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EMOTIONAL COMPETENCE OF SPORTS AND NON-SPORTS PERSONNEL: A

COMPARATIVE STUDY

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IJBS Vol. 27: (41-52) (2012) ISSN-0971-3190

EMOTIONAL COMPETENCE OF SPORTS AND NON-

SPORTS PERSONNEL: A COMPARATIVE STUDY.
By

Dr. Shyam Lata Juyal* and Anu Dandona**

Abstract
In recent decades increasing interest has been attracted towards
relationship between emotional intelligence and healthy behaviours and
mental health. The concept of learning emotional competence through sports
has received little attention by researchers. This study explores the emotional
competence of athletes among the sample of 160 participants as an effect of
boarding (80 boarding and 80 day scholars), sports (40 sports and 40 non-
sports) and gender (20 girls and 20 boys) of adolescents sports personnel.
Results interpreted by using descriptive statistics. Findings revealed that
sports personnel are more competent emotionally than non sports
personnel, day scholars showed more competence than the boarders and in
gender, sports boys of day scholars are found to be highly competent
emotionally than the girls of non-sports as well as boarders. Study concludes
that sports play a significant role for enhancing emotional competence of
day scholars boys as compared to participants of its counterparts

Key Words : Emotional Competencies, Sports, Day scholars, Boarders, Gender.

Introduction
The skills learned through play, physical education and sport are fundamental to the
holistic development of young people. Sport actively educates young people about the
importance of certain key values, such as honesty, fair play, respect for self and others, and
adherence to the rules and respect for their importance. It provides a forum for them to learn how
to cope with competition, not only how to lose but also how to win. Sport is a way to build
understanding for the value of common bonds.
Participation in sport can help alleviate depression or anxiety. Physically active people
also often experience enhanced self-confidence and improved self-image. There is also evidence
that participation in sport improves concentration and mental functioning.
Beyond what it contributes to physical, psychological and emotional well-being, sport
also plays a significant role in healthy social development and interaction. Sport helps people
learn how to set and achieve goals through discipline and hard work. It nurtures the development
of decision-making and leadership abilities, while teaching people to manage both success and
failure. People who participate in sport have the opportunity to improve their communication
skills and gain valuable experience in collaboration and teamwork. Sport brings people together
who might not otherwise have a chance to meet and allows them an opportunity to share their
*Associate Professor and Head, Dept. of Psychology
**Research Scholar, Dept. of Psychology, Kanya Gurukul Campus, Gurukul Kangri University, Haridwar.
42 Shyam Lata Juyal & Anu Dandona

experiences and work together toward a common goal. These social skills and experiences are
readily transferable to other aspects of life and may improve a person’s ability to succeed as a
student, employee, community member, or advocate for a particular cause
Sport and physical activity programs can provide an effective vehicle for youth to develop
at a personal, social and emotional level (Morris, Sallybanks, Willis, & Makkai, 2004). Such
personality traits as perfectionism, anger, and over-competitiveness, however, also have the
potential of influencing a young athlete’s sense of self-concept (Vallance, Dunn, & Dunn, 2006)
It has been recently suggested that youth sport has the potential to accomplish three
important objectives in children’s development (Cote & Fraser-Thomas, 2007). First, sport
programs can provide youth with opportunities to be physically active, which in turn can lead to
improved physical health. Second, youth sport programs have long been considered important
to youth’s psychosocial development, providing opportunities to learn important life skills
such as cooperation, discipline, leadership, and self-control. Third, youth sport programs are
critical for the learning of motor skills; these motor skills serve as a foundation for future
national sport stars and recreational adult sport participants.
Sport can be broadly classified into two categories – individual sport versus team sport.
“Team sports, as compared to one-on-one and individual sports, require close cooperation
within the team, and a willingness of the individual player to place himself in a subordinate
position” (de Man & Blais, 1982).
Emotional development in sport can be associated with two phrases in psychology literature
i.e. emotional regulation and emotional competence, emotional regulation can be defined as the
process of adjusting or redirecting emotional response (Spinard, Stiffer, Don élan McCall and
Turner,2004), in order to reach the set goal.
Therefore, the concept of emotional competence may be better defining the objective of
youth sport programming.
Sport has the potential to provide athletes with the opportunities to learn about appropriate
internalization and social integration of their emotions, and interpreting and responding to
others emotions. For example athletes will be dealing with winning and loosing. by learning to
control ones emotions (emotion regulation) during competition, children will benefit from learning
socially acceptable behavior during a myriad sport experiences (emotional competence), including
tryouts, meetings, practice, games, tournaments, team practice or social gathering positive
youth development programs often seek enhance emotional competence through fostering
abilities that help youth in the regulation of their feelings, control of impulses and management
of their stress. Adolescent participation in sports activities reported experiences associated
with learning emotional regulation. Several themes emerged from those learning experiences
including learning to control anger and anxiety, managing stress, preventing emotions from
inhabiting performance standards, and using positive emotions constructively.
The interest in the field of emotional intelligence in sports has risen greatly in the last
couple of years (Lane, et. al., 2010). Recent researchers have traced correlations between emotional
intelligence and the emotions experienced before a successful or an unsuccessful performance
in sports (Lane, et. al., 2010). Lane et al (2010) presented certain results which indicated that the
Emotional Competence of Sports and Non-Sports Personnel: A Comparative Study. 43

emotions which correlated with a successful performance were the feeling of strength, happiness
and calmness, while the emotions associated with poor performance included confusion,
depression and fatigue. Emotional intelligence was in a positive correlation with positive, and in
a negative correlation with negative emotions.
In sport psychology, there is a belief that emotions provide feedback so that individuals
learn to connect specific emotions with success. This idea is in accordance with the suggestions
proposed by Hanin (in Lane, et. al., 2010).
Sportsmanship expresses an aspiration or ethos that the activity will be enjoyed for its
own sake, with proper consideration for fairness, ethics, respect, and a sense of fellowship with
one’s competitors. Being a “good sport” involves being a “good winner” as well as being a
“good loser”. (Lacey, D., 2007)
An emotion is an affective experience that encompasses generalized inner adjustment and
mental and physiological stirred up states in the individual and that shows itself in his overt
behavior.
Emotional competence can lead to improved health through avoiding stress that would
otherwise result from suppressing emotions. It can also lead to improved relationships since
inappropriate emotions are less likely to be expressed and appropriate behavior is not avoided
through fear of triggering some emotion.
Emotional competence as an efficiency to deal effectively with several dissociable but
related processes is blending of five competencies (Coleman, 1970). The different competencies
may be understood as explained here with adequate depth of feeling, adequate expression and
control of emotions, ability to function with emotions, ability to cope with problem emotions and
encouragement of positive emotions.
The aim of this study is to promote sports among adolescents. Adolescence is a sensitive
state for adapting and growing emotions and giving shape of personality. Sports is a key for
opening door to discover both physical and psychological strengths and weaknesses and
promotes responsible behavior, forms character and identity and enhance overall wellbeing of
adolescents. From a purely behavioral perspective, sport and play is a highly functional activity
that can teach us how to adapt and survive in the real world. This includes the development of
leadership skills, respect for authority, competitiveness, cooperativeness, sportsmanship, self-
confidence and experience a range of emotions within a controlled environment.
For this study we took two groups, sports personnel as experimental group and non-
sports personnel were the comparison group. For understanding the true effect of sports on
emotional competence of adolescents, we included the variables: residential status and gender
of participants. The goal of the current study is to learn more to develop emotional competence
through sports and encourage students for participation in sports.
The present study is an attempt to examine the difference between sports and non-sports
personnel of Uttarakhand state with respect to emotional competence of adolescent girls and
boys who residing in boarding and day-schools.
44 Shyam Lata Juyal & Anu Dandona

Objectives
There are three main objectives studied in this paper:
1. To measure the emotional competence of sports and non-sports personnel.
2. To compare emotional competence of sports and non-sports personnel in terms of
residential status.
3. To compare emotional competence of sports and non-sports personnel in terms of
gender.
Sample
Total sample comprised 160 subjects, 80 were sports personnel and 80 non-sports personnel
subjects were included in the sample, among them 40 were boarders and 40 day- scholars
selected from each group. Further, sample bifurcated according to gender (20 girls and 20 boys).
We assigned only team players studying in 11th and 12th standard and represented their institution
at least at district level. Data were collected during competition time from different districts of
Uttrakhand and Uttarpradesh state in India.
Material Used
Emotional Competence Scale
We administered emotional competence scale for assessing emotional competence of
participants. This scale was constructed and standardized by Sharma and Bharadwaj (1996). It
consists 30 items, which measures five competencies by means of 6 items in each competence
namely; Adequate depth of feeling, Adequate expression and control of emotions, Ability to
function with emotions, Ability to cope with problem emotions and Encouragement of positive
emotions. It is Likert type scale having five alternatives to each item allotted a score of 1 to 5
from upper to lower end. High score represents high emotional competence of each aspect. The
reliability of the scale has been derived by employing two methods, viz., test-retest and split-half
method.
Results and Interpretation

We interpreted our results by dividing into three studies on five aspects (ADF, AECE,
AFWE, ACPE, EPE) of emotional competence of the subjects by using Mean, SDs, t test and
ANOVA.

Study 1: Emotional competence of sports and non-sports personnel.

Table-1 clearly showed the significant difference between sports and non-sports personnel
on the aspects of adequate expression and control of emotions (t=2.86, p<0.01), ability to function
with emotions (t=2.32, p<0.05), ability to cope with problem emotions (t=3.01, p<0.01),
encouragement of positive emotions (t=2.45) and total emotional competence (t=3.81, p<0.01).
Mean value indicated that sports personnel are more competent on the foresaid aspects of
Emotional Competence of Sports and Non-Sports Personnel: A Comparative Study. 45

emotional competence than the non-sports personnel. It is signified that sports play a significant
role to develop emotional competence of sports personnel.
Study 2: Emotional Competence of boarders and day-scholars sports and non-sports
personnel.
Table 2(a) indicated significant difference in the emotional competence of those sports and
non-sports personnel who residing in their home. Day scholars sports personnel showed high
mean scores than the non-sports personnel on the adequate depth of feeling (t=2.36, p<0.05),
adequate expression and control of emotions (t=2.01, p<0.05), ability to function with emotions
(t=2.53, p<0.05) aspects and on total emotional competence (t=2.73, p<0.01).
Comparison of sports personnel in terms of residential status (table 2(b)), sports personnel
of day scholars found to be more competent emotionally than the boarders on the aspect of
adequate depth of feeling (t=3.33, p<0.01), ability to function with emotions (t=2.19, p<0.05), and
on total emotional competence (t=2.31, p<0.05). However, non-sports personnel did not show
significant difference on any aspect of emotional competence.
Study 3: Effect of gender on emotional competence of sports and non-sports personnel.
There is no significant difference found between sports and non-sports personnel in terms
of gender on any aspect of emotional competence (Table 3(a)). However, sports personnel girls
and boys possessed higher mean scores than the group of non-sports personnel.
Table 3(b) clearly indicated that boys as far as girls of sports personnel showed significant
difference from the non-sports personnel. Boys of sports personnel showed significant difference
on encouragement of positive emotions (t=2.77, p<0.01) and on total emotional competence
(t=2.42, p<0.05) and possessed high mean value as compare to the boys of non-sports personnel.
Table 3(b) also depicted that girls of sports group possessed higher mean scores and
found significant difference from the girls of non-sport group on the aspects of adequate
expression and control of emotions (t=2.24, p<0.05), ability to function with emotions (t=2.27,
p<0.05), ability to cope with problem emotions (t=2.61, p<0.01) and total emotional competence
(t=3.08, p<0.01).
Table 4 depicted the effect of residential differences between boarders and day-scholars,
types (sports and non sports) and gender on emotional competence and its five dimensions.
Values of F indicate that the boys vs. girls exhibited significant difference on adequate depth of
feeling (F=4.378, p<0.05) and ability to cope with problem emotions (F=4.313, p<0.05) dimension
of emotional competence. Significant F values for interaction effect of school and type clearly
show difference in adequate depth of feeling (F=7.590, p<0.01), ability to function with emotions
(F=7.298, p<0.01), ability to cope with problem emotions (F=3.987, p<0.05) dimension of emotional
competence and total emotional competence (F=6.356, p<0.05) between sports/non-sports persons
of residential/non-residential schools. Interactions between school and gender, type and gender,
school and type and gender show insignificant difference on emotional competence and its
dimensions.
46 Shyam Lata Juyal & Anu Dandona

Discussion of the Results

Results revealed that sports play a positive role for developing emotional competence in
sports personnel (table-1)
The results regarding residential status also draw a picture of parental role. Higher mean
scores possessed by day-scholars’ sports personnel clarified the significant role of parents in
developing emotional competence in sports personnel (table 2(a) and 2(b)).
Gender of sports and non-sports personnel did not find significant difference on the
variable of emotional competence (table 3(a)). However, comparison of sports boys with non-
sports boys and sports girls with non-sports girls found to be significant on the aspect of
encouragement of positive emotions and on total emotional competence for boys, and adequate
expression and control of emotions, ability to function with emotions, ability to cope with
problem emotions aspects and total emotional competence for girls in favor of sports personnel
(table 3(b)).
The findings of this study consisted with the study conducted by Zamanian, et.al. (2011).
They found athletes showed significantly higher stress tolerance, self actualization, emotional
self-awareness, interpersonal relationship, optimism, impulse control, independence and empathy
as compare to non-athletes.
Pasand, F. (2010) suggested in their study regarding emotional intelligence in athletes and
non-athletes that emotional intelligence of athletes enable them more than the non-athletes to
control their emotions and understanding of themselves and others in the successful regulation
of relationship with others.
Steiner, H., Denny, K. and Stemmle, P. (2010) conducted a study on emotional activation
and self-regulation in elite collegiate athletes. They revealed that athletes report lower level of
distress, higher level of self-restraint, repressive defensiveness and denial of distress as compare
to non-athletes.
Results revealed in favor of day-scholars determine that parents play a significant role to
give shape a child’s psychological development through their involvement in their child’s sporting
experience (Coti and Hay, 2002). In fact, sport psychological research has shown that parents
affect young athletes’ motivation and competence, affective responses, and athletic talent
development. Parents knowingly and unknowingly create motivational climate that can have
enduring effects on child. Children also look to parents for information regarding judgments on
ability and decisions about future participatory behavior (Weiss and Ferrer Caja, 2002). In
addition to motivation and competence, parents have been shown to be tremendously influential
in shaping children’s emotional outcomes from sport participation.
Regarding gender, table 3(a) revealed non-significant difference between girls and boys of
sports and non-sports personnel, whereas the higher mean value of sports personnel girls and
boys identified the positive effect of sports on their emotional competence.
Emotional Competence of Sports and Non-Sports Personnel: A Comparative Study. 47

Moreover, comparison of boys of sports personnel and the boys of non-sports personnel
as far as girls of sports with the girls of non-sports showed significant difference in favor of
sports personnel again confirm the effect of sports on emotional competence (table 3(b)).
When looking at the studies from past to present, it is seen that the levels of emotional
competence of females were found to be higher in some studies, and that male levels were found
to be higher in some other studies. The situation may vary depending upon traditional trends,
pattern of society and social roles assigned to each gender with respect to culture.
Ulucan Hakki (2012) reported in his investigation that female athletes have higher emotional
intelligence than the males. Petrides and Furnham (2000) stated that the emotional intelligence
scores of female sports participants were higher than the females of non-participants.
A study conducted by Parveen, N. and Iqbal, Y. (2007) on gender difference of athletes
supported our results. They found that female and male athletes differ significantly on emotional
intelligence that the group of non-athletes.
Conclusion
The conclusions drawn from this study are as follows:
• Sports personnel are more competent emotionally than the non-sports personnel on
the aspects of AECE, AFWE, ACPE, EPE and all over emotional competence.
• Day-scholars sports personnel showed more competence emotionally than the non-
sports personnel on the aspects of ADF, AECE, AFWE and total emotional competence.
• Sports personnel residing in their home (day-scholars) found to be more emotionally
competent than boarders’ sports personnel on the aspect of ADF and AFWE and
overall emotional competence.
• Boys of sports showed more competence than the boys of non-sports on EPE aspect
and the total emotional competence.
• Girls of sports found to be more competent than the girls of non-sports on the AECE,
AFWE, ACPE and EPE aspects and on total emotional competence.
• Higher mean score of girls of sports group (with non-significant results) evident high
emotional competence among them almost all aspects of competence than the sports
boys as far as non-sports girls.
Implication:

Sample size should be greater than in the present research; future research should consider
analyzing data from athletes participating in various sports. Furthermore, research should include
cross cultural samples and determine if similarities or differences exist across various societies
and cultures. In addition we recommend the practice of matching athletes with non-athletes on
variables that are likely to be related to the dimensions being examined.
48 Shyam Lata Juyal & Anu Dandona

Table 1: Mean, SDs and ‘t’ values for emotional competence (ADF, AECE, AFWE, ACPE, EPE
and total) of sports and non-sports personnel.

Emotional Sports (N=80) Non-sports (N=80)

Competence Mean S.D. Mean S.D. ‘t’ values

ADF 17.68 3.58 16.76 4.42 1.43

AECE 18.95 3.43 17.29 3.82 2.86**
AFWE 19.50 3.17 18.27 3.43 2.32*
ACPE 20.51 3.92 18.70 3.63 3.01**
EPE 23.01 4.08 21.35 4.398 2.45*
Total 99.65 10.60 92.38 13.17 3.81**

Table 2(a): Comparison between sports and non-sports personnel of boarders and day-
scholars.

Boarders Day-Scholars
Emotional Sports Non-Sports Sports Non-Sports
Competence Personnel Personnel Personnel Personnel
(N=40) (N=40) (N=40) (N=40)
Mean Mean ‘t’ Mean Mean ‘t’
(S.D.) (S.D.) values (S.D.) (S.D.) values

ADF 15.15 16.77 1.51 18.32 16.00 2.36*

(4.25) (5.34) (4.29) (4.51)

AECE 19.00 19.17 .22 20.05 18.27 2.01*

(3.10) (4.06) (3.93) (3.99)

AFWE 18.12 19.35 1.28 20.12 17.85 2.53*

(4.34) (4.20) (3.80) (4.23)

ACPE 18.65 19.40 .85 19.50 17.75 1.96

(3.22) (4.58) (4.30) (3.66)

EPE 24.37 23.52 .85 24.72 23.75 1.09

(4.75) (4.13) (3.44) (4.49)

Total 95.30 98.22 .85 102.73 93.62 2.73**

(13.16) (17.46) (15.47) (14.29)
Emotional Competence of Sports and Non-Sports Personnel: A Comparative Study. 49

Table 2(b): Comparison between boarders and day-scholars of sports and non-sports
personnel.

Sports Personnel Non-Sports Personnel

Emotional Boards Day- Boards Day-
Competence (N=40) Scholars (N=40) Scholars
(N=40) (N=40)
Mean Mean ‘t’ Mean Mean ‘t’
(S.D.) (S.D.) values (S.D.) (S.D.) values
ADF 15.15 18.32 3.33** 16.77 16.00 .70
(4.25) (4.29) (5.34) (4.51)

AECE 19.00 20.05 1.33 19.17 18.27 1.00

(3.10) (3.93) (4.06) (3.99)

AFWE 18.12 20.12 2.19* 19.35 17.85 1.59

(4.34) (3.80) (4.20) (4.23)

ACPE 18.65 19.50 1. 00 19.40 17.75 1.78

(3.22) (4.30) (4.58) (3.66)

EPE 24.37 24.72 .38 23.52 23.75 2.3

(4.75) (3.44) (4.13) (4.49)

Total 95.30 102.72 2.31* 98.22 93.62 1.29

(13.16) (15.47) (17.46) (14.29)

Table 3(a): Comparison between girls and boys of sports and non-sports personnel.

Sports Personnel Non-Sports Personnel

Emotional Boys Girls Boys Girls
Competence (N=40) (N=40) (N=40) (N=40)
Mean Mean ‘t’ Mean Mean ‘t’
(S.D.) (S.D.) values (S.D.) (S.D.) values
ADF 17.33 18.02 0.85 17.20 16.30 0.90
(3.52) (3.65) (4.64) (4.19)

AECE 18.64 19.25 0.79 17.77 16.79 1.14

(3.41) (3.47) (3.79) (3.84)

AFWE 19.17 19.82 0.89 18.32 18.23 0.12

(2.86) (3.46) (4.06) (2.68)
50 Shyam Lata Juyal & Anu Dandona

ACPE 19.92 21.10 1.33 18.35 9.05 0.86

(4.04) (3.75) (4.04) (3.16)

EPE 23.00 23.02 0.03 20.32 21.41 1.16

(3.50) (4.63) (3.93) (3.50)

Total 99.38 99.92 0.22 91.97 92.79 0.27

(10.82) (10.50) (15.83) (9.92)

Table 3(b): Comparison of gender between sports and non-sports personnel.

Boys Girls
Emotional Sports non-sports Sports non-sports
Competence (N=40) (N=40) (N=40) (N=40)
Mean Mean ‘t’ Mean Mean ‘t’
(S.D.) (S.D.) values (S.D.) (S.D.) values

ADF 17.33 17.20 0.88 18.02 16.31 1.17

(3.52) (4.64) (3.65) (4.19)

AECE 18.64 17.77 1.81 19.25 16.79 2.24*

(3.41) (3.79) (3.47) (3.84)

AFWE 19.17 18.32 1.08 19.82 18.23 2.27*

(2.86) (4.06) (3.46) (2.68)

ACPE 19.92 18.35 1.73 21.10 19.05 2.61**

(4.04) (4.04) (3.75) (3.16)

EPE 23.00 20.32 2.77** 23.02 22.41 0.68

(3.50) (4.93) (4.63) (3.50)
Total 99.38 91.97 2.42* 99.92 92.79 3.08**
(10.82) (15.83) (10.50) (9.92)
Emotional Competence of Sports and Non-Sports Personnel: A Comparative Study. 51

Table-4: F values for the dimensions of emotional competence (ADF, AECE, AFWE, ACPE and
EPE) and total emotional competence of sports and non-sports adolescents of boarding
and day-schools (2x2x2 ANOVA).
Source of variation F
ADF AECE AFWE ACPE EPE Total
School (Boarding and Day-School) 2.802 .016 .149 .408 .186 .351
Type (Sports and Non-Sports) .238 1.768 .657 .638 1.869 1.676
Gender (Boys and Girls) 4.378* 1.167 2.754 4.313* 2.189 2.200
School x Type 7.590** 2.626 7.298** 3.987* .009 6.356*
School x Gender 2.463 .623 3.152 .102 .127 1.366
Type x Gender .099 .835 .335 .000 .337 .000
School x Type x Gender 2.802 .016 1.722 .919 2.189 2.423

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