• Coaches’ emotional competencies can be trained.

• The online-based training format addresses coaches’ needs and preferences and is promising to reach a great number of coaches.

• We recommend sports psychologists and sports federations integrate the EI training into their counseling process and education program.

 

To date, research on teamwork in Volleyball and SittingVolley sport has largely focused on defining the construct and examining its relationships to emergent states and outcomes. By comparison, little is known about the antecedents:​

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• Leadership

• What is Emotional Intelligence

• What Emotional Intelligence IS NOT

• Power of Emotion in Communication

• Competencies for Emotional Intelligence

• Need to Improve Emotional Intelligence, Improving Your Emotional Intelligence, Model for Self-Directed Change

• Thinking, Feeling, and Acting

• What Causes Us to Think, Feel, and Act the Way We Do

• Developing the Emotional Intelligence

• Ways to Develop Emotional Intelligence

• Utilise an Assertive Style of Communicating

• Respond Instead of Reacting to Conflict

• Practice Self-Awareness; Empathise with Others; Take Criticism Well

• Habits and Emotional Intelligence

• How We Take in Information

• Changing Past Conditioning

• How to Change Your Past Conditioning

• Avoiding Conflict

• Managing and Handling Conflict

• Conflict at the Workplace

• Conflict Management

• Steps to Managing Conflict

• Steps to Managing Conflict – Problem Solving Process; Techniques for Avoiding Conflict

• Communication Styles

• Listening

• Barriers to Active Listening

• How to Be a Good Listener?

• Use of Voice

• Empathy

• Harness the Power of Emotion in Communication

• Role of Emotions

• Emotional Awareness

• Emotion Strategies

• Behaviours Demonstrating Higher EQ

• Levels of EQ

• Communicating a Difficult Message

• Self Confidence Skills for Improved Emotional Intelligence

• Self Confidence Skills

• Positive Attitude

• Conversation

• Body Language

• Presentation

• Workplace Challenges

• Development Focus for Emotional Intelligence that promote teamwork behaviors in Volleyball and Sittingvolley team sports for an effective process of innovative educational leadership.

• Self Confidence Skills for Improved Emotional Intelligence

 

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The purpose of this PHASE 1 (Comparing good practices and approaches to the effective process of innovative educational leadership)  was to explore what specifically Volleyball coaches can do to develop an wellbeing teamwork within their teams, learn to captivate people by harnessing the power of emotions through innovative training on emotional intelligence.

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Using a critical realist approach, we conducted 15 semi-structured interviews with participants who competed in Volley and Sitting Volley team sports (athletes, coaches, referee).

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The data were thematically analyzed whereby three higher-order themes (comprising nine subthemes) were generated. The themes included (1) Crafting a teamwork recipe, (2) Come together, stay together, and (3) Maximizing EI teamwork in action. 

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Specifically, coaches can facilitate teamwork by:

1. (re)structuring selection practices, carefully considering team compositions, and encouraging role commitment (Theme 1);

2. emphasizing coach-athlete relationships, promoting meaningful connections between teammates, and managing perceptions of favoritism (Theme 2);

3. crafting team-focused tactics, promoting athlete-led teamwork, and managing healthy internal competition (Theme 3).

 

In summary, coaches appear to play an important role in facilitating teamwork. Specifically, coaches could consider looking beyond individual talent and EI skill during the team selection process, promoting strong bonds with their players and amongst teammates, and focusing on team-first training and execution tactics.

 

This study explored how team sport Volleyball coaches might facilitate teamwork within their teams. Based on interviews with 24 coaches and 8 athletes, we identified how coaches utilize the following factors to promote teamwork:

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• team selection, roles, coach-athlete relationships, athlete-to-athlete support, favoritism, tactical systems, athlete leadership, and internal competition.

• Coaches can facilitate teamwork when selecting teams and assigning roles by looking beyond individual skill and talent and, instead, focusing on the ideal combinations of players that maximize teamwork. As part of this, coaches can promote a training and competition environment that focuses on collective performance over any one individual performance.

• Creating time and opportunities for the development of coach-athlete and athlete-athlete relationships is an important component of teamwork promotion.

• Coaches could empower athletes with opportunities to lead their team’s preparations and reflections (e.g., goal setting, performance evaluations), and encouraging training

 

Experience live, interactive learning in ITALY (at PHOENIX in PAESE and in Municipality of Belluno), in SPAIN (at DRAMBLYS) and in PORTUGAL (at AEVA) with The DRAMBLYS Academy's Online Instructor and platform-led Emotional Intelligence Training (starting From 2 May 2024 till 30.09.2024).  One of the key insights from the science of happiness and emerged from the analysis and comparison of existing good practices in Italy, Spain, Portugal in particular is that our own personal happiness depends heavily on our relationships with others.

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By tuning into the needs of other people, we actually enhance our own emotional well-being. The same is true within sport organizations:

• those that foster trusting, cooperative relationships are more likely to have a more satisfied, engaged—and more productive and innovative—workforce, with greater employee loyalty and retention.

 

The new EI MODEL Course delves into the social and emotional skills that sustain positive relationships  in the daily reality of volleyball work.

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It highlights the foundational and related skills of empathy and “emotional intelligence,” also known as EQ, which refers to the skills of identifying and regulating our own feelings, tuning into the feelings of others and understanding their perspectives, and using this knowledge to guide us toward constructive social interactions.

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Drawing on research and real-world 6 case studies (IT, ES and PT), the course reveals how honing these skills promotes well-being within an sport organization or a VET Institute (during physical education hours), supporting everything from good management—managers high in empathy, for example, have coaches, physical education teachers, referees who report being happier and take fewer sick days—to more effective teamwork, problem solving, and recovery from setbacks).

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The EI MODEL Course also explains the psychological and neuroscientific roots of cooperative, compassionate behaviors, making the case that these are not just “soft” skills but core aspects of human nature that serve basic human needs as well as the bottom line.

 

What’s more, it offers practical ways to strengthen empathy, trust, and collaboration among Coaches-teacher PE- Trainers, athletes and resolve conflicts more constructively—with a special emphasis on how socially intelligent leadership can build cultures of belonging and engagement.

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Here they take a central insight from that EI course—that our personal well-being is entwined with our social connections—and explain how to apply it to the modern from the Sports Domain to the Workplace to create more productive, satisfying experiences at work.

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The 32 beneficiaries will engage directly with experienced instructors, mirroring the class syllabus defined by DRAMBLYS experts for a comprehensive learning pathway, based on the analysis of existing best practices identified during the period (01.09.23-31.12.23).

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Let us enjoy the convenience of learning both in presence and in virtual without compromising the quality of interaction, coordinated by Ms. Amaia San Cristobal and Pablo Moreno).