This study is designed to find out how the soccer coach's emotional leadership affects the soccer players' self-esteem and exercise adherence and then uses the findings as the basic data which can be used for the effective application of coach's leadership in a way that the soccer players can show their best performances in games, training and careers as players.
In this study, the questionnaire researches were conducted to 300 soccer players who are registered on Korea Football Association and attend the middle schools in Korea. Among 300 questionnaires sheets responded by the subjects, 269 sheets were used as the data for the final analysis after 30 sheets were removed from the study due to unfaithful answers.
As for the data processing, SPSS/PC+ Version 25.0 was used as it was appropriate to the goal and the hypothesis of the study. The frequency analysis, exploratory factory analysis, reliability analysis (Cronbach's α), t-test, F-test, and multiple regression analysis were conducted.
The detailed conclusions made from the hypothesis of the study are as follows.
First, as for the difference in the coach's emotional leadership by the career of the students' player, it was found that there were the statistical differences in the sub factors such as relation control ability, self-awareness ability, and social awareness ability while as for the difference in emotional leadership by the player's career and the history of award, there were no significant differences in the sub factor such as relation control ability, self-awareness ability, and social awareness ability depending on the player's career.
Second, as for the difference in the self-esteem depending on the student's career, it was found that there were the statistical differences in the sub factors such as family self and academic self while as for the difference of self respect caused by the player's career and the history of award, there were no significant statistically significant differences in the sub factor such as general self, social self, family self and academic self.
Third, it was found that, as for the exercise adherence depending on the student's career, there was the statical difference while as for the difference due to the player's career and the history of award, there were no significant difference.
Fourth, it was found that as for the effect of coach's emotional leadership on the player's self-esteem, the sub factors such as relation control ability, self control ability, self awareness ability and social awareness ability make the partially significant effect on the general self, social self, family self and general self.
Fifth, it was found that as for the effect of the coach's emotional leadership on the exercise adherence, the sub factors such as self control ability, relation control ability, self awareness ability and social awareness ability make the statistically significant effect.
In summary, it can be said that because the coach's emotional leadership makes the effect on the player's understanding the family's interest and love and their emotional stability and acceptance, the coach's role is very critical. Accordingly, the coach shall have the ability to well deal with the player's emotion and for the smooth communication, and have the ability of leading the continuous changes and organizing the team to encourage the student to continue their exercise.