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Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children

Author

Listed:
  • Diana Amado-Alonso

    (Centre for Sport Studies, Physical Education Area, Rey Juan Carlos University, Alcorcón, 28922 Madrid, Spain)

  • Benito León-del-Barco

    (Department of Psychology and Anthropology, Teacher Training College, University of Extremadura, 10071 Cáceres, Spain)

  • Santiago Mendo-Lázaro

    (Department of Psychology and Anthropology, Teacher Training College, University of Extremadura, 10071 Cáceres, Spain)

  • Pedro A. Sánchez-Miguel

    (Department of Didactic of Musical, Plastic and Corporal Expression, Teacher Training College, University of Extremadura, 10071 Cáceres, Spain)

  • Damián Iglesias Gallego

    (Department of Didactic of Musical, Plastic and Corporal Expression, Teacher Training College, University of Extremadura, 10071 Cáceres, Spain)

Abstract

Aim: Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at the elementary school level. Method: A randomly selected sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results: The results showed that children who practiced organized sport had better abilities at the intrapersonal and interpersonal level, better adaptability and mood states, and greater emotional intelligence than those who did not. The findings regarding gender and age indicated greater values in girls of emotional intelligence, highlighting the interpersonal dimension, as well as mood state scores, whereas younger children showed greater intrapersonal intelligence and less stress management. Moreover, children who practiced for three or more hours per day had a greater ability to cope with stress than those children who practiced for fewer hours a day. Conclusions: To conclude, it is important to promote federative sport practice in elementary education in order to ensure that children learn to better regulate and manage their emotions.

Suggested Citation

  • Diana Amado-Alonso & Benito León-del-Barco & Santiago Mendo-Lázaro & Pedro A. Sánchez-Miguel & Damián Iglesias Gallego, 2019. "Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children," Sustainability, MDPI, vol. 11(6), pages 1-11, March.
  • Handle: RePEc:gam:jsusta:v:11:y:2019:i:6:p:1615-:d:214723
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    References listed on IDEAS

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    1. Frode Stenseng & Jacques Forest & Thomas Curran, 2015. "Positive Emotions in Recreational Sport Activities: The Role of Passion and Belongingness," Journal of Happiness Studies, Springer, vol. 16(5), pages 1117-1129, October.
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    Cited by:

    1. Javier Conde-Pipó & Eduardo Melguizo-Ibáñez & Miguel Mariscal-Arcas & Félix Zurita-Ortega & Jose Luis Ubago-Jiménez & Irwin Ramírez-Granizo & Gabriel González-Valero, 2021. "Physical Self-Concept Changes in Adults and Older Adults: Influence of Emotional Intelligence, Intrinsic Motivation and Sports Habits," IJERPH, MDPI, vol. 18(4), pages 1-15, February.
    2. Sergio Rivera-Pérez & Benito León-del-Barco & Javier Fernandez-Rio & Jerónimo J. González-Bernal & Damián Iglesias Gallego, 2020. "Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages," IJERPH, MDPI, vol. 17(14), pages 1-11, July.
    3. Agnès Ros-Morente & Miriam Farré & Carla Quesada-Pallarès & Gemma Filella, 2022. "Evaluation of Happy Sport, an Emotional Education Program for Assertive Conflict Resolution in Sports," IJERPH, MDPI, vol. 19(5), pages 1-11, February.
    4. Pablo Luna & Javier Cejudo & José A. Piqueras & Débora Rodrigo-Ruiz & Miriam Bajo & Juan-Carlos Pérez-González, 2021. "Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents," IJERPH, MDPI, vol. 18(15), pages 1-17, July.
    5. Mathilde Marie Duville & Luz María Alonso-Valerdi & David I. Ibarra-Zarate, 2021. "Mexican Emotional Speech Database Based on Semantic, Frequency, Familiarity, Concreteness, and Cultural Shaping of Affective Prosody," Data, MDPI, vol. 6(12), pages 1-34, December.
    6. Víctor Arufe-Giráldez & Félix Zurita-Ortega & Rosario Padial-Ruz & Manuel Castro-Sánchez, 2019. "Association between Level of Empathy, Attitude towards Physical Education and Victimization in Adolescents: A Multi-Group Structural Equation Analysis," IJERPH, MDPI, vol. 16(13), pages 1-13, July.

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