INTRODUCTION: The relationship that develops between a coach and an athlete has an important role. Jowett and colleagues in the recent years have explored this dyadic relationship as a condition where, thoughts, emotions, and behaviors influence both parts and consequently the success of the dyad. It is through this relationship that the athlete matures psychosocially and athletically. However, our knowledge on factors that influence this relationship is still theoretical and empirical. According to Mondello and Janelle (2001) coaches appear to differentiate their behaviors based on the athlete's gender, while coaching behaviors influence athletic performance and results. The purpose of this study was to explore potential differences between female and male Greek alpine ski athletes on the relationship they develop with their male coaches with regard to the constructs of closeness, commitment, and complementarity as these three appear to determine the dynamics and the quality of the dyadic relationship. METHOD: The participants were 62 athletes (29 male and 33 female, Mage - 18.4+1.7) and six male coaches (Mage = 34+5.6) of alpine ski teams in Northern Greece. The participating coaches and athletes had been working together between 2 and 7.7 years. Of the athletes, 48% had participated in FIS races and 70% had finished in places 1 to 3 at National Championships. The coaches' ski racing experience ranged from the FIS level to Olympic Games. The Greek version of the Coach-Athlete Relationship Questionnaire (GrCART-Q) by Jowett and Ntoumanis (2003) was used to examine the three dimensions of the coach-athlete relationship. RESULTS: 7-tests for independent samples revealed a significantly lower total score for female athletes' than male athletes' estimation of the relationship based on the athletes' questionnaire and a significantly lower total score for female athletes than male athletes based on the coaches' questionnaire (p < .01). Furthermore, MANOVAs showed significant differences in both athletes' and coaches' estimations on the three dimensions of the relationship (p < ,01). DISCUSSION: In general the results revealed a positive estimation of the coach-athlete relationship for both male and female athletes based on Jowett's scoring suggestions. However, male athletes estimated higher their closeness, commitment, and complementarity with the coaches than the female athletes did. From the coaches' side, they also did rate higher the three dimensions of the relationship with male athletes than they did for female athletes. It appears that gender does play a role, yet psychosocial factors have to be taken in consideration. CONCLUSION: The psychosocial perspectives of the coach-athlete relationship dimensions should occupy first and foremost and coaches and coaching education programs where, gender-appropriate coaching approaches ought to be discussed aiming to enhance the effectiveness of this important dyadic relationship.
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