Adopting Evaluative Conditioning to Improve Coach-Athlete Relationships.

In the emotion dimension, the main effect of testing time was significant, F (3, 147)=3.958, p =0.009, η p 2 =0.075, and the Testing Time × Intervention Status interaction approached significant, F (3, 147)=2.378, p =0.072, η p 2 =0.046, suggesting that the emotion dimension may be relatively sensitive to the EC intervention.

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Athlete 1 exhibited continuous increase in the happiness rating for one EC coach while the happiness rating for the other two coaches fluctuated in an increasing trend ( Figure 2A ); meanwhile, the anger ratings for the three coaches fluctuated in a decreasing trend ( Figure 2B ).

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