Coaches' Emotional Intelligence and Reactive Behaviors in Soccer Matches: Mediating Effects of Coach Efficacy Beliefs.

Pedro Teques,Daniel Duarte,João Viana

doi:10.3389/fpsyg.2019.01629

Pedro Teques, Daniel Duarte + Show 1 more

Open Access

https://doi.org/10.3389/fpsyg.2019.01629

Copy DOI

Abstract

In the last 10 years, emotional intelligence (EI) has become a current issue of research in psychology, and there are indicators to consider that EI should be analyzed to help the coach to behave effectively during competitions. According to Boardley’s (2018) revised model of coaching efficacy, coaches’ EI is predictive of their efficacy beliefs, which, in turn, is predictive of coaching behavior. However, little is known about the mediating effects of coaching efficacy dimensions on the relationships between coach’s EI and reactive behaviors in competitive settings. Thus, the purpose of this study is to examine mediating effects of coaching efficacy dimensions on the relationship between EI and coaches’ reactive behaviors during a game using a multimethod approach. Participants were 258 coaches of youth football players aged 9 to 17 years old. Observations in situ using Coaching Behavior Assessment System (CBAS) were carried on 258 football games during two seasons. At the end of each game, coaches completed the Wong and Law Emotional Intelligence Scale (WLEIS) and the Coaching Efficacy Scale (CES). Structural equation modeling (SEM) analyses revealed that motivation efficacy and character building mediated the relationship between regulation of emotion and positive and negative coaches’ reactions during game. Specifically, motivation efficacy mediated the association between regulation of emotion and positive coaches’ reactions, and the relationship between regulation of emotion and negative coaches’ reactions were mediated by motivation efficacy and character building. In addition, coaching level moderated the relationships between EI, self-efficacy and coaches’ reactive behaviors. Findings of the present study showed that coaching efficacy dimensions (i.e., motivation efficacy and character building) that have the capacity to influence their confidence in ability to affect the psychological mood and positive attitude of athletes, transfer the effects of EI (i.e., regulation of emotion) on coaches’ verbal reactions during a youth soccer game. Specifically, a coach who feels competent to regulate their own emotions would perceive high beliefs of efficacy to motivate and to build character of their athletes, and this insight has an impact on their positive verbal reactions in response to athletes’ performances.

Highlights

Coaches exert an influential role in creating an emotional climate in youth sports (Keegan et al, 2014)
Future studies should analyze these relationships considering a season-long perspective, in order to understand for example how emotional intelligence (EI), dimensions of coaching efficacy, and coaches’ reactive behaviors reciprocally impact each other
The main finding of this study revealed that coach’s motivation efficacy and character building mediated the association between regulation of emotion and positive and negative coaches’ reactions during game

Summary

Introduction

Coaches exert an influential role in creating an emotional climate in youth sports (Keegan et al, 2014) This emotional climate can be provided by several coaches’ psychosocial characteristics, such as leadership styles (e.g., Price and Weiss, 2012), goal orientations (e.g., Smith et al, 2009), expectations (e.g., Coatsworth and Conroy, 2009) and coaching behaviors in competitive settings (e.g., Cumming et al, 2006). Smith and Smoll (1997) suggested some practical guidelines for the behavior of youth coaches, including the use of a positive coaching approach This includes the systematic use of reinforcement in response to athletes’ effort, encouragement after failures and technical instruction given in a positive way. A negative approach based on different forms of punishment (verbal or non-verbal) to eliminate inappropriate behavior or attitudes are associated with athletes’ anxiety and motivational climate, as well as being able to provoke conflicts of interpersonal nature with the coaches (e.g., Smith et al, 2007)

Objectives

Results

Discussion

Conclusion