Postural control is considered a key variable in team sports, such as handball, which require abilities strongly related to balance. However, postural control and its relationship to the performance of handball skills according to the players’ skill level and age has not been evaluated to date. This study analyzes the relationship between balance ability and team-handball performance according to age and expertise, applying a non-linear approach to balance assessment. Postural control from 114 male team-handball players was analyzed through the center of pressure (COP) during a balance task. Sport performance was measured by the accuracy and speed in throwing. Expert players threw faster, but not more accurately than recreational players. Balance performance was better for 18+ players (older than 18 years old) than those U12 (under 12 years old), but no differences were found according to their skill level. Players who threw with less accuracy showed slower COP velocity during the balance task and their moves were less irregular. Players who threw faster displayed more irregular and less auto-correlated COP movements. In conclusion, experienced team-handball players exhibited better balance performance, and this seems to be related to the maturation of the motor system more than to sport performance level. Nevertheless, non-linear measures of COP excursion revealed an exploratory behavior during balance in expert players, exhibiting more motion adjustments to reduce motor output error. Traditional variables measuring balance performance did not show sensitivity to this motor control process. A non-linear approach to balance assessment revealed functional variability during balance as an intrinsic characteristic of individuals’ motor control according to age and skill level.

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.

This paper examines the athletes’ perception of their coaches according to the role of starter or substitute in the final phase of the season. The variables analyzed were: leadership style, perceived justice, competence, and support for basic psychological needs. A longitudinal study was developed, evaluating the participants at two different stages: the end of the season and seven weeks before. A total of 112 football and handball players participated in this study, 78 completing the questionnaire at the two waves. The final sample comprised 51 starters (80.39% males) and 27 substitutes (70.37% males) who evaluated their coaches’ leadership, competence, and support of the players’ psychological needs. The interaction moment of measurement (seven weeks before the end of the season vs. end of the season) * group (starters vs. substitutes) was statistically significant for the variables authentic leadership, perceived justice, and the basic psychological need of competence. Post hoc analyses revealed a significant decline in the perception of authentic leadership from coaches, perceived justice, and support of the psychological need of competence at the end of the season only in those in a starter position, with no change observed in the substitutes group. The findings show that the perceptions of coaches among starting players deteriorates significantly in the final phase of the season, while those among substitutes remain unaffected.

This study analyzed the relationship between athletes' perception of coach competence and their satisfaction, mediated by the influence of authentic leadership and perceived justice in team sports players. A cross-sectional study carried out with 115 (49.6% women and 50.4% men; 17.96 ± 2.85 years old; 8.18 ± 4.67 years of experience), soccer (53.9%), and handball (46.1%) players, all members of performance teams. The player's perception of coach competency, authentic leadership, justice, and satisfaction with the coach was measured. Correlation between variables and comparison throughout gender, sport, and experience were analyzed. Also, a multiple sequential mediation model was tested (coach competence → authentic leadership → coach justice → satisfaction with the coach, 95% CI 10,000 bootstrapping). There was a significant relationship ( p < 0.05) between all the variables, differences in the perception of satisfaction with the coach based on sport, and the perception of coach justice related to the years of experience in the sport. The multiple sequential mediation model (ɖ21 = 0.468; p < 0.001; IE = 0.098; CI = 0.020; 0.183), and the total indirect effect (IE = 0.310; CI = 0.138; 0.479) were significant. In conclusion, the results suggest that athletes emphasize that if the coach is competent and promotes justice to achieve the athlete's satisfaction without neglecting the influence of their authentic leadership style, this can strengthen their relationship and satisfaction with the coach.

This research aims at studying the effect of comparative feedback on psychological variables (competence valuation, perceived competence, autonomous motivation, amotivation, subjective well-being) and performance (throwing speed and accuracy). A total of 73 handball players from the highest Spanish handball (Iberdrola League) category participated in this study. After previously rating satisfaction with their head coach, they were indiscriminately assigned to one of three different experimental conditions measuring feedback, positive, negative, and none. There were significant differences in competence valuation, perceived competence, autonomous motivation, and throwing speed in the three feedback groups, more concretely, low satisfaction with the head coach. Positive effects were found when there was low satisfaction with the coach and positive feedback on the competence valuation, autonomous motivation, and throwing speed compared to negative or no feedback. These results have important implications for optimizing coaches’ behaviors in relation to athlete well-being and performance.

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