Empathy is one of the facilitative conditions
(humanistic approach; see Rogers, 1957) that supports
the development of constructive and effective relationships.
From a phenomenological viewpoint, empathy
can be defined as the intuitive experience and understanding
of the emotional state of another person while
the self-and-other-distinction is sustained. Empathy thus
comprises affective (i.e., one’s own emotional response)
and cognitive (i.e., understanding other’s thoughts and
feelings) components. In research, empathy is not only
the capacity to experience and to understand the emotional
state of another person, but also to communicate
that understanding in a way that is aligned with feelings
of that other individual.
Barrett-Lennard (1981) posits that empathy is complex,
operates at multilevel, and can be depicted as a
process-like cycle with distinct sequences (see Fig. E.1).
Moreover, empathy is influenced by state and trait factors
and by automatic as well as controlled processes.
Empathic relationships can occur between numerous
actors in the domain of sport and have a number of different
behavioral outcomes. Empathic understanding
within the athlete-athlete relationship, for instance, can
lead to more prosocial behavior and less feelings of
aggression. Furthermore, empathy is a key factor for
positive coach-athlete relationships. Finally, empathy
also contributes to a sound athlete-sport psychologist
relationship, which can in turn improve athletes’ adherence
to the practice and use of psychological skills.
