The role of emotions in the enhancement of performance in football for the 7 to 10 age group

Abstract

Abstract Background. The concept of a unified training practice for both children and juniors in the game of football is a requirementthat has been increasingly emphasized by numerous technicians. Emotional training plays an important role in enhancing sportperformance.
Aims. This experimental study aims to discuss the relationship between functional emotions and sport performance.
Methods. The study was conducted on a number of 15 male subjects aged 9 years old, members of the ACS Best Junior football club in Cluj-Napoca. The research took place between 1 November 2014 and 4 January 2015 by applying the Profile of Mood States test.
Results. The tests conducted emphasized the fact that the children’s performance in sport was significantly enhanced after the training program.
Conclusions. Following the intervention program that we proposed, we must conclude that sport performance was significantly influenced. Thus, it became clear that emotions play an important role in enhancing the performance in football for the7 to 10 years old age group.
Keywords: football, sport performance, emotions, sport, emotional control, emotional regulation

(8) (PDF) The role of emotions in the enhancement of performance in football for the 7 to 10 age group. Available from: https://www.researchgate.net/publication/324231772_The_role_of_emotions_in_the_enhancement_of_performance_in_football_for_the_7_to_10_age_group [accessed Nov 17 2023].

Full text

23
Palestrica of the third millennium – Civilization and Sport
Vol. 19, no. 1, January-March 2018, 23–27
The role of emotions in the enhancement of performance
in football for the 7 to 10 age group
Rolul emoţiilor în creşterea performanţei sportive în jocul de fotbal la 7-10 ani
Gheorghe Dan Fetean, Gheorghe Monea, Florina-Emilia Grosu
Faculty of Physical Education and Sport, “Babeş-Bolyai” University Cluj-Napoca, Romania
Abstract
Background. The concept of a unied training practice for both children and juniors in the game of football is a requirement
that has been increasingly emphasized by numerous technicians. Emotional training plays an important role in enhancing sport
performance.
Aims. This experimental study aims to discuss the relationship between functional emotions and sport performance.
Methods. The study was conducted on a number of 15 male subjects aged 9 years old, members of the ACS Best Junior
football club in Cluj-Napoca. The research took place between 1 November 2014 and 4 January 2015 by applying the Prole
of Mood States test.
Results. The tests conducted emphasized the fact that the children’s performance in sport was signicantly enhanced after
the training program.
Conclusions. Following the intervention program that we proposed, we must conclude that sport performance was signi-
cantly inuenced. Thus, it became clear that emotions play an important role in enhancing the performance in football for the
7 to 10 years old age group.
Keywords: football, sport performance, emotions, sport, emotional control, emotional regulation
Rezumat
Premize. Concepţia de pregătire unitară a copiilor şi juniorilor în fotbal este o cerinţă tot mai des exprimată de numeroși
tehnicieni. Pregătirea emoţională are un rol important în creşterea performanţei sportive.
Obiective. Studiul îşi propune să urmărească relaţia dintre emoţiile funcţionale şi performanţa sportivă.
Metode. Studiul a fost efectuat pe un număr de 15 subiecți de gen masculin cu vârsta de 9 ani de la clubul de fotbal ACS
Best Junior, din Cluj-Napoca. Cercetarea a avut loc în perioada 1 Noiembrie 2014 și 4 Ianuarie 2015, prin aplicarea testului
Prolul dispoziţiilor afective.
Rezultate. În urma testărilor aplicate, s-a constatat că performanţa sportivilor în fotbal a crescut după programul de antrena-
ment efectuat.
Concluzii. În urma aplicării programului de antrenament propus s-a constatat că performanţa sportivă este semnicativ
inuenţată, astfel putem conchide că emoţiile joacă un rol important în creşterea performanţei în jocul de fotbal la vârsta de
7-10 ani.
Cuvinte cheie: fotbal, performanţă sportivă, emoții, sport, control emoţional, reglare emoţională
Copyright © 2010 by “Iuliu Haţieganu” University of Medicine and Pharmacy Publishing
Received: 2017, June 3; Accepted for publication: 2017, July 10
Address for correspondence: Faculty of Physical Education and Sport, “Babeş-Bolyai” University; No. 7, Pandurilor Str., Cluj-Napoca
E-mail: feteangheorghe@yahoo.com
Corresponding author: Gheorghe Dan Fetean feteangheorghe@yahoo.com
https://doi.org/10.26659/pm3.2018.19.1.23

24
Gheorghe Dan Fetean et al.
Introduction
Over time, psychological knowledge has been used to
meet the requirements in the eld of sport, which has led
to an increased interest of coaches as well as athletes in the
psychological component of their activities. An increasing
number of athletes and sports organizations have recourse
to the help of a psychologist in order to obtain sport
performance, being aware that improving physical training
and coming close to the functional limits of the human
body will allow them to achieve their goals. Attention has
started to focus on the mental parameter of performance
(Ciucurel, 2006).
According to Lan (2012), modern sport inuences the
psychological development of children. Sport can favor
children’s cognitive development, leads to emotional
regulation and may encourage a positive feeling. Sport
promotes psychological development directly, by
improving the nervous system, and indirectly, by regulating
emotions.
Emotions are necessary to maintain relationships and to
understand other people’s feelings. They are encoded in the
human body and brain (Siden, 2014).
Emotions can be accompanied by physiological
changes such as irregular breathing, accelerated heartbeat;
they can be betrayed by facial pallor or redness, cascades
of laughter or tears.
We all experience feelings of happiness, sadness,
admiration, contempt, hope, despair, satisfaction,
indignation, etc. We can be moved by a situation, an object,
but especially by the people around us. Thus, emotions are
the result of our evaluation of the exterior world or events
around us.
Man has the capacity to experience several conicting
or concordant emotions simultaneously. When emotional
ambiguity occurs, tension states develop.
Over the past 40 years, emotions have been very
carefully studied in sport psychology. Even if for many
decades after World War II, negative emotions were
placed ahead of positive emotions, now positive emotions
are extensively studied due to their inuence on sport
performance. The benets of these emotions have not yet
been completely understood; they have the capacity to
generate higher self-efcacy, attention, motivation, better
problem solving and coping skills (McCarthy, 2011).
McCarthy et al. (2013) demonstrated in their study
that emotions are important for cognitive interference,
concentration disturbance, and provided some initial
evidence that cognitive interference is important for
performance in youth sport.
Stenseng et al. (2015) consider that athletes who are
very passionate about sport have a higher level of positive
emotions.
The reason for all negative emotions is closely related
to the energetic system of the body. Negative emotions
such as anger, fear, anxiety, worry, depression, as well
as all emotions that reduce sport performance occur as a
result of a disruption of the energetic system of the body
(Craig, 2004).
Anxiety may occur especially in more sensitive
individuals, being an effect of stress which is ubiquitous
among the population (Mihăilescu et al., 2011).
Stress, a term used to characterize all that is physically
and psychologically unpleasant, is what the mind and the
body feel when the exigencies of life exceed what people
think they can or should endure (Moare, 2016).
The term stress refers to the way in which athletes
understand and respond to various events that they consider
motivating or dangerous (Lane, 2008).
According to Mapfumo & Muchena (2014), stress can
be viewed as a stimulus, as an intermediate variable, but
also as a response.
Gilbert (2007) believes that sport is an environment
that generates stress through its nature and characteristics.
Objectives
We aimed to study the relationship between functional
emotions and sport performance, more precisely, to show
the fact that functional emotions are an important predictor
of sport performance in football starting with the age of
7-10 years.
Hypothesis
Following the psychological training program proposed
for implementation, we hypothesized that players might
have a signicantly higher level of functional emotions and
sport performance in the post-test compared to the pre-test.
Material and methods
Before initiation of the study, the approval of the Ethics
Committee of the Faculty of Physical Education and
Sport at the “Babeș Bolyai” University Cluj-Napoca was
obtained, as well as the subjects’ informal consent and their
parents’ written consent.
Research protocol
a) Period and place of the research
The research started on 1 November 2014, and the
intervention program was applied until 1 February 2015.
The research was conducted at the training facilities of the
Best Junior club in Cluj-Napoca.
Subjects and groups
The study included 15 male subjects aged 9 years,
members of the Best Junior football club.
b) Tests applied
The Prole of Mood States test was applied. The Prole
of Mood States (Crăciun, 2012) is a scale that includes 8
mood states of the subjects in a specic situation. Each
subject receives a list of adjectives that describe emotional
states. The subjects are asked to encircle the answer that
best describes the way they feel during the football game.
For emotional regulation and the increase in the level
of functional emotions, the following methods were used:
- Autogenic training
One of the best known relaxation techniques is autogenic
training. This is a scientically based, experimentally and
clinically validated method, which is easy to learn and takes
a relatively short time. This relaxation technique is based
on a global approach of the subject’s personality, being a
psychotherapeutic technique (Holdevici & Crăciun, 2013).
- Focusing on the task
Ask the athlete to imagine that he walks on a 15 cm

25
The role of emotions in the enhancement of performance in football for the 7 to 10 age group
wide and 8 m long beam suspended at 20 centimeters
above the ground. Walking will be very easy and he will
not be afraid of falling. Then change the requirements of
the task: the athlete should imagine that he walks on the
same beam, but suspended at a height of 20 meters. The
sensation of fear will occur even if physical skills have not
been affected or changed. In order to succeed, the athlete
will have to block out the thought about the risk of falling
and to focus exclusively on the task. Even if in sport
risks are much lower, psychological reactions can inhibit
performance (Crăciun, 2012).
- Control of the game against a very good competitor
The athlete should imagine an effective strategy
by which he can overcome all obstacles that a stronger
and perhaps more experienced opponent can raise. For
example, in the football game, how a forward player can
overcome a taller and stronger back player. The forward
should control all his movements and decisions in order to
be better than his opponent (Crăciun, 2012).
- Emotional control
The athlete should imagine a situation in which he gets
nervous because of a failure or following a wrong decision
of the referee, and he obviously loses his concentration or
self-condence. In this case, emphasis will be placed on
the emotions that are triggered. For example, the athlete
will try to feel anxiety experienced at the beginning of an
important match. Anxiety-reducing strategies will be used,
which will allow the athlete to feel all the tension leaving
his body and to regain control of what he sees, feels, hears,
etc. (Crăciun, 2012).
The methods were applied by direct indications,
autogenic training was recorded on a CD by a specialist
and was played in the locker room twice a week before
training.
c) Statistical processing
The results were statistically processed using the
SPSS (version V23) and Microsoft Ofce 2010, Word and
Excel software. Data were statistically processed using the
Student t test.
Effect size
The tests for the verication of statistical hypotheses
indicate through the threshold p value whether there are
statistically signicant differences between the means of
the two tests, but not the size of the difference. The effect
size is evaluated by terms such as small, medium, large,
small to large, etc. The size of the difference between
the means of the results in the two dependent tests (same
sample) is assessed using Cohen’s effect size index.
Results
a) Tension
Table I
Results of the Prole of Mood States, tension
Statistical indicators Pre-test Post-test Statistical indicators Post-test–pre-test differences
Mean 47.78 43.37 Mean -4.41
Median 46 43 Progress 9.2%
Standard deviation 8.72 6.63 Lower normal limit 35
Minimum 36 36 Upper normal limit 50
Maximum 79 72 Two-tailed dependent t test tP
Amplitude 43 36 9.87 < 0.001
Variability coeff. 18.2% 15.3% Effect size 1.04
b) Depression
Table II
Results of the Prole of Mood States, depression
Statistical indicators Pre-test Post-test Statistical indicators Post-test–pre-test differences
Mean 58.58 53.26 Mean -5.32
Median 58 52 Progress 9.1%
Standard deviation 9.24 6.50 Lower normal limit 47
Minimum 42 42 Upper normal limit 50
Maximum 90 77 Two-tailed dependent t test tP
Amplitude 48 35 12.19 < 0.001
Variability coeff. 15.8% 12.2% Effect size 1.29
c) Anger
Table III
Results of the Prole of Mood States, anger
Statistical indicators Pre-test Post-test Statistical indicators Post-test–pre-test differences
Mean 56.07 51.08 Mean -4.99
Median 56 47 Progress 8.9%
Standard deviation 10.25 7.53 Lower normal limit 47
Minimum 40 43 Upper normal limit 50
Maximum 86 81 Two-tailed dependent t test tP
Amplitude 46 38 10.35 < 0.001
Variability coeff. 18.3% 14.7% Effect size 1.09

26
Gheorghe Dan Fetean et al.
Discussions
Curran et al. (2013) consider that the physical,
psychological and social health of children is well
dened in team sports, in our case the football game. An
extremely important role is played by coaches, because
their behavior may cause children to manifest both
psychological and social disorders. The results obtained
in this study evidenced the positive effect of the coach’s
behavior on young football players, which was reected
in their psychological satisfaction. The conclusion of the
study highlights the inuence of coaches on children,
compliance with unilateral decisions and the positive
guidance of children.
Table I shows a decrease in the tension score by 4.41
units, from 47.78 in the pre-test to 43.37 in the post-test.
Score dispersion was relatively homogeneous both in the
pre-test and the post-test. At the end of the training period,
a progress value of 9.2% was obtained for tension.
In the case of depression, as shown in Table II, the score
decreased by 5.32 units, from 58.58 in the pre-test to 53.26
in the post-test. Score dispersion around the mean was
relatively homogeneous in the pre-test and homogeneous
in the post-test. At the end of the training period, a progress
value of 9.1% was obtained for depression.
The mean score for anger decreased by 4.99 units,
from 56.07 in the pre-test to 51.08 in the post-test. Score
dispersion around the mean had a relatively homogeneous
structure in the pre-test and a homogeneous structure in the
post-test. At the end of the training period, a progress value
of 8.9 was obtained for anger (Table III).
The mean score for the vigor factor increased by 3.63
units, from 67.36 in the pre-test to 70.99 in the post-
test. Score dispersion around the mean had a relatively
homogeneous structure in the pre-test and a homogeneous
structure in the post-test. At the end of the training period,
a progress value of 5.4% was obtained for vigor (Table IV).
The mean score for fatigue decreased by 4.58 units,
from 53.27 in the pre-test to 48.69 in the post-test. Both
in the pre-test and the post-test, score dispersion was
relatively homogeneous. At the end of the training period,
a progress value of 8.6% was obtained for fatigue (Table
V).
For confusion, the mean score decreased by 3.51
units, from 51.71 in the pre-test to 48.20 in the post-test.
Score dispersion was relatively homogeneous in the pre-
test and homogeneous in the post-test. At the end of the
training period, a progress value of 6.8% was obtained for
confusion (Table VI).
Conclusions
1. Following the psychological training program
applied, the children had a signicant improvement in
sport performance compared to their level of performance
before the program.
d) Vigor
Table IV
Results of the Prole of Mood States, vigor
Statistical indicators Pre-test Post-test Statistical indicators Post-test–pre-test differences
Mean 67.36 70.99 Mean 3.63
Median 72 72 Progress 5.4%
Standard deviation 10.61 7.19 Lower normal limit 50
Minimum 30 42 Upper normal limit 76
Maximum 76 76 Two-tailed dependent
t test
tP
Amplitude 46 34 7.68 0.000
Variability coeff. 15.8% 10.1% Effect size 0.81
e) Fatigue
Table V
Results of the Prole of Mood States, fatigue
Statistical indicators Pre-test Post-test Statistical indicators Post-test–pre-test differences
Mean 53.27 48.69 Mean -4.58
Median 52 44 Progress 8.6%
Standard deviation 11.61 8.12 Lower normal limit 41
Minimum 41 41 Upper normal limit 50
Maximum 86 74 Two-tailed dependent
t test
tP
Amplitude 45 33 9.16 < 0.001
Variability coeff. 21.8% 16.7% Effect size 0.97
f) Confusion
Table VI
Results of the Prole of Mood States, confusion
Statistical indicators Pre-test Post-test Statistical indicators Post-test–pre-test differences
Mean 51.71 48.20 Mean -3.51
Median 49 46 Progress 6.8%
Standard deviation 8.49 5.97 Lower normal limit 42
Minimum 42 42 Upper normal limit 50
Maximum 72 68 Two-tailed dependent
t test
tP
Amplitude 30 26 7.97 0.000
Variability coeff. 16.4% 12.4% Effect size 0.84

27
The role of emotions in the enhancement of performance in football for the 7 to 10 age group
2. After the application of the psychological training
program, signicantly better scores were obtained for both
the tested psychological factors and sport performance.
Conicts of interests
Nothing to declare.
Acknowledgments
The article uses results from the rst author’s doctoral
thesis, which is in progress at the Faculty of Physical
Education and Sport of the “Babeş-Bolyai” University in
Cluj-Napoca.
References
Ciucurel M M. Elementele de psihologia sportului. Ed
Universitaria Craiova. 2006, 36.
Crăciun M. Psihologia sportului pentru antrenori. Ed Risoprint
Cluj-Napoca. 2012, 122, 147, 171.
Craig G. Tehnici de eliberare emoțională, un ajutor universal
de vindecare. Published on 2013, 18-22. Available at:
https://issuu.com/catalintochila/docs/tehnici_de_eliberare_
emotionala. Accessed online: 2017, May
Curran T, Hill APNiemiec CP. A conditional process model of
children’s behavioral engagement and behavioral disaffection
in sport based on self-determination theory. J Sport Exerc
Psychol. 2013;35(1):30-43.
Gilbert JN, Gilbert W, Morowski C. Coaching Strategies for
Helping Adolescent Athletes Cope with Stress, J Phys Ed,
Recreation and Dance. 2007;78(2):13-24.
Holdevici I, Crăciun B. Psihologia sportului. Ed. Globus,
București, 2013, 12.
Lan Y. The positive inuence of sport on children’s psychological
development. J Teach Coll Qingdao Univ. 2012;10(5):45-48.
Lane AM. Sport and exercise Psychology. Topics in Applied
Psychology. Routledge, London, 2008, 74.
Mapfumo J, Muchena P. Sources of stress and coping mechanisms
among under-twenty high school athletes: a study conducted
at the Zimbabwe National Youth Games (ZNYG) Manicaland
2013 Chap. Acad Res Int. 2014;5(3):260-272.
McCarthy P. Positive emotion in sport performance: current
status and future direction. Int Rev Sport & Exerc Psychol.
2011;4(1):50-69.
McCarthy PJ, Allen MS, Jones MV. Emotions, cognitive
interference and concentration disruption in youth sport. J
Sports Sci. 2013;31(5):505-515.
Mihăilescu A, Matei V, Cioca I, Iamandescu IB. Perceived stress
- predictor of anxiety and depression in a group of rst year
medical students. Pract. Med. 2011; VI 2(22):150-154.
Moare AB. Cum să-ți controlezi anxietatea. Ia tot ceea ce e mai
bun din griji și temeri. Ed Trei, București, 2016, 14.
Sinden JL. The structure and direction of emotion in elite sport:
deconstructing unhealthy paradigms and distorted norms for
the body. J Religion & Health. 2014;53(4):1112-1122.
Stenseng F, Forest J, Curran T. Positive emotions in recreational
sport activities: The role of passion and belongingness. J
Happiness Stud. 2015;16(5):1117-1129.