Baloncesto y emociones en el contexto escolar y deportivo

Abstract

Emotions cross the different areas of the human being, and basketball is a favorable medium to experience emotions in school and sports contexts. Objective: to analyze emotional variables in basketball in the school and sports context. Methodology: Sample: 1062 participants in different scenarios. School context: elementary school and middle school students from public and subsidized schools and institutes (article 2); sports context: school-age players from sports clubs from different cities (article 3, 4 and 5); basketball coaches of regional team teams in Spanish school-age championships (articles 6 and 7). Instruments: the Games Emotional Scale (GES), RPE (curvilinear-pictorial scale) questionnaires, inertial devices, heart rate monitors, behavioral regulation questionnaires in sport, WLEIS-S questionnaire, perceived performance questionnaire in sport, well-being questionnaire were used. , an emotional intelligence questionnaire and an ad-hoc designed card to record the moments of anger of coaches. Among the statistical analyzes, exploratory and confirmatory factorial analyzes were made, normality tests, among others. For this, the programs SPSS 24.0, AMOSv.21.0 were used. Results: more research is needed on topics that address emotions and basketball. In the school context, basketball as a cooperation-opposition sport stands out in emotions of joy, humor and love. Anxiety is the negative emotion that is most reflected. In the sports context, unopposed psychomotor games reflect more love. Opposition games highlight higher RPE. The U16 categories have a greater load capacity than the U14, but have higher values in fatigue and muscle pain. Women show greater intensity in training than men, and the latter show more stress than women. In this context, women show greater management and emotional control than men. In competitions, the coach's anger directed at the referee did not help improve the team's performance but it did make it worse. There were more moments of anger directed at the women and the U14 category than at the men and the U16 category. Conclusions: basketball, a cooperation-opposition sport, favors the experience of positive emotions such as joy, humor and love, being a tool for physical education teachers when proposing activities that highlight positive emotions in the class sessions promoting wellness. There is a direct correlation between the perceived performance of athletes in competitions and good emotional management. In competitions, the coach's anger prevents the good performance of the team. It is preferable to avoid making protests to the referee, however minimal they may be. It is recommended that teachers and coaches be trained in emotional awareness and regulation.