Perception of Coach According to the Role of Starter or Substitute in the Final Stage of the Season

[EN] This paper examines the athletes’ perception of their coaches according to the role of starter or substitute in the final phase of the season. The variables analyzed were: leadership style, perceived justice, competence, and support for basic psychological needs. A longitudinal study was developed, evaluating the participants at two different stages: the end of the season and seven weeks before. A total of 112 football and handball players participated in this study, 78 completing the questionnaire at the two waves. The final sample comprised 51 starters (80.39% males) and 27 substitutes (70.37% males) who evaluated their coaches’ leadership, competence, and support of the players’ psychological needs. The interaction moment of measurement (seven weeks before the end of the season vs. end of the season) * group (starters vs. substitutes) was statistically significant for the variables authentic leadership, perceived justice, and the basic psychological need of competence. Post hoc analyses revealed a significant decline in the perception of authentic leadership from coaches, perceived justice, and support of the psychological need of competence at the end of the season only in those in a starter position, with no change observed in the substitutes group. The findings show that the perceptions of coaches among starting players deteriorates significantly in the final phase of the season, while those among substitutes remain unaffected.S

Análisis en función del género de los jugadores sobre la percepción que tienen de su entrenador

[ES] El objetivo de este estudio fue analizar en función del género de los jugadores la percepción que tienen de sus entrenadores respecto a su estilo de liderazgo auténtico, justicia percibida, competencia y atención a las necesidades psicológicas básicas . Participaron en el estudio 217 jugadores de fútbol y balonmano (147 hombres y 70 mujeres). Las deportistas de género femenino a diferencias de los de género masculino, mostraron niveles más altos en las variables psicológicas seleccionadas. Este estudio debería ser útil a los entrenadores para reconocer cuales son las percepciones de sus deportistas, y de este modo, poder matizar su intervención en función del género del equipo al cual se entrene.[EN] This study aimed to analyze gender differences in athletes' perception of their coaches' authentic leadership style, perceived justice, competence, and attention to basic psychological needs. A total of 217 soccer and handball players (147 men and 70 women) participated. In contrast to male athletes, female athletes showed higher levels in the selected variables. This study should be helpful for coaches to identify their athletes' different perceptions depending on gender. Consequently, coaches may use a different approach depending on their team’s gender.S

Does the effect of feedback modulate the coach's perception of competition?

[ES] El objetivo fue analizar el efecto de diferentes tipos de feedback sobre variables psicológicas y de rendimiento en función de la percepción del deportista de la competencia del entrenador. Se realizó un estudio de caso con 33 futbolistas asignados aleatoriamente a tres condiciones experimentales (feedback positivo, negativo y ausencia de feedback). Se midieron velocidad y precisión de lanzamientos a portería, valoración de competencia, competencia percibida, motivación autónoma y vitalidad subjetiva. Se empleó un nivel α de 0,05 para los análisis. El grupo feedback positivo exhibió niveles más altos de valoración de competencia, competencia percibida, motivación autónoma y bienestar, que los de feedback negativo y ausencia de feedback, en sujetos con alta percepción de competencia del entrenador. Este efecto no se observó en aquellos con baja percepción de competencia del entrenador. La percepción del jugador sobre la competencia del entrenador podría ser un factor en la modulación de las diferencias generadas en cuanto al tipo de feedback.[EN] The purpose of this study was to analyze the effect that different types of feedback had on psychological and performance variables as a function of an athlete´s perception of his/her coach´s competence. A case study was conducted with 33 soccer players randomly assigned to three experimental conditions (positive and negative feedback and no feedback). Shot speed and accuracy, competence valuation, perceived competence, autonomous motivation and subjective vitality were measured. An α-level of .05 was employed for all the analyses. Positive feedback group exhibited higher levels of competence valuation, perceived competence of the player, autonomous motivation, and well-being than the negative and neutral feedback groups only in those subjects who had a high perception of the coach's competence. This effect was not observed in those with a low perception of coach competence. In this respect, the players’ perception of coach’s competence could be a factor in modulating the differences generated with regard to the type of feedback received.S

Well-Being and Throwing Speed of Women Handball Players Affected by Feedback

[EN] This research aims at studying the e ect of feedback on well-being (vitality, and positive and negative a ect), competence valuation, perceived competence, motivation, and performance (throwing speed and accuracy) in a throwing task. Thirty nine expert women handball players, with experience in international handball competitions, participated in this study. They were indiscriminately ascribed to one of three di erent experimental conditions measuring feedback: (positive, negative, and none). Significant di erences in well-being (positive a ect) and throwing speed were found among the three feedback groups. More concretely, higher levels of positive a ect and throwing speed were found in the negative feedback group in comparison with the other two groups (positive and no-feedback). These results have important implications for athletes’ well-being and performance, and for coaches’ training programs.S

Intercultural ethics training in the Colombian school context and the model of Finland

El artículo reflexiona sobre la importancia de la formación filosófica desde la niñez, en un contexto intercultural, para favorecer la apropiación de valores en la vida cotidiana donde surgen complejos problemas por reflexionar desde la perspectiva ética. La incoherencia entre el pensar y el actuar en los jóvenes revela poca apropiación de principios éticos universales que orienten su conducta, a pesar que en Colombia, la formación en valores se contempla desde la Educación Básica Primaria. Los casos de intolerancia e irrespeto llenos de violencia, verbal, física, psíquica o cultural, no son abordados adecuadamente, siendo necesario reflexionar en torno a ellos para encontrar sentido en la lógica del buen vivir

The Impact of an Authentic Sports Leadership Program for Coach

[EN] Purpose: This paper studies the effects of authentic sports leadership training on coaches’ self-perception of their own authentic leadership, perceived justice, competence, overall self-efficacy, and collective efficacy. Additionally, players’ perceptions of their coaches with respect to their authentic leadership, perceived justice, competence, collective efficacy, satisfaction with the coach, and support for basic psychological needs were analyzed. Design: Twenty-five football and handball coaches were randomly assigned to two groups. Fifteen coaches made up the experimental group that carried out the training leadership program, while 10 coachesmade up the control group, carrying out no training whatsoever. A total of 248 football and handball players participated in this study; 136 were led by coaches who participated in the training program, and 112 by coaches who did not participate in the program. Results: The results of this study indicate that coaches’ self-perception is positively influenced after having received training in the variables of authentic leadership, perceived justice, competence, overall self-efficacy, and collective efficacy. Players whose coaches were part of the program perceive them as being more competent as coaches. Conclusions: The effects of an authentic sports leadership training program are effective for coaches and players alike.S

A Systematic Review of Co-Educational Models in School Handball

[EN] This study aims to address the characteristics presented by the co-educational models that have been put into practice in school handball, showing a general overview, after providing a systematic review of the literature on the topic published over the last ten years on co-educational paradigms in the practice of handball as a school sport. For the description and recording of the process of selection and filtering of documentary sources to be analyzed, use was made of the PRISMA flowchart. After the elimination of duplicates and entries not compliant with the criteria for time limits and type of document, the final sample surveyed was composed of thirty academic articles. The results considered (n = 26) showed a presentational pattern divisible into three segments or groups. These were: technical and sporting aspects of handball, highlighting the benefits of this sport in schools relative to other options (n = 7), co-education (n = 8), and results based on differences between the sexes (n = 11). Co-education stresses significant improvements in skills, together with perceived effort, enjoyment, and participation. These lead to improvements in the social climate and group cohesion, thanks to the practice of sports. Handball within schools, seen from a co-educational angle, should be approached with an eye to its predisposition for the development of social and civic skills. These include respect for the rules of a game, teamwork and solidarity, fair play, commitment, and responsibility. This paper lays out precisely and exhaustively the lines of investigation undertaken in the area of co-education, and, more specifically, how this is handled within the practicing of a confrontational team sport like handball.S

From the aluche to the Leonese wrestling, from the game to the sport. Past, present and future of the only sport cataloged as of Cultural Interest. The educational environment as a center that preserves its practice

The purpose of this text is to show the historical background of what a game was and how it has become a sport today. This study will identify the transcendence of Leon’s struggle in Leon’s society until it is declared as the only sport of Cultural Interest. We will describe how it is wrestling today. We will make a reference to the normative scope that protects this sport activity. We will teach the possibilities offered by the educational field for its implementation. We will make proposals to preserve the practice at school ages.Este texto tiene como propósito mostrar los antecedentes históricos de lo que era un juego y cómo se ha convertido en la actualidad en un deporte. Este estudio identificará la trascendencia de la lucha leonesa en la sociedad leonesa hasta ser declarado como el único deporte Bien de Interés Cultural. Describiremos cómo se lucha en la actualidad. Haremos una referencia al ámbito normativo que protege esta actividad deportiva. Enseñaremos las posibilidades que ofrece el ámbito educativo para su implementación. Realizaremos propuestas para preservar la práctica en las edades escolares

Aplicación del conocimiento neurocientífico a un modelo sistémico de entrenamiento en balonmano. Una aproximación metodológica

El balonmano es algo más que ejecución. La percepción y la decisión le otorgan la condición de deporte complejo. Proponer entrenamientos en condiciones complejas y lo más parecidos a los partidos será una obligación del entrenador, así como diseñarlos bajo esas circunstancias. La concentración o atención ejecutiva permite a los jugadores focalizar de modo interno o externo su percepción. Un jugador en formación o uno experto no lo hacen de la misma manera. Es conveniente tener presente los dos modos de pensamiento: el sistema 1 o “sistema automático” y el sistema 2 o “sistema esforzado”. Asimismo, para el desarrollo de balonmanistas jóvenes, la dualidad entre “cantidad” y “calidad” de la información deberá estar presente. Además, la variabilidad y la impredecibilidad de las acciones aumentan la experiencia y facilitan la decisión. El error y el autocontrol completan, enriquecen y dinamizan el proceso de toma de decisión del jugador y son elementos que el entrenador debe regular. El trabajo finaliza con una propuesta para la construcción de ejercicios de entrenamiento, mostrando los elementos básicos en el diseño de tareas, con sus variantes temporales, espaciales y grupales y haciendo hincapié en las herramientas del autocontrol y del error

Aplicación del conocimiento neurocientifico a un modelo sistémico de entrenamiento en balonmano. Una aproximación metodológica

[EN] Handball is more than execution. Perception and decision making make it a complex sport. It is the coach's responsibility to propose training sessions under complex conditions as close as possible to match conditions and to design them under these circumstances. Concentration or executive attention allows players to focus their perception internally or externally. A player in training or an expert player does not do it in the same way. It is convenient to keep in mind the two modes of thinking: system 1 or "automatic system" and system 2 or "effortful system". Also, for the development of young handball players, the duality between "quantity" and "quality" of information must be present. In addition, the variability and unpredictability of actions increase experience and facilitate decision making. Error and self-control complete, enrich and dynamise the player's decision-making process and are elements that the coach must regulate. The work ends with a proposal for the construction of training exercises, showing the basic elements in the design of tasks, with their temporal, spatial and group variants and emphasising the tools of self-control and error.[ES] El balonmano es algo más que ejecución. La percepción y la decisión le otorgan la condición de deporte complejo. Proponer entrenamientos en condiciones complejas y lo más parecidos a los partidos será una obligación del entrenador, así como diseñarlos bajo esas circunstancias. La concentración o atención ejecutiva permite a los jugadores focalizar de modo interno o externosu percepción. Un jugador en formación o uno experto no lo hacen de la misma manera. Esconveniente tener presente los dos modos de pensamiento: el sistema 1 o “sistema automático” y el sistema 2 o “sistema esforzado”. Asimismo, para el desarrollo de balonmanistas jóvenes, la dualidad entre “cantidad” y “calidad” de la información deberá estar presente. Además, la variabilidad y la impredecibilidad de las acciones aumentan la experiencia y facilitan la decisión. El error y el autocontrol completan, enriquecen y dinamizan el proceso de toma de decisión del jugador y son elementos que el entrenador debe regular. El trabajo finaliza con una propuesta para la construcción de ejercicios de entrenamiento, mostrando los elementos básicos en el diseño de tareas, con sus variantes temporales, espaciales y grupales y haciendo hincapié en las herramientas del autocontrol y del error.S