Linking Sport Participation With Prosocial and Antisocial Behaviours in Adolescents: The Moderating Role of Perceived Coach and Physical Education Teacher Character–Building Competency

TL;DR

This study shows that how coaches and PE teachers promote good behavior in sports affects whether teens act prosocially or antisocially.

Contribution

The study reveals that perceived coach or PE teacher character-building competency moderates the link between sport participation and adolescent behavior.

Findings

High perceived character-building competency by coaches or PE teachers is linked to more prosocial behavior in adolescents.

Low perceived character-building competency is associated with increased violence among sport participants.

Character-building competency is inversely related to antisocial behaviors in adolescents.

Abstract

Research investigating the relationship between sport participation and day‐to‐day antisocial and prosocial behaviours in adolescents has revealed mixed findings. However, research investigating whether social factors reflective of how sport is facilitated could moderate these relationships has received scant attention. This study examined whether perceived coach or physical education (PE) teacher character–building competency moderated relationships between sport participation and both day‐to‐day prosocial and antisocial behaviours in adolescents. In a sample of 456 adolescents, coach or PE teacher character–building competency moderated how sport participation was linked with prosocial behaviour and violence. Specifically, there was a significant positive relationship between sport participation and prosocial behaviour when coach or PE teacher character–building competency was perceived high, but this relationship was negated when coach or PE teacher character–building competency was lower. Moreover, when coach or PE teacher character–building competency was perceived low, sport participation was positively associated with violence, but this association was negated when such character‐building competency was perceived higher. However, this latter moderating effect became nonsignificant after controlling for gender and sport club involvement. Perceived coach or PE teacher character‐building competency was also positively associated with day‐to‐day prosocial behaviours and inversely associated with day‐to‐day antisocial behaviours in adolescents. These findings offer valuable insight into how sport participation may contribute to adolescents' day‐to‐day prosocial and antisocial behaviours, alongside underscoring the importance of fostering sport environments that actively support moral character development.

Sport participation was associated with more frequent engagement in day‐to‐day prosocial behaviours in adolescents when coaches or physical education teachers were perceived high in character‐building competency (e.g., being perceived to promote and model good sportspersonship, fair play and respect).When coaches or physical education teachers were perceived high in character‐building competency, this was linked with adolescents' reporting engagement in fewer day‐to‐day antisocial behaviours (including violence).This research reinforces that sport participation alone does not automatically lead to the development of moral character in young people. Instead, it highlights the critical role of the social environment fostered through sport. Specifically, our findings offer new insights into the importance of coaches and physical education teachers being perceived as competent in promoting sportspersonship, respect and fair play. When these adults are seen as effective role models for character building, adolescents are more likely to exhibit prosocial behaviours and less likely to engage in antisocial behaviours through their involvement in sport.

Sport participation was associated with more frequent engagement in day‐to‐day prosocial behaviours in adolescents when coaches or physical education teachers were perceived high in character‐building competency (e.g., being perceived to promote and model good sportspersonship, fair play and respect).

When coaches or physical education teachers were perceived high in character‐building competency, this was linked with adolescents' reporting engagement in fewer day‐to‐day antisocial behaviours (including violence).

This research reinforces that sport participation alone does not automatically lead to the development of moral character in young people. Instead, it highlights the critical role of the social environment fostered through sport. Specifically, our findings offer new insights into the importance of coaches and physical education teachers being perceived as competent in promoting sportspersonship, respect and fair play. When these adults are seen as effective role models for character building, adolescents are more likely to exhibit prosocial behaviours and less likely to engage in antisocial behaviours through their involvement in sport.

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