A Social Learning Model of Antisocial Coaching Behavior

• Author: John Cochran,Saeed Kabiri,Seyyedeh Masoomeh (Shamila) Shadmanfaat,Hayden Smith
• DOI: 10.1177/0306624X19899608
• Date: 01 June 2020
• Published date: 01 June 2020
• Subject Matter: Articles

https://doi.org/10.1177/0306624X19899608

International Journal of

Offender Therapy and

Comparative Criminology

2020, Vol. 64(8) 860 –879

© The Author(s) 2020

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DOI: 10.1177/0306624X19899608

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Article

A Social Learning Model

of Antisocial Coaching

Behavior

Saeed Kabiri1,

Seyyedeh Masoomeh (Shamila) Shadmanfaat2,

Hayden Smith3, and John Cochran4

Abstract

Studies of antisocial behavior in sports are important, although most lack a theoretical

framework. The current study examines the endorsement of antisocial behavior in

a sample of coaches using social learning theory. This features a survey of 268 Head

Coaches and Assistant Coaches in the Tehran Provincial League, Iran. Results indicate

that differential association, differential reinforcement, definitions, and imitation have

a significant impact on antisocial behavior, with differential association being the most

influential construct. Higher education in coaches was associated with lower levels

of antisocial behavior. This suggests that antisocial coaching behavior is learned in a

similar manner to prosocial behaviors, and that desistance requires assessment of the

learning process.

Keywords

social learning theory, antisocial, soccer, deviance, Iran

Introduction

In recent years, there has been growing scholarly attention devoted to deviant behav-

ior occurring in sport. The inherent social nature of sports; the interpersonal interac-

tions between players, coaches, and fans; and the role of the media all provide ample

1University of Mazandaran, Babolsar, Iran

2University of Guilan, Rasht, Iran

3University of South Carolina, Columbia, USA

4University of South Florida, Tampa, USA

Corresponding Author:

Hayden Smith, Department of Criminology and Criminal Justice, University of South Carolina, 1305

Greene St, Columbia, SC 29205, USA.

Email: smithhp@mailbox.sc.edu

899608IJOXXX10.1177/0306624X19899608International Journal of Offender Therapy and Comparative CriminologyKabiri et al.

research-article2020

Kabiri et al. 861

opportunity to study deviance and antisocial behavior (Boardley & Kavussanu, 2011;

Kavussanu, 2008; Ntoumanis & Standage, 2009). This includes long existing prob-

lems, such as players who cheat or aggression and violence by fans (Al-Yaaribi &

Kavussanu, 2018; Kavussanu, 2019). It also includes examination of how negative

behaviors are modeled, such as the role that coaches play in athlete’s decisions to take

performance-enhancing drugs (Kabiri et al., 2018).

Antisocial behavior represents a problem that can have negative consequences for

both the specific sport and the broader society (Kavussanu et al., 2015). The presence

of antisocial behaviors has been shown to reduce or limit the development of prosocial

behaviors and outcomes in sport (Spruit et al., 2019). In this sporting context, antiso-

cial behavior refers to acts or activities that are designed to harm or disadvantage oth-

ers (Kavussanu & Boardley, 2009; Kavussanu et al., 2013). Examples include attempts

to intentionally distract or harass an opponent, deliberately fouls, and trying to injure

an opponent. Existing reviews of the literature have highlighted that antisocial behav-

ior in sports is the product of complex personal, situation, and social factors that merge

within a specific context (Kavussanu, 2019). One key factor in the manifestation of

antisocial behavior in sport involves the social or cultural climate (Ruiz et al., 2019).

Here, antisocial behavior often develops in the athlete’s interactions with coaches and

other teammates and, to a lesser extent, with engagement with fans either in person or

online (Gómez-López et al., 2019).

Beron and Piquero (2016) argue that coaches are one of the most important role

models for the student-athlete, and their opinions and patterns of behavior have a sig-

nificant impact on youth’s cognitive and behavioral decision-making process, as well

as academic performance. In sport culture, Hodge and Gucciardi (2015) found that

coaches and their coaching style were important factors in the development or avoid-

ance of antisocial behavior in their athletes (Hodge & Gucciardi, 2015). Similarly,

Malete et al. (2013) identified a relationship between the endorsement of aggression

and cheating by coaches and subsequent antisocial behavior by players. Thus, it could

be expected that coaches who have an accepting attitude toward antisocial behavior

may also encourage their athletes to engage in the behavior. In much the same manner

that prosocial behaviors can be developed from coach to player, the process can be

analogous with deviant or antisocial behaviors. Indeed, one of the most salient and

encompassing influences on athlete behavior is the coach (Malete et al., 2013). This

learning process has been documented by Guivernau and Duda (2002) who found that

endorsement of unfair play by coaches increased the willingness of antisocial behavior

in players when they encountered situations in the future. The researchers found that

the behavior and method of coaching style by coaches guided decision-making and

established team moral. Players were apt to support antisocial behaviors to avoid criti-

cism, please their coach, and adhere to existing team norms (Malete et al., 2013).

To further research on the topic of antisocial behavior permitted and encouraged by

coaches, there is a need to address previous gaps in the literature. To date, there has

been a dearth of studies that rely on theoretical perspectives. In response, the current

study utilizes social leaning theory as a means of explaining how the social context

influences antisocial learning processes in sport. This features a sample of Iranian