Otimizando o desenvolvimento de jogadores de futebol na Indonésia e na Malásia: a perspectiva da psicologia do esporte na esfera emocional

Autores

  • Amin Akbar Universitas Negeri Padang
  • Fuccy Utamy Syafitri Universitas Andalas
  • Eko Purnomo Universita Negeri Padang
  • Firunika Intan Cahyani Universitas Negeri Padang

DOI:

https://doi.org/10.47197/retos.v65.111943

Palavras-chave:

Domínio afetivo, futebol, nível de base, desenvolvimento desportivo, psicologia do desporto

Resumo

Introdução: Os problemas com as características dos jogadores jovens, no menu, promovem a continuidade das suas carreiras futebolísticas. Comportamentos negativos como o ego, a falta de disciplina, a síndrome da estrela, o compromisso volúvel são alguns dos muitos exemplos que surgem entre os jovens futbolistas. O domínio afetivo avalia a adaptabilidade psicológica dos jovens futbolistas no seu percurso de desenvolvimento, tanto em situações de calma como antes da pressão que normalmente surgem nos partidos ou torneios.
Objectivo: O objectivo é fazer com que os jogadores jovens se destaquem tanto nos aspectos psicomoto-res como afectivos, que são domínios importantes no treino do futebol sustentável. Esta investigação descobre a urgência do domínio afetivo da psicologia no caminho do projeto dos jogadores de futebol na Indonésia e na Malásia.
Metodologia: Este estudo utilizou um método qualitativo com uma abordagem de teoria fundamentada e os dados foram compilados através de entrevistas, observações e análises de documentos de 25 jogadores de futebol com licença e pelo menos 5 anos de experiência como treinadores na Indonésia e na Malásia.
Resultados: O papel dos treinadores na hora de prestar atenção ao treino emocional e mental é a base para o desenvolvimento da psicologia desportiva nas crianças.
Discussão: A participação das crianças no mundo do futebol não só oferece oportunidades para rolar competências para a vida, mas também a capacidade de ter um bom carácter que será útil na vida social.
Conclusões: Espera-se que esta investigação seja uma avaliação da implementação do treino mental no fomento de potenciais jogadores de futebol, assim como o apoio a programas de desenvolvimento de carácter através do futebol.

Referências

Atkinson, G., Mourato, S., Szymanski, S., & Ozdemiroglu, E. (2008). Are We Willing to Pay Enough to `Back the Bid’?: Valuing the Intangible Impacts of London’s Bid to Host the 2012 Summer Olympic Games. Urban Studies, 45(2), 419–444. https://doi.org/10.1177/0042098007085971

Belaire, E., Mualla, F., Ball, L., Ma, I., Berkey, D., & Chen, W. (2024). Relationship of Social–Emotional Learning, Resilience, Psychological Well-being, and Depressive Symptoms with Physical Activi-ty in School-aged Children. Children, 11(1032), 1–14. https://doi.org/10.3390/children11081032

Belton, S., Connolly, S., Peers, C., Goss, H., Murphy, M., Murtagh, E., Kavanagh, J., Corr, M., Ferguson, K., & O’Brien, W. (2022). Are all domains created equal? An exploration of stakeholder views on the concept of physical literacy. BMC Public Health, 22(1), 1–16. https://doi.org/10.1186/s12889-022-12931-5

Blake, M., & Solberg, V. S. H. (2023). Designing elite football programmes that produce quality athletes and future ready adults: incorporating social emotional learning and career development. Soc-cer and Society, 24(6), 896–911. https://doi.org/10.1080/14660970.2022.2149505

Bolter, N. D., Petranek, L. J., & Dorsch, T. E. (2018). Coach, parent, and administrator perspectives on required coaching education in organized youth sport. International Journal of Sports Science and Coaching, 13(3), 362–372.

Brand, R., & Ekkekakis, P. (2021). Exercise behaviour change revisited: Affective-reflective theory. Essentials of Exercise and Sport Psychology: An Open Access Textbook, 62–92. https://doi.org/10.51224/b1004

Braun, N., van der Lee, C., Gatti, L., Goudbeek, M., & Krahmer, E. (2021). MEmoFC: Introducing the Mul-tilingual Emotional Football Corpus. Language Resources and Evaluation, 55(2), 389–430. https://doi.org/10.1007/s10579-020-09508-2

Chen, H., & Zhang, M. H. (2022). The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence. Frontiers in Psychology, 13, 1–12. https://doi.org/10.3389/fpsyg.2022.917578 Choi, S. M., Sum, K. W. R., Leung, F. L. E., Wallhead, T., Morgan, K., Milton, D., Ha, S. C. A., & Sit, H. P. C. (2021). Effect of sport education on students’ perceived physical literacy, motivation, and phys-ical activity levels in university required physical education: a cluster-randomized trial. Higher Education, 81(6), 1137–1155. https://doi.org/10.1007/s10734-020-00603-5

Crombie, D., Lombard, C., & Noakes, T. (2011). Increasing emotional intelligence in cricketers: An in-tervention study. International Journal of Sports Science and Coaching, 6(1), 69–86. https://doi.org/10.1260/1747-9541.6.1.69

Dong, B., Peng, X., & Jiang, N. (2022). Exploring the Domain of Emotional Intelligence in Organizations: Bibliometrics, Content Analyses, Framework Development, and Research Agenda. Frontiers in Psychology, 13, 1–19. https://doi.org/10.3389/fpsyg.2022.810507

Dorji, P., Gyeltshen, C., Sanyasi, G. D., Sithub, P., Dema, T., Yangzom, ., & Choden, Y. (2020). The Impact of Early Child Care and Development Education on Cognitive, Psychomotor, and Affective Do-mains of Learning. Asian Journal of Education and Social Studies, 12(1), 29–38. https://doi.org/10.9734/ajess/2020/v12i130303

Ekasatya., Afriansyah. (2016). Penggunaan software atlas.ti sebagai alat bantu proses analisis data kualitatif. Mosharafa: Jurnal Pendidikan Matematika, 5(2), 53-63.

Elsborg, P., Heinze, C., Melby, P. S., Nielsen, G., Bentsen, P., & Ryom, K. (2021). Associations between previous sport and exercise experience and physical literacy elements among physically inac-tive Danes. BMC Public Health, 21(1), 1248. https://doi.org/10.1186/s12889-021-11299-2

Engels, E. S., Mutz, M., Demetriou, Y., & Reimers, A. K. (2021). Physical activity levels in four domains and affective well-being before and during the COVID-19 pandemic. Archives of Public Health, 79(1), 1–9. https://doi.org/10.1186/s13690-021-00651-y

Estrada Fernandez, X., Priego-Ojeda, M., Ros Morente, A., & Alsinet Mora, C. (2022). Relationship be-tween emotional intelligence, burnout and health perception in a sample of football Spanish referees (Relación entre inteligencia emocional, burnout y percepción subjetiva de salud en árbitros españoles de futbol). Retos, 44, 960–975. https://doi.org/10.47197/retos.v44i0.91642

Fontana, J., Cranmer, G. A., Ash, E., Mazer, J. P., & Denham, B. E. (2022). Parent-Child Communication regarding Sport-Related Concussion: An Application of the Theory of Planned Behavior. Health Communication, 37(8), 923–934. https://doi.org/10.1080/10410236.2021.1876326

Fonteyn, M., Haerens, L., Vansteenkiste, M., & Loeys, T. (2024). Is passion contagious in coach-athlete dyads? A dyadic exploration of the association between passion, affective and need-based ex-periences in individual sports. Frontiers in Psychology, 15, 1–13. https://doi.org/10.3389/fpsyg.2024.1369011

Gibson, W., & Brown, A. (2009). Working with qualitative data. Los Angeles: Sage Publication.

Goodyear, V. A., Skinner, B., McKeever, J., & Griffiths, M. (2023). The influence of online physical activi-ty interventions on children and young people’s engagement with physical activity: a systemat-ic review. Physical Education and Sport Pedagogy, 28(1), 94–108. https://doi.org/10.1080/17408989.2021.1953459

Guszkowska, M., & Wójcik, K. (2021). Effect of mental toughness on sporting performance: review of studies. Baltic Journal of Health and Physical Activity, 13(7), 1–12. https://doi.org/10.29359/BJHPA.2021.Suppl.2.01

Habyarimana, J. de D., Tugirumukiza, E., & Zhou, K. (2022). Physical Education and Sports: A Backbone of the Entire Community in the Twenty-First Century. International Journal of Environmental Research and Public Health, 19(12), 1–19. https://doi.org/10.3390/ijerph19127296

Hameli, K., & Ordun, G. (2022). The mediating role of self-efficacy in the relationship between emo-tional intelligence and organizational commitment. European Journal of Management Studies, 27(1), 75–97. https://doi.org/10.1108/ejms-05-2021-0033

Hoque, M. E. (2016). Three Domains of Learning: Cognitive, Affective and Psychomotor. The Journal of EFL Education and Research, pp. 2, 2520–5897. www.edrc-jefler.org

Hösl, B., Niedermeier, M., & Kopp, M. (2023). Examining acute environmental effects on affective state, expectancy, and intention in sport climbing. Frontiers in Psychology, 14, 1–10. https://doi.org/10.3389/fpsyg.2023.1258121

Howley, D., Dyson, B., Baek, S., Fowler, J., & Shen, Y. (2022). Opening up Neat New Things: Exploring Understandings and Experiences of Social and Emotional Learning and Meaningful Physical Education Utilizing Democratic and Reflective Pedagogies. International Journal of Environ-mental Research and Public Health, 19(18), 1–17. https://doi.org/10.3390/ijerph191811229

Jeon, Y. K., Kim, D. W., Han, S. J., Huang, Y. H., & Kim, J. J. (2021). How does service environment en-hance consumer loyalty in the sport fitness industry? The role of servicescape, consumption motivation, emotional and flow experiences. Sustainability (Switzerland), 13(11), 1–16. https://doi.org/10.3390/su13116414

Knight, C. J., Berrow, S. R., & Harwood, C. G. (2017). Parenting in sport. Current Opinion in Psychology, pp. 16, 93–97. https://doi.org/10.1016/j.copsyc.2017.03.011

Lauer, L., Gould, D., Roman, N., & Pierce, M. (2010). Parental behaviours that affect junior tennis play-er development. Psychology of Sport and Exercise, 11(6), 487–496. https://doi.org/10.1016/j.psychsport.2010.06.008

Lebar, O. (2021). Kajian kualitatif: pengenalan kepada teori dan metode edisi kedua. Tanjung Malim: Universiti Pendidikan Sultan Idris.

Lev, A., Galily, Y., Eldadi, O., & Tenenbaum, G. (2020). Deconstructing celebratory acts following goal scoring among elite professional football players. PLoS ONE, 15, 1–20. https://doi.org/10.1371/journal.pone.0238702

Levillain, G., Martinent, G., Vacher, P., & Nicolas, M. (2022). Longitudinal trajectories of emotions among athletes in sports competitions: Does emotional intelligence matter? Psychology of Sport and Exercise, 58, 102012. https://doi.org/10.1016/j.psychsport.2021.102012

Mastromartino, B., & Zhang, J. J. (2020). Affective Outcomes of Membership in a Sport Fan Community. Frontiers in Psychology, 11, 1–5. https://doi.org/10.3389/fpsyg.2020.00881

Micklich, D. L. (2011). ExaminingThe Cognitive, Affective, and Psychomotor Dimensions in manage-ment Skill Development Through Esperiential Learning: Development A Framework. Devel-opments in Business Simulation and Experiential Learning, 38(1), 261–272.

Micklich, D. L. (2012). The effect of affective domain characteristic on behavioral or psychomotor out-comes. Developments in Business Simulation and Experiential Learning, 39(2010), 164–172.

Modena, R., Bisagno, E., Schena, F., Carazzato, S., & Vitali, F. (2022). How Do Elite Female Athletes Cope with Symptoms of Their Premenstrual Period? A Study on Rugby Union and Football Players' Perceived Physical Ability and Well-being. International Journal of Environmental Re-search and Public Health, 19(18), 1–14. https://doi.org/10.3390/ijerph191811168

Nikolic, S., Suesse, T. F., Grundy, S., Haque, R., Lyden, S., Hassan, G. M., Daniel, S., Belkina, M., & Lal, S. (2024). Laboratory learning objectives: ranking objectives across the cognitive, psychomotor and affective domains within engineering. European Journal of Engineering Education, 49(3), 454–473. https://doi.org/10.1080/03043797.2023.2248042

Oguntuase, S. B., & Sun, Y. (2022). Effects of mindfulness training on resilience, self-confidence and emotion regulation of elite football players: The mediating role of locus of control. Asian Jour-nal of Sport and Exercise Psychology, 2(3), 198–205. https://doi.org/10.1016/j.ajsep.2022.08.003

Pan, B., Fan, S., Wang, Y., & Li, Y. (2022). The relationship between trait mindfulness and subjective well-being of kindergarten teachers: The sequential mediating role of emotional intelligence and self-efficacy. Frontiers in Psychology, 13, 1–13. https://doi.org/10.3389/fpsyg.2022.973103

Pronizius, E., Bukowski, H., & Lamm, C. (2024). Comparing self-other distinction across motor, cogni-tive and affective domains. Royal Society Open Science, 11(10), 1–24. https://doi.org/10.1098/rsos.240662

Ritzhaupt, A. D., Huang, R., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2021). A meta-analysis on the influence of gamification in formal educational settings on affective and behavioural outcomes. In Educational Technology Research and Development (Vol. 69, Issue 5). Springer US. https://doi.org/10.1007/s11423-021-10036-1

Ross, E. D. (2023). Affective Prosody and Its Impact on the Neurology of Language, Depression, Memory and Emotions. Brain Sciences, 13(11), 1–36. https://doi.org/10.3390/brainsci13111572

Ruoxi, W., Albattat, A., & Tham, J. (2023). Emotion and Psychology are the Key: An Affective Event Theory Perspective on Sports Players' Performance. Journal for Re Attach Therapy and Devel-opmental Diversities, 6(9s2), 994–1008.

Sambol, S., Suleyman, E., Scarfo, J., & Ball, M. (2022). Distinguishing between trait emotional intelli-gence and the five-factor model of personality: additive predictive validity of emotional intelli-gence for negative emotional states. Heliyon, 8(2), 1–10. https://doi.org/10.1016/j.heliyon.2022.e08882

Sánchez-López, M. T., Fernández-Berrocal, P., Gómez-Leal, R., & Megías-Robles, A. (2022). Evidence on the Relationship Between Emotional Intelligence and Risk Behavior: A Systematic and Meta-Analytic Review. Frontiers in Psychology, 13(February). https://doi.org/10.3389/fpsyg.2022.810012

Schwingshackl, C. W., Aglietti, G. S., & Cunningham, P. R. (2006). The Three domains of learning: Cogni-tive, Affective, and Psychomotor/Kinesthetic. AIAA 57th International Astronautical Congress, IAC 2006, 8, 5266–5275. https://doi.org/10.2514/6.iac-06-c2.5.02

Sgrò, F., Barca, M., Schembri, R., & Lipoma, M. (2020). Assessing the effect of different teaching strate-gies on students’ affective learning outcomes during volleyball lessons. Journal of Physical Ed-ucation and Sport, 20, 2136–2142. https://doi.org/10.7752/jpes.2020.s3287

Shearer, C., Goss, H. R., Boddy, L. M., Knowles, Z. R., Durden-Myers, E. J., & Feather, L. (2021). Assess-ments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review. Sports Medicine, 7(1), 1–40. https://doi.org/10.1186/s40798-021-00324-8

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for develop-ing grounded theory (2nd Ed.). London: Sage.

Sullivan, P., Paquette, K. J., Holt, N. L., & Bloom, G. A. (2012). The relation of coaching context and coach education to coaching efficacy and perceived leadership behaviours in youth sport. The sport psychologist, 26(1), 122–134.

Tenenbaum, G., & Filho, E. (2018). Psychosocial Measurement Issues in Sport and Exercise Settings. In Oxford Research Encyclopedia of Psychology. https://doi.org/10.1093/acrefore/9780190236557.013.225

Teraoka, E., Ferreira, H. J., Kirk, D., & Bardid, F. (2021). Affective learning in physical education: A systematic review. Journal of Teaching in Physical Education, 40(3), 460–473. https://doi.org/10.1123/jtpe.2019-0164

Vankúš, P. (2021). Influence of game-based learning in mathematics education on students’ affective domain: A systematic review. Mathematics, 9(9), 1–10. https://doi.org/10.3390/math9090986

Watts, D. W., & Cushion, C. J. (2017). Coaching journeys: longitudinal experiences from professional football in Great Britain. Sports Coaching Review, 6(1), 76–93.

Wang, K., Li, Y., Zhang, T., & Luo, J. (2022). The Relationship among College Students' Physical Exer-cise, Self-Efficacy, Emotional Intelligence, and Subjective Well-being. International Journal of Environmental Research and Public Health, 19(18), 1–14. https://doi.org/10.3390/ijerph191811596

Yang, J. (2024). Rethinking Sporting Mystification in the Present Tense: Disneylimpics, Affective Ne-oliberalism, and the Greatest Transformation. Social Sciences, 13(4), 1–14. https://doi.org/10.3390/socsci13040226

Downloads

Publicado

27-01-2025

Edição

Secção

Artigos de caráter científico: trabalhos de pesquisas básicas e/ou aplicadas.

Como Citar

Akbar, A., Syafitri, F. U., Purnomo, E., & Cahyani, F. I. (2025). Otimizando o desenvolvimento de jogadores de futebol na Indonésia e na Malásia: a perspectiva da psicologia do esporte na esfera emocional. Retos, 65, 66-76. https://doi.org/10.47197/retos.v65.111943