Background/Objectives: Emotional intelligence (EI) is a modifiable psychological competency associated with athletic performance, yet controlled interventions targeting EI in youth sport remain scarce. Pre-session video observational modeling (VOM) is effective for motor skill acquisition, but its potential to enhance EI has not been examined in a randomized design. This study aimed to evaluate the effects of a 6-week pre-session VOM program on EI and 9 m shooting performance in U14 male handball players, and to examine whether changes in EI were associated with performance improvements. Methods: Thirty-three male U14 handball players (M = 13.2 ± 0.4 years) were randomly assigned to a VOM group (n = 17) or a control group (n = 16). Before each training session, the VOM group viewed a standardized 3–5 min video demonstrating the 9 m shooting technique, while both groups completed identical training. EI was assessed using the Arabic Emotional Intelligence Scale (A-EIS), and performance as successful shots per five attempts. Data were analyzed using mixed ANOVA, between-group comparisons of change scores, and linear regression. Outcome assessment was conducted by an evaluator blinded to group allocation. Results: Groups did not differ at baseline (p > 0.05). The VOM group improved significantly across all EI dimensions and performance (p ≤ 0.005, η2p ≥ 0.176), whereas the control group showed statistically significant declines in most EI variables (p ≤ 0.019, d ≥ 0.66). Between-group differences were significant for all outcomes, with large effect sizes (d = 0.90–3.08, 95% CI 0.32, 3.85). Significant Group × Time interactions were observed across variables (p ≤ 0.015, ω2p = 0.078–0.539). Improvements in EI was significantly associated with performance gains (β = 0.517, p = 0.002), and post-intervention EI was significantly associated with performance variance at post-test (R2 = 0.437, p < 0.001). Conclusions: Pre-session VOM was associated with concurrent improvements in emotional intelligence and 9 m shooting performance in youth handball players, with findings requiring replication in larger and more diverse samples before generalizable conclusions can be drawn. The observed relationship between EI and performance suggests that emotional processes may contribute to skill acquisition. These findings support the inclusion of brief observational strategies in youth training programs, while requiring replication in broader samples.
Tannoubi et al. (Thu,) studied this question.