Purpose:This paper studies the effects of authentic sports leadership training on coaches' self-perception of their own authentic leadership, perceived justice, competence, overall self-efficacy, and collective efficacy. Additionally, players' perceptions of their coaches with respect to their authentic leadership, perceived justice, competence, collective efficacy, satisfaction with the coach, and support for basic psychological needs were analyzed.Design:Twenty-five football and handball coaches were randomly assigned to two groups. Fifteen coaches made up the experimental group that carried out the training leadership program, while 10 coaches made up the control group, carrying out no training whatsoever. A total of 248 football and handball players participated in this study; 136 were led by coaches who participated in the training program, and 112 by coaches who did not participate in the program.Results:The results of this study indicate that coaches' self-perception is positively influenced after having received training in the variables of authentic leadership, perceived justice, competence, overall self-efficacy, and collective efficacy. Players whose coaches were part of the program perceive them as being more competent as coaches.Conclusions:The effects of an authentic sports leadership training program are effective for coaches and players alike.

Background: Evidence suggests that physical self-concept (PSC) is linked to well-being in children and adolescents. Objective: The objective was to investigate the association of PSC with mental health (i.e., depression and body image), physical status (i.e., fitness and weight status) and lifestyle (physical activity (PA) patterns and nutritional level) in Chilean schoolchildren. Methods: A total of 617 schoolchildren (n = 271 girls and n = 346 boys) aged 10–14 years participated in this study. Self-concept, depression and body image dissatisfaction were determined by questionnaires. Physical fitness, PA, screen time (ST), Mediterranean diet (MD) adherence and anthropometric parameters were also included. Results: Poor PSC was linked to bad cardiorespiratory fitness (CRF) (<42 VO_2max) (OR 1.64; 95%CI 1.12–2.34; p = 0.01), severe body image dissatisfaction (OR 2.51, 95%CI 0.99–6.35; p = 0.05), ST of more than two hours a day (OR 2.1; 95%CI 1.41–3.12; p < 0.001), PA after school of no more than two hours per week (OR 1.52; 95%CI 1.08–2.13; p = 0.015) and depression (OR 1.80; 95%CI 1.1–2.92; p = 0.017). High nutritional level showed an association with general PSC and general self-concept (p < 0.05). Absence of body image dissatisfaction was related to general self-concept (p < 0.01) and physical condition dimensions (p < 0.05). Conclusions: PSC is associated with CRF, PA after school, ST and nutritional level. According to mental health variables, poor PSC is related to depression in Chilean schoolchildren. Therefore, promoting a healthy lifestyle among children should be a target of community- and school-based interventions to promote PSC.

This study systematically reviewed the effectiveness of cognitive, affective, and combined approaches in doping prevention, considering the impact of athletes’ active versus passive participation. Following the PRISMA 2020 guidelines and the PICOS framework, a literature search identified ten studies involving 3581 athletes (1094 women, 2487 men). Ten studies were included as a sample in the meta-analysis and meta-regression, which were used in the effect size calculation. This meta-analysis shows that anti-doping education programs effectively improve short-term doping intentions (ES = 0.29, p < 0.001) and anti-doping behaviors (ES = −0.27, p < 0.001), although there is a decline in the long-term effects (ES = −0.13, p = 0.009). Moral behaviors were unaffected (ES = 0.01, p < 0.001), suggesting that changing deeper values requires alternative approaches like mentorship. Passive participation negatively impacted doping intentions (ES = −0.40, p = 0.004) and behaviors (ES = −0.40, p = 0.022), highlighting the need for active engagement. Pre-experimental designs showed a negative effect on behaviors (ES = −0.74, p = 0.023), emphasizing the importance of rigorous methodologies. While anti-doping education programs effectively influence short-term attitudes and intentions, sustaining behavioral change requires continuous reinforcement and active engagement. The decline in the long-term effects suggests that standalone interventions are insufficient to instill lasting anti-doping behaviors in athletes.

Background: The aim of the present study was to determine the association between the health-related quality of life (HRQoL) with sociodemographic parameters and lifestyle during COVID-19 confinement in Mexico, Chile, and Spain. Methods: A cross-sectional pilot study, with 742 observations of online surveys in 422, 190, and 130 individuals from Mexico, Chile, and Spain, respectively. Sociodemographic data, presence of comorbidities, food habits, and physical activity (PA) patterns were evaluated. The HRQoL was evaluated according to the SF-36 Health Survey. The multilinear regression analysis was developed to determine the association of variables with HRQoL and its physical and mental health dimensions. Results: The female sex in the three countries reported negative association with HRQoL (Mexico: β −4.45, p = 0.004; Chile: β −8.48, p < 0.001; Spain: β −6.22, p = 0.009). Similarly, bad eating habits were associated negatively with HRQoL (Mexico: β −6.64, p < 0.001; Chile: β −6.66, p = 0.005; Spain: β −5.8, p = 0.032). In Mexico, PA limitations presented a negative association with HRQoL (β −4.71, p = 0.011). In Chile, a sedentary lifestyle (h/day) was linked negatively with HRQoL (β −0.64, p = 0.005). In Spain, the highest associations with HRQoL were the presence of comorbidity (β −11.03, p < 0.001) and smoking (β −6.72, p = 0.02). Moreover, the PA limitation in Mexico (β −5.67, p = 0.023) and Chile (β −9.26, p = 0.035) was linked negatively with mental health. Conclusions: The bad eating habits, PA limitations, female sex, comorbidity presence, and smoking were parameters linked negatively with HRQoL.

This study aims to address the characteristics presented by the co-educational models that have been put into practice in school handball, showing a general overview, after providing a systematic review of the literature on the topic published over the last ten years on co-educational paradigms in the practice of handball as a school sport. For the description and recording of the process of selection and filtering of documentary sources to be analyzed, use was made of the PRISMA flowchart. After the elimination of duplicates and entries not compliant with the criteria for time limits and type of document, the final sample surveyed was composed of thirty academic articles. The results considered (n = 26) showed a presentational pattern divisible into three segments or groups. These were: technical and sporting aspects of handball, highlighting the benefits of this sport in schools relative to other options (n = 7), co-education (n = 8), and results based on differences between the sexes (n = 11). Co-education stresses significant improvements in skills, together with perceived effort, enjoyment, and participation. These lead to improvements in the social climate and group cohesion, thanks to the practice of sports. Handball within schools, seen from a co-educational angle, should be approached with an eye to its predisposition for the development of social and civic skills. These include respect for the rules of a game, teamwork and solidarity, fair play, commitment, and responsibility. This paper lays out precisely and exhaustively the lines of investigation undertaken in the area of co-education, and, more specifically, how this is handled within the practicing of a confrontational team sport like handball.

This research aims at studying the effect of feedback on well-being (vitality, and positive and negative affect), competence valuation, perceived competence, motivation, and performance (throwing speed and accuracy) in a throwing task. Thirty nine expert women handball players, with experience in international handball competitions, participated in this study. They were indiscriminately ascribed to one of three different experimental conditions measuring feedback: (positive, negative, and none). Significant differences in well-being (positive affect) and throwing speed were found among the three feedback groups. More concretely, higher levels of positive affect and throwing speed were found in the negative feedback group in comparison with the other two groups (positive and no-feedback). These results have important implications for athletes’ well-being and performance, and for coaches’ training programs.