Examining relationships between emotional intelligence and coaching efficacy

Thelwell, Richard C.; Lane, Andrew M.; Weston, Neil; Greenlees, Iain A.

doi:10.1080/1612197x.2008.9671863

Cited by 83 publications

(58 citation statements)

References 31 publications

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“…Recent research has revealed that emotional intelligence has a significant relationship with both team cohesion (e.g., Smith et al, 2013) and performance in sport (e.g., Crombie, Lombard, & Noakes, 2009;Perlini & Halverson, 2006;Zizzi, Deaner, & Hirschhorn, 2003). Furthermore, there is evidence that emotional intelligence has a meaningful relationship with coaching efficacy (e.g., Thelwell, Lane, Weston, & Greenlees, 2008), and that emotionally intelligent coaching is a legitimate area of coach development (Chan & Mallett, 2011). Finally, it would appear that these emotionally intelligent coaches were focused to some extent on the character-building aspect of coaching efficacy with their better people focus (Collins, Gould, Lauer, & Chung, 2009;Feltz et al, 1999;Thelwell et al, 2008).…”

Section: Emotional Intelligence and Character-buildingmentioning

confidence: 99%

“…Furthermore, there is evidence that emotional intelligence has a meaningful relationship with coaching efficacy (e.g., Thelwell, Lane, Weston, & Greenlees, 2008), and that emotionally intelligent coaching is a legitimate area of coach development (Chan & Mallett, 2011). Finally, it would appear that these emotionally intelligent coaches were focused to some extent on the character-building aspect of coaching efficacy with their better people focus (Collins, Gould, Lauer, & Chung, 2009;Feltz et al, 1999;Thelwell et al, 2008). Character-building efficacy refers to the confidence coaches have in their ability to influence the personal development of their athletes (Feltz et al, 1999).…”

Section: Emotional Intelligence and Character-buildingmentioning

confidence: 99%

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A Case Study of Excellence in Elite Sport: Motivational Climate in a World Champion Team

Hodge

Henry

Smith

2014

The Sport Psychologist

108

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This case study focused on the New Zealand All Blacks rugby team during the period from 2004 to 2011, when Graham Henry (head coach) and Wayne Smith (assistant coach) coached and managed the team. More specifically, this case study examined the motivational climate created by this coaching group that culminated in winning the Rugby World Cup in 2011. In-depth interviews were completed with Henry and Smith in March 2012. A collaborative thematic content analysis revealed eight themes, regarding motivational issues and the motivational climate for the 2004–2011 All Blacks team: (i) critical turning point, (ii) flexible and evolving, (iii) dual-management model, (iv) “Better People Make Better All Blacks,” (v) responsibility, (vi) leadership, (vii) expectation of excellence, and (viii) team cohesion. These findings are discussed in light of autonomy-supportive coaching, emotionally intelligent coaching, and transformational leadership. Finally, practical recommendations are offered for coaches of elite sports teams.

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Section: Emotional Intelligence and Character-buildingmentioning

confidence: 99%

Section: Emotional Intelligence and Character-buildingmentioning

confidence: 99%

A Case Study of Excellence in Elite Sport: Motivational Climate in a World Champion Team

Hodge

Henry

Smith

2014

The Sport Psychologist

108

View full text Add to dashboard Cite

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“…Given the popularity of emotional intelligence, researchers have explored a number of research avenues to examine its utility (e.g, [5][6][7]). …”

Section: Introductionmentioning

confidence: 99%

An Exploration of Emotional Intelligence in Teaching: Comparison between Practitioners from the United Kingdom & India

Gill¹

2017

JPCPY

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Evidence demonstrates that an increase of emotional intelligence levels leads to work productivity and effectiveness. Within this study, emotional intelligence levels were examined for United Kingdom and Indian teacher practitioners. Teacher practitioners were instructed to complete a self-report measure of emotional intelligence following email contact. Results demonstrate that cross-cultural emotional intelligence scores were moderately high for teacher practitioners of the United Kingdom and India. Further, overall scores demonstrated that female practitioners scored higher in emotional intelligence than male practitioners. In relation to gender differences it was also evidenced that male and female Indian practitioners scored higher in emotional intelligence than those from the United Kingdom. In addition, emotional intelligence data for age identified that maturity and experience led to higher scores. The sub-domain of self-awareness was integral to the relationship between increased emotional intelligence and other associated sub-domains. One limitation of the research resonates to the use of a predominant quantitative design. Future research should focus on adopting a qualitative methodology that would enable greater depth and regression analysis.

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“…Accordingly, in countries where the sporting system is largely or entirely governed by NSOs, such as New Zealand and Australia, emotional intelligence (EI) is a sought-after quality for senior leadership positions (Sport New Zealand, 2015b, p. 19). However, our knowledge of EI in NSO leadership is mostly based on inferences from research with camp leaders (Magyar et al, 2007), team captains (Stough et al, 2009;Voight, 2014) and coaches (Thelwell et al, 2008;Chan and Mallett, 2011;Hwang et al, 2013). It seems therefore that the EI stream of leadership research in business and sports domains had different focus during their emergence.…”

Section: Introductionmentioning

confidence: 99%

Exploring the emotional intelligence of leaders in governance of non-profit sports organizations: A voluntary vs. non-voluntary comparison

Özdinç¹,

Bilir

Özdinç³

2017

HumanSciences

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Research and practice have overlooked the emotional intelligence (EI) of senior leaders in nonprofit organizations. Our research aims to explore and compare the EI capacity of two groups of such leaders; voluntary (i.e., presidents of sport federations) and remunerated (i.e., provincial directors of sports), in the sport governance system of Turkey. The results of a small-scale census revealed that voluntary leaders were older, had more years of sporting experience, and achieved significantly higher EI scores than their paid counterparts. A regression analysis to examine whether age and sporting experience predicted the EI scores returned positive results for age only. A priori and post hoc power analyses assured that results had sufficient power for practically meaningful implications (.95 and .85, respectively). These results suggest that sports-governing non-profit organizations can benefit from some EI training for the development of their leaders, including those younger and with limited sporting experience. We discuss the implications of our findings within the metamorphosis of sports governing bodies from a non-profit organization to a more business-like entity.

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Examining relationships between emotional intelligence and coaching efficacy

Cited by 83 publications

References 31 publications

A Case Study of Excellence in Elite Sport: Motivational Climate in a World Champion Team

A Case Study of Excellence in Elite Sport: Motivational Climate in a World Champion Team

An Exploration of Emotional Intelligence in Teaching: Comparison between Practitioners from the United Kingdom & India

Exploring the emotional intelligence of leaders in governance of non-profit sports organizations: A voluntary vs. non-voluntary comparison

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