Browsing by Subject "Kazakhstan"

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    Effectiveness of simple motor skills training (SMST) and complex motor skills training (CMST) in young boxing students (aged 13–14) from a rural school in Kazakhstan
    (Universidad de Murcia. Servicio de Publicaciones, 2025) Akhmetov, Rustem; Nurzhan, Tolegenuly; Renata, Yerofeyeva; Balgimbekov, Shamshidin; Grigorkevich, Alexandr; Imanbetov, Amanbek; Sin departamento asociado
    Boxing sport requires an effective selection of strategies, skills, and techniques. Mastering skills ranging from simple motor skills (SMS) to complex motor skills (CMS) requires dedicated training and engagement. This study was designed to assess the association between complex motor skills training (CMST), simple motor skill training (SMST), and technical performance effectiveness (STPE) among boxing students of Terekti Village Sports School in Kazakhstan. The study included 160 male students aged 13–14 from 8th and 9th grade. They were divided into two groups, each consisting of four teams, with 20 boxing students per team. The association between SMST and CMST was statistically significant (β = 0.313). CMST has a strong positive and statistically significant (p = 0.000) association with SMST (r = .620**). STPE has a strong positive association with SMST (r = 0.781**) and with CMST (r = 0.674**). Therefore, from the Pearson correlation analysis, we found that SMST, CMST, and STPE are all positively associated. The study findings showed that simple motor skills training (SMST) is positively associated with complex motor skills training (CMST). Both CMS and CMS are positively associated with students’ technical performance effectiveness (STPE).
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    The dimensionality of emotional intelligence : Evidence for a four-factor model for post-Soviet and Central Asian adolescents
    (Universidad de Murcia. Servicio de Publicaciones, 2025) Taibolatov, Kuandyk; Courtney, Matthew; Zhapparova, Aikorkem; Hernández Torrano, Daniel
    Introduction:The study of emotional intelligence (EI) has garnered significant attention due to its relevance to diverse age-and population-groups, and persons of various social and academic backgrounds. The capacity for an individual to effectively understand and manage one’s own emotions and understand and manage the emotions of others has been identified as important life skill and antecedent to personal, social, and professional success. While the dimensionality of EI has been explored extensively in Western contexts, there is a relative dearth of research in post-Soviet and Central Asian contexts. Methodology:Building upon the EI instrumentation developed in Russia by Lyusin and a large sample of adolescents (N= 658) from 12 schools, we find very little differences in average levels of EI in the schools sampled. Thereafter, using first-order confirmatory factor analysis, this study finds evidence for a Four-Factor Model of EI inclusive of Understanding and Managing One’s Own Emotions, and Understanding and Managing Others’ Emotions. Results:The model exhibits adequate model fit, discriminant validity, interfactor correlations similar to those in other studies, and is strongly invariant for gender (though partially invariant for language). We also find evidence for female adolescents exhibiting slightly higher levels of Understanding Other’s Emotions, and lower levels of Managing Own Emotions. Conclusions:The four-factor model may be a useful tool for gauging the EI of adolescents, though further research as to its utility in other post-Soviet, Central Asian, and other contexts is required.