Effects of Contextual Variables on Match Load in a Professional Soccer Team Attending to the Different Season Periods.

This study aimed to analyze the effects of contextual variables (i.e., match location and match outcome) and season periods on match load (i.e., internal and external load) in professional Brazilian soccer players. Thirty-six professional players from the same soccer team participated in this study. The season was split into four phases: matches 1-16 (i.e., Phase 1 = P1); matches 17-32 (i.e., Phase 2 = P2); matches 33-48, (i.e., Phase 3 = P3); matches 49-65 (i.e., Phase 4 = P4). Considering match outcome, when the team wins, Cognitive load, Emotional load, and Affective load were significantly higher in away vs. home matches (p < 0.05). Considering season phases, in P3, Mental Fatigue was significantly higher in drawing than in losing matches (p < 0.05). Additionally, considering the match outcome, when the team lost, Total Distance (TD)/min and TD > 19 km·h-1/min were significantly lower in P1 than P2 (p < 0.001), P3 (p < 0.001), and P4 (p < 0.001). These results suggest to strength and conditioning coaches the need to consider the outcome and location of the previous game when planning the week, as well as the phase of the season they are in to reduce fatigue and injury risk.

Effects of match contextual factors on internal and external load in elite Brazilian professional soccer players through the season.

This study aimed to investigate the effects of contextual match factors (quality of opposition, match outcome, change of head coach or playing style) on internal and external load in elite Brazilian professional soccer players, considering the total and effective playing time. Twenty-two professional male outfield soccer players participated in this study (age 28.4 ± 4.9 years; height 1.78 ± 0.1 cm; body mass 72.9 ± 7.1 kg). The internal (rating of perceived exertion-based load [sRPE]) and external load (distance and accelerometry-based measures) were recorded during 38 matches, over the 2021 season of the Brazilian National 1st Division League using a global position system (10 Hz) integrated with an accelerometer (200 Hz). The main results were: (i) matches played against weak opponents presented greater values of sprinting distances compared to matches against intermediate and strong opponents; (ii) players covered greater high-intensity running distances when drawing than winning the matches; (iii) matches with assistant coaches presented higher mean speed relative to effective playing time (MSEPT) compared to coach 1 and coach 2 conditions. In addition, players covered greater MSEPT and high-acceleration in matches with coach 2 vs. coach 3; (iv) finally, small positive correlations were observed between positional attack sequences and MSTPT, total distance covered, and acceleration. Coaches and practitioners should consider these results when interpreting external load variables during elite Brazilian soccer matches.

How Does Cognitive Effort Influence the Tactical Behavior of Soccer Players?

In the present study, we aimed to investigate the association between soccer players' cognitive effort and their tactical behavior. We assessed 52 young male soccer players from a first division Brazilian club, using FUT-SAT to evaluate tactical behavior efficiency and Mobile Eye Tracking-XG software and a video test protocol to measure pupillary behavior and cognitive effort. Following data collection, statistical analyses were performed using the Kolmogorov-Smirnov normality test, and linear regression. We found a high inverse association between cognitive effort and tactical behavior efficiency; players with less cognitive effort during the task displayed higher values of tactical behavior efficiency on the field. We concluded that sustaining less cognitive effort in game situations helped players realize better tactical behavior and enabled better performance.

Effect of an Inside Floater on Soccer Players Tactical Behaviour in Small Sided and Conditioned Games.

The aim of this study was to verify the effect of an inside floater on soccer players' tactical behaviour in small-sided and conditioned games (SSCGs). The sample comprised 54 Brazilian top-level academy players. The instrument used to assess players' tactical behaviour was the System of Tactical Assessment in Soccer (FUT-SAT). Tactical behaviour was analysed through the number of tactical actions and the percentage of correct actions regarding the core tactical principles of soccer. Repeated measures test was used to compare tactical behaviour between games (SSCGs) with and without an inside floater. Pearson's r was used to verify the effect size of the inside floater on tactical behaviour. As for tactical actions, SSCGs with an inside floater displayed significantly lower means for the tactical principles of penetration (2.76 ± 1.63; p < .001), delay (6.11 ± 2.68; p < .018), defensive coverage (1.64 ± 1.14; p < .001) and significantly higher means for the tactical principle of defensive unity (14.98 ± 4.57; p < .032). With respect to the percentage of correct actions, SSCGs with an inside floater displayed significantly lower means for all tactical principles, except for offensive coverage (90.5 ± 18.48; p < 1.000). It was concluded that the inside floater allowed players to modify their behaviour in such a way that they adapted to the constraints imposed by the presence of an inside floater. Furthermore, the inside floater provided more difficulty for players, and thus may be considered an important task constraint to be added in SSCGs.

Validación del cuestionario de motivación en Educación Física en educación primaria (CMEF-EP) / Validation of the Motivation in Physical Education Questionnaire in Primary Education (CMEF-EP)

El objetivo de la presente investigación era validar al contexto de la educación primaria el instrumento CMEF (Cuestionario de motivación en Educación Física), desarrollado originalmente en la etapa de educación secundaria. Para ello, participaron un total de 333 alumnos de educación primaria, de género masculino (n = 183) y femenino (n = 150), con edades comprendidas entre los 10 y los 12 años (M = 10.92; DT = 0.77) pertenecientes a seis centros educativos públicos de la comunidad autónoma de Murcia. Los resultados obtenidos demostraron que la escala presentaba una adecuada validez factorial a partir de los índices de ajuste obtenidos en el análisis factorial confirmatorio, así como valores aceptables de consistencia interna (a > 0.70). De la misma manera, se correlacionaron los factores del instrumento con la percepción de comportamientos positivos en la Educación Física, obteniendo una adecuada validez nomológica. Por tanto, este estudio aporta evidencias de que el Cuestionario de motivación en la Educación Física también permite analizar los tipos de regulación motivacional de los alumnos en las clases de Educación Física en la etapa de educación primaria.

The aim of this study was to validate in the Primary Education context the Motivational Questionnaire in Physical Education (CMEF), originally developed in Secondary Education. The sample size was formed by 333 primary school students, both male (n = 183) and female (n = 150), ranging in age from 10 to 12 years (M = 10.92, SD = 0.77) from six public schools of the autonomous community of Murcia. Results showed that the scale had an adequate factorial validity through the fit index obtained in confirmatory factorial analysis, as well as acceptable internal consistency values (a > 0.70). Likewise, instruments' factors were correlated with perception of positive behaviors in physical education, obtaining an adequate nomological validity. Therefore, this study provides evidence that the Motivation in Physical Education Questionnaire also allows analysing the types of students' motivational regulation of Physical Education classes in Primary Education.

Análisis de los perfiles motivacionales y su relación con los comportamientos adaptativos en las clases de educación física / Analysis of motivational profiles and their relationship with adaptive behaviours in physical education classes

Basado en la teoría de la autodeterminación, el objetivo del presente estudio fue analizar los perfiles motivacionales de los estudiantes de educación física (EF) y valorar las posibles relaciones existentes con determinados comportamientos y actitudes hacia las clases de EF. La muestra del estudio estaba formada por 1.690 estudiantes con edades comprendidas entre los 12 y los 16 años, pertenecientes a diferentes centros de enseñanza secundaria de la comunidad autónoma de Extremadura. Los resultados destacaron la existencia de 4 perfiles motivacionales: baja calidad, baja cantidad, alta cantidad y alta calidad. Además, el análisis de los datos indicó que los alumnos de sexo femenino, de menor edad y que practicaban actividad física extraescolar presentaban perfiles más autodeterminados que el resto. Por último, se comprobó que a medida que los perfiles motivacionales son más autodeterminados se producen consecuencias más adaptativas, como la importancia concedida a la EF, el disfrute y el desarrollo de comportamientos positivos, ocurriendo a la inversa en el caso del aburrimiento. Como conclusión, el estudio destaca la importancia que adquieren los procesos motivacionales desarrollados por los alumnos para explicar la aparición de determinadas consecuencias durante las clases de EF.

Based on the Self-Determination Theory, this study sought to analyse motivational profiles of Physical Education (PE) students, as well as to assess the relationship with several behaviours and attitudes toward PE classes. The sample consisted of 1,690 pupils aged 12 to 16, from different secondary schools of the Region of Extremadura. The results highlight the existence of four motivational profiles: Low Quality, Low Quantity, High Quantity, and High Quality. Moreover, data analysis showed that younger female individuals who practiced extracurricular physical activity had more self-determined profiles than the rest of participants. Lastly, it was demonstrated that the more self-determined motivational profiles are produced as a result of being more adaptive, such as to the importance of PE, enjoyment, and development of positive behaviours. Contrarily, boredom has an inverse process. As a conclusion, the study emphasised the importance of the motivational processes developed by pupils to explain several outcomes during PE classes.

Validação do questionário de apoio às necessidades psicológicas básicas em Portugal / Validation of the basic psychological needs questionnaire in Portugal

Este trabalho teve como objetivo analisar as propriedades psicométricas do Questionário de Apoio às Necessidades Psicológicas Básicas (QANPB) com estudantes portugueses. A amostra foi constituída por 445 estudantes do sexo masculino e feminino, com idades compreendidas entre os 12 e os 16 anos. Inicialmente, a escala foi traduzida para o português, para posteriormente se realizar uma análise das propriedades psicométricas. Os resultados comprovaram que o QANPB se apresentava como um instrumento com evidências de validade (fatorial e nomológica) e confiabilidade, que permite analisar a percepção dos alunos sobre o apoio do professor à autonomia, competência e relações sociais nas aulas de Educação Física. (AU)

The purpose of this study was to analyze the psychometric properties of the Basic Psychological Needs Questionnaire (BPNQ) with Portuguese students. The sample was composed of 445 male and female students, ranging in age from 12 to 16 years. Initially, the scale was translated into Portuguese, and later, an analysis of the psychometric properties was done. Results emphasized that the BPNQ is a valid (factorial and nomological) and reliable instrument to measure students' perception of autonomy, competence and relatedness support in Physical Education classes. (AU)

Desarrollo de un modelo de motivación para explicar el flow disposicional y la ansiedad en bailarines profesionales / Development of a Motivation Model to Explain Dispositional Flow and Anxiety in Professional Dancers

El propósito del presente estudio fue aplicar un modelo de motivación en bailarines profesionales, para conocer los procesos motivacionales que pueden facilitar o dificultar la aparición de consecuencias emocionales como el flow disposicional o la ansiedad. Participaron en la investigación 332 bailarines de diferentes conservatorios españoles (293 mujeres y 39 hombres), con edades comprendidas entre los 12 y 45 años, que respondieron a diferentes cuestionarios. Los resultados del modelo revelaron que el clima tarea compañeros predecía la satisfacción de las tres necesidades psicológicas, mientras que el clima ego compañeros tan solo predijo la necesidad de competencia, siendo esta variable predictor positivo de la motivación intrínseca y negativo de la desmotivación. Por último, la motivación intrínseca se mostró como predictor positivo del flow disposicional y, en menor medida, de la ansiedad, mientras que la desmotivación predijo únicamente la ansiedad. Como conclusión se destaca que el modelo de motivación planteado se ajusta correctamente con una muestra de bailarines profesionales.

The aim of the current study was to apply a motivation model in professional dancers to know motivational processes that might help or make difficult the appearance of emotional consequences such as dispositional flow or anxiety. 332 dancers from different Spanish conservatories participated in the research (293 females and 39 males), ranging in age from 12 to 45 years old who filled several questionnaires. Mode's results showed that peer mastery climate predicted satisfaction of the three psychological needs and peer performance climate only predicted necessity of competence, being this variable a positive predictor of intrinsic motivation and a negative predictor of amotivation. Finally, intrinsic motivation was a dispositional flow predictor and, to a lesser extent, was an anxiety predictor, whereas amotivation only predicted anxiety. To conclude, we emphasize that motivation model was correctly adjusted for a professional dancers sample.

Análisis de las relaciones entre la motivación y las atribuciones causales en jóvenes deportistas / Analysis of the relationships among motivation and causal attributions on young athletes

Este trabajo tiene como marco conceptual la teoría de metas de logro y la teoría de las atribuciones causales. El objetivo es encontrar relaciones entre las orientaciones, los climas motivacionales y las atribuciones realizadas ante el rendimiento, así como diferenciar perfiles atribucionales entre los deportistas. La muestra del trabajo estuvo formada por 528 deportistas adolescentes de género masculino, con edades comprendidas entre 13 y 18 años. Los resultados obtenidos reflejan la existencia de dos perfiles atribucionales: uno adaptativo y otro desadaptativo. Asimismo, se encuentran relaciones positivas entre las atribuciones más adecuadas y la orientación y el clima tarea, siendo estas relaciones negativas en el constructo ego. Estos resultados son discutidos y se extraen conclusiones para hacer la práctica deportiva más adecuada.

This work is based on the Achievement Goal Theory and the Theory of Causal Attribution. The aim of the study is to find relationships between orientations and motivational climates regarding attributions to cope with the sport performance, as well as distinguish attribution profiles among participants. The sample is formed by 528 male athletes, with ages ranging from 13 to 18 years old. Results showed two attribution profiles, the first one as adaptative and the other as maladaptative. Furthermore, there are positive relationships between the most suitable attributions with respect to task orientation and climate, while a negative relationship has been found regarding ego orientation and climate. These outcomes are discussed and interesting conclusions are pointed out to get a more suitable sport practice.