Electronic Theses and Dissertations



Document Type


Degree Name

Doctor of Education


Instruction & Curriculum Leadership

Committee Chair

Laura Casey

Committee Member

Luann L Davis

Committee Member

William Hunter

Committee Member

Kelly Simonton


Current literature demonstrates that coaches must assist athletes beyond motor-development to ensure their psychological well-being and promote personal/social growth. This analysis entailed two studies, and both utilized a mixed methods approach to explore youth coaching climates and techniques and perceptions of personal and emotional growth from athletes with and without dyslexia. Study one explored general student-athlete population of four youth soccer teams (two male teams, two female teams) and the relationships between the coaching climate and their social and emotional outcomes in the sport. Results showed that sporting experiences and motivational climate created by the coaches can have tremendous impact on students physical, social, and psychological growth. Also, the results showed the importance of utilizing a humanistic approach to coaching in addition to developing task-mastery climate as an intentional way to influence non-sport related youth outcomes. Also, the results showed that the coaches’ character and behavior can impact athlete’s perceptions of personal and social development. However, the results also indicated a distinction between boys and girls recognition of coach and team relationship, and that male and female teams held different personal/social/emotional priorities. Study two explored the relationships between youth athletes’ with dyslexia and their perceptions of their coaches, coaching climates, and their report of personal/social development. This study targeted athlete emotional experiences when in sport and the coaching behaviors they perceived to accommodate (or failed to do so) their disability and their personal development. This study hoped to identify help for coaches that work with these students to integrate psychological skills (leadership, positive aspirations, goal setting, self-awareness, visualization, etc.) in their coaching practice. This research also unveiled that student athletes with dyslexia generally speaking, did not understand what was going on and that they would rather not say anything and look incompetent in front of their friends and coaches, instead of asking for help or clarification. Results showed that sporting experiences can have impact on these athletes social, physical, and psychological growth. This study’s results also exposed that the psychological, emotional, and motivational aspects of youth-athletes’ with dyslexia development can be encouraged through the motivational climate created by the coaches.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.


Open access