Coaches' Emotional Intelligence and Reactive Behaviors in Soccer Matches: Mediating Effects of Coach Efficacy Beliefs

Personal and situational factors that influence coaches' ability to care

The purpose of this study was to explore how personal and situational factors may influence sport coaches' caring practices. 130 youth sport coaches completed an online survey including perceptions of caring, emotional intelligence, and leadership behaviours. Additionally, coaches were prompted to consider a situation when it was easy or hard to care while also identifying influencing factors. Results revealed coaches' awareness of others' emotions, coaches' ability to use their emotions, and coaches' lower use of autocratic behaviours significantly predicted their perceptions of caring on their teams. Open-ended findings revealed that having a core value/philosophy centred on caring, maintaining a collaborative and welcoming culture, engaging in relationship building, using empathy and listening skills, possessing personal experiences/expertise, encountering advantageous situations, or having positive athlete behaviour made it easier to care. It was more difficult for coaches to care when they experienced poor athlete or parent behaviour, unhelpful situational factors, lack of team culture, differing opinions among staff, or personal factors. These findings provide coaches insight into factors that may influence their ability to care.

Soccer's AI transformation: deep learning's analysis of soccer's pandemic research evolution

Introduction

This paper aims to identify and compare changes in trends and research interests in soccer articles from before and during the COVID-19 pandemic.

Methods

We compared research interests and trends in soccer-related journal articles published before COVID-19 (2018-2020) and during the COVID-19 pandemic (2021-2022) using Bidirectional Encoder Representations from Transformers (BERT) topic modeling.

Results

In both periods, we categorized the social sciences into psychology, sociology, business, and technology, with some interdisciplinary research topics identified, and we identified changes during the COVID-19 pandemic period, including a new approach to home advantage. Furthermore, Sports science and sports medicine had a vast array of subject areas and topics, but some similar themes emerged in both periods and found changes before and during COVID-19. These changes can be broadly categorized into (a) Social Sciences and Technology; (b) Performance training approaches; (c) injury part of body. With training topics being more prominent than match performance during the pandemic; and changes within injuries, with the lower limbs becoming more prominent than the head during the pandemic.

Conclusion

Now that the pandemic has ended, soccer environments and routines have returned to pre-pandemic levels, but the environment that have changed during the pandemic provide an opportunity for researchers and practitioners in the field of soccer to detect post-pandemic changes and identify trends and future directions for research.

Psychometric Properties of the Spanish Version of the Work Group Emotional Intelligence Profile Short Version (WEIP-S) in a Sample of Spanish Federated Coaches

Emotional intelligence has been a topic of great interest to researchers in many different areas as it is associated with mental, psychosomatic, and physical health. In the sports context, it is a significant variable that can play an important role in improving the team's performance. Although there are numerous tools to assess emotional intelligence, few of them have been validated explicitly in a sports sample, and even fewer have had coaches as a target population. Therefore, this study aimed to validate the Spanish version of the work group emotional intelligence profile short version (WEIP-S) in a sample of Spanish federated coaches. The results confirm that this instrument presents good psychometric properties to measure the emotional intelligence of sports coaches. The original four-factor model (awareness of one's own emotions, management of one's own emotions, awareness of others' emotions, and management of others' emotions) shows good reliability and convergent validity for all four factors except for the management of one's own emotions. These findings suggest that it is possible to measure the emotional intelligence of coaches and offer the opportunity to continue investigating the relevance of constructing specific scales to measure this construct in the sports context.

The Effects of Combined Verbal Encouragement and Technical Instruction on Technical Skills and Psychophysiological Responses During Small-Sided Handball Games Exercise in Physical Education

To examine the effects of combined positive verbal encouragement and general technical guidelines on technical and psychophysiological parameters in pupils during a small-sided handball passing game. Twenty secondary school pupils (age, 16 ± 1 years; body mass, 55.3 ± 6.6 kg; body height, 1.77 ± 0.13 m; BMI, 22.6 ± 2.2 kg m⁻¹) performed small-sided games (2 × 10 min) with three conditions: small-sided game (1) with combined verbal encouragement and technical instruction; (2) with technical instruction; (3) without any instruction (control) in which the passes for each pupil in each set was measured together with the rate of perceived exertion (RPE) and feeling mood after the first and second set. Results: A two-way analysis of variance demonstrated that the combined condition resulted in more passes compared to the technical instruction and control conditions, while the number of passes increased in set 2 for all conditions. RPE and the feeling mood were also differently between the conditions. Combined verbal encouragement and technical instruction during handball exercise were more beneficial for optimal passing numbers, positive mood with less perception of physical effort compared to only technical instruction and a control condition. The results evidenced positive acute effects of combined verbal encouragement and technical instruction during handball, indicating the usefulness of these training methods for optimal passing numbers, positive mood with less perception of physical effort in physical education pupils. Future studies should evaluate the applicability combined verbal encouragement and technical skills in the training of other conditioning capacities and the individual responsiveness of players toward verbal encouragement tasks.