is emotional intelligence (EI). EI pertains to the adaptive potential of the individual, based on emotional experiences and information. 9 As such, it may provide fresh perspectives on the nature of processes and mechanisms underlying health behavior in general and PA in particular. 10 , 11 EI and
Leehu Zysberg and Rotem Hemmel
Ye Hoon Lee, Hyungil Harry Kwon, and K. Andrew R. Richards
Emotional intelligence has received significant attention within the research literature related to education, psychology, and management in recent decades ( Hodzic, Scharfen, Ripoll, Holling, & Zenasni, 2017 ). Defined as the ability to perceive, understand, regulate, and utilize emotions ( Mayer
Nicholas S. Washburn, Kelly L. Simonton, K. Andrew R. Richards, and Ye Hoon Lee
with the inherent stresses of teaching. Emotional intelligence (EI) may constitute one personal resource for buffering the effects of role stress on EE ( Lee et al., 2020 ) and AC ( Kaur, 2020 ). Although prior studies have alluded to shared associations among these constructs, relatively less
K. Andrew R. Richards, Alyssa M. Trad, Christopher J. Kinder, Kim C. Graber, and Amelia Mays Woods
plays out in a fluid, densely packed landscape of federal, state, and local governance. Accordingly, scholars draw upon the tradition of positive psychology to examine protective psychosocial factors, including emotional intelligence ( Mousavi, Yarmohammadi, Nosrat, & Tarasi, 2012 ) and perceived
Pedro Teques, Luís Calmeiro, Henrique Martins, Daniel Duarte, and Nicholas L. Holt
) experience a variety of emotions, and (c) have the need to monitor others’ and their own emotions, it is plausible that emotional intelligence (EI) will enable parents to cope with their children’s competitive situations and behave in appropriate ways. Indeed, Harwood and Knight ( 2015 ) recently suggested
Jennifer L. VanSickle, Heidi Hancher-Rauch, and Terry G. Elliott
This study compared intercollegiate athletic coaches’ self-perceptions to the perceptions of their players concerning a coach’s emotional intelligence. Sixteen coaches and 223 players from two Division I softball conferences completed the Emotional Competence Inventory-2 (Boyaztis, Goleman, & Hay/McBer, 2001). Mean analysis revealed that coaches rated themselves higher on 14 of the 18 emotional intelligence competencies and on all four emotional intelligence clusters. Coaches rated themselves highest in Social Awareness (Error! Bookmark not defined.x̅ = 4.27/5) while their athletes rated them highest in Self-Awareness (Error! Bookmark not defined.x̅ = 3.63/5). Meanwhile, athletes gave coaches their lowest rating in Relationship Management (Error! Bookmark not defined.x̅ = 3.44/5). Coaches need to be aware that the self-perceptions of their own behavior differ from the perceptions of their athletes. Since it is well known that the behavior of the coach affects the performance of the athlete, techniques to train coaches to recognize and overcome this difference could be beneficial and are provided.
Alexandre Mouton, Michel Hansenne, Romy Delcour, and Marc Cloes
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.
Mattia Piffaretti and Benjamin Carr
attitudes Mental skills tools Emotional intelligence Mindfulness of automatic states of mind Acceptance/nonjudgment • Mindful breathing • Body scan • Self-observation • Mountain meditation Stress management strategies Management of parasitic thoughts Right effort/patience • STOP technique • Mindful yoga
Edith Filaire, Patrick Treuvelot, and Hechmi Toumi
This study explores the prevalence of disordered eating attitudes in a sample of male first-year university students engaged in a physical education program and examines the relationships between emotional intelligence, coping, and emotional eating in relation to disordered-eating (DE) attitudes. A total of 140 students completed the following questionnaires: the Eating Attitudes Test, the Bar-On Emotional Intelligence Questionnaire, the Coping Inventory Stress Scale, and the Dutch Eating Behavior Questionnaire. The number of participants represented 80% of the male students registered in this discipline at the authors’ university. Twenty percent of students presented DE attitudes even though they were of normal weight. The Bar-On EQ-I results indicated that students with DE attitudes had lower levels of emotional intelligence (EI) scores than students without DE attitudes (control group). Moreover, they scored higher than the control group on coping styles such as avoidance-oriented coping, emotion-oriented coping, and emotional eating. The DE group presented a positive correlation between DE attitudes symptoms and both avoidance- and emotion-oriented coping but a negative correlation between DE attitudes and task-oriented coping. There was also a significant negative correlation between DE attitudes and EI score. Another result from this group indicated an association between EI score and emotional-eating score (p < .05, r = –.44) and also a positive correlation between emotion-oriented coping and emotional eating (p < .01, r = .47). The findings highlight future research potential on the role of emotions and EI in DE symptoms, which may be beneficial in the context of collaborative care management intervention.
Paul Garner and Denise M. Hill
Given the enduring focus of coach education on the development of professional knowledge (e.g., technique, strategy, and tactics), the current study aimed to explore how a Community of Practice (CoP) impacted coach development of interpersonal and intrapersonal knowledge. Côté and Gilbert’s (2009) definition of coaching expertise was used as a model to observe learning in a community of practice (CoP; Wenger, McDermott & Snyder, 2002). A total of eight internationally qualified ski coaches (aged 27–44 years) took part in weekly meetings over a period of six weeks, with the lead researcher cultivating a CoP and ensuring coaching issues were the focus of discussion. Meetings were audio-recorded and the data transcribed and analysed thematically. Results revealed that coaches developed both interpersonal and intrapersonal knowledge through enhanced emotional intelligence, gaining an athlete-centred approach, storytelling, group reflection and changing role frames. The findings are positioned within the extant literature, with implication for coach education practice identified.