Background. As doping can damage the sports industry, it is fundamental for athletes to engage in the anti-doping education programs and understand the anti-doping rules. The purpose of this article was to provide an overview of research focusing on anti-doping education.Methods. Scientific research analysis was done by focusing on doping prevention and education programs.Results. Anti-doping education should focus on young athletes, involve family members, friends and coaches. In relation with anti-doping programs which concentrated on health education and informative knowledge, moral and ethical behaviour based anti-doping education was believed to be more effective in actual doping behaviour of athletes. Since coaches could be potentially influencing athletes’ doping behaviour, there should be a collaboration of sports organizations and policy makers in order to help coaches operate within anti-doping rules by creating certain doping prevention programs.Conclusions. Research studies which examine athletes’ belief system and provoke critical thinking in athletes about using banned substances in sport might be more effective in preventing doping than programs focusing only on health education. Keywords: anti-doping, doping, education, prohibited substances.

Background. Emotional intelligence (EI) is most commonly studied based on the cognitive-emotional ability or trait emotional self-efficacy model (Siegling & Petrides, 2015). This study was based on the EI capability model. Research based on ability models measures a person’s ability to solve emotional problems and assesses the ability to perform emotion-related tasks (Magrum, Waller, Campbell, & Schempp, 2019). The aim of this study was to reveal the expression of emotional intelligence in tennis players.Methods. To collect data, Schutte SSRI questionnaire survey was applied. Research participants were 99 tennis payers (55 men and 44 women, aged 15 to 65 years), including 85 amateurs and 15 professional players.Results. The comparison of mean scores for emotional intelligence according to gender showed that women had a statistically significantly higher score in other people’s emotion management (3.8 ± 0.44) than men (3.6 ± 0.49) (t(97) = –2.116; p = .037). Age comparisons of emotional intelligence scores revealed a statistically significant better estimate among tennis players over the age of 41 (4.24 ± 0.53) than those under the age of 30 (3.78 ± 0.7) (p = .008). There were also statistically significant positive weak relationships between tennis player age and emotion utilization (r = .269; p = .007) and overall emotional intelligence rating (r = .211; p = .036). There were no statistically significant differences between the aspects of emotional intelligence in training duration (p > .05).Conclusions. It was found that women believed they were better able than men to manage other people’s emotions, and the difference between women’s and men’s opinions was statistically significant (p < .05). Statistically significant positive correlations were revealed between the age of tennis players and the use of emotions (p < .01) as well as age and the general assessment of emotional intelligence (p < .05). This study did not reveal a significant relationship between the emotional intelligence of tennis players and the duration of training (p > .05). Keywords: tennis players, emotional intelligence, abilities.

Background. The behaviour of physical education (PE) teachers in managing the lesson is significantly related to their life satisfaction (Bahadir, 2013). PE teachers’ self-report of emotional abilities is positively associated with the educational achievements of their students and increasing teachers’ self-report of emotional abilities improves the quality of physical education (Buns & Thomas, 2016). High self-report of emotional abilities reduces the impact of work-related stress on teachers, increases their creativity in classroom activities and increases students' satisfaction with physical activities (Huang, Liu, Hsieh, & Chang, 2015). The aim of this study was to evaluate physical education teachers’ self-report of emotional abilities and subjective quality of life in comparison with teachers of other subjects, so that in the future more effective measures for improving teachers’ self-report of emotional abilities and subjective quality of life could be developed.Methods. To collect data, Schutte SSRI and SF-36 questionnaire survey was applied.Results. We found that, according to some sub-scales, men and women were significantly (p < .05) different in the estimation of their subjective quality of life. Women scored better (higher scores) than men in their physical performance, emotional state, energy/fatigue, and perceived pain.  In this study, we revealed significant correlations between social skills and appraisal (r = .305, p < .01), emotional well-being and appraisal (r = .214; p < .05), and energy/fatigue and appraisal (r = .209; p < .05). The data obtained in our study revealed that male and female teachers evaluated their ability to understand and analyze emotions and manage emotions differently (p < .05).Conclusions. Teachers’ self-report of emotional abilities differed significantly by appraisal and utilization and by the subject taught, which differed in optimism, appraisal, and utilization. Significant (p < .05) differences in subjective quality of life were found by gender in to physical functioning, emotional well-being, energy/fatigue, and pain. There was no significant difference found in subjective quality of life by the subject taught.Keywords: physical education, teacher, self-report of emotional abilities, subjective quality of life.

Background. Over the past decade, there has been an increase in scholars’ attention to moral behaviour in sport. Recently more studies have been dealing with cheating with a special focus on doping. The aim of this study was to provide an overview of research focusing on cheating in sport. Specifically, the purpose was to critically analyse research on personal and social factors which have been associated with an intension to cheat and cheating behaviour.Methods. Scientific research analysis on social environment factors related with cheating was carried out by focusing on personal and social environmental factors related with athletes’ attitudes towards, intention and cheating behaviours.Results. Moral identity is an important factor for cheating in sport and intention to use doping. A negative relation was found between moral values of athletes and doping likelihood. Also, when athletes perceive their goal only as winning the game (goal-oriented rather than task-oriented), they are more likely to cheat. Furthermore, recent studies have found the relationship between the Dark Triad (Machiavellianism, narcissism, and psychopathy) and the use of doping in sport. Moreover, perfectionism involves positive attitudes towards doping and actual use of doping. Also, there is evidence that moral values relate with athletes’ cheating and gamesmanship. Some social environment factors related with motivational climate created by the coach and parents. Coaches and parents created an ego-oriented climate associated with young athletes’ positive attitudes towards cheating.Conclusion. Athlete’s intention to cheat or actual behaviour is determined by both athlete’s personality and social environment context. The article also provides considerations of directions for future research with special attention to cultural differences.Keywords: cheating, doping, moral identity, motivational climate, personality traits.