Coach–Athlete Perceived Congruence Between Actual and Desired Emotions in Karate Competition and Training

Friesen, Andrew P.; Lane, Andrew M.; Galloway, Shaun; Stanley, Damian M.; Nevill, Alan M.; Ruiz, Montse C.

doi:10.1080/10413200.2017.1388302

Cited by 15 publications

(14 citation statements)

References 40 publications

(53 reference statements)

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“…Anxiety is a sensation of uneasiness and worry, typically generalized and unfocused as an overreaction to a condition that is only subjectively seen as intimidating (Brandt et al, 2018;Tahtinen and Kristjansdottir, 2018). This feeling has been an essential concept for sports psychology and has demanded intensive investigation in combat sports for its effects on championship performance in karate (Friesen et al, 2018), judo (Matsumoto et al, 2000;Interdonato et al, 2013), kendo (Usui et al, 2018), jiu-jitsu (Andreato et al, 2014), taekwondo (Maloney et al, 2018), and wrestling (Bawa, 2010). Despite such wellknown concern, martial arts and combat sports practices that originally bring philosophical aspects are supposed to assist practitioners in self-control, an aspect of inhibitory control, as the ability to regulate one's emotions, thoughts, and behavior in the face of anxieties and impulses.…”

Section: Introductionmentioning

confidence: 99%

Anxiety and Emotional Intelligence: Comparisons Between Combat Sports, Gender and Levels Using the Trait Meta-Mood Scale and the Inventory of Situations and Anxiety Response

et al. 2020

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The present study compared emotional intelligence and anxiety between six combat sports of lower, intermediate and high-level female and male athletes. The sample was composed by 444 athletes (age: 24.7 ± 8.8 years, body mass: 72.4 ± 12.1 kg, height: 1.82 ± 0.3 m, and practice time: 13.1 ± 7.4 years) separated by sex (male n = 273, female n = 171) from different combat sports (jiu-jitsu n = 142, judo n = 137, karate n = 57, kendo n = 63, taekwondo n = 25, and freestyle wrestling n = 20) of three levels (high-level n = 57, intermediate n = 137 and low-level n = 142). Inventory of situations and anxiety response (ISRA) provided an independent evaluation for the three systems: cognitive, motor and physiological, as well as a total with four factors of analysis (anxiety before the evaluation, interpersonal, phobic and before habitual, and daily situations). Trait Meta-Mood Scale (TMMS-24) verified emotional intelligence scales. Descriptive results are demonstrated by percentage or median (first quartile Q1; third quartile Q3), Kruskal-Wallis and Mann-Whitney tests were conducted to compare groups, p ≤ 0.05. The main results demonstrated 10% more total anxiety for wrestling and judo compared to the other groups (p ≤ 0.05). Female athletes showed 15% more anxiety than men, while emotional attention demonstrated 10% better results for women. Significant differences were observed between high-versus low-level athletes in the total anxiety with 85 (44; 143) versus 122 (69; 186) of ISRA index and emotional repair with 30 (25; 34) versus 27 (22; 32) of TMMS-24 index. Emotional intelligence seems to be higher in female and in higher level, while anxiety appears to be prevalent in judo and wrestling, low-level and in female athletes. These outcomes provide support for the hypothesis that emotional abilities are an important contributor to emotional intelligence, particularly differentiating high level athletes than other levels. Results can be incorporated into strategies for reducing anxiety and improving emotional intelligence, considering particularities of gender and level groups.

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Section: Introductionmentioning

confidence: 99%

Anxiety and Emotional Intelligence: Comparisons Between Combat Sports, Gender and Levels Using the Trait Meta-Mood Scale and the Inventory of Situations and Anxiety Response

et al. 2020

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“…More specifically, the pattern of responses observed in the measurement of biomarkers of stress (i.e., changes in salivary cortisol concentration) may suggest that athletes reporting a positive perception of their coach-athlete relationship perceived the physical and cognitive tests as being less stressful. Research examining coach-athlete emotion congruence suggests that athletes' perceptions of optimal performance are associated with emotional states that align with desired emotional states often derived from interactions with coaches (Friesen et al, 2017); coach-athlete relationship quality can be enhanced by a coach's use of effective interpersonal emotion regulation strategies .…”

Section: Discussionmentioning

confidence: 99%

The role of coach-athlete relationship quality in team sport athletes’ psychophysiological exhaustion: implications for physical and cognitive performance

Davis

Appleby

Davis

et al. 2018

Journal of Sports Sciences

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The present study aimed to examine associations between the quality of the coach-athlete relationship and athlete exhaustion by assessing physiological and cognitive consequences. Male and female athletes (N = 82) representing seven teams across four different sports, participated in a quasi-experimental study measuring physical performance on a 5-meter multiple shuttle test, followed by a Stroop test to assess cognitive performance. Participants provided saliva samples measuring cortisol as a biomarker of acute stress response and completed questionnaires measuring exhaustion, and coach-athlete relationship quality. Structural equation modelling revealed a positive relationship between the quality of the coach-athlete relationship and Stroop performance, and negative relationships between the quality of the coach-athlete relationship and cortisol responses to high-intensity exercise, cognitive testing, and exhaustion. The study supports previous research on socio-cognitive correlates of athlete exhaustion by highlighting associations with the quality of the coach-athlete relationship.

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“…Our data highlight the important role of the coach as a manager of players' emotions. To effectively influence players by means of interpersonal emotion regulation, coaches must know which emotions are (individually) conducive to sports performance (Friesen et al, 2018) as well as be able to manage players' emotions during their speeches or through other means, such as playing emotionally evocative music prior to a game (Netzer, Van Kleef, & Tamir, 2015).…”

Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

Emotional games: How coaches' emotional expressions shape players' emotions, inferences, and team performance

Kleef¹,

Cheshin

Koning³

et al. 2019

Psychology of Sport and Exercise

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Sports games are inherently emotional situations. Although a plethora of research has investigated how athletes' emotions influence their own performance, scant attention has been paid to how one person's emotional expressions influence others in the sports context. In particular, it remains unclear whether and how sports coaches' emotional expressions influence players. Drawing on emotions as social information (EASI) theory, we examined how coaches' emotional expressions influence players' affect, cognition, and behavior. Design: We conducted two multi-level, multi-source field studies of sports coaches and players engaged in competitive team sports. Study 1 had a cross-sectional research design, and Study 2 had a cross-lagged design involving three measurement points (before, during, and after the game). Method: Study 1 was set in the context of baseball/softball, and study 2 in the context of soccer. In both studies, coaches reported on their emotional expressions, players reported on their experienced emotions and inferences regarding team performance, and the team's actual performance was recorded. Results: Coaches' expressions of happiness and anger predicted (1) players' experiences of happiness and anger, (2) players' inferences about the quality of their performance, and (3) objective team performance outcomes. Regarding team performance, results indicated that coaches' expressions of happiness were conducive to team performance, whereas expressions of anger were not. Conclusions: The current results provide first-time quantitative evidence for the beneficial effects of coaches' positive emotional expressions on sports performance. The findings support key tenets of EASI theory and have implications for the broader literature on coaching and leadership.

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Coach–Athlete Perceived Congruence Between Actual and Desired Emotions in Karate Competition and Training

Cited by 15 publications

References 40 publications

Anxiety and Emotional Intelligence: Comparisons Between Combat Sports, Gender and Levels Using the Trait Meta-Mood Scale and the Inventory of Situations and Anxiety Response

Anxiety and Emotional Intelligence: Comparisons Between Combat Sports, Gender and Levels Using the Trait Meta-Mood Scale and the Inventory of Situations and Anxiety Response

The role of coach-athlete relationship quality in team sport athletes’ psychophysiological exhaustion: implications for physical and cognitive performance

Emotional games: How coaches' emotional expressions shape players' emotions, inferences, and team performance

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