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
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Emotional Intelligence and Physical Activity
Leehu Zysberg and Rotem Hemmel
Emotional Intelligence, Unpleasant Emotions, Emotional Exhaustion, and Job Satisfaction in Physical Education Teaching
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
Examining Role Stress, Emotional Intelligence, Emotional Exhaustion, and Affective Commitment Among Secondary Physical Educators
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
Examining the Predictive Power of Emotional Intelligence on Coaching Success
Eric D. Magrum, Mika Manninen, and Paul G. Schempp
. The current investigation aimed to build on previous findings and critically examine coaching success. Thus, the authors scoured adjacent bodies of scholarship to identify variables that may help explain coaching success. Within the success and achievement literature, emotional intelligence (EI
The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering
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
Developing Self-Awareness and Emotional Intelligence in Adolescent Soccer: A Community Outreach Pilot Program
Sabrina Gomez Souffront, Enzo R.N. Everett, and Jason Kostrna
young athletes can develop emotional intelligence and self-awareness skills by providing opportunities to practice ( Wagstaff et al., 2013 ). The deliberate cultivation of self-awareness is essential to self-growth and emotional intelligence, as it allows athletes to identify strengths and areas for
Mediating Effects of Parents’ Coping Strategies on the Relationship Between Parents’ Emotional Intelligence and Sideline Verbal Behaviors in Youth Soccer
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
A Two-Sample Examination of the Relationship Between Trait Emotional Intelligence, Burnout, and Coping Strategies in Athletes
Pia Zajonz, Robert S. Vaughan, and Sylvain Laborde
potential influencing factors. One individual difference that is negatively related to athlete burnout is trait emotional intelligence (TEI; DeFreese & Barczak, 2017 ). In addition, there is evidence that TEI is positively related to effective coping in sports ( Laborde et al., 2014 ). However, to our
Athletes’ Perceptions of Coaches’ Emotional Intelligence Competencies
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.
Emotional Intelligence and Self-Efficacy Among Physical Education Teachers
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.
