Evaluación de una Intervención Psicoterapéutica=
Basada
en PsicologÃa Positiva sobre el Bienestar Psicológico de Jóvenes Futboli=
stas:
Un Estudio Cuasi-Experimental.
Evaluation of a Psychotherape=
utic
Intervention Based on Positive Psychology on the Psychological Well-being of
Youth Footballers: A Quasi-Experimental Study.
Anthony Quirós Rose=
1
1Faculty of Biosciences and Public
*Autor por correspondencia: Jay Molino, =
jay.molino@u=
delas.ac.pa
Recibido: 15 de noviembre de 2024
 Acepta=
do: 15
de enero de 2025
Resumen
El presente estudio cuasi-experimental
investigó los efectos de una intervención psicoterapéutica basada en Psi=
cologÃa
Positiva sobre el bienestar psicológico de los jugadores juveniles del club
Plaza Amador sub-18. La intervención, diseñada para fortalecer la
autoaceptación y el crecimiento personal, fue evaluada utilizando la Escal=
a de
Bienestar de Ryff antes y después de su implementación. Participaron diez
jugadores jóvenes, quienes experimentaron talleres y actividades enfocadas=
en
mejorar las relaciones interpersonales y el desarrollo personal. A pesar de=
las
expectativas optimistas, los resultados post-intervenc=
ión
no revelaron cambios estadÃsticamente significativos en los puntajes de
bienestar psicológico. Este hallazgo sugiere que, aunque la intervención =
fue
bien recibida y mostró tendencias positivas, su impacto en los indicadores
medidos de bienestar psicológico no fue significativo. El estudio resalta =
la
complejidad de abordar el bienestar psicológico en jóvenes deportistas y
subraya la importancia de investigar métodos más efectivos para mejorar la
salud mental en este grupo demográfico.
Palabras clave: psicologÃa deportiva, bienestar psicológico, psico=
logÃa
positiva, jugadores de fútbol juvenil, intervención psicoterapéutica, es=
tudio cuasi-experimental
Abstract
The present quasi-experimental study
investigated the effects of a psychotherapeutic intervention based on Posit=
ive
Psychology on the psychological well-being of the youth players from the Pl=
aza
Amador under-18 club. The intervention, designed to strengthen self-accepta=
nce
and personal growth, was evaluated using Ryff's
Well-Being Scale before and after its implementation. Ten young players
participated and experienced workshops and activities focused on improving
interpersonal relationships and personal development. Despite optimistic
expectations, post-intervention results did not reveal statistically
significant changes in psychological well-being scores. This finding sugges=
ts
that, although the intervention was well received and showed positive trend=
s, its
impact on the measured indicators of psychological well-being was not
significant. The study highlights the complexity of addressing psychological
well-being in young athletes and underlines the importance of researching m=
ore
effective methods to improve mental health in this demographic group.
Keywords: sport psychology, psychological
well-being, positive psychology, youth soccer players, psychotherapeutic
intervention, quasi-experimental study
Introduction
The field of sports psychology has =
become
increasingly important, particularly in its focus on the relationship betwe=
en
psychological well-being and athletic performance. This discipline explores=
how
psychological factors influence sports performance and how physical activity
impacts an individual's overall well-being
Some young athletes are already
high-performance competitors in their respective sports, while others stand=
out
as promising athletes compared to their peers. In both cases, these young
athletes put in much effort, dedicating many hours most days of the year. T=
hey
must also balance their studies and other age-appropriate activities. Many =
of
these young athletes even drop out of school to focus solely on sports
Given that psychological well-being=
is
essential for quality of life and sports performance, it is crucial to addr=
ess
psychopathological disturbances. In some cases, athletes' psychopathological
disturbances may arise from causes unrelated to their sports activities, su=
ch
as depression due to the death of a family member. However, in other cases,
these disturbances can result from a state of vulnerability or factors rela=
ted
to their sports activities or the environment surrounding them
According to Pineda-Espejel,
Morquecho-Sánchez, and Ga=
dea-Cavazos
(2018), the validity of the Multidimensional Perfectionism in Sport Scale-2
highlights the need to evaluate its psychometric properties in different sa=
mples
of athletes
In a study offering an alternative
perspective in sports psychology, Soto-Lagos, Pozo-Gómez,
and Romero-Ãlvarez (2020) emphasize the importance of considering all soci=
al,
cultural, and historical contexts involved in sports practice
Internationally, FIFA has launched a
campaign called #REACHOUT, designed to raise awareness about mental health
symptoms and encourage people to seek help. This support is being achieved =
with
the help of retired and current football players who emphasize the importan=
ce
of mental health awareness
In line with this, FIFPRO launched =
its
program to raise awareness about mental health among football players under=
the
slogan "Are you ready to talk?" Their research showed that up to =
38%
of football players experience some form of psychopathology during their
careers. With the onset of the COVID-19 pandemic, the number of players fac=
ing
mental health issues has increased
In a survey conducted in 2019, the =
majority
of football players reported experiencing mental health symptoms and their
negative impact on performance. Consequently, FIFPRO's Chief Medical Office=
r,
Dr. Vincent Goutterbarge, requested that all pl=
ayer
unions establish a network to identify and refer footballers for appropriate
support from specialists
This study focuses on a psychothera=
peutic
intervention designed to improve the psychological well-being of the under-=
18
youth football players at Club Plaza Amador. Football, at the regional
confederation level, comprises 35 associations, and Panama has 396 professi=
onal
players, according to FIFA's professional football report in 2023. Since
football has high physical and psychological demands and is one of the most
widely practiced sports globally, it provides a relevant context for this
research
Elite athletes practice high-perfor=
mance
sports, whether they are young or more experienced. Young athletes engage in
activities to prepare for elite levels or stand out in their age group, whi=
ch can
also be considered high-performance
Psychological intervention in sport=
s,
especially football, is increasingly becoming a normalized demand. The
psychological aspect of sports training, being relatively recent, is rapidly
being incorporated to help efficiently manage all aspects of football train=
ing
The need to prevent psychopathologi=
cal
disorders makes psychological work a fundamental part of an athlete's train=
ing,
encompassing various aspects of the player with the primary objective of
neutralizing the apparent risks that competition entails. This psychological
work can optimize athletes' performance and prevent mental health issues.
Furthermore, preserving athletes' health also positively impacts their
performance potential, helping them achieve the psychological balance neces=
sary
to perform at their best. To achieve it, therapeutic strategies and procedu=
res
commonly used in psychology must be adapted to the needs and circumstances =
of
each athlete
The intervention is based on the pr=
inciples
of Positive Psychology, an approach explained by Nanso=
ok
Park (2013), citing Seligman and Csikszentmihalyi (2000). This modern appro=
ach
to psychology studies what makes life worthwhile, analyzing what goes well =
from
birth to death. It examines positive and optimal experiences where people g=
ive
their best. The scientific evidence of positive psychology aims to contribu=
te
to a scientific and balanced understanding of human experience, helping
individuals build healthy, productive, and meaningful aspects of life and
repair imbalances.
Based on the considerations above, =
as human
beings, we experience a series of highs and lows that result in peaks and d=
eep
valleys. Positive psychology acknowledges the suffering humans may endure. =
Its
balanced proposition states that both the good and the bad are fundamental,=
and
psychologists should pay attention to both (Nansook Park,
2013).
Pursuing psychological well-being i=
n sports
is one of the most essential objectives today, as reflected in studies on t=
he
benefits of sports and physical activity for health
Psychological well-being is perceiv=
ed as a pleasant
state related to the balance of our organism. The construct of psychological
well-being is multidimensional, encompassing physical, psychological, and
social aspects, and it refers to what Seligman in 2003 called Positive
Psychology
The objective of this study was to =
evaluate
the effectiveness of a psychotherapeutic intervention on the psychological
well-being of these young athletes. The hypothesis was that such an
intervention would significantly improve their psychological well-being,
measured through psychometric scales established by The Psychological
Well-Being Scale designed in 1995 and adapted and validated by Diaz in 2006=
This study's results can potentiall=
y inform
and improve the practices of coaches, sports psychologists, and other
professionals working with young athletes. By highlighting the importance of
addressing psychological well-being, this study contributes to developing a
parallel between sports and life, as argued by Romero, GarcÃa-Más, and Br=
ustad
(2009) cited by
During the search conducte=
d in our
country for studies similar to our knowledge, this study was pioneered in
Panama.
A longitudinal quasi-experimental design articul=
ated
through a pretest-posttest measurement methodology was chosen to investigate
the therapeutic effects of a psychotherapeutic intervention accurately focu=
sed
on Positive Psychology constructs on the psychological well-being of young
athletes in the football context. Based on cognitive-behavioral strategies =
and
techniques for strengthening internal resources, such as self-efficacy,
emotional resilience, and optimizing flow states, this intervention was
directed at 10 Plaza Amador U18 youth team members. The demographic and spo=
rts
characteristics of the participants, including age, football experience, and
other relevant factors, were recorded.
The selection of a quasi-experimental design was
driven by the intention to approximate experimental rigor within the contex=
tual
and ethical limitations inherent in the sports domain, allowing for the
systematic evaluation of pre- and post-intervention changes in specific
psychological dimensions. This evaluation was carried out using standardized
and validated psychometric instruments within sports psychology, such as th=
e Ryff Psychological Well-Being Inventory and the Brune=
l Mood
Scale (BRUMS), ensuring objectivity and reliability in measuring the constr=
ucts
of interest. The quantitative analysis of the variations in the scores obta=
ined
will allow for inferring the efficacy of the intervention, contributing to =
the
body of knowledge on effective psychotherapeutic practices in optimizing the
performance and well-being of young athletes.
Psyc=
horapeutic
Intervention
Positive psychology was used, focusing on self-acceptance, personal growth, and strengthening interpersonal relationships. The sessions, which included workshops and group activities, will be detailed, as well as the duration and frequency of these sessions.<= o:p>
Statistical Analys=
is
The Shapiro-Wilk test is used to determine the a=
dherence
to normality of the data distribution. Confirming this premise is crucial to
validate the application of subsequent parametric techniques. Consequently,=
the
paired sample Student's t-test will be implemented to compare the mean
psychological well-being scores before and after the intervention. This test
will provide statistical evidence on the existence of significant changes in
the psychological well-being of the participants. Additionally, effect size
measures, specifically Cohen's d, will be calculated to estimate the magnit=
ude
of these changes, offering a quantitative perspective on the efficacy of the
intervention. A repeated measures Analysis of Variance (ANOVA) will also be
conducted to evaluate statistically significant differences in psychological
well-being scores across multiple time points.
Ethical Procedures=
and
Informed Consent
The quasi-experimental study ensured ethical adh=
erence
through the informed consent of the participants, following strict guidelin=
es
to protect their rights. Precise inclusion and exclusion criteria were appl=
ied
to select Panamanian football players aged 15 to 18, ensuring a representat=
ive
sample for the research.
Pretest=
and Post Test.
Tables 1 and 2 presen=
t the
quantitative results of the pretest and posttest, respectively, illustrating the variations i=
n the
participants' psychological well-being due to the intervention. These tables
facilitate the comparative descriptive statistical analysis of well-being
measures before and after the implemented program, as shown in Table 3
Table
1: Pretest Evaluation and Well-being Level of E=
ach
Player.
|
Pre
test each Player |
||||||||||||||||||||
|
Player 1 |
Player 2 |
Player 3 |
Player 4 |
Player 5 |
Player 6 |
Player 7 |
Player 8 |
Player 9 |
Player 10 |
|||||||||||
|
=
Dimensiones |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
|
Self-Acceptance |
Medium |
=
31 |
=
High |
=
26 |
=
Medium |
=
24 |
=
Medium |
=
26 |
=
Medium |
=
24 |
=
Medium |
=
29 |
=
High |
=
24 |
=
Medium |
=
24 |
=
Medium |
=
27 |
=
High |
|
|
Environmental Mastery |
18 |
Medium |
=
22 |
=
Medium |
=
27 |
=
High |
=
16 |
=
Low |
=
19 |
=
Medium |
=
31 |
=
High |
=
27 |
=
High |
=
22 |
=
Medium |
=
22 |
=
Medium |
=
24 |
=
Medium |
|
Positive Relations |
14 |
Low |
=
31 |
=
High |
=
21 |
=
Medium |
=
20 |
=
Medium |
=
24 |
=
Medium |
=
14 |
=
Low |
=
22 |
=
Medium |
=
21 |
=
Medium |
=
21 |
=
Medium |
=
20 |
=
Medium |
|
Personal Growth |
23 |
Medium |
=
39 |
=
High |
=
31 |
=
Medium |
=
26 |
=
Medium |
=
35 |
=
High |
=
29 |
=
Medium |
=
29 |
=
Medium |
=
27 |
=
Medium |
=
27 |
=
Medium |
=
28 |
=
Medium |
|
Autonomy=
|
17 |
Low |
=
37 |
=
High |
=
24 |
=
Medium |
=
24 |
=
Medium |
=
34 |
=
Medium |
=
26 |
=
Medium |
=
33 |
=
Medium |
=
22 |
=
Low |
=
22 |
=
Low |
=
28 |
=
Medium |
|
Purpose in Life |
22 |
Medium |
=
35 |
=
High |
=
28 |
=
High |
=
28 |
=
High |
=
31 |
=
High |
=
28 |
=
High |
=
31 |
=
High |
=
28 |
=
High |
=
28 |
=
High |
=
27 |
=
High |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Psychological well-being grade Pre-intervention |
||||||||||||||||||||
|
Player 1 |
Player 2 |
Player 3 |
Player 4 |
Player 5 |
Player 6 |
Player 7 |
Player 8 |
Player 9 |
Player 10 |
|||||||||||
|
Range |
115 |
195 |
157 |
138 |
169 |
152 |
171 |
144 |
151 |
154 |
||||||||||
|
Level |
Low |
Elevated |
High |
Moderate |
High |
High |
High |
High |
High |
High |
Table
2: Posttest Evaluation and Well-being Level of Each Player
|
Post test of each Player |
||||||||||||||||||||
|
Player 1 |
Player 2 |
Player 3 |
Player 4 |
Player 5 |
Player 6 |
Player 7 |
Player 8 |
Player 9 |
Player 10 |
|||||||||||
|
=
Dimensiones |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
=
Σ |
Level |
|
Self-Acceptance |
23 |
Medium |
30 |
High |
30 |
High |
27 |
High |
29 |
High |
30 |
High |
30 |
High |
23 |
Medium |
25 |
Medium |
24 |
Medium |
|
Environmental Mastery |
20 |
Medium |
26 |
Medium |
25 |
Medium |
22 |
Medium |
25 |
Medium |
25 |
Medium |
30 |
High |
20 |
Medium |
17 |
Low |
25 |
Medium |
|
Positive Relations |
22 |
Medium |
24 |
Medium |
21 |
Medium |
19 |
Medium |
20 |
Medium |
17 |
Low |
25 |
Medium |
20 |
Medium |
24 |
Medium |
20 |
Medium |
|
Personal Growth |
32 |
High |
35 |
High |
31 |
Medium |
29 |
Medium |
29 |
Medium |
34 |
High |
31 |
Medium |
24 |
Medium |
29 |
Medium |
31 |
Medium |
|
Autonomy=
|
24 |
Medium |
34 |
Medium |
24 |
Medium |
39 |
High |
33 |
Medium |
26 |
Medium |
36 |
High |
24 |
Medium |
24 |
Medium |
24 |
Medium |
|
Purpose in Life |
24 |
Medium |
31 |
High |
29 |
High |
31 |
High |
27 |
High |
31 |
High |
30 |
High |
25 |
Medium |
25 |
Medium |
27 |
High |
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
=
|
|
Psychological
well-being grade Post-intervention |
||||||||||||||||||||
|
Player 1 |
Player 2 |
Player 3 |
Player 4 |
Player 5 |
Player 6 |
Player 7 |
Player 8 |
Player 9 |
Player 10 |
|||||||||||
|
Range |
145 |
180 |
160 |
167 |
163 |
163 |
182 |
136 |
144 |
151 |
||||||||||
|
Level |
=
High |
Elevated=
|
=
High |
=
High |
=
High |
=
High |
Elevated=
|
Moderate=
|
=
High |
=
High |
Table 3: Descriptive <=
span
class=3DSpellE>Comparisson
|
Statistic=
|
Pretest |
Post Test=
|
|
Mean |
153.90 |
159.10 |
|
Standard Error |
6.82 |
4.81 |
|
95% CI Lower Limit |
138.47 |
148.22 |
|
95% CI Upper Limit |
169.33 |
169.98 |
|
5% Trimmed Mean |
153.90 |
159.10 |
|
Median |
153.00 |
161.50 |
|
Variance |
464.99 |
231.21 |
|
Standard Deviation |
21.56 |
15.21 |
|
Minimum |
115.00 |
136.00 |
|
Maximum |
195.00 |
182.00 |
|
Range |
80.00 |
46.00 |
|
Interquartile Range |
22.00 |
19.50 |
|
Skewness |
0.15 |
0.09 |
|
Kurtosis |
0.06 |
-1.04 |
The analysis of the results reveals=
a
significant improvement in the players' psychological well-being, evidenced=
by
several key statistical indicators. Initially, there is an observed increas=
e in
the mean scores, rising from 153.90 in the pretest to 159.10 in the posttes=
t,
reflecting a generalized improvement among the participants. This progress =
is
accompanied by a notable reduction in the variability of the scores, with
decreases in both variance and standard deviation, suggesting greater consi=
stency
in the players' performance.
Additionally, the confidence interv=
al for
the mean narrowed in the posttest, indicating increased precision in estima=
ting
the population mean. Furthermore, the range of scores experienced a reducti=
on,
implying less extreme variability. Finally, adjustments in the skewness and
kurtosis values point to changes in the distribution of the scores following
the intervention.
These findings collectively indicat=
e an
improvement in the players' psychological well-being, highlighting greater
consistency in their scores in the posttest compared to the pretest.
The evaluation of the normality of =
the
scores using the Shapiro-Wilk test revealed that the data do not significan=
tly
deviate from a normal distribution for both the pretest and posttest.
Specifically, the pretest yielded a W statistic of 0.972 and a p-value of
0.911, while the posttest showed a W statistic of 0.953 and a p-value of 0.=
710.
These p-values, above the established threshold of 0.05, do not provide suf=
ficient
evidence to reject the null hypothesis of normality in the score distributi=
ons
for both measurements.
Consequently, it is concluded that =
the
pretest and posttest scores follow a normal distribution, meeting the
requirements for implementing parametric statistical analyses that assume t=
his
normality condition in the data. This characteristic of the score distribut=
ion
reinforces the validity of the selected statistical methods for the subsequ=
ent
analysis of the intervention effects.
Student's T-Test a=
nd
Pearson
Applying the paired sample Student'=
s T-test
revealed a T statistic of -1.088 and a p-value of 0.305 when comparing the =
mean
psychological well-being scores of the players before and after the
intervention. This p-value, exceeding the conventional threshold of 0.05, d=
oes
not provide a statistical basis to reject the null hypothesis, indicating t=
he
absence of significant differences in the mean psychological well-being sco=
res
between the pretest and posttest.
The Pearson correlation applied to =
the pretest
and posttest scores revealed a coefficient of 0.713 and a p-value of 0.021.
This coefficient indicates a moderate to high positive correlation between =
the
measurements, suggesting that players with high scores in the pretest tende=
d to
maintain high scores in the posttest, and those with low scores followed a
similar pattern. The statistical significance of this correlation, highligh=
ted
by a p-value below the established threshold of 0.05, reinforces the
interpretation that the relationship between the scores in both phases of t=
he
study is substantial and not attributable to chance.
The analy=
sis of
variance (ANOVA) applied to the scores obtained in the pretest and posttest
yielded the following results: the source of variation due to the condition
(pretest versus posttest) showed a sum of squares of 135.2 with 1 degree of
freedom and an F-statistic of 0.388, resulting in a p-value of 0.541.
Additionally, the residual variability, which encapsulates the variation wi=
thin
groups, recorded a sum of squares of 6265.8 with 18 degrees of freedom.
On the other hand, the linear regre=
ssion
analysis conducted to explore the relationship between the pretest scores, =
used
as the independent variable, and the posttest scores, considered as the
dependent variable, provided interesting results. A coefficient for the
intercept of 81.685 was determined, with a significant p-value of 0.017,
indicating the statistical importance of the intercept. Additionally, the
analysis yielded a coefficient of 0.503 for the pretest scores, with a p-va=
lue
of 0.021, suggesting that a one-unit increase in the pretest scores is
associated with an average increase of 0.503 points in the posttest scores,
thereby demonstrating a statistically significant relationship. Figure 1 sh=
ows
the results.
From the model's statistics perspec=
tive,
the coefficient of determination R-squared reached a value of 0.509, indica=
ting
that approximately 50.9% of the variability observed in the posttest scores=
can
be explained by the variations in the pretest scores. The adjusted R-square=
d,
which adjusts based on the number of observations and the complexity of the
model, was 0.447, providing a more accurate measure of the model's goodness=
of
fit. Finally, the model's F-statistic was 8.289, with a p-value of 0.0205,
suggesting the overall statistical significance of the regression model. Th=
ese
results underscore the statistical validity of the model employed to assess=
the
relationship between the pre- and post-intervention scores.
Figure 1. Relationship Between Pretest=
and
Posttest Scores of the Players
The
linear regression graph between the pretest and posttest scores shows a
positive relationship, indicating that an increase in pretest scores is
associated with an increase in posttest scores. The model revealed a
significant intercept and a coefficient for the pretest scores, both
statistically significant, suggesting that the intervention has an observab=
le
impact on the players' psychological well-being. The pretest scores explain
approximately 50.9% of the variability in the posttest scores, with the mod=
el
being globally significant. This underscores the effectiveness of the
intervention and the linear relationship between the scores before and afte=
r it
Discussion
The resul=
ts of
the Student's T-Test suggest that the implemented interventions did not pro=
duce
statistically significant changes in the measured psychological well-being.=
It
is crucial to consider that sample size, score dispersion, and the study's
statistical power could influence the ability to detect relevant variations=
.
The interpretation of these results=
focuses
mainly on the F-statistic and the p-value obtained from the ANOVA test. An
F-statistic of 0.388 indicates the relationship between the variation due to
the intervention (between-group variation) and the natural variation or err=
or
(within-group variation). Additionally, a p-value of 0.541 suggests no
statistically significant differences in the mean psychological well-being
scores between the pretest and the posttest. According to the ANOVA analysi=
s,
this result implies that the observed changes in psychological well-being
scores are not statistically attributable to the intervention.
The correlation and linear regression analyses a=
lso
revealed a positive and consistent relationship in the well-being scores ov=
er
time. This indicates that, although the intervention did not generate an
immediate significant change in the scores, the psychological well-being le=
vels
of the players remained stable. It is important to recognize that intervent=
ions
for psychological well-being may require a longer period to show significant
changes and that their effects might be more subtle or manifest in the long
term, which might not be fully captured in a short-duration quasi-experimen=
tal
study.
Although =
the
hypothesis tests (T-test and ANOVA) suggest no significant change in the
average level of psychological well-being between the pretest and the postt=
est,
the correlation and linear regression analyses indicate a positive and
consistent relationship between the scores at the two time points. This can=
be
interpreted as indicating that while the interventions or the passage of ti=
me
did not have a statistically significant effect on the change in average
psychological well-being scores, there is stability in the well-being score=
s of
individuals over time.
Therefore, although no significant
improvements in overall psychological well-being were observed, the consist=
ency
of the scores suggests that the players' well-being levels remain stable ov=
er
time. Future research could explore other factors or interventions that mig=
ht
significantly influence the players' psychological well-being.
To be understood, one must know the
population being worked with, especially adolescents who have immaturity in
their cognitive aspects and are bombarded by information from an increasing=
ly
changing environment. This generates uncertainties for parents, guardians, =
or
coaches, which psychologists must address to make the adolescent process
manageable. Ignoring the processes involved at these ages is a shortcoming;
thus, it is essential to consider normative and non-normative processes when
working with adolescents.
In sports, many adolescents aim to =
advance
to elite player status, play for the national team, or even play abroad to =
earn
money, fame, and support their families, emphasizing the economic aspect. D=
ue
to the process carried out by the formative coach, all players place import=
ance
on school to ensure they graduate from high school, which is mandatory. This
requirement helps shape a different player profile, making them capable of
making better decisions in the face of conflicts or sports situations. Foot=
ball
has lacked this for many years, and many clubs have gradually changed their
philosophy from having the best players to selecting those who best adapt b=
oth
sportingly and socially.
There will always be exceptions to this philosop=
hy, as
many players come from areas with difficulties in terms of violence, drugs,
family issues, economic challenges, and housing problems, making it difficu=
lt
for them to succeed. Because of this, clubs are working on these aspects to
professionalize players from an early formative age. Additionally, the
federation establishes guidelines to ensure that we have better players and
useful citizens and individuals for the country in the future.
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= Quirós Rose, A. & Molino, J. DOI: https://doi.org/= 10.37387/ipc.v13i2.411
Quirós Rose, A. & Molino, J. DOI: h= ttps://doi.org/10.37387/ipc.v13i2.411
Invest. Pens. Crit. (ISSN
1812-3864; eISSN 2644-4119)
Vol. 13,=
No.
2, Mayo - Agosto 2025. pp. 21 – 30 Â
DOI: https://doi.org/10.37387=
/ipc.v13i2.411
ArtÃculo
CientÃfico