Relación de la carga de entrenamiento con las emociones y el rendimiento en baloncesto formativo (Relation of training load with emotions and performance in formative basketball)

El objetivo del estudio fue identificar las relaciones entre carga de entrenamiento con variables emocionales y de rendimiento en baloncesto formativo. Los participantes fueron 82 jugadores y jugadoras (40 hombres y 42 mujeres) de categorías cadete (15 y 16 años) e infantil (13 y 14 años) con una edad media de 14,6 años. Se midió la carga interna con la Frecuencia Cardiaca Máxima (FCM), y la carga externa por medio de acelerometría, la inteligencia emocional, rendimiento percibido y variables relacionadas con el bienestar como la fatiga y dolor muscular. Los resultados mostraron que la FC está relacionada con una mayor percepción de rendimiento, así como la carga externa con la fatiga. La fatiga y el dolor muscular mostraron una fuerte relación entre ellas y, a su vez, con anotar menos puntos, menor percepción de rendimiento y con una regulación emocional negativa. El rendimiento percibido relacionó positivamente con todas las variables de la inteligencia emocional. Con estos datos, los entrenadores disponen de más recursos y conocimientos a la hora de planificar y diseñar las sesiones de entrenamiento lo que repercutirá en el rendimiento por parte de los deportistas. Se recomienda entrenar con intensidad sin llegar a percibir fatiga ni dolor muscular, así como desarrollar las variables de la inteligencia emocional. Abstract. The objective of the study was to identify the relationships between training load with emotional and performance variables in formative basketball. The participants were 82 players in the formative categories. Internal load, external load, emotional intelligence, perceived performance, and well-being-related variables such as fatigue and muscle pain were measured. The results show that heart rate is related to a higher perception of performance, as well as external load with fatigue. Similarly, fatigue and muscle pain had a strong relationship between them and, in turn, with less score in matches, less perception of performance and negative emotional regulation. The perceived performance relates positively to all the variables of emotional intelligence. With these data, the coaches have more resources and knowledge when it comes to planning and design the training sessions, which will improve performance by athletes. It is recommended to train with intensity without perceiving fatigue or muscular pain, as well as developing the variables of emotional intelligence.

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Examining the Impact of Emotional Intelligence on Intention to Finish the Assignment of Indian Expatriates in the USA

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.b1128.0782s419 ◽

2019 ◽

Vol 8 (2S4) ◽

pp. 642-649

Keyword(s):

New York ◽

Emotional Intelligence ◽

Work Environment ◽

Family Support ◽

Organizational Support ◽

Cultural Intelligence ◽

Strong Relationship ◽

Well Being ◽

Work And Family ◽

The Impact

The present study is an attempt to examine relationship of emotional intelligence, cultural intelligence, perceived organizational support, perceived family support, work adjustment, general adjustment with Intention to finish the assignment of Indian Information technology expatriates in United States of America. This study adopts positivist deductive approach it, starts with clear variables which are derived from theory and based on these variables. Structured questionnaire is used to collect the data. The sample for the present study was collected from the Indian IT expatriates who are assigned to USA working in the four major IT cluster of USA i.e. California, Washington, New York, & Chicago. A total 634 questionnaires were received indicating a response rate of 52 %. The questionnaire for this study consists of 78 items and the five point Likert scale is used for record the response. SPSS 21 and Microsoft excel are the statistical packages and regression is the tools used in the present study. The study proposes a strong relationship among emotional intelligence and expatriate intention to finish the assignment. . An emotional intelligent employee is more adjustable to the new cultural work environment and there are high chances of him being completing the assignment. Cultural intelligence help the expatriate to adjust well to the diverse work environment and when the expatriate is well adjusted to the new environment, his or her intention to complete the assignment will be high. The importance of the organizational support is essential for the employee well-being and the employees if they perceive that organization supports them in all facets of their work and family they will to be more productive and more committed to the organization. A well-adjusted employee to both general environment and work environment will have high intention to finish the assignment. No significant relationship was found between perceived family support and expatriate intention to finish the assignment. One of the important reason for the expatriate failure is the non-adjustment of the family so the perceived family support have a direct impact on the expatriate intention to finish the assignment.

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INTERRELATION OF EMOTIONAL INTELLIGENCE AND COGNITIVE REGULATION OF EMOTIONS IN LATE ADOLESCENCE

Вестник Пермского университета Философия Психология Социология ◽

10.17072/2078-7898/2021-1-97-107 ◽

2021 ◽

pp. 97-107

Author(s):

Anna Yu. Ulanova ◽

Keyword(s):

Emotional Intelligence ◽

Emotional Regulation ◽

Deviant Behavior ◽

Negative Relationship ◽

Well Being ◽

Effective Strategies ◽

Cognitive Regulation ◽

Cognitive Components ◽

Older Adolescents ◽

Positive Meaning

Combined study of emotional intelligence and emotional regulation allows us to obtain information not only about individual differences in the understanding and management of emotions but also about the cognitive processes by which regulation is carried out. Emotion management becomes especially relevant in adolescence, as this age is characterized by emotional vulnerability and risk of deviant behavior. This study deals with the abilities being part of emotional intelligence in their relation to the cognitive components of emotional regulation, namely, the ways and strategies of response that prevail in the behavior of adolescents. The study involved 72 respondents aged 14–16 years. The results showed the specificity of cognitive regulation of emotions and emotional intelligence in older adolescents. The group of respondents with high emotional intelligence more often employ effective strategies for regulating emotions, while the rates of using destructive strategies decrease. Participants with low emotional intelligence use effective and destructive strategies almost equally. Those participants who effectively manage their emotions most often use strategies such as creating a positive meaning for the event or switching to more pleasant thoughts. Destructive strategies for regulating emotions have a negative relationship with emotional intelligence: the greatest number of correlations was revealed for the strategies «Catastrophizing» and «Rumination», also associated with depression. The results obtained clarify the specific features of the relationship between cognitive regulation of emotions and emotional intelligence in older adolescents, and also allow us to describe the contribution of these abilities to the formation of the psychological well-being.

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A Complex Relationship: Sleep, External Training Load, and Well-Being in Elite Australian Footballers

International Journal of Sports Physiology and Performance ◽

10.1123/ijspp.2019-0061 ◽

2020 ◽

Vol 15 (6) ◽

pp. 777-787 ◽

Cited By ~ 2

Author(s):

Benita J. Lalor ◽

Shona L. Halson ◽

Jacqueline Tran ◽

Justin G. Kemp ◽

Stuart J. Cormack

Keyword(s):

External Load ◽

Positive Impact ◽

Well Being ◽

Training Load ◽

Maximum Speed ◽

Strong Correlations ◽

Canonical Correlations ◽

Movement Strategy ◽

Australian Football ◽

External Training

Purpose: To assess relationships between objective sleep characteristics, external training loads, and subjective ratings of well-being in elite Australian football (AF) players. Methods: A total of 38 elite male AF players recorded objective sleep characteristics over a 15-day period using an activity monitor. External load was assessed during main field sessions, and ratings of well-being were provided each morning. Canonical correlation analysis was used to create canonical dimensions for each variable set (sleep, well-being, and external load). Relationships between dimensions representing sleep, external load, and well-being were quantified using Pearson r. Results: Canonical correlations were moderate between pretraining sleep and external training load (r = .32–.49), pretraining sleep and well-being (r = .32), and well-being and posttraining sleep (r = .36). Moderate to strong correlations were observed between dimensions representing external training load and posttraining sleep (r = .31–.67), and well-being and external training load (r = .32–.67). Player load and Player load 2D (PL2D) showed the greatest association to pretraining and posttraining objective sleep characteristics and well-being. Fragmented sleep was associated with players completing the following training with a higher PL2D. Conclusions: Maximum speed, player load, and PL2D were the common associations between objective sleep characteristics and well-being in AF players. Improving pretraining sleep quality and quantity may have a positive impact on AF players’ well-being and movement strategy during field sessions. Following training sessions that have high maximum speed and PL2D, the increased requirement for sleep should be considered by ensuring that subsequent sessions do not start earlier than required.

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The Relationship between Training Load Measures and Next-Day Well-Being in Rugby Union Players

Applied Sciences ◽

10.3390/app11135926 ◽

2021 ◽

Vol 11 (13) ◽

pp. 5926

Author(s):

Richard Taylor ◽

Tony D. Myers ◽

Dajo Sanders ◽

Matthew Ellis ◽

Ibrahim Akubat

Keyword(s):

External Load ◽

High Speed ◽

Mixed Model ◽

Linear Mixed Model ◽

Well Being ◽

Rugby Union ◽

Training Load ◽

Mixed Model Analysis ◽

Training Impulse ◽

The Relationship

The aim of this study is to identify the relationship between different internal and external load measures and next day subjective wellbeing. With institutional ethics approval, ten academy rugby union players (Five forwards, and five backs) with a local National League One club agreed to participate in the study (aged; 18.4 ± 1.0 years, height; 181.3 ± 5.9 cm, body mass 85.9 ± 13.0 kg, VO2max 56.2 ± 6.8 mL·kg−1·min−1). Before the 6-week in-season data collection period, participants completed an incremental treadmill test to determine lactate thresholds at 2 mmol·L−1 (LT) and 4 mmol·L−1 and the heart rate blood lactate (HR-BLa) profile for individualized training impulse (iTRIMP) calculations. Internal training load was quantified using Banister’s TRIMP, Edward’s TRIMP, Lucia’s TRIMP, individualised TRIMP and session-RPE. External training load was reported using total distance, PlayerLoadTM, high-speed distances (HSD) > 18 km∙h−1 and >15 km∙h−1, and individualized high-speed distance (iHSD) based on each player’s velocity at OBLA. On arrival and prior to all training sessions players completed a well-being questionnaire (WB). Bayesian linear mixed model analysis identified that a range of internal and external load measures explained between 30% and 37% of next-day total wellbeing and between 65% and 67% of next-day perceived stress. All other internal and external load measures demonstrated very weak to moderate relationships (R2 = 0.08 to 0.39) with all other wellbeing components. Internal sRPE, iTRIMP and bTRIMP loads alongside external HSD loads provide coaches with the most practical measures to influence players’ perceived wellbeing.

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Meaning of verbal, spatial and emotional components of intelligence in the self-assessment of quality of life at a young age

Experimental Psychology (Russia) ◽

10.17759/exppsy.2017100403 ◽

2017 ◽

Vol 10 (4) ◽

pp. 34-45

Author(s):

O. Razumnikova ◽

A.A. Yashanina ◽

N.V. Asanova

Keyword(s):

Quality Of Life ◽

Emotional Intelligence ◽

Emotional Regulation ◽

Prognostic Significance ◽

Well Being ◽

The Self ◽

Regression Equations ◽

Physical And Mental Health ◽

Self Assessment

It is known that the general, and emotional intelligence reflects a person’s ability to adapt and are predictors of vitality, but it is unknown how these characteristics are combined to assess the current state of health. In this regard, the aim of the study was to investigate the contribution of verbal, spatial and emotional components of intelligence in the self-assessment of the quality of life of students. The study involved students aged 18,7 ± 1,5 years, 66% — women. It was found that the negative expressivity and empathy unhappiness are the main components of emotional intelligence that are negatively correlated with integral indicators of both physical and mental health. Spatial intelligence component has a greater prognostic significance than verbal component for the self-assessment of health status and its high values correspond to fewer symptoms of health disorders. Identified various forms of regression equations to describe the quality of life based on the components of emotional intelligence indicate the possibility of correction of psychological well-being using different contours of emotional regulation of behavior

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0204 The Impact of Sleep on Well-Being and Diurnal Performance in Elite Australian Football League Athletes

SLEEP ◽

10.1093/sleep/zsaa056.202 ◽

2020 ◽

Vol 43 (Supplement_1) ◽

pp. A80-A80

Author(s):

E R Facer-Childs ◽

S P Drummond ◽

S W Rajaratnam

Keyword(s):

Force Plate ◽

Biological Rhythms ◽

Well Being ◽

Time Of Day ◽

Individual Variability ◽

Training Load ◽

Australian Football League ◽

Australian Football ◽

And Performance ◽

The Impact

Abstract Introduction The ultimate goal in the sports world is achieving optimal health and continuous high-level performance through an adequate balance of training load and recovery e.g. rehab, nutrition, well being and sleep. Athletes often encounter situations that negatively impact their ability to sleep well, disrupt their biological rhythms and increase mental stress e.g. late competition times, travel and high training load. Therefore, there is a need to increase our understanding of how individual variability could be impacting recovery and performance in elite sports. Methods This study examined the relationships between individual sleep and circadian patterns, well-being and performance variables in Australian Football League (AFL) athletes. Actigraphy combined with daily sleep diaries were used to gather objective sleep data over a period of 14 days. Performance tests were conducted in the morning (between 07:00 - 08:00am) and afternoon (between 14:00 - 15:00) on days 3, 5, 7, 10, 12 and 14. Performance measures included a strength test (force plate jump), a skilled based accuracy test (goal kicking) and a reaction time test (psychomotor vigilance task). Results Preliminary results show that sleep and circadian parameters differed significantly between individuals and were correlated with measures of well-being and diurnal performance. Conclusion The Australian Football League (AFL) is one of the largest growing sports industries in Australia and New Zealand with annual revenues reaching a billion dollars. These findings add to the growing literature showing how sleep impacts performance in elite athletes and highlights the need to take sleep and time of day into account. This is of critical importance to the global sports industry, who are constantly seeking marginal gains. Support n/a

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Building Emotional Intelligence for Student Success: A Pilot Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00101 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1445-1461

Author(s):

Amee P. Shah ◽

Mary Lou Galantino

Keyword(s):

Emotional Intelligence ◽

Emotional Regulation ◽

Communication Apprehension ◽

Communication Competence ◽

Emotional Awareness ◽

Self Esteem ◽

Preliminary Evidence ◽

Empowerment Model ◽

Dyad Interaction ◽

Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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