Translate this page:
Please select your language to translate the article


You can just close the window to don't translate
Library
Your profile

Back to contents

Psychologist
Reference:

Psychological Program to Increase the Level of Emotional Intelligence of Children's Coaches of Sports Associations

Rostovtseva Marina Viktorovna

Doctor of Philosophy

Professor, Siberian Federal University

660030, Russia, Krasnoyarskii Krai oblast', g. Krasnoyarsk, ul. Vil'skogo, 18a, kv. 58

marin-0880@mail.ru
Other publications by this author
 

 
Goncharova Tat'yana Mikhailovna

PhD in Philosophy

Associate Professor, Lesosibirsk Branch of the Federal State Budgetary Educational Institution of Higher Education Siberian State University of Science and Technology. F.M. Reshetnev, Department of Humanities and Socio-Political Disciplines

662543, Russia, Krasnoyarsk region, Lesosibirsk, Pobedy str., 29

tmgoncharova@mail.ru
Other publications by this author
 

 
Gudovskii Igor' Vital'evich

PhD in Pedagogy

Associate Professor, Department of Psychology and Pedagogy Siberian State University of Science and Technology named after V.I. M.F. Reshetnev

31, Krasnoyarsk Worker Ave., Krasnoyarsk, 660049, Russia

marin-0880@mail.ru
Other publications by this author
 

 
Khokhrina Zoya Vasil'evna

PhD in Pedagogy

Associate Professor at Lyceum ¹9 im. A.M. Kleshko, Krasnoyarsk

660062, Russia, Krasnoyarsk, Semaphornaya str., 247a, office 9

itss@bk.ru
Other publications by this author
 

 
Trofimova Valentina Viktorovna

Assistant, Department of Information Technologies for Education and Lifelong Education, Siberian Federal University

79 Svobodny str., Krasnoyarsk, 660041, Russia

VVtrofimova@sfu-kras.ru
Other publications by this author
 

 

DOI:

10.25136/2409-8701.2022.5.38769

EDN:

IBRAYA

Received:

14-09-2022


Published:

06-11-2022


Abstract: The subject of the study is a psychological program aimed to increase the level of emotional intelligence in children's coaches of sports associations. To date, the problem of emotional intelligence is expressed in contradiction, where, on the one hand, a child needs the necessary emotional support during training and competitions, on the other hand, there are insufficient funds in the scientific literature to improve it. The purpose of the work is to develop a program to increase the level of emotional intelligence among children's coaches of sports sections. The study was conducted with 21 trainers of children's sports sections on the basis of the youth "Technical Design Center" in the city of Krasnoyarsk. A program was developed to increase emotional intelligence among children's coaches of sports sections. It was built in accordance with a certain logic of working with emotions, which includes awareness of one's own and others' emotions in various situations, mastering the ability to manage one's own and others' emotions and mastering the ability to manage one's behavior in non-standard situations. The program, tested on a group of trainers, helped to increase their emotional intelligence. The results of this study can find practical application in various fields of psychological practice: psychological education, counseling, etc. They can be used in the development of professional training programs, retraining and advanced training of teachers – trainers.


Keywords:

emotional intelligence, program, coach, childhood, understanding, acceptance, competitions, emotions, feelings, interaction

This article is automatically translated.

Introduction. The relevance of the chosen research topic is related to the fact that emotional intelligence as a psychological construct of the inner world of a person is very important for building adequate interpersonal communication, understanding and acceptance by people of each other. Alexandrova N.P. defines emotional intelligence as "a kind of social intelligence that affects an individual's ability to track their own and others' feelings and emotions" [1]. For the first time, this concept was first introduced in 1990 by J. Mayer and P. Salovey [4]. The importance and necessity of developing the components of emotional intelligence as factors contributing not only to the personal and professional growth of an individual, but also influencing the success of his professional activity are also indisputable. For example, emotional intelligence plays an important role in the professional activities of teachers, coaches in the process of interaction and communication with children, in order to establish more complete contact, as a means of achieving understanding and acceptance of the emotions and feelings of a child from an adult [2, 3, 11].

The effectiveness of teaching in the section is an interaction that opens up activity and purposefulness in the child [13]. Emotional intelligence is necessary in the work of a modern teacher, coach, to help students successfully adapt to society, its laws, legal, ethical norms in the section [6, 7].

The problem of emotional intelligence, being popular in psychology, is little covered in its sports industry. A high level of emotional intelligence development of a coach is a key factor and the most important quality reflecting the ability to establish relationships with a child athlete in his preparation for competitions. Coaches with a high level of emotional intelligence are able to inspire, inspire, awaken excitement, maintain high motivation and dedication to the team among the athletes. The relationship between the level of development of the emotional intelligence of the coach and the effectiveness of the child's sports training is obvious [1, 2], however, as studies [3, 4] and practice show, there is often misunderstanding, rejection, conflicts between the coach and the child, one of the reasons for which is the low emotional intelligence of teachers-coaches.

There is a contradiction between the relevance of the study of the emotional intelligence of a children's sports section coach, on the one hand, and the insufficiency of the development and application of methods for improving it among sports section coaches, on the other hand [8,9, 10].

In this regard, the purpose of our work is to develop a program to increase the level of emotional intelligence among children's coaches of sports sections.

The object of our research is the emotional intelligence of children's coaches of sports sections, the subject is a program to increase the level of emotional intelligence of children's coaches of sports sections.

The scientific novelty of the study is due to the fact that the proposed program for improving the level of emotional intelligence of children's sports section coaches is based on exercises developed by the authors. The program is built in a certain logic of working with emotions, and includes: awareness of one's emotions and the emotions of other people in various situations, mastering the ability to manage one's emotions and the emotions of others, and based on this, acquiring the ability to control the behavior of other people, including in non-standard situations.

Theoretical analysis. The American psychologist D. Goleman [4] in his work in 1995 defined emotional intelligence as the ability of a person to analyze his emotions and the emotions of others [3].

Today, the most famous publications in the literature on the problem of emotional intelligence are: "Development of emotional intelligence" by Leonid Krol; "Emotional Intelligence of a leader" by Paul Ekman; "Psychology of Emotions" by Robert Tallon and Mario Sikora; etc. In the most general terms, emotional intelligence characterizes a person's ability to feel and understand the world around them at the level of emotion. This is especially important in the field of adult-child interaction, and in particular, we are interested in the problem of relationships and building effective interaction in the field of sports activities between coaches and their students. 

Interesting solutions to many theoretical and practical problems of emotional intelligence are presented by G.G. Garskova, I.N. Andreeva, D.V. Lyusin, E.L. Nosenko, N.V. Kovriga, O.I. Vlasova, G.V. Yusupova, M.A. Manoylova, T.P. Berezovskaya, A.P.Lobanov, A.C. Petrovskaya and other scientists, who are working on the problem of developing emotional intelligence within the framework of Russian psychology.

In our study, we rely on the concept of D. Goleman, who understands emotional intelligence as: knowing one's emotions, knowing the emotions of others, managing one's emotions, managing the emotions of others [4]. In accordance with modern concepts, emotional intelligence is also understood as the features of stress tolerance and self-esteem, both of the coach and the students of the sections, this is the ability of a person to emergency reactions and high decision-making speed [5].

Study. The study was conducted with 21 trainers of children's sports sections on the basis of the youth "Technical Design Center" in the city of Krasnoyarsk.

Our research was conducted in three stages.

At the first stage, a ascertaining experiment was conducted to determine the level of emotional intelligence in children's coaches of sports sections. The diagnosis of emotional intelligence in trainers was carried out with the help of the emotional intelligence questionnaire of S. Shabanov and A. Alyoshina.

At the second stage, a formative experiment was conducted, which consisted in conducting special exercises to increase emotional intelligence in children's coaches of sports sections.

At the third stage, a control experiment was conducted to determine the shift in the level of emotional intelligence in children's coaches of sports sections.

Children's coaches of sports sections in the number of 21 people took part in our study. The age of the subjects is 35-41 years old male. Experience as trainers (fitness training in various directions: "Pilates", "shaping", "stretching", etc.) - 13-15 years.  

We collected data using the emotional intelligence questionnaire of S. Shabanov and A. Alyoshina. When processing the received data, we used the developed instructions for determining the level of emotional intelligence.  

All the subjects were divided into 2 groups: control and experimental.

The following results were obtained in an experimental group of subjects (10 people): the number of people with an average level of emotional intelligence is 7 people - 64%, with a low level – 3 people – 36%. Respondents with a high level of emotional intelligence were not identified (Figure 1).

 Figure 1 - Percentage ratio of trainers with different levels of emotional intelligence in the experimental group before the experimentIn the control group: 6 people – 52% with a low level; 5 people – 48% with an average level.

Respondents with a high level of emotional intelligence were not identified (Figure 2).

Figure 2 - Percentage ratio of trainers with different levels of emotional intelligence in the control group before the experiment

 

After conducting our experiment (testing the developed research program) in the experimental group, the level of emotional intelligence increased in 6 people. (52%): the high level was observed in 4 people (46%), the average level decreased by 4 people (46%) and the low level remained in 1 respondent (9%).  The data is shown in Figure 3.

Figure 3 – Dynamics of changes in the level of emotional intelligence in children's coaches of sports sections before and after the experiment in an experimental group of subjects.

The situation in the control group of respondents has not changed.

To compare two empirical distributions among themselves, we used the criterion ? 2.

Let's assume that the testing of a specially designed program does not have an effect on the growth of the level of emotional intelligence among coaches. For calculations based on criterion ? 2, we present the data obtained in the following form (see Table 1).

Table 1 – Calculation table by criterion ? 2Factorial feature

Effective feature

The amount

The first slice

Second slice

High level

0

4

4

Average level

7

4

11

Low level

3

2

5

Total

10

10

20

 

The number of degrees of freedom is 2. The value of the criterion ? 2 is 12.882. The critical value ? 2 at the significance level p= 0.01 is 9.21. The relationship between the factorial and effective signs is statistically significant at the significance level p<0.01. The significance level p=0.002.

The value obtained by us allows us to reject the hypothesis that there is no connection between the effective testing of a specially developed program and an increase in the level of emotional intelligence. Rejecting this hypothesis, we risk making a mistake with a probability of less than 1%.

Thus, the results of primary and repeated diagnostics obtained by us in the experimental group show an increase in the level of emotional intelligence among trainers. This fact suggests that the program we have developed provides an increase in the level of emotional intelligence.

Program. The program for the formation and development of emotional intelligence in children's coaches is subject to a certain logic of working with emotions, and included awareness of their emotions and the emotions of other people in various situations, mastering the ability to manage their emotions and emotions and the behavior of other people in non-standard situations. The following material was selected for the experiment:

-black bag;

- cards with images of various emotions;

- old magazines for cutting out

- scissors, whatman, sheets of paper, pens, pencils, markers, markers;

- sweater, hat, shirt, glasses, shoes;

- house rats, cage.

Our experiment in the form of a specially developed program includes 4 stages:

Stage 1. "I am an emotion – a feeling"

Stage 2. "I control emotions"

Stage 3. "I control my behavior"

 Stage 4 – consolidation: "I understand and recognize the emotions of others."

At each stage, the coaches of the sports sections underwent various exercises and trainings aimed at increasing their emotional intelligence.

The study was conducted for six weeks.

Stage 1. "I am an emotion – feeling" (1st week). At this stage, participants learn to be aware of their emotions and the emotions of other people in various situations

Exercise 1. "Black Bag"

Participants are instructed that there are cards with images of various emotions in the black bag. The participants take out the cards in turn and name the emotion they see on the card.

At the end of this exercise, there was a discussion in the group about who understands this or that emotion.

Exercise 2. "Collage"

Purpose: group cohesion, creation of a trusting atmosphere.

Group cohesion is a systemic quality of the group. If the members of the group strive for a common goal, atmospheric intimacy and trust, then we can say that they have group cohesion. If the members of the group have group cohesion, then they should also have cohesion in the emotional, behavioral and value spheres.

Equipment: several sheets of paper, old magazines that you will need to cut out collage elements, markers, pencils, paints, brushes, water.

Coaches of children's sports sections were united in small groups (2-3 people). They were asked to create a general collage that would reflect the emotional portrait of each small group. All participants drew, added to the collage those elements that, in their opinion, characterized their emotional life.

Collages could be made until the end of the seminar. Then these collages were placed on the wall in the workroom. The moderator directed the group to analyze images, search for differences and similarities, and a reflexive discussion was held between all participants.

From this exercise, we can conclude that all people experience the same emotions, but some more often – others less often, some stronger – others weaker.

Exercise 3. "My emotions"

Purpose: development of introspection skills among children's coaches of sports sections, the ability to understand the most significant emotional experiences.

All participants are given instructions: "Analyze what feelings you have experienced over the past month or a couple of months more often than others? What gave you the greatest joy during this time? What emotions have you lacked in your life? What upset you most often? What made you happy most often? What caused the excitement? Anxiety? What caused disgust? What were you afraid of most often?"

Participants write down the answers to the questions, then read them out. Then there is a discussion in the group.

Exercise 4. "Sadness, grief, depression".

Purpose: to introduce trainers to emotions such as sadness, grief, depression. Also, the goal should be noted the development of awareness about emotions.

All participants are given instructions: "Dear participants, I ask you to remember the most vivid experience of grief or sadness in your life, and share your story with us" Each member of the group told his story at will. The presenter asked questions: "What do you think is sadness? Why does a person need sadness? Is it possible to live without sadness? What is grieving? Why does a person need it? Is it possible to live without grief? What personal changes occur in a person in the process of grieving? How to help a person in grief? How did other people help you in your grief?"

Stage 2. "I control emotions" (2-3 weeks). At this stage, the development of the ability to manage your emotions and the emotions of others takes place,

Exercise 1. "Disgusting fitting"

Purpose: to introduce trainers to the emotion of disgust; its influence on a person's life, to learn how to manage their emotions.

The trainers were asked to try on four things: the sweater of a brutal killer, the hat of a person with AIDS, the glasses of a person without a fixed place of residence, the shoes of a person who does not like to wash (dirty).  

When the participants tried on things, the presenter asked them questions related to their feelings from this fitting.

Exercise 2. "Fall and trust".

Purpose: familiarity with the feeling of trust, the ability of group members to control their own emotions; analysis of the feeling of trust.

During the performance of this exercise, the coaches stood in one big circle. One person was asked to stand in the center of the circle.  The presenter offered him to fall into the hands of someone from the circle.  The participant closed his eyes, relaxed and fell back. Each participant was given the opportunity to fall and catch someone. At the end of the task, the group discussed the impressions of the completed exercise.

There was a discussion with the participants of this exercise. The participants were asked what emotions they experienced. It was fear, anxiety, distrust of another person.  The presenter drew a parallel between the concepts of trust and unconditional acceptance and their importance in establishing close, trusting, close relationships with other people.

Stage 3. "I control my behavior" (Week 4)

 At this stage, the goal is to teach participants how to manage their behavior by managing their emotions.

Exercise 1. "I tame my fear"

Purpose: to identify the fears of the group members, awareness of their own fears, the ability to control (tame) their fear. .

Equipment:  house rats.

To increase the level of emotional intelligence, a children's sports section coach needs to develop self-control skills. Fighting your fears is one of the ways to control your own emotions. Participants are invited to "tame their fear." In our training, domestic rats are used in the form of "tamed fears". Participants were asked to stroke and touch, if desired, to pick up an animal that causes fear. After that, many realized the causelessness of their fear and became able to take animals in their arms, etc.  

At the end of the exercise, a discussion was held with the participants of the experiment.

Stage 4 - fixing. "I understand and recognize the emotions of others" (5-6 weeks)

At this stage, the goal will be to learn to understand the emotions of other people, as well as to be able to influence the emotional state of other people.

Exercise 1. "Trusting running"

Purpose: to provoke emotions, to develop impulsivity. This exercise acts as a training of a person's ability to "surrender to circumstances"here and now."

The group of coaches was divided into pairs. There was a wingman and a leader in each pair, they held hands. Next, all pairs were given the general rate of Brownian motion. At the same time, the wingmen had to move with their eyes closed, trusting the leader, who was responsible for the fact that his wingman would not collide with anyone.

The participants experienced emotions such as surprise, fear, and inspiration. They couldn't help shouting and laughing. The emotional trail remained with all participants for a long time.

Exercise 2. "Empathic listening"

Our exercise "empathic listening" requires an interlocutor. The essence of the exercise is to listen to the interlocutor about what is important to him and create a sentence that conveys as accurately as possible what he feels at the same time. It was important to pay attention to exactly what your interlocutor feels and thinks about.

Participants were offered the following:  "Dear participants, you are invited to think about something intimate and of great importance to you in your life. Please share this with your interlocutor. I ask you to try to describe the situation in as much detail as possible. Take pauses during which your interlocutor will tell you what you thought and what you felt in the past or present moments. Then switch roles and repeat the exercise again as a listener. I ask everyone to express their assumptions about the other. It is better to make a mistake with your assumption than not to say it out loud at all. Also, it's okay if you exaggerate the emotion that a person feels — for example, call irritation anger, and anger anger. You are learning and only by trial and error can you achieve serious success."

At the end of the exercise, reflection took place. The presenter asked the participants of the experiment: "What does it feel like to be a listener? What was the most difficult for you? How does it feel to be a storyteller? How did you feel when a person made assumptions about what you felt? How did you feel when you told your story? Who did you like being more, a storyteller or a listener? Why? Would you like to repeat the exercise with another interlocutor?"

Exercise 3. "Imagining the emotions of historical characters"

Equipment: sheets of paper, pens.

Participants were offered the following:  "I ask you to make a list of three historical characters that you know. Then think and list the emotions that the character has experienced throughout (or part of) his life.

Example: Abraham Lincoln saw people being sold in the market square. During this time, he felt sad that he did not have a family of his own. He also felt anger because people were being trafficked like animals and helplessness from the fact that he could do nothing about it.

Reflection at the end of the exercise. The presenter asked the participants questions: "What characters did you write? What emotions have they experienced throughout their lives? Have you begun to understand your characters better? What feelings do these characters evoke in you now?"

Exercise 4. "Wishes to another"

Goal: to preserve the energy potential of the group, to convey positive emotions to all participants.

Equipment: paper for each member of the group, pencils.

Each participant was asked to sign a piece of paper and leave it on his chair. Other participants were asked to leave their wishes, positive emotions, mood, etc. with pencils in any abstract form. It could be a wish in the form of words, drawings, poems, emoticons.

As a result, each coach had an "emotionally charged" picture in memory of the training.

After the exercise, a reflexive discussion was held with the group.

Conclusion. Thus, initially we conducted a study of the level of emotional intelligence in the control (11 people) and experimental (10 people), a group of coaches of children's sports sections, which showed that most of the coaches of the experimental group have an average (64%) or low (36%) level of emotional intelligence. We have developed a program to improve the emotional intelligence of children's coaches of sports sections. It was built in accordance with a certain logic of working with emotions, which includes awareness of one's own and others' emotions in various situations, mastering the ability to manage one's own and others' emotions and behavior in non-standard situations. This logic is based on the concept of D. Goleman, who understands emotional intelligence as: knowing your emotions, knowing the emotions of others, managing your emotions, managing the emotions of others [4]. In accordance with this logic, the stages of the program were defined, including: stage 1. "I am an emotion – feeling" (awareness of my own and others' emotions); Stage 2 – "I control emotions" (control of my own and others' emotions); stage 3 - "I control my behavior" (control of my behavior); stage 4 - fixing – "I understand and recognize the emotions of others".

At each stage, the coaches of the sports sections underwent exercises aimed at increasing their emotional intelligence.

The program tested on a group of trainers contributed to the development of their emotional intelligence, which is confirmed by the results of statistical analysis using the criterion ? 2. The results of primary and repeated diagnostics obtained by us in the experimental group show an increase in the level of emotional intelligence among trainers. This fact suggests that the program developed by us, which is built in accordance with the described logic, provides an increase in the level of emotional intelligence.

The results of this study can find practical application in various fields of psychological practice: psychological education, counseling, etc. They can be used in the development of professional training programs, retraining and advanced training of teachers – trainers.

 

 

 

 

References
1. Aleksandrova N.P. The ABC of emotional intelligence: a study guide / N.P. Alexandrova. - Moscow, 2019. 549 p.
2. Barinova, I.V. The state and ways of improving the Olympic education and upbringing of student youth: author. diss. ped. Sciences. / I. V. Barinova. Moscow, 2016 .26 p.
3. Boyko O.M., Medvedeva T.I., Enikolopov S.N., Vorontsova O.Yu., Kazmina O.Yu. The psychological state of people during the COVID-19 pandemic and the targets of psychological work // Psikhologicheskie issledovaniya. 2020. No. 13 (70). S. 1. 2.
4. Goleman D. Emotional intelligence. / D. Goleman. Moscow, 2020. 544 p.
5. Sergienko E.A., Vetrova I.I. Emotional intelligence: Russian-language adaptation of the Mayer-Salovey-Caruso test: Electronic resource.- Access mode: https://sites.google.com/site/emotionalnyjintellekt5555/home/model-bar-ona. Date of access: 10.09.2022
6. Danilov, S.V. Difficulties of teachers during the period of adaptation to professional activity / S.V. Danilov // Profi-press, 2018. 115 p.
7. Zair-Bek, E.S. Analysis of foreign practices of adapting a young teacher to professional activity / E.S. Zair-Bek // Flinta-Nauka, 2016. 206 p.
8. Kets de Vries, M. The mystique of leadership. The development of emotional intelligence: a textbook / M. Kets de Vries. Moscow, 2017. 594 p.
9. Luneva, O. V. The history of the study of social intelligence // Knowledge. Understanding. Skill. 2008. No. 4. pp. 177-182.
10. Rostovtseva M.V., Mashanov A.A. Methods of conflict study in the system of education // Journal of Siberian Federal University. Humanities and Social Sciences. 2020. V. 13. No. 2. S. 208-218.
11. Smyshlyaeva E.D. On the issue of informational stress of employees as a factor in the violation of psychological security // Student Science and XXI century. 2018. No. 2-2. pp. 373 - 375.
12. Spasibenko S.G. Emotional and rational in the social structure of a person// Socio-humanitarian knowledge. 2020. No. 2. S. 109-125. ,
13. Tkhostov A.Sh., Kolymba I.G. Phenomenology of emotional phenomena //Vestn. Moscow university Ser. 14. Psychology. 2021. No. 2. S. 3-14.

First Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

The object of research in the presented manuscript is emotional intelligence as a personality quality, while the subject is its development in children's coaches. Thus, the translation of a fairly widely covered topic into a local highly specialized plane allows us to talk about the elements of scientific (scientific and methodological) novelty. The work is of a pronounced practical nature with an appropriate research methodology, which involves a brief theoretical overview and description of a practical experiment. The latter is carried out in compliance with the main stages, namely, ascertaining, forming and partly controlling in a volume generally sufficient for research in the format of an article. The relevance of the study is undeniable, since anyone who relates to sports, even as a spectator, and not as an active participant, knows that the role of emotions in sports competitions is great no less than the importance of instrumental skill. The presented work is aimed at a highly specialized audience of sports psychologists and practicing coaches. From a linguistic point of view, the theoretical part is performed in accordance with the norms of scientific style, both from a formal and functional-stylistic point of view. The preposition "y" should be removed from the name. Whose intelligence is it? And not from whom? Comments on the style of the practical part will be set out below. The list of references does not include the works of scientists, who, as the author himself writes, "Present interesting solutions to many theoretical and practical problems." In this case, it is probably necessary to put 2 or even more works of each of these researchers in the bibliography, if the range of problems they solve is really wide. There are two principal observations on this work. The theoretical part as a whole is presented with a minimum and sufficient level of elaboration for practical articles in the format of a brief overview, however, it would benefit if the author provided definitions of all or at least several scientists who have studied emotional intelligence. Especially theoretical analysis would benefit in content when comparing different interpretations and developing its own on this basis. The paragraph "The object of our research is the emotional intelligence of children's sports section coaches, the subject is the formation and development of emotional intelligence in children's sports section coaches." should be moved up into the introduction. It is necessary to exclude the word "formation" from the formulation of the subject of research, because if we are talking about adults, it is still very difficult to imagine that they do not have emotional intelligence even in the rudimentary stage – especially if the work is called "enhancement ...", this means that one or another quality has already been formed. Two sentences clearly contradict "Today there is a huge amount of literature on the problem of emotional intelligence, among which the most famous publications" and "The concept of emotional intelligence remains insufficiently developed in scientific psychology." Probably, the author meant that the problem of emotional intelligence, being popular in psychology, is little covered in its sports industry. It is recommended to reformulate these paragraphs. This remark is intended as a recommendation. The following comment on the practical part is of a fundamental nature. From the point of view of the stylistics of the presentation and the ways of presenting the text, the practical part does not fit into the format of scientific research for the journal at all. It has the character of a methodical publication, resembles a fragment of the WRC, a report, etc.. It is necessary to reformat the text into a descriptive, scientific and analytical style. For example, instead of "Exercise 1. "Black bag" Instructions: The black bag contains cards with images of various emotions. The participants take out the cards in turn and name the emotion they see on the card. At the end of this exercise, there was a discussion in the group about who understands this or that emotion." It should be written: "one of the most effective exercises is the "black bag", the instructions for its implementation suggest that participants take out cards in turn and name the emotion they see on the card." The exercise pursues a goal ...., which is achieved by . . .. etc., etc. We also note that the use of questions in a scientific style is permissible only as a rhetorical device, and even then when global problems are being discussed. Questions in the text when describing highly specialized methodological aspects are unacceptable. You can reformulate, for example, "when performing this exercise, participants should ask questions ... Of course, the subheadings "preface", "equipment", etc. should be removed from the scientific text. It resembles a lesson summary. The results of the study are formulated in just one paragraph: "The study was conducted for six weeks. The program tested on a group of trainers contributed to the development of their emotional intelligence, which is confirmed by the results of statistical analysis using the Student's t-test. The results of primary and repeated diagnostics in the experimental group show an increase in the level of emotional intelligence among trainers. This fact suggests that the program we have developed provides an increase in the level of emotional intelligence." There are no abstract conclusions in the work, which also distances the text from the scientific format. Conclusions should be drawn both in theory, methodology, and practice – in total, such a volume of work involves 4-5 meaningful conclusions. Conclusion: from the point of view of content content, the presented text meets the minimum requirements for scientific articles in the psychological and pedagogical field. However, for publication in a peer-reviewed scientific publication, it is recommended that the textual and stylistic reformatting of the practical part from a reporting and methodological format to a descriptive scientific and analytical one, according to the recommendations and examples indicated in the review above.

Second Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

This article is devoted to an important topic in psychological and pedagogical terms. This is due to the fact that the emotional intelligence of the coach is very important for the harmonious development of the child's personality. Taking into account the research topic, it is the role of emotional intelligence for children's sports section coaches that needs to be written when justifying relevance. The author pays a lot of attention to the importance of emotional intelligence in general, which does not correspond to the subject of this study. In the introduction, it is noted that the relevance of the chosen research topic is related to the fact that emotional intelligence as a psychological construct of the inner world of a person is very important for building adequate interpersonal communication, understanding and acceptance by people of each other. This is all correct, but the emotional intelligence of children's sports section coaches has been identified as the object of research. Therefore, it is necessary to bring the relevance, object and subject of the study into line. The wording of the subject "improving the level of moral intelligence in children's sports section coaches" (there is a typo) is incorrect. Raising something cannot be the subject of research. You can raise the level. There is no formulation of scientific novelty in the text. Further work is needed. The research methodology is shown. The author cites both foreign and domestic researchers who have developed problems of emotional intelligence. This information is shown well in the text and does not cause objections. In addition, the author writes that in the most general terms, emotional intelligence characterizes a person's ability to feel and understand the world around them at the emotional level. In his opinion, this is especially important in the field of adult-child interaction, and in particular, we are interested in the problem of relationships and building effective interaction in the field of sports activities between coaches and their students. That's right, and moreover, it is this circumstance that can be used in formulating the scientific novelty of the study. The purpose of the work is to develop a program (methodology) to increase the level of emotional intelligence among children's coaches of sports sections. This formulation is understandable and does not raise objections. The style of presentation of the text is scientific and research. The author skillfully uses literary data, analyzes them, and, if necessary, makes appropriate conclusions. The logical sequence of the presentation of the obtained data is traced. Although there are some comments on the structure of the work. Thus, the structure of the text itself does not quite meet the requirements that contribute to a more understandable perception of the material. For example, instead of the research methodology, the author titled the heading as a description of the study. The results of our own research are not highlighted, although it would be better that way. And the results themselves are presented in an unnecessarily detailed form when it comes to the research program. It is advisable to condense everything that is written according to the program. According to the content of the work, it can be noted that the author intended to use the Student's t-test for related populations in order to determine the statistical significance of the differences in the results of the two diagnoses performed. In such a study, this is very true. However, the statistical indicators are not sufficiently reflected in the text. Only relative (%) values are available. But this, as the reviewer understood, concerns the first stage, and in this case the percentage values are quite appropriate. Then the author begins to operate with hypotheses and cite the values of the t – criterion in the text. For example, "H1 is an alternative hypothesis about the significance of differences, which reflects the presence of statistically significant differences between the results of two diagnoses, i.e. the effect on the level of motivation to achieve success and anxiety is productive if an exercise program is used. The arithmetic mean of the differences in indicators is 28. The mean square deviation of the differences in indicators = 14.2. The Student's paired t-criterion is 5.08. The number of degrees of freedom (f) is 6. Next, we determine the significance level of p from the table of critical values of the t-Student. It will be equal to 0.01. The critical value of the Student's t-test for a given number of degrees of freedom and a significance level of p = 0.01 is 3.707. The criterion we obtained is greater than the tabular critical value (t-score > t-crit), thus we can conclude that the changes in the trait are statistically significant. The null hypothesis is not accepted." Firstly, this fragment of the text, as well as similar ones below, is generally incomprehensible. Secondly, why such details: "next, we determine by the table ..."? Isn't it easier to write how it is simpler? The description of the exercises themselves can also be shortened. After all, the author does not aim to show the program itself. The goal is marked differently. Although, for example, the reviewer believes that the entire program in a detailed form can be published separately. After its effectiveness is shown and published to increase the level of emotional intelligence of children's sports section coaches. There are no conclusions in the work. The author writes in conclusion about the main results of the work performed, which corresponds to reality. But the conclusion, again, can be shortened. After all, there are unnecessary repetitions in it, such as "The study was conducted for six weeks," etc. The bibliographic list includes sources on the research topic. Taking into account the importance of the research topic, as well as the interest that this article may arouse in the reading audience, it may be recommended for publication, taking into account the revision and elimination of the identified comments.

Third Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

A scientific article on the topic is submitted for review: "A psychological program to increase the level of emotional intelligence of children's coaches of sports sections." Within the framework of the scientific publication, the problem of correcting the emotional intelligence of children's sports section coaches is considered. The author(s) note that the development of professional qualities of future athletes is not possible without effective communication with the coaching staff, mutual understanding of emotional registers and the ability to respond to them. It is difficult to overestimate the relevance of the research topic, since coaches with a high level of emotional intelligence are able to inspire, inspire, awaken excitement, maintain high motivation and dedication to the team among the athletes. The connection between the level of development of the emotional intelligence of the coach and the effectiveness of the child's sports training is obvious. The main goal of the work is the formation of a special program aimed at improving the emotional intelligence of children's coaches of sports sections. The object of the study is the emotional intelligence of children's sports section coaches, the subject is a program to increase the level of emotional intelligence of children's sports section coaches. Thus, the subject in the presented study concretizes the object of research. As a scientific novelty, the author(s) claim that the proposed program to increase the level of emotional intelligence of children's sports section coaches is based on unique authentic exercises (author's designs). The author(s), within the framework of the theoretical development of a scientific research problem, turn to numerous theoretical approaches developed in domestic and foreign literature. So, they studied the problems of "emotional intelligence" in the research of G.G. Garskov, I.N. Andreev, D.V. Lyusin, E.L. Nosenko, N.V. Kovriga, O.I. Vlasov, G.V. Yusupov, M.A. Manoylova, T.P. Berezovskaya, A.P.Lobanov, A.C. Petrovskaya, P. Ekman, R.Tallon, L.Krol and other scientists who are working on the problem of the development of emotional intelligence within the framework of foreign and domestic psychology. The study sample included twenty-one subjects (a sports coach) on the basis of the youth "Technical Design Center" in the city of Krasnoyarsk. The main qualitative characteristics of the sample were the age of the subjects (35-41 years old) and gender (male). Also an important quality was the average experience (13-15 years) of working as trainers (fitness training in various areas: Pilates, shaping, stretching, etc.). The sample is sufficient for a pilot study. As part of the study, the authors conducted a formative experiment and proved that the author's program increases the level of "emotional intelligence" among the coaching staff. Chi-squared was used as a criterion for mathematical statistics. The results of the study are of high practical significance and can be used in various fields of psychological practice: psychological education, counseling, etc. They can be used in the development of professional training, retraining and advanced training programs for teachers and trainers. At the same time, I would like to draw attention to the narrowness of the research methodology. The authors used the emotional intelligence questionnaire of S. Shabanov and A. Alyoshina as the main diagnostic tool, which, in our opinion, reduces the reliability and objectivity of the research results. The author's program (training) for improving emotional intelligence is presented in full by the author(s) in the content of his publication. In their study, the authors did not single out such important components as the research hypothesis and methodology (methods) separately, which to some extent devalues the scientific value. The allocation of these scientific components within the framework of their publication as separate imperatives would allow the authors to present their scientific work more systematically and structurally. The presented scientific bibliography is distinguished by its relevance and fully corresponds to the content of the study. Despite the shortcomings noted, the study of "emotional intelligence" is complete and can be published in leading scientific journals.