Based on theory and research on athlete motivation and sport cohesion, this study examined the concurrent association of perceived coach and peer motivational climates with team cohesion among female adolescent athletes. Participants (N = 235) included 14- to 18-year-old competitive volleyball players who completed self-report measures of motivational climates and team cohesion in the latter part of the season. Canonical correlation analysis revealed that all coach and peer task-involving dimensions were positively related, and peer intra-team conflict (ego-involving dimension) was negatively related, to team cohesion. Task-involving dimensions of coach cooperative learning and peer effort and relatedness support contributed most strongly to the relationship as did task cohesion. Multiple regression analyses showed that elements of both coach and peer climates were related to task and social cohesion. Findings extend past research by simultaneously examining coaches and peers as social sources of team cohesion among female adolescent athletes. Specific strategies are offered for how coaches can enhance team cohesiveness by directly shaping a task-involving climate, minimizing an ego-involving climate, and fostering a teammate task-involving climate that promotes positive peer interactions and relationships.

基于对运动员动机和运动凝聚力的理论和研究，本研究考察了青少年女运动员感知的教练和同伴动机环境与团队凝聚力的同时关联。参加人数 = 235）包括14至18岁的排球运动员，他们在赛季后半段完成了自我报告的动机气候和团队凝聚力测量。典型的相关分析表明，所有教练和同伴参与任务的维度与团队凝聚力均呈正相关，同伴团队内部冲突（自我参与的维度）呈负相关。教练合作学习，同伴努力和相关性支持中涉及任务的维度对工作关系的贡献最大，任务凝聚力也是如此。多元回归分析表明，教练和同伴气候的要素都与任务和社会凝聚力。研究结果通过同时检查教练和同龄人作为女性青少年运动员团队凝聚力的社会来源而扩展了以往的研究。针对教练如何通过直接塑造与任务相关的氛围，最小化与自我相关的氛围以及促进队友与任务相关的氛围，从而促进团队之间积极的互动和关系，提高教练团队凝聚力的具体策略。