1. Damon Burton University of Idaho

2.  physical and mental well being  group cohesion  group satisfaction  leadership  team performance

3.  Social support has been successfully employed in several types of nonsport interventions, including:  reducing stress  combating burnout  enhancing feelings of well-being  helping at-risk families cope more effectively  reducing loneliness  providing support for rural residents with AIDS

4. a ssisting someone in completing a task with information or resources.  Tangible -- a ssisting someone in completing a task with information or resources.  Informational -- t elling someone they are part of a system that emphasizes communication and mutual obligation.  Emotional -- providing a person with understanding and comfort

5. 1. Listening support – listening without giving advice or being judgmental 2. Emotional support -- providing comfort and caring and letting the recipient know that you are on their side 3. Emotional challenge -- c hallenging the recipient to evaluate his or her attitudes, values, and feelings

6. 4. Reality confirmation support -- confirming the recipient’s perspective of the world  Best when it comes from a similar person with like-minded views 5. Task appreciation support -- acknowledging the recipient’s efforts and expressing appreciation for the work being done 6. Task challenge support -- challenging the recipient’s way of thinking about a task or activity in order to stretch, motivate, and lead the recipient to greater creativity, excitement, and involvement

7. 7. Tangible assistance support -- providing the recipient with either financial assistance, products, and/or gifts. 8. Personal assistance support -- providing services or help, such as running an errand or driving the recipient somewhere. Note: The recipient’s perspective is the most important criteria in judging social support. important criteria in judging social support.

8.  Form three heterogeneous groups. 1. Identify which social support category, or what combinations of categories, your designated forms of social support would fall. 2. Provide two sport-specific examples for each of your designated forms of social support. 3. Provide 1 or 2 specific examples of how you could increase the availability and effectiveness of each designated social support type – listening support, emotional support, and emotional challenge support  Group 1 – listening support, emotional support, and emotional challenge support – reality confirmation support, task appreciation support, and task challenge support  Group 2 – reality confirmation support, task appreciation support, and task challenge support – tangible assistance support, and personal assistance support  Group 3 – tangible assistance support, and personal assistance support

9. RECIPIENT PROVIDER INTERACTIONAL EXCHANGE PROCESSOUTCOME

10.  gender  positive self-image  perceived effective interpersonal skills  high self-efficacy  low levels of anxiety  positive expectations about interactions with others

11.  Expertise, knowledge, and experience will influence how social support is received  Task-related support provided by coach versus a less informed family member  Task appreciation support or emotional support?  Match the given support to the needs of the recipient in order to increase social support effectiveness  Requires an awareness of the recipient’s social support network

12.  Very similar to the communication process  Breakdowns in social support can occur anywhere during this exchange process, similar to breakdowns in the communication process

13. Individual Level  physical and mental well-being  loneliness  life stress  burnout  injury???  Reality confirmation support Team Level  improved quality of relationships  increased task-related activity (e.g., performance)  increased team adaptability to adversity  greater social support network between team members and coaches

14.  NCAA Division 1 Coaches  Perceived as providing…  task challenge, task appreciation, and emotional challenge  Perceived as not providing…  reality confirmation, listening support, and emotional support

15.  NCAA Division 1 Teammates  Perceived as providing…  task challenge support and reality confirmation support  Perceived as partially providing…  listening support, and emotional support  Friends  Perceived as providing…  listening support and emotional support

16.  Social support is much broader in its application than most sport personnel assume.  Social support needs to be incorporated into the working context of sport personnel.  Athletes need to be encouraged to seek social support from a wider variety of individuals capable of providing one or more forms of support.  Social support comes from both individuals and the environment in which the athletes interacts – the setting makes a difference.  Support providers communicate several types of support simultaneously when interacting with athletes.

17.  Review Rosenfeld and Richman (1997) for category-specific enhancement strategies