---

The purpose of the present investigation was to develop and initial validation of a measure for assessing the athletes perceptions of coaches’ behaviors that promote fairplay behaviors. A three-step procedure was undertaken to develop the questionnaire. In the initial step, the literature review provided theoretical and empirical perspectives on how youth sport coaches can influence athletes’ fairplay behaviors. In step 2, a pool of 191 items worded and content validity was assessed. In the final step, 252 teenage male athletes (age range 14-19; mean age =15.88±1.34 years) who were participating in a variety of team sports (i.e., volleyball, basketball, soccer, futsal) completed a revised 164-item questionnaire. Principal components analyses further reduced the number of items to 30 and suggested a four-factor structure (i.e., modeling, instruction, pressure, and dialogue dimensions). The results revealed that the final 30-item version of the Coaching Fairplay Behaviors Inventory possesses a good psychometric basis with adequate internal consistency and which explain 57.80% of the total variance. Collectively, this study provides a new valid and reliable instrument for assessing the specific mechanisms by which coaches promote fairplay behaviors among teenagers, although more investigations are needed to validate this tool.

---

 This study investigated the relationship between young athletes’ perceptions of their coaches’ achievement goal orientations and the coaches' fair play behaviors. The participants were 318 young athletes (M_age=16.60±4.10years) from basketball and volleyball who volunteered to participate. The participants completed the Perceived Motivational Climate in Sport Questionnaire (assessing task-involving and ego-involving climates) and the Coaching Fair Play Behaviors Inventory (CFBI). The results revealed a negative relationship between perceived task-involving and ego-involving climates. Additionally, a positive correlation was found between coaches’ task orientation and the six CFBI factors (i.e., teaching, modeling, expectations/pressure, reinforcement/reward, communication, and punishment). In contrast, coaches’ ego orientation showed a negative correlation with three CFBI factors (i.e., teaching, modeling, and expectations/pressure). The findings indicate that coaches who integrate teaching, modeling, expectations/pressure, reinforcement/reward, communication, and punishment in their fair play behaviors are more likely to create a task-involving climate within their teams. In contrast, coaches who apply less modeling, teaching, and expectations/pressure tend to cultivate an ego-involving environment. The primary takeaway for coaches is that emphasizing task-involving approaches and fostering a positive, supportive environment can promote sportsmanship, ethical values, and humanistic principles in sports.