Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of Efficacy Scale (TSES) were administered to a sample of 119 physical education teachers. The main results show a positive association between EI and self-efficacy, and more particularly that the sociability factor of EI predicted the TSES total score. Moreover, neither age nor teaching time experience was related to EI or self-efficacy scores. These results both confirm and extend previous findings on the association between EI and self-efficacy. Suggestions are provided for specific EI training for physical education teachers.
Alexandre Mouton, Michel Hansenne, Romy Delcour and Marc Cloes
Anne I. Wijtzes, Maïté Verloigne, Alexandre Mouton, Marc Cloes, Karin A.A. De Ridder, Greet Cardon and Jan Seghers
This 2016 Belgium Report Card on Physical Activity for Children and Youth is the first systematic evaluation of physical activity (PA) behaviors, related health behaviors, health outcomes, and influences thereon, using the Active Healthy Kids Canada grading framework.
A research working group consisting of PA experts from both Flanders and Wallonia collaborated to determine the indicators to be graded, data sources to be used, and factors to be taken into account during the grading process. Grades were finalized after consensus was reached among the research working group and 2 stakeholder groups consisting of academic and policy experts in the fields of PA, sedentary behavior, and dietary behavior.
Eleven indicators were selected and assigned the following grades: Overall PA (F+), Organized Sport Participation (C-), Active Play (C+), Active Transportation (C-), Sedentary Behaviors (D-), School (B-), Government Strategies and Investment (C+), and Weight Status (D). Incomplete grades were assigned to Family and Peers, Community and the Built Environment, and Dietary Behaviors due to a lack of nationally representative data.
Despite moderately positive social and environmental influences, PA levels of Belgian children and youth are low while levels of sedentary behaviors are high.