A Case Study of Interpersonal Emotion Regulation Within a Varsity Volleyball Team

Palmateer, Tess; Tamminen, Katherine A.

doi:10.1080/10413200.2017.1367335

Cited by 18 publications

(7 citation statements)

References 33 publications

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“…It is very likely that ordered thought and self-regulation sensations are the best strategies for psychological responses under pressure (Laborde et al, 2018). In team sports, this relationship has also been found in studies on rugby players (Gherghişan, 2015), volleyball players (Palmateer, 2016), and football players (Gouttebarge et al, 2015b). Thus, dysfunctional perfectionism responses showed positive relationships with dysfunctional impulsiveness and inverse relationships with functional impulsiveness in all sports modalities.…”

Section: Discussionmentioning

confidence: 54%

Impulsiveness and Cognitive Patterns. Understanding the Perfectionistic Responses in Spanish Competitive Junior Athletes

2019

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Introduction High performance sport requires that the athletes maintain a constant intensity and control of their personal resources, as well as a balance between self-regulation and performance. Likely, such requirements involve the influence of their beliefs regarding the tasks to be performed to improve the confidence in their own resources to face the competition. Theoretical arguments provide new insights for understanding multidimensional perfectionism and its relationships with other variables such as affective experiences, among others. In this study, perfectionism was conceptualized as a “stable personality disposition,” whereas the impulsiveness components were defined as “representing psychological mechanisms (or processes)” underlying the relationships between perfectionism and athletic experiences. Aim This study aims to establish and show profiles of perfectionist beliefs and impulsive responses according to sport modality and the relationships between all these variables. Team athletes were expected to show more functional resources than those in combat or endurance sports. Methods The psychological responses of 487 athletes (273 boys; 214 girls) practicing high-performance sport were examined. A non-randomized, cross-sectional design was used. Self-reports were used to measure impulsiveness, perfectionism and competence self-perceptions. Results Athletes with functional responses of impulsivity and perfectionism showed higher perceived self-competence. Athletes with more reflective thoughts, more careful planning and generally less sensitive to rewards and behaviors were more self-regulated and planned (functional impulsivity) and showed more moderate relationships between the most dysfunctional perfectionist beliefs and self-competence. In addition, perfectionism seems to be useful to the striver athletes that want to be the best, and they are focused on and committed to future goals and performance and self-improvement. It is important for coaches and athletes to understand how the processes of self-regulation (impulsivity) and self-knowledge (perfectionism) could be formed to try to offer better opportunities for building psychological resources that enhance high-performance mental abilities.

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Section: Discussionmentioning

confidence: 54%

Impulsiveness and Cognitive Patterns. Understanding the Perfectionistic Responses in Spanish Competitive Junior Athletes

2019

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“…Besides managing their emotional expressions, successful coaches may engage in other interpersonal emotion regulation strategies (Friesen, Lane et al, 2013b;Niven, Totterdell, & Holman, 2009;Zaki & Williams, 2013) to evoke emotions in players that will help them perform well. Thus far, interpersonal emotion regulation in sports has been investigated mostly at the athlete-to-athlete level (Campo et al, 2017;Palmateer & Tamminen, 2018;Wolf et al, 2018), without considering the role of the coach. Our data highlight the important role of the coach as a manager of players' emotions.…”

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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“…Findings from other studies have highlighted the part that ego involvement and personal objectives can play in maximizing effective interpersonal management during team competition [33]. In addition, athlete roles and interpersonal factors have also been shown to influence interpersonal emotion regulation [34]. Most of the research on emotion regulation has ignored aspects pertaining to situational circumstances and individual variances [35].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Socio-Emotional Competencies as a Key Dimension for Sustainability in Colombian Elite Athletes

Marín-González,

Portela-Pino,

Fuentes-García

et al. 2024

Sustainability

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Socio-emotional, cognitive, and behavioral learning are emphasized by UNESCO as being essential to the advancement of sustainability. Sports are big events that have a big social, economic, and environmental impact. This study examined the socio-emotional competitiveness of elite Colombian Olympic and Paralympic athletes in relation to their academic background, gender, age, sport type, and modality. Methods: Colombian elite athletes who were members of the “Support to the Excellence Coldeportes Athlete” participated in the study. The total population studied included 334 Colombian elite athletes: mean age 27.10 ± 6.57 years old with 13.66 ± 6.37 years practicing his/her sports modality. The socio-emotional competencies of the participants were assessed using the Socio-emotional Competencies Scale (SECS). Results: In the areas of conflict resolution, emotional control, self-awareness, and interpersonal regulation, men performed better than women. Athletes under 25 years old showed more self-consciousness. Sports, whether individual or team, did not differ. Higher levels of drive, self-awareness, cooperation, and emotional control were displayed by Paralympians. Athletes with a university education demonstrated more drive, self-awareness, empathy, and collaboration. Every competency showed a favorable correlation. Conclusion: Tailored interventions aimed at enhancing socio-emotional functioning are essential for sustainability and should consider variations in gender, age, level of education, and handicap status. The article aims to facilitate and optimize the creation of specific programs to help Olympic and Paralympic athletes in their preparation through socio-emotional competences.

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A Case Study of Interpersonal Emotion Regulation Within a Varsity Volleyball Team

Cited by 18 publications

References 33 publications

Impulsiveness and Cognitive Patterns. Understanding the Perfectionistic Responses in Spanish Competitive Junior Athletes

Impulsiveness and Cognitive Patterns. Understanding the Perfectionistic Responses in Spanish Competitive Junior Athletes

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

Analysis of Socio-Emotional Competencies as a Key Dimension for Sustainability in Colombian Elite Athletes

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