Prática esportiva e inteligência emocional em jovens. Revisão sistemática.
Resumo
A prática do desporto e a inteligência emocional nos jovens tornaram-se trmas muito estudadas nos últimos anos. O objectivo deste estudo centrou-se em verificar se existe algum tipo de relação entre as duas variáveis através da revisão do estado da arte neste campo, permitindo assim a abertura de novas linhas de investigação sobre este assunto. Foram seleccionadas três bases de dados (WOS, Scopus e PubMed) para a extracção de documentos científicos, analisando os documentos obtidos com a metodologia PRISMA e uma análise da qualidade da amostra final obtida, onde foram incluidos 38 artigos. Foi realizada uma análise do conteúdo dos artigos e uma análise descritiva da informação, utilizando tabelas de comparação e os seus índices estatísticos. Os resultados mostraram a existência de uma associação positiva entre a inteligência emocional e a prática desportiva.
Downloads
Referências
Acebes-Sánchez, J., Diez-Vega, I., Esteban-Gonzalo, S., & Rodriguez-Romo, G. (2019). Physical activity and emotional intelligence among undergraduate students: a correlational study. BMC Public Health, 19 (1241), 1-7. https://doi.org/10.1186/s12889-019-7576-5
Acebes-Sánchez, J., Granado-Peinado, M., & Marchena Giráldez, C. A. (2020). Relación entre inteligencia emocional y ansiedad en un club de fútbol sala de Madrid. Retos, 39, 643-648. https://doi.org/10.47197/retos.v0i39.81975
Ajilchi, B, Amini, H. R., Ardakani, Z. P., Zadeh, M. M., & Kisely S. (2019). Applying mindfulness training to enhance the mental toughness and emotional intelligence of amateur basketball players. Australasian Psychiatry, 27(3), 291-296. https://doi.org/10.1177/1039856219828119
Akelaitis, A. V., & Lisinskiene, A. R. (2018). Social Emotional Skills and Prosocial Behaviour among 15–16-year-old Adolescents. European Journal of Contemporary Education, 7(1), 21-28. https://doi.org/10.13187/ejced.2018.1.21
Akelaitis, A. V., & Malinauskas, R. K. (2018). The expression of emotional skills among individual and team sports male athletes. Pedagogics, Psychology, Medical-Biological Problems of Physical Training and Sports, 22(2), 62. https://doi.org/10.15561/18189172.2018.0201
Arribas-Galarraga, S., Saies, E., Cecchini, J., Arruza, J., & Luis-De-Cos, I. (2017). The relationship between emotional intelligence, self-determined motivation and performance in canoeists. Journal of Human Sport and Exercise, 12 (3), 630-639. https://doi.org/10.14198/jhse.2017.123.07
Ato, M., López, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511
Ávila-García, M., Esojo-Rivas, M., Villa-González, E., Tercedor, P., & Huertas-Delgado, F. J. (2021). Relationship between sedentary time, physical activity, and health-related quality of life in spanish children. International Journal of Environmental Research and Public Health, 18(5), 1–11. https://doi.org/10.3390/ijerph18052702
Barberis, N., Calaresi, D., & Gugliandolo, M. C. (2019). Relationships among Trait EI, Need Fulfilment, and Performance Strategies. Journal of Functional Morphology and Kinesiology, 4(3), 50. https://doi.org/10.3390/jfmk4030050
Batista, L. V., Caroline, B., Fernandes, D. A., Felin, F. C., Priscila, R. C., Araujo, G. A. C., & Reis, G. A. (2022). Relationship between physical activity and health-related quality of life in children and adolescents during COVID-19 social distancing. Cuadernos de Psicología Del Deporte, 22(3), 238–251. https://doi.org/10.6018/cpd.479601
Calero, A. D., Barreyro, J.P., & Injoque-Ricle, I. (2017). Inteligencia emocional durante la adolescencia: su relación con la participación en actividades extracurriculares. Psicodebate, 17(2), 43-54. https://doi.org/10.18682/pd.v17i2.693
Campo, M., Laborde, S., Martinent, G., Louvet, B., & Nicolas, M. (2019). Emotional Intelligence (EI) Training Adapted to the International Preparation Constraints in Rugby: Influence of EI Trainer Status on EI Training Effectiveness. Frontiers in Psychology, 10 (September). https://doi.org/10.3389/fpsyg.2019.01939
Castañeda, A., Coca, A., Arbillaga, A., & Gutiérrez-Santamaría, B. (2020). Physical activity change during COVID-19 confinement. International Journal of Environmental Research and Public Health, 17(18), 1–10. https://doi.org/10.3390/ijerph17186878
Castro-Sánchez, M., Lara-Sánchez, A. J., Zurita-Ortega, F., & Chacón-Cuberos, R. (2019). Motivation, anxiety, and emotional intelligence are associated with the practice of contact and non-contact sports: An explanatory model. Sustainability, 11(16), 1-17. https://doi.org/10.3390/su11164256
Castro-Sánchez, M., Zurita-Ortega, F., Ubago-Jiménez, J. L., González-Valero, G., & Chacón-Cuberos, R. (2019). Relationships between Anxiety, Emotional Intelligence, and Motivational Climate among Adolescent Football Players. Sports, 7(2), 34. https://doi.org/10.3390/sports7020034
Chu, Y., Chen, C., Wang, G., & Su, F. (2022). The Effect of Education Model in Physical Education on Student Learning Behavior. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.944507
Conde-Pipó, J., Melguizo-Ibáñez, E., Mariscal-Arcas, M., Zurita-Ortega, F., Ubago-Jiménez, J., Ramírez-Granizo, I., y González-Valero, G. (2021). Physical self-concept changes in adults and older adults: Influence of emotional intelligence, intrinsic motivation and sports habits. International Journal of Environmental Research and Public Health, 18, 1-14. https://doi.org/10.3390/ijerph18041711
Cowden RG. (2016). Mental Toughness, Emotional Intelligence, and Coping Effectiveness: An Analysis of Construct Interrelatedness Among High-Performing Adolescent Male Athletes. Percept Motor Skills, 123(3), 737-753. https://doi.org/10.1177/0031512516666027
Cubo, S., Martín-Marín, B., & García Ramos, J.L. (2011). Métodos de investigación y análisis de datos en ciencias sociales y de la salud. Pirámide.
Dal, N. (2019). The Influence of Trait Emotional Intelligence on Archers’ Autonomic Cardiac Recovery Responses Immediately After a Shooting Session. Behavioral Sciences, 9(5), 55. https://doi.org/10.3390/bs9050055
Duque Ramos, V. H., Reina Román, M., Mancha Triguero, D., Ibáñez Godoy, S. J., & Saenz Lopez, P. (2020). Relación de la carga de entrenamiento con las emociones y el rendimiento en baloncesto formativo. Retos, 40(2041), 164–173. https://doi.org/10.47197/retos.v1i40.82441
Dumčienė, A. (2020). Emotional intelligence, psychological well-being, and self-control of athletic and non-athletic postgraduates. Pedagogika, 140(4), 77–93. https://doi.org/10.15823/p.2020.140.5
Gallardo Peña, M. A., Domíngez Escribano, M., & González González de Mesa, C. (2019). Inteligencia emocional y conducta agresiva en el deporte ¿Puede inferir la modalidad deportiva y las horas de entrenamiento? Retos, 35, 176-180. https://doi.org/10.47197/retos.v0i35.66213
Gatsis, G., Strigas, A., & Ntasis, L. (2021). Contribution of emotional intelligence to taekwondo athlete's performance. Journal of Physical Education and Sport, 21, 1976-1980. https://doi.org/10.7752/jpes.2021.s3251
Gil-Madrona, P., Cejudo, J., Martínez-González, J. M., & López-Sánchez, G. F. (2019). Impact of the body mass index on affective development in physical education. Sustainability, 11(9), 2459. https://doi.org/10.3390/su11092459
Gil-Madrona, P., Cijudo-Prad, M. J., & Martínez-González, J. M. (2021). Diagnóstico Afectivo Autopercibido por el Alumnado en las Clases de Educación Física. Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 1(58), 5-18. https://doi.org/10.21865/RIDEP58.1.01
Goleman, D. (1996). Emotional intelligence It appeared in Spanish: Inteligencia emocional. Kairós.
Guedeat, C., & Bossio, R. (2021). Experiencia Emocional Subjetiva en Deportistas Extremos: Estudio Cualitativo. Cuadernos de Psicología Del Deporte, 21(1), 01–17. https://doi.org/10.6018/CPD.418141
Laborde, S., Dosseville, F., Guillén, F., & Chávez, E. (2014). Validity of the trait emotional intelligence questionnaire in sports and its links with performance satisfaction. Psychology of Sport and Exercise, 15(5), 481–490. doi:10.1016/j.psychsport.2014.05.001
Landa-Ramírez, E., & Arredondo-Pantaleón, A. J. (2014). Herramienta PICO para la formulación y búsqueda de pre-guntas clínicamente relevantes en la psicooncología basada en la evidencia. Psicooncología, 11(2-3), 259-270. https://doi.org/10.5209/rev_PSIC.2014.v11.n2-3.47387
Law, M., Stewart, D., Pollock, N., Letts, L., Bosch, J., & Westmorland, M. (1998). Guidelines for critical review form-Quantitative studies. Hamilt. Macmaster University.
López-Walle, J., Tristán, J., Tomás, I., Gallegos-Guajardo, J., Gongora, E., & Hernández-Pozo, M. del R. (2020). Estrés percibido y felicidad auténtica a través del nivel de actividad física en jóvenes universitarios. Cuadernos de Psicología Del Deporte, 20(2), 265–275. https://doi.org/10.6018/cpd.358601
Luna, P., Cejudo, J., Piqueras, J., Rodrigo-Ruiz, D., Bajo, M., & Pérez-González, J. (2021). Impact of the moon physical education program on the socio-emotional competencies of preadolescents. International Journal of Environmental Research and Public Health, 18(7986), 1-17. https://doi.org/10.3390/ijerph18157896
Luna, P., Guerrero, J., & Cejudo, J. (2019). Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model. International Journal of Environmental Research and Public Health, 16(1821), 1-13. https://doi.org/10.3390/ijerph16101821
Luna, P., Rodríguez-Donaire, A., Rodrigo-Ruiz, D., & Cejudo, J. (2020). Subjective Well-Being and Psychosocial Adjustment: Examining the Effects of an Intervention Based on the Sport Education Model on Children. Sustainability, 12(4570). https://doi.org/10.3390/su12114570
Martí, G. P., Caballero, F. S., & Sellabona, E. S. (2020). Does emotional intelligence have an impact on linguistic competences? A primary education study. Sustainability, 12(24), 1–13. https://doi.org/10.3390/su122410474
Martín de Benito, M., Guzmám Luján, J. F., & de Benito Trigueros, A. M. (2018). Inteligencia emocional, percepción de apoyo a la autonomía y relaciones en el deporte. Cuadernos de Psicología Del Deporte, 18(1), 13–19.
Mayer, J. D., Salovey, P., & Caruso, D. (2000). Models of emotional intelligence. Handbook of intelligence, 2, 396-420. https://doi.org/10.1017/CBO9780511807947.019
Méndez-Giménez, A., Cecchini, J. A., & García-Romero, C. (2020). Profiles of emotional intelligence and their relationship with motivational and well-being factors in physical education. Psicología Educativa, 26(1), 27–36. https://doi.org/10.5093/PSED2019A19
Méndez-Giménez, A., Martínez de Ojeda, D., & Valverde-Pérez, J.J. (2017). Inteligencia emocional y mediadores motivacionales en una temporada de Educación Deportiva sobre mimo. Ágora para la Educación Física y el Deporte, 19(1), 52-72. https://doi.org/10.24197/aefd.1.2017.52-72
Merino, C., Alguacil, M., & Vidal-Vilaplana, A. (2020). La inteligencia emocional en adolescentes, análisis en función de género, curso y práctica deportiva. Calidad de Vida y Salud, 13(1), 17-30.
Merino, M., Brito, C, Miarka, B., & López, A. (2020). Anxiety and Emotional Intelligence: Comparisons Between Combat Sports, Gender and Levels Using the Trait Meta-Mood Scale and the Inventory of Situations and Anxiety Response. Frontiers in Psychology, 11, 1-9. https://doi.org/10.3389/fpsyg.2020.00130
Merino. M., Dal, F., Mota, L., Brito, C., Miarka, B., & Lopéz, A. (2019). State-trait anxiety and reduced emotional intelligence in combat sport athletes of different genders and competitive levels. Journal of Physical Education and Sport, 19, 363 - 368. https://doi.org/10.7752/jpes.2019.s2054
Mitić, P., Nedeljković, J., Takšić, V., Sporiš, G., Stojiljković, N., & Milčić, L. (2020). Sports performance as a moderator of the relationship between coping strategy and emotional intelligence. Kinesiology, 52(2), 281–289. https://doi.org/10.26582/k.52.2.15
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A. & PRISMA-P Group (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1-9. https://doi.org/ 10.1186/2046-4053-4-1
Molanorouzi, K., Khoo, S., & Morris, T. (2014). Validating the physical activity and leisure motivation scale (PALMS). BMC Public Health, 14(909). https://doi.org/10.1186/1471-2458-14-909
Mon-López, D., Riaza, A. de la R., Galán, M. H., & Roman, I. R. (2020). The impact of covid-19 and the effect of psychological factors on training conditions of handball players. International Journal of Environmental Research and Public Health, 17(18), 1–14. https://doi.org/10.3390/ijerph17186471
Moreno, J. A., Hernández, A., & González-Cutre, D. (2009). Complementando la teoría de la autodeterminación con las metas sociales: un estudio sobre la diversión en educación física. Revista Mexicana de Psicología, 26(2), 213-222
Nateri, R., Robazza, C., Tolvanen, A., Bortoli, L., Hatzigeorgiadis, A., & Ruiz, M. C. (2020). Emotional intelligence and psychobiosocial states: Mediating effects of intra-team communication and role ambiguity. Sustainability, 12(21), 9019. https://doi.org/10.3390/su12219019
Peña, M. A. G., Escribano, M. D., & de Mesa, C. G. G. (2019). Inteligencia emocional y conducta agresiva en el deporte ¿Puede inferir la modalidad deportiva y las horas de entrenamiento? Retos: nuevas tendencias en educación física, deporte y recreación, (35), 176-180. https://doi.org/10.47197/retos.v0i35.66213
Piedra, J. (2019). La perspectiva de género en sociología del deporte en España: presente y futuro. RES. Revista Española de Sociología, 28(3), 489-500. https://doi.org/10.22325/fes/res.2019.13
Pinelo-Trancoso, M. & Ardura, D. (2022). Deporte extraescolar e inteligencia emocional en estudiantes de secundaria: efectos del tipo de agrupamiento deportivo y del sexo. Cuadernos de Psicología del Deporte, 23(1), 38-52. https://doi.org/10.6018/cpd.510651
Roberts, R. J., & Lane, A. M. (2021). Mood Responses and Regulation Strategies Used During COVID-19 Among Boxers and Coaches. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.624119
Rodríguez-Romo, G., Acebes-Sánchez, J., García-Merino, S., Garrido-Muñoz, M., Blanco-García, C., & Diez-Vega, I. (2023). Physical Activity and Mental Health in Undergraduate Students. International Journal of Environmental Research and Public Health, 20(1). https://doi.org/10.3390/ijerph20010195
Rodríguez-Romo, G., Blanco-García, C., Díez-Vega, I., & Acebes-Sánchez, J. (2021). Emotional Intelligence of Undergraduate Athletes: The Role of Sports Experience. Frontiers in Psychology, 12, 1-8. https://doi.org/10.3389/fpsyg.2021.609154
Rodríguez Torres, Á. F., Rodríguez Alvear, J. C., Guerrero Gallardo, H. I., Arias Moreno, E. R., Paredes Alvear, A. E., & Chávez Vaca, V. A. (2020). Physical activity benefits for children and adolescents in the school. Revista Cubana de Medicina General Integral, 36(2), 1–14.
Rutkowska, K., & Bergier, J. (2015). Psychological Gender and Emotional Intelligence in Youth Female Soccer Players. Journal of Human Kinetics, 47(1), 285–291. https://doi.org/10.1515/hukin-2015-0084
Salovey, P., & Mayer, J. (1990). Inteligencia emocional. Imaginación, conocimiento y personalidad. Sage journals, 9(3), 185-211. https://doi.org/10.2190/dugg-p24e-52wk-6cdg
Sauer, S., Desmond, S., & Heintzelman, M. (2013). Beyond the playing field: The role of athletic participation in early career success. Personnel Review. 42(6), 644-661. https://doi.org/10.1108/PR-08-2012-0149
Sánchez-Gómez, M., Oliver, A., Adelantado-Renau, M., & Breso, E. (2020). Inteligencia emocional y ansiedad en adolescentes: una propuesta práctica en el aula. Quaderns digitals: Revista de Nuevas Tecnologías y Sociedad, (91), 74–99.
Slizik, M., Paskova, L., Stehlikova, J., & Bartik, P. (2020). Global Level of Trait Emotional Intelligence as a Predictor of Achievement Motivationi Students of Physical and Sports Education. European Journal of Contemporary Education, 9(4), 886-892. https://doi.org/10.13187/ejced.2020.4.886
Sukys, S., Tilindienė, I., Cesnaitiene, V. J., & Kreivyte, R. (2019). Does Emotional Intelligence Predict Athletes’ Motivation to Participate in Sports? Perceptual and Motor Skills, 126(2), 305–322. https://doi.org/10.1177/0031512518825201
Teijon, M. (2020). El rol de la frustración y otras emociones negativas en las conductas ilícitas asociadas a la competición deportiva: Un estudio empírico con una muestra de deportistas en activo. Sociología del Deporte, 1(1), 61-75. https://doi.org/10.46661/socioldeporte.4971
Torregrossa, M., Conde, E., Pérez, A., Ramis, Y., & Soriano, G. (2019). La actividad física y el deporte saludable en exdeportistas de élite. Cuadernos de Psicología Del Deporte, 19(2), 12–27. https://doi.org/10.6018/cpd.350791
Trigueros, R., Aguilar-Parra, J. M., Álvarez, J. F., González-Bernal, J. J., & López-Liria, R. (2019). Emotion, psychological well-being and their influence on resilience. A study with semi-professional athletes. International Journal of Environmental Research and Public Health, 16(21), 1-12. https://doi.org/10.3390/ijerph16214192
Trujillo-Santana, T., Maestre-Baidez, M., Romero. J., Ortin-Montero, F.J., López-Fajardo, A.D., & López-Morales, J.L. (2022). Vitalidad Subjetiva, Bienestar Psicológico y Fortaleza Mental en Deportes de Combate. Cuadernos de Psicología del Deporte, 23(1), 175-189. https://doi.org/10.6018/cpd.511371
Vaquero-Solís, M., Alonso, D. A., Sánchez-Oliva, D., Sánchez-Miguel, P. A., & Iglesias-Gallego, D. (2020). Inteligencia emocional en la adolescencia: motivación y actividad física. Revista Internacional De Medicina Y Ciencias De La Actividad Física Y Del Deporte, 20(77), 119-131. https://doi.org/10.15366/rimcafd2020.77.008
Vaughan, R., Laborde, S., & McConville, C. (2019). The effect of athletic expertise and trait emotional intelligence on decision-making. European Journal of Sport Science, 19(2), 225-233. https://doi.org/10.1080/17461391.2018.1510037
Vella, S. A., Cliff, D. P., Magee, C. A., & Okely, A. D. (2015). Associations between sports participation and psychological difficulties during childhood: a two-year follow up. Journal of Science and Medicine in Sport. 18(3), 304-309. https://doi.org/10.1016/j.jsams.2014.05.006
Wagstaff, C. R., Hanton, S., & Fletcher, D. (2013). Developing emotion abilities and regulation strategies in a sport organization: An action research intervention. Psychology of sport and exercise, 14(4), 476-487. http://doi.org/10.1016/j.psychsport.2013.01.006
Wang, K., Yang, Y., Zhang, T., Ouyang, Y., Liu, B., & Luo, J. (2020). The Relationship Between Physical Activity and Emotional Intelligence in College Students: The Mediating Role of Self-Efficacy. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00967
White, H., y Sabarwal, S. (2014). Diseño y métodos cuasiexperimentales. Síntesis metodológicas: evaluación de impacto n.º 8. Centro de Investigaciones de UNICEF, Florencia, 8.
Yücel, A. S., y Özdayi, N. (2019). Analysis on emotional intelligence levels of physical education and sports students in sports. Universal Journal of Educational Research, 7(3), 853–862. DOI: https://doi.org/10.13189/ujer.2019.070327
Zhao, W., Vandelanotte, C., Khalesi, S., Alley, S. J., Williams, S. L., Thwaite, T. L., & To, Q. G. (2022). Depression, anxiety, stress, and physical activity of Australian adults during COVID-19: A combined longitudinal and repeated cross-sectional study. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.962962
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
