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

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.

The Relationship Between Autonomy-supporting Coaching and Interruption Intention: Verification of the Mediating Effect of Emotional Intelligence

“…35 In addition, EI had a significant negative effect (−) on interruption intention. Research 36 showed that EI has a significant negative effect (−) on behavioral patterns, thus indirectly supporting this study. Although the lack of the direct validation of the relation between EI and interruption intention limits comparison and analysis in previous studies, this study suggests that EI is an antecedent to persistent participation in sports and thus reduces the desire of interruption intention.…”

The Effects of Combined Verbal Encouragement and Technical Instruction on Technical Skills and Psychophysiological Responses During Small-Sided Handball Games Exercise in Physical Education

“…The current results were in disagreement with Brandes and Elvers (2017) who reported a decrease in physical load levels with the use of technical instructions during small-sided games, even if the RPE increased. These differences could be due to the coaches' behavior (Foulds et al, 2019), coach encouragement (Teques et al, 2019;Díaz-García et al, 2021), technical information processes (Trigueros et al, 2019), and players' satisfaction (García-Calvo et al, 2014). Another reason for the higher increased RPE in the technical instruction than the combined condition in set 2 may be due to improved passing scores and, therefore, more physical fatigue.…”

Como avaliar a comunicação de treinadores e treinadoras de futebol?

“…Em contrapartida, a reatividade foi utilizada referente às informações emitidas em resposta ao comportamento dos atletas, levando em conta que poderia ser uma ação desejada ou um erro. Estudos realizados no contexto do futebol já aplicaram este instrumento e não precisaram fazer adaptações do instrumento original (Marques et al, 2015;Teques et al, 2019).…”