Abstract
In spite of the negative effects of anger, coaches are often seen becoming angry during games. This is especially worrying in U18 categories. Thus, the objective of this study was to identify the influence that the coach’s anger has on the performance of a basketball team in competition. For this, an ad hoc observation tool was designed, in which 587 moments of anger from the coaching staff (64 coaches) were recorded in the 24 semi-final and final matches of the Spanish Autonomous Region Team Championships in 2019 and 2020 in the infantil (M = 14 years old) and cadete (M = 16 years old) categories. The results show that, in response to most incidents of coach anger, the performance of the team did not change. Significant differences were identified in some scenarios, with low- or medium-intensity anger targeted at the defence, where the team performance improved. However, anger towards the referee in the last quarter with scores level had a negative influence on the team’s performance.
Highlights
Received: 4 December 2021Basketball is a collective, competitive sport with considerable social impact in Spain, which is why it triggers various emotions among its participants [1]
Significant differences only appear in a scenario with low- or medium-intensity anger aimed at the defence, in which the team’s performance improves
Coaches should be encouraged to train in emotional skills to manage anger with awareness and effectiveness
Summary
Received: 4 December 2021Basketball is a collective, competitive sport with considerable social impact in Spain, which is why it triggers various emotions among its participants [1]. Depending on the significance and intensity, these emotions are expressed quite frequently through aggressive behaviour [2]. This energy caused by emotional impulses sometimes induces a certain activation and desire to improve, and in many other cases blocks, inhibits, paralyses, and leads to feelings of failure, low self-esteem, and negative attitudes [3]. In addition to planning training sessions and leading the team in competitions, coaches need to develop and maintain motivation in athletes, fostering an emotional climate that engages the team and facilitates learning and goals [5,6,7,8]. It has been shown that the teacher’s attitude creates an emotional climate that can facilitate or hinder the achievement of the proposed objectives [9]
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