The Influence of Motor Activities on the Development of Emotional Intelligence
Abstract
Specialists in education are becoming more and more aware of the importance of providing educational opportunities that enhance the development of emotional and social competence of teenagers. Practicing motor activities can be a significant factor in the development of emotional intelligence of young people. We believe that through the formative function of physical education and sport, being aware of the motor act specific to sport disciplines, students will be able to develop areas of emotional intelligence (recognition of their own emotions, intelligent handling of them, empathy, interpersonal relationships) in order to preserve the required psychophysical on a rhythm and volume of work increasingly higher, specific to contemporary society. This work aims, by applying motor programs, to identify the role of corporal activities in structuring the emotional-affective system of young people, getting positive effects on psycho-motor development and personality. The experimental sample consists of students from the Academy of Economic Studies, Bucharest. The research methods used are: bibliographic documentation, pedagogical observation, investigation procedure, psychological tests, experimental method, statistical and mathematical method, graphical representation method. As a result of applying the motor programs and processing the data obtained, we can say that there is a significant correlation between the interest in motor activities and the level of emotional intelligence (p = 0.017). Experimental groups proved a higher level of emotional intelligence compared to the control group. We believe that the formative function of physical education and sport is important for the development of emotional and social competence of young people.
Keywords: Motor activities, emotional intelligence, teenagers
Introduction
As an important component of the educational curriculum developed in schools, physical education
and sport, although holding an important place in the formation of the young generation, does not
exhaust the sphere of formative influences exerted on young people.
With our approach, we intend to give a new interpretation, to shape a modern vision of the role and
place of motor activities in developing emotional intelligence of the young generation.
Developing emotional intelligence through motor activities involves constructive relationships
between educator-educated, educated-educated, educated-parent, educated-community (Neacșu, 1987).
The identity and future of young people are well defined not only by academic results and intellectual
performance, but also by their emotional and spiritual well-being (Goleman, 2007). Everyday emotions
have a considerable impact on subsequent social adaptation, and therefore they cannot be neglected in
education. Emotions produce physical changes that have an important role in emotional experience
(Șchiopu & Verza, 1995). Emotions also have a motivational function, mobilizing practitioners to
focus their mental and physical resources on the physical education activity. In addition, emotional
states can influence the level of trust and also can modify the attentional processes during the activity.
Analysis of the age peculiarities shows that young people want to be connected to action, but at the
same time they are emotionally and mentally fragile.
Materials and methods
Theof this experimental researchis to identify some issues and ways to design motor
programs using means of sports branches like basketball, volleyball, aerobics, and to develop areas of
emotional intelligence(recognition of emotions, intelligent handling of them, empathy, interpersonal
relationships).
.Acting through specific means of sports branches (basketball, volleyball, aerobics)
leads to beneficial effects on the emotional-affective system.
Tasks:
1. Developing and implementing the operational system (experimental variables)
2. Complex assessment of the emotional-affective system of youth, after applying the experimental
variables
3. Assessment of the physical activity level of young people
4. Knowledge of the differences with respect to the rate of progress in the three groups, as well as its
statistical significance
5. Identifying the correlations between physical activity levels - emotional intelligence
Research methods
Bibliographic documentation - as a methodical form of knowledge, it involved deliberate and
thorough information.
Pedagogical observation - in the experimental research, we used observation on the behaviour of
students during the physical education lesson in the academic years 2012-2013, 2013-2014, 2014-2015.
Investigation procedure - two questionnaires were used, through which we obtained information
related to the researched topic.
Experimental method - allowed us knowledge of reality through the “experimental reasoning”,
which processes facts from both the observation and experiment.
Statistical and mathematical method - for drawing up tables, graphs, and for interpreting the
emotional-affective factors, there were used the following statistical indicators: arithmetic mean, t-test
(Student), non-parametric test χ2.
Graphical representationmethod is used for observation and a suggestive presentation of the
collected data.
Duration, location and subjects of the research
The research was carried out in the academic year 2014-2015, throughout 22 weeks and 22 lessons
of physical education and sport. It was conducted in the sports halls of the Academy of Economic
Studies, Bucharest.
The experiment groups consist of 1st year students from Marketing, as well as International
Relations and Business Administration in Foreign Languages. The sample volume is 100 students
(between the ages of 19 and 26 years). The sample is randomized using the random selection
technique. The experimental plan is a factorial one (multiple variables).
In order to accomplish the experiment, the subjects were divided as follows:
•Group “CG” (25 subjects) constituted the control group, for whom the value of independent variable is “zero”;
•Group “EG1” (25 subjects) formed the experimental group who was applied an independent variable (V1) – an operating system using means from volleyball;
•Group “EG2” (25 subjects) was an experimental group who was applied an independent variable (V2) – an operating system using means from basketball.
•Group “EG3” (25 subjects) was an experimental group who was applied an independent variable (V3) – an operating system using means from aerobics.
The research involves the application of intervention programs based on means from basketball,
volleyball and aerobics, as well as a relaxation program, “Jacobson”, to increase the level of emotional
intelligence of young people.
The assessment was carried out by applying the following questionnaires:
a) Alpha-Fit - PAQ (Sunni, Husu, & Rinne, 2009);
b) Measuring emotional intelligence (Neacșu, 2010).
For example, we present a part of the program based on the specific means of basketball game:
A. Specific exercises used to raise the students’ awareness of internal statuses(awareness of their
own emotions, understanding their feelings accurately, self-confidence): in pairs, tag – at the signal,
they change roles (the wanted becomes the follower); “Reverse Command” movement game – all
students run – they will jump; all athletes pass – they will dribble; all players dribble - they will jump.
B. Specific means used with the aim of making productive use of emotions (work focused on a task
and showing perseverance in solving it, taking responsibility of the own acts): running while passing
the ball around the pool, running with the ball in an 8-shape around the head and trunk; dribble with
two balls simultaneously, with alternative and simultaneous pushing.
C. Technical and tactical means specific to basketball game - used to raise the awareness of others’
emotions (empathy, orientation towards services): passing contest, relays with dribbling, shooting
using more balls (2 players with 4 balls), game relationship 2x1, 2x2, 1x2.
D. Technical and tactical means specific to basketball game - used to raise the awareness of others’
emotions and to improve interpersonal relationships (understanding others, collaboration, sensitivity
and vibrancy to the feelings of others): “The ball to Captain” game (two-hand pass at chest level/
bounce pass and ball catching), bands of circles, semicircles, strings, “which team can keep the ball
longer using bounce pass?”, game relationship 5x5 - refereeing is performed by the students.
Results
Analysis and interpretation of Alpha-Fit questionnaire
Physical level in daily activities
Physical level in daily activities is assessed as being more difficult for the subjects in the group
practicing aerobics (EG3). For 53.8% of them, the physical activity level is difficult, and even very
difficult for 7.7% (Chart 1). But it seems easier for the volleyball group subjects (EG1), as only 26.9%
of them consider it difficult and 3.8% very difficult. These differences are not statistically significant
compared to the control group (Table 1).
Most subjects of the three experimental groups are mildly interested or
even very interested in the regular practice of physical activity, especially volleyball groups (EG1) and
basketball groups (EG3), they differing significantly from the control group (CG), where more than
half of students (56%) do not have this interest (Table 2).
Analysis and interpretation of the questionnaire for measuring emotional intelligence (EI)
By centralizing and analysing responses to the questionnaire for measuring emotional intelligence,
we have found that the three groups are significantly superior to the control group, in terms of
emotional intelligence (Table 3). On average, the students belonging to the control group proved
satisfactory emotional intelligence, while the students from the other 3 groups obtained good or
medium to good scores.
The basketball group (EG2) obtained a score significantly better than the other two groups (EG1,
EG3). The factors of this difference are: recognition of their own emotions, empathy and productive
use of emotions (Table 4).
The difference between groups can be explained by the specific characteristics of each sport branch.
By practicing basketball game, there are mainly developed positive and invigorating emotional states,
which ensure good mood for performing efforts in the lesson or competition, good emotional balance,
emotional stability and ability to hold in and to have control over the negative emotions.
Neuropsychiatric qualities developed by volleyball are represented by: high capacity of concentration,
volitional determination, stability and distribution of attention/ paying attention in aerobics has a
positive influence on the spirit of observation, memory and imagination, and creates great emotional
states in agreement with musical accompaniment.
Discussions and conclusions
The mission of developing emotional and social skills involves first of all the school, where young
people spend more time than in the family. For them, the university becomes the space in which they
develop emotionally. It is there that they discover themselves, develop self-confidence, learn to
recognize, understand and control their emotions, express themselves, communicate with others,
cooperate with colleagues to achieve mutual goals, and they also learn to be open-minded.
As an important component of the educational curriculum developed in schools, physical education
and sport, although holding an important place in the formation of the young generation, does not
exhaust the sphere of formative influences exerted on young people.
The development of emotional intelligence through motor activities involves constructive
relationships between educator-educated, educated-educated, educated-parent, educated-community.
The identity and future of young people are well defined not only by academic results and intellectual
performance, but also by their emotional and spiritual well-being. Daily emotions have a considerable
impact on the social adaptation of the person, and therefore cannot be neglected in education.
References
Goleman, D. (2007). Inteligența socială. Noua știință a relațiilor umane. București: Curtea Veche. Neacșu, I. (1987). Educație și autoeducație în formarea personalității sportive. București: Sport-Turism.
Neacșu, I. (2010). Introducere în psihologia educației și a dezvoltării. București: Editura Didactică și Pedagogică.
Sunni, J., Husu, P., & Rinne, M. (2009). Fitness for Health: The Alpha-Fit Test Battery for Adults Aged 18-19. Tester’s Manual. Finland: Tamper.
Șchiopu, U., & Verza, E. (1995). Psihologia vârstelor. Ciclurile vieții. București: Editura Didactică și Pedagogică.
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About this article
Publication Date
10 June 2016
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Cite this article as:
Ristea, C., Macovei, S., & Leonte, N. (2016). The Influence of Motor Activities on the Development of Emotional Intelligence. In V. Grigore, M. Stanescu, & M. Paunescu (Eds.), Physical Education, Sport and Kinetotherapy - ICPESK 2015, vol 11. European Proceedings of Social and Behavioural Sciences (pp. 379-384). Future Academy. https://doi.org/10.15405/epsbs.2016.06.52