ANALYSIS OF THE RELATIONSHIP BETWEEN STYLES OF COPING WITH STRESS AND EMOTIONAL INTELLIGENCE IN VOLLEYBALL COACHES

Abstract

INTRODUCTION:Emotional intelligence is a type of intelligence that is used to express emotions of understanding and coping with emotions. From this view, emotional intelligence may be said to be effective in many things, from decision-making mechanisms to school success, from conflict resolution to coping with stress. Self-awareness refers to the person's ability to recognize and understand their own emotions and has a critical prescription for emotional intelligence. Beyond knowing emotions, it also involves being aware of how one's behaviour will affect other people's feelings. In order to increase self-awareness, one should follow his/her reactions and emotional changes to different situations and make them meaningful for themselves. One needs to understand how to control his/her emotions and to control emotions in order to have emotional intelligence, as well as to understand their emotions and how they affect others. We just have to find the right time, place and way of expressing our feelings. The appropriateness of expressing our behaviour and emotions is essentially what is sought in self-regulation.Communicating well with other people is another requirement of emotional intelligence. We must articulate our everyday life in the same way that we convey these feelings in the correct way. The most important social skills include active listening, verbal communication skills, nonverbal communication skills, leadership and persuasion skills. In addition, empathy, the ability to understand how other people feel about situations, is critical for emotional intelligence. However, it is not enough to understand how the other person feels, even, the reactions we give to that person must also be appropriate to his emotional state.Inner motivation also plays important role in emotional intelligence. Those with high inner motivation set goals, strive for their goals, and always look for new ways to do better, so they enrich their inner world. All these features regarding Emotional Intelligence (EI) are of great importance for coping with stressLITERATURE REVIEW:sEmotional intelligence (EI) is a new concept based on the tradition of multiple intelligences. It is argued to have traced back to the work of Thorndike (1920) who introduced the concept of Social Intelligence in his Multi-Factor theory of intelligence. Gardener's (1983) model of Multiple Intelligences includes two components of EI, namely interpersonal intelligence and intrapersonal intelligence. There are three approaches to EI that guide understanding in the current EI research. First, Coleman 1998, postulated that EI includes traits, such as motivation, optimism, adaptability, and warmth, which can predict success in human relations, work and life in general (Jihan, Alumran, & Leena, 2008).Second, (Mayer & Salovey, 1997) and Salovey (1997) have defined emotional intelligence by the specific competencies it encompasses, organizing skills in perceiving emotions, facilitating thought, understanding emotions, and managing emotions. The emotional intelligence indicates the knowledge about emotions and how this knowledge influences interpersonal relationship, and on the other hand, evaluation and emotional expression in a suitable and competence mood are as indicator of the ability to recognition (Lyusin, 2006). Third, Bar-On (1997a) proposed a personality or mixed model of EI, which most directly suggests EI to be important in coping with stress. He defined EI as an array of emotional, personal, and social abilities and skills that enable individual to cope effectively with environmental demands and pressures (Jihan, Alumran, & Leena, 2008). (Kayalar & Guler An, 2016) argued in their research that creating interactive environment, integrating strong emotional connections, and being aware of internal and external attention for the training process seemed to be a success in training environment.(Mayer & Salovey, 1997) developed the ability conception of EI, which has four branches: perception/appraisal, emotional facilitation of thinking, understanding/analysing emotion, and regulation. …