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Chapter I The Problem and Review of Related Literature and Studies Introduction Team sports are commonly associated with building camaraderie, teamwork, and personal development. Not all team environments are healthy, however. Dysfunctional teammate dynamics like bullying, favoritism, exclusion, and over-criticism are increasingly recognized as strong predictors of athletes' mental health and performance (Kerr et al., 2020). Research shows that dysfunctional relationships in teams cause stress, anxiety, burnout, and even premature retirement from sports (Arnold & Fletcher, 2019). High-profile incidents, such as allegations of emotional abuse at the elite level of sports, demonstrate the widespread nature of poor relationships in team settings. Research by Gervis and Dunn (2017) highlights that athletes who are subjected to constant negative treatment by teammates or coaches exhibit long-term psychological distress, which results in self-doubt and reduced motivation. Likewise, research in the United States and Europe will indicate that poor team cultures cause higher dropout rates among young athletes, also affecting talent development in competitive sports (Tingaz, 2020). It has been proven that sex contributes heavily to how a toxic team culture manifests. Female athletes tend to experience relational aggression in the form of exclusion and emotional manipulation. In contrast, male athletes are more likely to be subjected to direct verbal harassment and physical intimidation, as indicated by Stirling et al. (2016). Moreover, research by O'Neill et al. (2021) will show that team sports at every level, from amateur to professional, are prone to adverse interpersonal relationships, particularly in high-stress settings. With social media set to amplify
conflicts and tensions, contemporary athletes face public scrutiny, adding to the psychological burden of poisonous team relationships (Sanderson & Weathers, 2022). These issues must be met with systemic reforms in sports administration and team management to produce safer and more inclusive settings. Both student and grassroots athletes are highly prone to negative team dynamics, which will affect their long-term mindset toward participation in sports. Young players with poor team interactions will also experience a low level of self-esteem, along with a reduced tendency to engage in sports in the long run, as per Santos and Rivera (2023). The absence of well-established support systems, such as mental therapy for health issues and conflict management programs, will aggravate these phenomena. Additionally, a report prepared by the Philippine Sports Commission (2020) reveals that despite efforts to ensure a positive team culture, mechanisms for enforcement remain weak, and there are variations in the way toxic behaviors are managed across different sports organizations. Furthermore, personal observations coincide with research by Bautista and Lim (2019), which states that strained interpersonal relationships inside their teams cause emotional tiredness among many student-athletes at Philippine institutions. Toxic surroundings impact general well-being as well as performance and academic involvement. These unfavorable events will discourage young athletes from being professional in sports over time. Dealing with this problem calls for encouraging honest communication, running mentoring initiatives, and offering psychological help catered to student-athlete needs (Garcia et al., 2021). This study intends to suggest practical solutions that help improve team cohesion, mental well-being, and a more supportive sports environment by understanding the
Toxicity in a team also makes it difficult for younger/less experienced players to participate, preventing them from learning and getting better. With these possible repercussions, it is necessary to gain insight into the nature of unhealthy relationships in Tarlac State University sports teams to create a better culture of support, inclusion, and high performance in athletics. The goal of this study is to address broader questions around toxic teammate interactions by identifying challenges for which maximum distinction is evident for the student-athlete population. It encompasses establishing conflict resolution programs, bolstering team-building efforts, fostering a positive sports environment, and offering mental health support to athletes. Ultimately, addressing these issues contributes to a healthier and more productive sporting experience at Tarlac State University, allowing student-athletes to excel both on and off the field. While strong team cohesion promotes collaboration and resilience, toxic teammate dynamics—such as verbal aggression, exclusion, favoritism, and excessive criticism—can undermine an athlete’s confidence, increase anxiety, and hinder overall performance. Studies suggest that persistent negativity from teammates or coaches leads to psychological distress, decreased trust, and weakened team cooperation, ultimately affecting both individual and collective success. Despite efforts by organizations like the Philippine Sports Commission to promote athlete welfare, enforcement of supportive team cultures remains inconsistent, leaving many student-athletes vulnerable to toxic behaviors. Understanding the correlation between toxic team dynamics, mental health, and athletic performance is crucial in developing effective interventions that ensure a healthier and more supportive sports environment in Philippine collegiate athletics.
Review of Related Literature and Studies Toxic Teammate Dynamics Toxic teammate dynamics refers to negative interactions within a team that negatively impact an individual’s well-being and performance. This includes verbal aggression, exclusion, bullying, lack of support, and excessive criticism (Jones & Smith, 2018). A study by Kim et al. (2020) found that student-athletes exposed to constant negativity from teammates are more likely to develop performance anxiety and disengagement from their sport. A study by Cook et al. (2020) found that teammates are typically more toxic to each other than to opponents in online gaming environments, suggesting that internal team dynamics significantly influence hostility levels. Research by Leggat et al. (2019) identified that highly talented but disruptive players often exhibit narcissistic traits, leading to negative role modeling and diminished team morale. Dierdorff et al. (2021) found that teams with higher average levels of Machiavellianism and sadism experienced decreased cooperation and performance, especially following unexpected changes. According to Davis, (2020) Dysfunctional team cultures and toxic leadership play a considerable role in burnout among athletes since poor communication, favoritism, and emotional neglect from teammates and coaches can lower one's motivation level and cause mental exhaustion. All these, over time, can consume the resilience of athletes, causing them to become more vulnerable to stress and to disengage with their sport. According to Brown et al., ( 2022 ). Team dynamics have a huge impact on athletes. Help-seeking behavior. Positive settings, with strong peer
review highlighted inconsistencies in definitions, theoretical frameworks, and methodologies used to examine toxic leadership, indicating a fragmented understanding of the phenomenon. The study found that several factors contribute to the emergence and maintenance of toxic leadership, including individual leader characteristics, a highly performance-driven sports culture, hierarchical power structures, and the absence of proper reporting mechanisms or organizational consequences. The consequences of toxic leadership on athletes were also evident, as it negatively affected their mental health, increased injury risks, and reduced their motivation to continue participating in high-performance sports. However, the study noted that limited research has been conducted on its impact on sports organizations, coaching staff, and administrative personnel. The findings suggest that research on toxic leadership in high-performance sports remains in its early stages. There is an urgent need for further studies to develop strategies for detecting, preventing, and addressing toxic leadership to mitigate its negative impact on athletes and the broader sports community. Sports governing bodies and organizations must enhance efforts to understand the mechanisms behind toxic leadership to foster healthier and more supportive athletic environments. The concept of psychological safety within sports teams has garnered attention due to its impact on athletes' mental health and performance. Saxe, Smith, and Hardin (2022) explored female athletes' perceptions of psychological safety in collegiate team environments, identifying key factors that contribute to or hinder such safety. The study highlighted the importance of high- quality interpersonal relationships, particularly between coaches and athletes, as
foundational to a psychologically safe environment. Intentional communication, active listening, and genuine care beyond athletic performance were pivotal in fostering trust and respect. Conversely, disingenuous interactions and conditional support based solely on performance metrics undermined this safety. Consistency and accountability emerged as crucial elements, with athletes expressing a need for congruence between coaches' words and actions. Predictable behavior from coaches and equitable enforcement of team expectations, irrespective of an athlete's performance level, reinforced a secure environment. Inconsistencies or mood-dependent behaviors from coaches led to anxiety and uncertainty among athletes. The ability to be vulnerable without fear of negative repercussions was also significant. When coaches modeled vulnerability and framed mistakes as learning opportunities, athletes felt more comfortable taking interpersonal risks, essential for personal and team growth. However, when vulnerability was met with punitive responses or used against athletes, it deterred open communication and trust. The suppression of athlete voices due to fear of retribution highlighted a critical barrier to psychological safety. Athletes often felt disempowered, leading to unproductive silence even when they had valuable input. This suppression not only stifled individual development but also hindered team cohesion and performance. The findings underscore the need for sports organizations and leaders to cultivate environments where psychological safety is prioritized. Such environments not only enhance athletes' well-being but also contribute to sustainable high performance, as athletes are more likely to engage, take necessary risks, and commit to their teams. The differentiation between sport-related identities, specifically
bullying are often observed in team sports, leading to reduced trust and cooperation among team members. According to Gano-Overway, (2019) correlation between low team cohesion and bullying in sports teams indicates that poor unity creates a culture where bullying behaviors like exclusion and ridicule thrive. The research also highlights that weak team bonds hinder athletes from protecting victims, further facilitating and reinforcing poisonous behaviors. Stirling, (2020) affirmed that bullying and team cohesion among sportspeople illustrates that low cohesion is followed by heightened sensitivity to bullying behavior. Bullying leads to decreased self-confidence and enhanced performance anxiety, creating a cycle of destructive feedback that weakens team camaraderie. When sportspeople feel isolated or unsupported, they are likely to suffer from emotional distress, constricting their ability to work together effectively. This poisonous environment weakens individual well-being as well as team cohesiveness and performance over time. Rees, (2018) stated that social exclusion has a very negative effect on the team cohesion of individuals; it lowers the basis for trust and collaboration among athletes. As the findings of the study indicated, the one who faces social ostracism tends to have low levels of team togetherness, which makes collaboration and mutual support hard. Besides, the data also indicate that exclusion affects not only team ties but increases stress and emotional tiredness, further declining overall wellbeing and performance. Bjereld, Y., Thornberg, R., & Wójcik, M. (2024) explored bullied adolescents' perspectives on their out-of-school time, with a focus on structured recreational and
sports activities and their impact on friendships and well-being. Using a constructivist grounded theory approach informed by social-ecological and identity theories, the researchers conducted interviews with 20 Swedish adolescents who had experienced bullying in lower secondary school. The findings suggest that structured activities can provide temporary refuge from school bullying, offering a safe environment that fosters self-recovery and friendship development. However, the presence of bullies in these activities can undermine these benefits, potentially leading victims to withdraw. This study highlights the importance of ensuring that structured leisure environments remain safe and supportive for bullied adolescents, helping to enhance their well-being and social connections. Shannon, C. S. (2016) investigated bullying in recreation and sport settings, exploring contributing factors and the strategies used by administrators and staff to prevent and respond to bullying. The study, conducted in New Brunswick, Canada, involved semi-structured interviews with 31 administrators and 40 leaders, coaches, or supervisors from 31 youth-serving sport and recreation organizations, including municipal recreation departments, nonprofit organizations, and commercial organizations. Findings indicate that organizational culture, program elements, peer group dynamics, and bullying behaviors originating from other environments influence bullying perceptions and prevention efforts in sports settings. Administrators implemented training, policies, and procedures to foster safe environments while modifying program structures to minimize bullying risks. Competitive environments, unstructured time, and limited supervision were identified as key factors contributing to bullying behaviors. The study highlights the importance of shaping positive group
that affect their team cohesion. One is that there are multiple players. When multiple players are involved, conflict is open due to different backgrounds, understandings of one another, goals, or other reasons. It can be useful for the teammates to understand how to collaborate and interact with one another. In team sports, players must compete and cooperate with their teammates or will likely fail to reach their common goals even if competing for the same position with the same teammates. Often, coaches see this competition to increase performance, possibly affecting team cohesion. Teammates must learn to work with new or existing team members to be successful (Landkammer et al., 2019). When discovering what makes a new team work cohesively, it is also essential to investigate what the team dynamic looks like. Competitive teams will face several challenges affecting team dynamics, including the ability to work cohesively. Other notable challenges faced by athletes that affect the team’s dynamic are that they are trying to compete with their new and veteran teammates for a spot on the field while having personal differences. Understanding how new and veteran players affect a team dynamic makes it necessary to investigate and manicure early on as a newly developing team (Filho & Basevitch, 2021). In addition, the interactions with the new and veteran players can lead to the need to build trusting relationships and team leadership. Athletic Performance Toxic teammate dynamics have been shown to directly affect an athlete’s concentration, decision-making, physical endurance, and overall performance (Wilson et al., 2020). A study by Anderson & Lee (2017) found that athletes under chronic stress from toxic teammates reduce cognitive function, affecting their ability to focus during
games. According to Schaade, (2022) Athletes, especially at elite levels, often face pressures to appear mentally tough, which can further complicate help-seeking behaviors. A study by McHenry et al., (2021) Team interactions are crucial for shaping mental wellness. An athlete-friendly environment. Teams have favorable dynamics. Promoting mutual support and open communication plays an important part in establishing a supportive environment. Encourages athletes to seek mental health assistance when needed. Research emphasizes the importance of mental health care in sports, advocating for annual screenings and ongoing monitoring to ensure athletes' overall well-being. Athletes in hostile team environments make 23% more tactical errors in high-pressure situations (Thompson et al., 2021). Athletes in toxic environments are less likely to push themselves during training, reducing their physical conditioning and competitive performance (Hernandez & Carter, 2022). A case study on college soccer teams found that the teams with high toxicity levels win 30% fewer games than teams with strong camaraderie and support (Mason & Rivera, 2021). Studies by Modecki et al. (2014) indicate that traditional bullying has a prevalence rate of 35% among youth, which can negatively impact team cohesion and individual well-being. A meta-study by Mesagno and Beckmann (2024) investigates how athletes perform under pressure, focusing on choking prevention and definitions of clutch performance. The research provides insights into psychological factors influencing performance in high-pressure situations. A systematic review by Johnston et al. (2022) explores the under-researched experience of performance slumps in sports. The study
indicate that coaches' leadership styles significantly impact athletes' satisfaction and team cohesion. Specifically, training and instruction behaviors were found to have the highest positive correlation with both factors. According to Culajara and Culajara (2023) explored coaching and mentoring practices among master teachers in a Philippine public secondary school. The study identified themes such as knowledge transfer, strengthening teachers' capabilities, positive organizational culture, individual support, feedback and reflection, and peer learning. These practices were found to enhance instructional competencies and foster a positive organizational culture, highlighting the influence of coaching on team dynamics within educational settings. Karayel, E., Adilogullari, I., & Senel, E. (2024) investigated the relationship between the quality of coach-athlete relationships, transformational leadership style, and team resilience in elite football players. The study analyzed data from 210 elite players competing in the Turkish Football Federation's Super League, First League, Second League, and Third League during the 2020–2021 season. Using descriptive and relational models, the research examined how the quality of coach-athlete relationships influences team resilience through transformational leadership. Findings highlight the coach's transformational leadership as a key mediating factor in strengthening team resilience, emphasizing the importance of effective coach-athlete interactions in fostering mental toughness and team cohesion. Coaching leadership plays a crucial role in shaping team culture and athlete development in college basketball. A study by Qiang Yu (2024) explores how coaches’ leadership behaviors influence student- athletes' psychological growth, teamwork, and overall competitiveness.
The research highlights that effective coaches go beyond teaching skills and strategies; they foster a strong team culture through leadership behaviors that promote collaboration, motivation, and a sense of identity among players. Additionally, the study emphasizes the close relationship between coaching leadership and organizational team culture, reinforcing the need for leadership development in coaching practices. Understanding and optimizing coaching leadership behaviors can lead to more cohesive, high-performing teams, making this study a valuable resource for improving coaching strategies in college basketball. Patricio, M. V. (2022) explored the relationship between coaching styles and both training performance and sporting behavior of varsity athletes at Cavite State University, highlighting significant correlations between dominant coaching styles and aspects like sportsmanship, teamwork, and camaraderie. According to Micua et al. (2024), a study on student-athletes from UAAP schools in Manila found that a combination of authoritarian and democratic coaching methods significantly influenced athlete satisfaction, particularly in terms of competence, autonomy, and social support. Similarly, Belleza (2021) examined the relationship between coaching behaviors and athlete satisfaction among high school and college athletes in the Philippines, highlighting that domain such as physical training, technical skills, goal setting, competition strategies, and personal rapport significantly predict athlete satisfaction. However, the presence of toxic coaching styles, characterized by excessive control, favoritism, verbal aggression, and emotional neglect, may severely impact an athlete's psychological well-being and overall experience in sports. Toxic coaches often exhibit narcissistic and authoritarian traits, demanding absolute obedience from their players while suppressing any form of criticism or concern. This type of
Figure 1. Paradigm of the study Definition of Terms Toxic Teammate Dynamics - Pertains to negative relationships among athletes within a team, including actions such as bullying, favoritism, poor communication, and unsupported attitudes, which may compromise team cohesiveness and performance, are toxic teammate dynamics. Toxic Dynamic Teammates characteristics
- age
- sex
- sports playing
- years of playing
- highest award in playing
- level of competition Mental Health Effects
- self-esteem and confidence
- stress and anxiety levels
- risk of burnout Athletic Performance
- game performance consistency
- motivation and engagement
- team cohesion and communication Implication of the study to the student-athletes of Tarlac State University
Mental Health —In this study, team dynamics influence an athlete's psychological and emotional well-being, which therefore includes stress levels, anxiety, motivation, and self-confidence. Athletic Performance - refers to the ability of an athlete to achieve in sports, including physical skills, endurance, and decision-making during competition, which may be affected by negative team dynamics. Team Cohesion - the degree to which members of a team are unified and cooperative which affects not just general performance but also the well-being of every individual. Burnout - refers to the state in which a person, under prolonged stress, is physically and emotionally worn out. Toxic relationships with colleagues, demanding environments, or too much training all help to cause burnout. Coping Mechanism - refers to the strategies people use to manage stress and keep their mental health under control. These tactics call for social support, leisure activities, and professional advice seeking. Psychological resilience - refers to the ability of athletes to recover from errors, adapt to challenging conditions, and maintain high performance in the face of adversity and unfavorable team member acts. Motivation - refers to the internal and environmental factors that inspire an athlete to keep improving in their sport as well as to practice and compete. Tarlac State University Athletes – the participants of this study, refer to student- athletes enrolled in Tarlac State University who engage in competitive sports.
