The relationship between emotional intelligence, reaction time, aerobic capacity and performance in female track and field athletes at the Universities of Tehran

The relationship between emotional intelligence, spiritual intelligence, and student achievement: a systematic review and meta-analysis

INTRODUCTION

Emotional and spiritual intelligence are crucial factors in enhancing individuals' knowledge and academic achievement. This study aims to examine the correlation between spiritual intelligence, emotional intelligence, and student achievement through a systematic review and meta-analysis.

MATERIALS AND METHODS

A search was conducted in the PubMed, Scopus, Web of Science, SID, and Google Scholar databases from 2007 to December 2022. The effect sizes (EF) included the mean and standard deviation of emotional intelligence, spiritual intelligence, and student achievement and correlation coefficients among spiritual intelligence, emotional intelligence, and student achievement. Random effects models were used to pool the results, and the Q test and I2 index were employed to assess heterogeneity. Correlation coefficients were transformed into standard data (Z) using log transformation.

RESULTS

The overall mean score of educational achievement in university and school students was 15.91 (95% CI: 15.26-16.78). The mean scores of spiritual and emotional intelligence were 138.27 (95% CI: 129.19-147.35) and 128.94 (95% CI: 117.08-140.80), respectively. The correlation coefficients between spiritual intelligence, emotional intelligence, and student achievement were r = 0.36 (95% CI: 0.18-0.51) and r = 0.50 (95% CI: 0.28-0.67), respectively.

CONCLUSIONS

Emotional and spiritual intelligence are independent predictive factors in educational achievement for university and school students. Therefore, improvements in emotional and spiritual intelligence can promote students' academic achievement.

Anterior Cruciate Ligament Reconstruction Return-to-Sport Decision-Making: A Scoping Review

CONTEXT

Clinical guidelines support the use of testing batteries to assess athlete readiness for return to sport (RTS) and risk of reinjury after anterior cruciate ligament (ACL) reconstruction (ACL-R). There is no consensus on the composition of the testing batteries. Test selection is based mainly on commonality in research, personal preference, and equipment availability. Including athletic performance assessments (APA) used in the athlete's sport may assist RTS decision-making for stakeholders.

OBJECTIVE

To determine whether APA for speed, agility, strength, or cardiovascular endurance are (1) used in ACL-R RTS literature and (2) indicative of RTS or reinjury rates.

DATA SOURCES

A systematic search was performed in MEDLINE, EMBASE, CINAHL, SPORTDiscus, Scopus, Web of Science, and ProQuest Dissertations and Theses Global.

STUDY SELECTION

Eligibility criteria were as follows: (1) athletes between 6 months and 2 years post-ACL-R, (2) commonly used APA, (3) peer-reviewed primary study with original published data.

STUDY DESIGN

Scoping Review.

LEVEL OF EVIDENCE

Level 4.

DATA EXTRACTION

A total of 17 studies included 24 instances of APA with a high degree of heterogeneity for both tests and protocols.

RESULTS

Agility makes up 75% of the APA. Only 17.6% of studies reported RTS or reinjury rates, none of which reported a significant relationship between these rates and APA outcomes.

CONCLUSION

Speed, strength, and cardiovascular endurance tests are underrepresented in ACL-R RTS literature. Compared with healthy controls, deficits in APA results for ACL-R athletes were common; however, many studies reported significant improvements in results for ACL-R athletes over time. There is some evidence that well-trained ACL-R athletes can match the performance of uninjured athletes in high-level sports.

Characteristics of the level of psychomotor abilities of female handball players

BACKGROUND

Handball is a high-intensity game, during which players run, change directions with or without the ball, interact with the opponent and make different decisions in both offensive and defensive actions. Players' performance may depend on a number of factors, including explosive force, power, speed and agility. Players' results may be significantly influenced by their, psychomotor abilities. This article presents an analysis of selected psychomotor abilities of female handball players at different level of competition.

METHODS

Test2Drive computer tests were used. The following four tests were used to measure psychomotor abilities: the Simple Reaction Time Test (SIRT), the Choice Reaction Time Test (CHORT), the Hand-Eye Coordination Test and the Spatial Anticipation Test (SPANT). The study covered a group of 118 female handball players (average age 19.6 ± 3.16), playing in the PGNiG Polish Women's Superliga, the Polish 1st Handball League and 2nd the Polish 2nd Handball League, in the playing positions: goalkeepers, centre players, pivot players and wing players. The study also included analyses of the players' body composition and aerobic capacity through the use of the multistage 20-m shuttle run test. In addition, the players' psychomotor abilities were analysed depending on the level of competition and playing position.

RESULTS

The analysis of the reaction time and movement time showed statistically significant differences between the results obtained by the female handball players on different levels of competition. Moreover the female players from the Polish Women's Superliga exhibited the fastest reaction times according to the SIRT, the CHORT and the SPANT. Additionally, on the basis of the linear Pearson correlation coefficient, a statistically significant relationship was determined between the players' psychomotor abilities (movement time in the SIRT, the CHORT and the SPANT) and elements of their body composition or aerobic capacity.

CONCLUSIONS

The analysis showed that the higher the level of competition (leagues), the shorter the female handball players' reaction times. The study also revealed that the players' body mass index and percentage of fat content reassociated with movement times, while their aerobic capacity (measured in the multistage 20-m shuttle run test) had a significant influence on their reaction times. This study shows that reaction time it's one of ability which should be consider to develop in training of female handball players.

COVID-19 Quarantine Impact on Wellbeing and Cognitive Functioning During a 10-Week High-Intensity Functional Training Program in Young University Students

Physical exercise can improve cognitive functioning and wellbeing; however, the degree of change in either of these two variables seems to be related to the exercise intensity or type. Therefore, new physical training (PT) programs have been developed to increase exercise efficiency. One such example is high-intensity functional training (HIFT), which has proven to be a time-efficient and highly effective strategy to improve physical fitness. This study analyzed whether HIFT can affect reaction time (RT) and vitality, as well as positive and negative affect. Forty-two college students participated in the study, 21 in the experimental group and 21 in the control group. The experimental group completed 10 weeks of training, five of which were supervised, and the remainder consisted of online training during the COVID-19 quarantine. Participants were evaluated at the beginning, at the end of the 5 weeks of supervised training, and after the 5 weeks of online training. HIFT improved RT without changes in psychological wellbeing during the entire period of training supervised and online. Therefore, during the HIFT program, the quarantine situation did not adversely affect this population’s wellbeing, but it did negatively affect adherence to the training program.

Emotional intelligence and well-being: Associations and sex- and age-effects during adolescence

BACKGROUND

Several studies have suggested that trait and ability-based measures of emotional intelligence (EI) contribute to the promotion of well-being in adults. However, this relationship has not been sufficiently explored among adolescents.

OBJECTIVE

The present study aims to: i) investigate the associations between EI dimensions and well-being indicators (self-esteem, life satisfaction and social anxiety) in adolescents; and ii) analyze the effect of sex and age on dimensions of EI.

METHODS

The sample consisted of 1066 adolescents (57.9%girls and 42.1%boys), aged between 11 and 18 years (M = 14.36; SD = 1.58). Participants completed sociodemographic and validated psychosocial measures.

RESULTS

Correlation analysis indicated that EI dimensions (self-emotion appraisal, use of emotions and regulation of emotions) were positively and moderately correlated with self-esteem and life satisfaction, whereas associations between EI and social anxiety dimensions were small and negative. Boys reported higher levels of self-emotion appraisal, use of emotions and regulation of emotions, whereas girls showed higher levels of other-emotions appraisal. Age was negatively associated with the use of the emotions dimension and positively correlated with the emotional appraisal of others, although both correlation coefficients were small.

CONCLUSIONS

Our study findings suggest the need and importance of implementing emotional education practices during adolescence.

Cross-cultural adaptation, from Dutch to Swedish language, of the Individual Work Performance Questionnaire

BACKGROUND

There is a need for a short, self-rated, validated and reliable instrument for individual work performance suitable for generic use in the Swedish work and organizational context. The Individual Work Performance Questionnaire (IWPQ), comprising originally 47 items, was initially developed in the Netherlands, based on a four-dimensional conceptual framework, in which individual work performance consisted of task performance, contextual performance, adaptive performance, and counterproductive work behavior. During the development process, IWPQ was shortened to 18 items with three scales formally labeled as Task performance, Contextual performance, and Counterproductive work behavior (CWB), capturing three work performance types. The current version of the IWPQ, consisting of 18 items and three scales, was then translated as well as cross-culturally adapted to American-English and Indonesian contexts.

OBJECTIVES

To translate and adapt the current IWPQ version, consisting of 18 items, from the Dutch to the Swedish context, to assess its content validity through cognitive interviews, to apply it to a pilot group to present descriptive statistics, to calculate the questionnaire's internal consistency, as well as to clarify whether the translated items capture three or four performance types.

METHODS

The Dutch version of the IWPQ, consisting of 18 items, was translated into Swedish. A six-stage translation and adaptation process was used: forward translation, synthesis, back translation, harmonization, cognitive interviews, revision, and sampling and analyses of pilot data for 206 managers (149 women) from five Swedish municipalities.

RESULTS

IWPQ instructions, wording of a few items and one response form were slightly modified. The pilot testing showed Cronbach's alphas similar to the Dutch version of the IWPQ, ranging between 0.73 and 0.82, good mean-inter-item correlations (all above 0.36). In deciding how many factors to retain, we employed both parallel analysis (PA), and Velicer's minimum average partial (MAP) test. The number of factors to retain was, as indicated by PA, four, and by MAP, three or four. Exploratory factor analysis (principal axis factoring) revealed clearly separate factors, corresponding to four, rather than three, performance types. A new factor, roughly representing adaptive performance, comprised in the original, longer version of the IWPQ, emerged.

CONCLUSIONS

The Swedish version of the IWPQ was successfully translated and adapted in a pilot group of managers. Before it is used, it should be validated in a larger group of managers and in more heterogeneous groups of both white- and blue-collar workers.