Assessing Post-Game Emotions in Soccer Teams: The Role of Distinct Emotional Dynamics

This study examined the relationships between team (n = 10) and player post-game emotions following two consecutive games. In addition, the relationship between emotional contagion susceptibility and player post-game emotions was assessed. Applying an experience sampling methodology, male amateur and semi-professional soccer players (N = 114, Mage = 25.46 years, SD = 9.24) completed a sport emotion questionnaire shortly after the conclusion of two competitive games. Participants also completed a dispositional emotional contagion questionnaire prior to post-game data collection. Multilevel regressions revealed that teams’ collective post-game emotions were strongly associated with players’ post-game emotions, after accounting for within- (e.g., time, game outcome) and between-person (e.g., formal leaders, emotional contagion susceptibility) differences. In addition, partial support was found to indicate that emotional contagion susceptibility was associated with players’ post-game emotions. In this context of soccer, the findings suggest that collective emotions following a game are more indicative of individual players’ emotions than an individual’s general tendency to mimic the emotions of others. From an applied perspective, the findings demonstrate the importance of coaches and players being mindful of the team’s emotional climate after a game and the impact it may have on players, especially when that climate is negative

Contributions of emotion understanding to narrative comprehension in children and adults

This study examined to what extent children and adults differ in how they process negative emotions during reading, and how they rate their own and protagonists’ emotional states. Results show that both children’s and adults’ processing of target sentences was facilitated when they described negative emotions. Processing of spill-over sentences was facilitated for adults but inhibited for children, suggesting children needed additional time to process protagonists’ emotional states and integrate them into coherent mental representations. Children and adults were similar in their valence and arousal ratings as they rated protagonists’ emotional states as more negative and more intense than their own emotional states. However, they differed in that children rated their own emotional states as relatively neutral, whereas adults’ ratings of their own emotional states more closely matched the negative emotional states of the protagonists. This suggests a possible difference between children and adults in the mechanism underlying emotional inferencing.Teaching and Teacher Learning (ICLON