Today, researchers consider sports as one of the methods of reinforcement in the development of psychological parameters. The aim of the present study was to compare the alexithymia and its components, in athletes and non-athletic adolescents. Its components consist of difficulty in identifying feelings (DIF), difficulty in describing feelings (DDF), and externally oriented thinking (EOT). The statistical sample of the research included 100 athlete students and 100 nonathlete students, who were selected using multistage cluster sampling. They were asked to fill out the Farsi version of the Toronto Alexithymia Scale-20. The obtained results showed that there were significant differences in the mean scores of the alexithymia and its three components: difficulty in identifying feelings, difficulty in describing and externally oriented thinking in both groups (P = 0.001, P = 0.001, P = 0.001 and P = 0.008, respectively). The results revealed that athletic students had less emotional problems than non-athlete students; it is recommended that physical activity be part of the strategies to improve emotional health among non-athletic students.

Background: Autism spectrum traits may present in a normal population without interfering with daily functionings. It seems that emotional intelligence (EI) is one of the factors effective in autism spectrum disorders (ASDs). Objectives: This study aimed at predicting ASDs based on EI and its dimensions (i.e. appraisal, utilization, and regulation of emotions) among university students. Patients and Methods: In this descriptive correlational study, 100 students of the Babol Branch, University of Payam Noor, were selected using the voluntary sampling method in the academic year of 2013 -2014. The participants were asked to fill in a questionnaire containing demographic characteristics, the Autism Spectrum Quotient, and the Modified Schutte Emotional Intelligence Scale. The data were analyzed using SPSS software (version 21), Pearson correlation coefficient, and regression analysis. Results:The results showed a significant negative relationship between total EI and all its components (i.e. appraisal, utilization, and regulation of emotions) with ASDs in the students (P < 0.01). The results of the regression analysis indicated that global EI and 2 of its components (i.e. utilization and regulation of emotions) were able to predict the variance in ASDs in the students (P < 0.01). Conclusions: Our findings highlighted the importance of EI and its aspects in ASDs in the university students recruited in the present study. Therefore, improvement in EI and its dimensions can decrease autism symptoms and signs in individuals with ASDs. Overall, the result of this study emphasizes the key role of EI as a plausible health predictor.