Document Type

Thesis - Open Access

Award Date

2026

Degree Name

Master of Arts (MA)

Department / School

Communication and Journalism

First Advisor

Erica Summerfield

Abstract

Communication satisfaction is vital for the motivation, retention, and interpersonal success of collegiate student-athletes. While coaches play a pivotal role in the athletic experience, current literature focuses predominantly on head coaches, leaving a significant gap regarding the influence of assistant coaches. This study utilized Confirmation Theory, comprised of the dual dimensions of acceptance and challenge. The study examined how these communication behaviors impact student-athlete satisfaction at the Division I level. A census was conducted among Division I student-athletes at South Dakota State University using the Coach Confirmation Instrument (CCI) and the Student Communication Satisfaction Scale (SCSS). Quantitative results from multiple linear regression analyses indicated that the assistant coach model was a powerful predictor of satisfaction, explaining 74% of the variance, with "challenge" emerging as the only significant individual predictor. The head coach model explained only 20% of the variance, with neither dimension acting as a significant independent predictor. A paired-samples t-test revealed that student-athletes reported significantly higher communication satisfaction with assistant coaches compared to head coaches. These findings support the critical role assistant coaches play as primary sources of social support and developmental guidance in high-stakes athletic environments. The results suggest that while elite athletes prioritize being pushed toward their potential, the managerial distance of head coaches may necessitate more strategic integration of affirming messages to balance their authority. Practically, these findings can inform coach training programs to enhance athlete motivation, performance, and long-term retention.

Publisher

South Dakota State University

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Rights Statement

In Copyright