The Value of Emotional Intelligence for High Performance Coaching: A Response to Commentaries

Abstract

Sport coaching is largely a social activity, whereby the relationship between coach-support staff/team/athlete contributes not only to excellence on game day, but to a performance culture outside of formal competition that supports consistent high performance. How a coach might lead and manage this coaching process might be aptly summarised by the quote, “Leadership is a relationship between those who aspire to lead, and those who choose to follow,”. At the heart of coach-follower relationships, are emotional bonds, connections of trust, and interpersonal expertise, such as understanding what, why, and how a coach (i.e., a sports leader) might get the best from those who choose to follow/produce high performance. Whether a coach: a) has the emotional intelligence (EI: or emotional expertise/soft skills) to build quality relationships; and b) understands contexts/situations in which to appropriately apply the requisite skills; may differentiate between optimal and suboptimal performance in competition. The overarching theme in all commentaries demonstrates the perceived value EI (or emotional expertise, soft skills) contributes to how high-performance coaches might lead and manage effectively. Our article aimed to facilitate a scholarly discussion to clarify whether the soft skill of EI could enhance a high-performance coach’s leadership. We would like to thank all experts for contributing their insights into this symposium, which supports the view that: a) sport coaching is more than just the instruction of skills and drills; b) EI abilities can contribute to enabling a coach to get the best from his staff/team/athletes; and c) given the usefulness of EI, it would seem worthwhile to ensure coach education/accreditation does not marginalise the development of this important skill. Additionally, as the responsibility of athlete development is often placed upon a coach’s shoulders, coach education/accreditation should be partially responsible for adequately training/developing a multi-skilled coach (i.e., development of EI, leadership abilities, and not just technical expertise), rather than coaches serendipitously developing these skills informally (i.e., via trial and error) without guidance. This reality is echoed with highperformance coaches within the Australian Football League1, who are not formally trained in leadership. Moreover, if we desire our athletes to be emotionally and socially skilled (which can subsequently enhance performance via improved team dynamics, motivation, communication, conflict resolution), and to be leaders/role models on and off the field, it would seem logical that a coach’s behaviours and the culture/climate/environment they establish serves as a relevant and influential learning source. Several themes emerged from the commentaries. These included: a) EI conceptualisation and research; b) self-awareness; c) empathy; and d) emotional contagion. Each theme will be directly addressed and concluded with suggestions to progress the discussion.