The expression of emotional skills among individual and team sports male athletes

Akelaitis, Artūras; Malinauskas, Romualdas

doi:10.15561/18189172.2018.0201

Cited by 21 publications

(24 citation statements)

References 25 publications

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“…Engaging in sport of various types helps to improve EI [27]. While participation in both individual and team pursuits is efficacious in this respect [30], team pursuits seem to be more conducive to the positive development of aspects such as self-knowledge and self-control [31]. Good EI has been observed to regulate negative emotions during stressful situations, improving mental resilience and sports performance [32,33].…”

Section: Introductionmentioning

confidence: 99%

Motivation, Anxiety, and Emotional Intelligence Are Associated with the Practice of Contact and Non-Contact Sports: An Explanatory Model

et al. 2019

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(1) Background: Several studies have shown that high anxiety impairs sport performance, making it important to develop strategies which improve the emotional self-regulation of athletes. The present study analyzed the relationship between emotional intelligence, motivational climate in sport, and anxiety according to participation in contact or non-contact sports, using multi-group structural equation modeling; (2) Methods: This research was conducted with a sample of 371 semi-professional athletes from Spain. The main variables were emotional intelligence, motivational climate in sport, and anxiety. A multi-group path analysis was developed and demonstrated acceptable fit (χ2 = 418.60; df = 46; p < 0.001; Comparative Fit Index (CFI) = 0.959; Normalized Fit Index (NFI) = 0.955; Incremental Fit Index (IFI) = 0.959; Root Mean Square Error of Approximation (RMSEA) = 0.063); (3) Results: A negative association was identified between task-oriented climate and ego-oriented climate. Moreover, there was a positive relationship between task-oriented climate and emotional intelligence, which was strongest in individuals participating in non-contact sports. The relationship between ego-oriented climate and emotional intelligence was less evident. Furthermore, both state anxiety and trait anxiety were negatively correlated with emotional intelligence; (4) Conclusions: The key conclusion from the present research is that task-oriented motivational climates positively influence levels of emotional intelligence and anxiety, especially in contact sports. It is important to encourage the development of self-determined motivational climates in order to avoid emotional states which can hinder performance.

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Section: Introductionmentioning

confidence: 99%

Motivation, Anxiety, and Emotional Intelligence Are Associated with the Practice of Contact and Non-Contact Sports: An Explanatory Model

et al. 2019

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“…Recent research has highlighted the need to develop emotional regulation because of its direct association with goals and ultimately performance success. Likewise, emotional control is essential for achieving effective control of skills, abilities, and emotional capabilities in sport [43,44].…”

Section: Introductionmentioning

confidence: 99%

Relationships between Anxiety, Emotional Intelligence, and Motivational Climate among Adolescent Football Players

Castro-Sánchez

Zurita-Ortega

Ubago-Jiménez

et al. 2019

Sports

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Background: Emotional and motivational factors are fundamental in the context of sport, as they directly relate to sports performance and anxiety. Methods: The present study aimed to analyze the relationships between motivational climate (MC), emotional intelligence (EI), and anxiety within a sample of footballers playing at a low level. The sample was composed of 282 registered football players aged between 16 and 18 years old (16.96 ± 0.77), playing in the lower tier in the province of Jaen (Spain). Data were self-reported, with participants responding to the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), the Schutte Self-Report Inventory (SSRI), and the State Trait Anxiety Inventory (STAI). Results: The results showed that footballers who reported higher levels of state anxiety and trait anxiety also demonstrated lower EI and more negatively perceived and regulated their emotions. Moreover, an ego-oriented climate was associated with higher levels of anxiety, while a task-oriented climate was related to lower levels of anxiety and higher levels of EI. No relationship was identified between the emotional aspects of young footballers and holding a motivational orientation toward an ego climate. Conclusions: Football players who more greatly perceived a task-oriented climate had higher EI and usually reported lower levels of anxiety related to sport performance. It is therefore important to promote intrinsic motivations and develop the capacity of footballers to regulate their own emotions.

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“…Researchers in sports psychology show that athletes who have high emotional intelligence scores will become successful athletes in sports. Athletes' emotional intelligence is related to the performance of athletes in achieving success (Akelaitis & Malinauskas, 2018).…”

Section: Introductionmentioning

confidence: 99%

Effect of Student Learning Model on Emotional Intelligence

Riyanto¹,

Betaubun²

2019

IJM

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The era of globalization requires someone to have intelligence in facing all difficulties and challenges, not closing the possibility of physical education learning. In this study, an increase in emotional intelligence was developed using learning models. The research model used was quasi-experiment with the design of the pretest post-test two treatment design. Emotional intelligence plays a role in realizing educational goals, this is expected to increase conducive learning. In learning emotional intelligence is not very popular but is a basis for assessing students 'abilities and for understanding students' feelings. Emotional intelligence is expected to be a determining factor in the bridge to achieve learning outcomes. It is expected that teachers of Physical Education in using Emotional intelligence can use Inquiry learning models.

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The expression of emotional skills among individual and team sports male athletes

Cited by 21 publications

References 25 publications

Motivation, Anxiety, and Emotional Intelligence Are Associated with the Practice of Contact and Non-Contact Sports: An Explanatory Model

Motivation, Anxiety, and Emotional Intelligence Are Associated with the Practice of Contact and Non-Contact Sports: An Explanatory Model

Relationships between Anxiety, Emotional Intelligence, and Motivational Climate among Adolescent Football Players

Effect of Student Learning Model on Emotional Intelligence

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