggression Reactions" with 47 items, and "The Behaviors Related to Aggression" with 26 items. The scale is anchored with five Likert type scale from 1 (never) to five 5 (always). Cronbach's Alpha calculated for the sub-scales varies from α= 0.83 and α= 0.93. These results were regarded as enough for the reliability of the scale (Balkaya and Şahin 2003). Data Analysis: In data analyzes first, we checked the missing values, skewness, and kurtosis values. Then we used the Mann Whitney U test in order to identify significant differences and Multi Regression Analyses in order to identify correlations.  According to analyze results %57,9 of the were taekwondo athletes, %42,1 were protected football players. According to analyze results, there was no statistically meaningful difference in the Closeness and Commitment sub-dimensions. However, in the Complementarity subdimension, there was a statistical differentiation related to gender, and this difference was in favor of male athletes (U = 18895,0; p<0.05). According to analyze results, there was no statistically meaningful difference in the Closeness, Commitment, and complementarity sub-dimensions.

FINDINGS
In order to determine the effects of the coach-athlete relationship on the aggression levels of athletes, multi regression analysis applied using the coach-athlete relationship inventory and aggression sub-dimension of multi-dimensional aggression scale. The results were shown in Table 5. According to the analysis results for the taekwondo athletes; commitment and complementarity sub-dimension scores of coach-athlete relationship inventory significantly explained the aggression sub-dimension scores of multi-dimensional aggression scale. However, according to analysis results for the protected football athletes, it was seen that the closeness and complementarity sub-dimension scores of coach-athlete relationship indicated aggression sub-dimension score of MDAS. The effect of commitment sub-dimension score on explaining the aggression score variant was not regarded as statistically meaningful.
In order to determine the effects of the coach-athlete relationship on the aggression levels of athletes, multi regression analysis applied using coach-athlete relationship inventory and MDAS calmness sub-dimension. The results were shown in Table 6. According to the analysis results for the taekwondo athletes; closeness and commitment sub-dimension scores of coach-athlete relationship inventory significantly explained the calmness sub-dimension scores of multi-dimensional aggression scale. However, according to analysis results for the protected football athletes, it was seen that the commitment and complementarity sub-dimension scores of coach-athlete relationship indicated aggression sub-dimension score of MDAS. The effect of closeness sub-dimension score on explaining the aggression score variant was not regarded as statistically meaningful.

DISCUSSION
As a result of the analysis of coach-athlete relationship inventory used to determine the level of coach-athlete relationship evaluated in terms of gender, from the three subdimensions of the inventory, two of them, in Closeness and Commitment subdimensions, related to coach-athlete relationship levels, a meaningful difference between male and female athletes was not detected. In the complementarity subdimension, there was a statically meaningful difference in favor of male athletes. When other studies in the literature related to the topic were examined, the fact that there is no meaningful difference between male and female athletes related to the coach-athlete relationship levels has drawn attention (Lavoi, 2007;Yücel, 2010;Flores 2013, p.55;Sinnott, 2015, p.32). In this study, the meaningful difference in the complementarity sub-dimension, which was in favor of male can be explained as follows: In the coach-athlete relationship, the complementarity sub-dimension represents the interaction and cooperation levels between the coach and the athlete. There is naturally cooperation in team sports. Thus, in the complementarity subdimension, it is considered that the difference formed in favor of male was because there was no female protected football player.
In the analysis that the relationship between the level of the coach-athlete relationship and that of athlete's aggression was searched, the aggression and calmness dimensions of multi-dimensional aggression scale have been used to indicate the aggression levels of athletes. In both branches, between the scores gathered from the aggression dimension of the scale and the ones gathered from every three dimensions (closeness, commitment, and complementarity) of the coach-athlete relationship inventory, a negatively meaningful relationship at a moderate level was detected. According to this result, while the athletes' level scores of coach-athlete relationship increase, the aggression level of scores decrease. In the calmness dimension of the scale, between the scores gained again for each branch and the scores gained from all the three sub-dimensions of coach-athlete relationship inventory, a positively meaningful relationship at a moderate level observed. In terms of this result, as the athletes' level scores of coach-athlete relationship rise, their calmness level scores increase, as well.

RESULT
In this research whose primary concern was the effect of the coach-athlete relationship on controlling and fixing at the intended levels of the aggression emotion which is considered to be active on the performance and the success of the athletes; By comparison with the scores of coach-athlete relationship levels of athletes in terms of gender, in the complementarity sub-dimension of the coach-athlete relationship inventory, it was confirmed that the coach-athlete relationship level scores of male athletes were higher than those of female. In Closeness and Commitment subdimensions, there was no statistically meaningful difference.
Between the aggression sub-dimension scores of multi-dimensional aggression scale used to determine the aggression levels of athletes and the scores of coach-athlete relationship levels, there is a statically meaningful and negatively moderate relationship. Between the scores of calmness dimension of the multi-dimensional aggression scale and the scores of coach-athlete relationship levels, there was a statically meaningful and positively moderate relationship. Thus, as the athletes'scores of coach-athlete relationship levels increase, the scores of aggression levels decrease, but the score of the calmness level increases.
Following these results, we can say that coach-athlete relationships do not vary according to gender and type of sports. On the other hand, it can also be said that positive and productive coach-athlete relationships have a positive effect on their aggression levels.