Emotional intelligence and regulation in coaches: Investigating implications for athlete sporting performance
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Objective: This study was the first to provide insight into emotion regulation in coaches by investigating the effects of emotional intelligence within the conceptual framework of stress and emotion. Design and method: Seven high performance trampoline coaches were interviewed on two incidents from their national level coaching career - one positive and one negative. They were also asked about what they felt they had learnt over the course of their career. Results and conclusions: The findings illuminate the role of emotional intelligence, specifically emotion regulation, on the stress-emotion process of stressor, appraisal, emotion and behaviour (Lazarus, 1999). It was found that the behavioural responses exhibited by coaches were largely consistent irrespective of the nature of the situation (positive/negative), suggesting the use of one or more emotion regulation strategies identified by Gross and Thompson (2007). However, the consistency of behavioural responses made it difficult to determine if a modulated response was more effective in one instance or another. It was also difficult to isolate the effects of a single emotion regulation strategy as it is likely that coaches used a selection in each situation. Emotion regulation has been postulated to develop across the lifetime (Thompson, 1994). From lessons learnt across their careers, coaches highlighted the importance of self awareness and knowing the athlete as an individual. Both of these attributes were observable in recitations of perceived effective coaching. Implications of these findings for coach education are discussed along with suggestions for future research.
- Masters Degrees (Sport) 
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