Importancia de la actividad física sobre la inteligencia emocional y diferencias de género (Impact of physical activity on emotional intelligence and sex differences)

López, Samuel Galdón; Ortega, Félix Zurita; Ubago-Jiménez, José Luis; González-Valero, Gabriel

doi:10.47197/retos.v42i0.86448

Cited by 14 publications

(15 citation statements)

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“…In our case, the students that engage in more physical activity present better emotional intelligence and more appropriate coping styles, compared to the undergraduates that do less physical exercise. Other studies have reported similar findings (Acebes-Sánchez et al, 2019;Budnik-Przybylska et al, 2021;López et al, 2021) where high levels of physical activity are associated with better control of the emotions in the two dimensions, highlighting their ability to repair themselves, as well as their emotional clarity. Thus, it is important that university institutions promote engagement in physical activity and sports as a measure of self-care, and to provide health and psychological benefits and avoid a sedentary lifestyle.…”

Section: Discussionsupporting

confidence: 60%

“…Finally, doing sport and engaging in physical activity provides a range of benefits, including physical fitness, mental health, psychological impacts, emotional intelligence, self-esteem, body image and the reduced risk of premature death and chronic diseases (Acebes-Sánchez et al, 2019;Adarve et al, 2019;Alvear-Galindo et al, 2014;Grasdalsmoen et al, 2020;López et al, 2021;Rivas-Espinosa et al, 2019;Sanchis-Soler et al, 2022;Tang et al, 2020). The World Health Organisation (WHO) established the importance of regular physical activity and published the Global Recommendations on physical activity for health in 2010.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, good emotional development, proper empathy, intrapersonal resources, and solid social skills may help individuals develop positive physical and psychological health, feel less psychosocial stress, achieve better academic performance, attainment and success, and develop greater life satisfaction, among other elements (Molano-Tobar et al, 2021;Morales-Rodríguez, 2020;Ordóñez, et al, 2014;Parhiala et al, 2018;Vega-Hernández et al, 2017;Villanueva et al, 2017;Wang et al, 2016). However, these intrapersonal resources are not always developed in university students, as they are effected by diverse variables, such as gender and age where the women and older students have better scores (Cañero et al, 2019;Irfan et al, 2019;Livingstone & Isaacowitz, 2018;Serrada-Tejeda et al, 2022;Quince et al, 2016), type of degree course (Balaji et al, 2019;Fernández-Rodríguez et al, 2019), engagement in physical activity or sport improve self-esteem, self-concept, social skills and emotional manage (Acebes-Sánchez et al, 2019;Adarve et al, 2019;Alvear-Galindo et al, 2014;Grasdalsmoen et al, 2020;López et al, 2021;Rivas-Espinosa et al, 2019;Tang et al, 2020), free time satisfaction (Misra & McKean, 2000), socioeconomic status (Balaji et al, 2019;Vine, et al, 2012) and type of family (Balaji et al, 2019), etc. Incorporating these, and other higher education resources, during the years of university students' educational and professional training could help them effectively cope with stress, anxiety, emotional distress and might enhance performance (Balaji et al, 2019;Cañero et al, 2019;Dilber et al, 2016;Martínez-Lorca, et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Assessing emotional, empathic and coping skills in Spanish undergraduates in Health Sciences and Social Sciences

Martínez-Lorca¹,

Zabala-Baños²,

Calvo³

et al. 2022

Retos

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Background: Higher education is considered to be one of the phases in the life cycle that produces psychological distress and academic pressure. The aim of the study was to assess to assess the emotional, empathic and coping skills of undergraduate students of Health Sciences and Social Sciences undergraduates using an explorative approach in a cross sectional study. Methods: A sample of 693 first-to-fourth-year students enrolled in different degree courses. We used an “ad hoc” questionnaire, the Trait Meta-Mood Scale (TMMS-24), Trait Meta-Mood Scale (TMMS-24), The Interpersonal Reactivity Index (IRI) and Brief COPE. Results: We found higher scores in capacity for empathy using the IRI, in emotional intelligence by TMMS-24 and a good coping style and adaptive strategies measured on the COPE, however, emotion regulation scores in DERS were medium. We found interesting relationships between female, first-year course, sport, anxiety and degree course in empathy, emotional intelligence, adaptative strategies and emotional regulation. Conclusions: Preventive and train measures in emotional and psychosocial resources are needed in higher education to achieve the highest possible level of psycho- emotional well-being. Keywords: emotional intelligence, empathy, coping skills, subjective well-being, students.

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Section: Discussionsupporting

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessing emotional, empathic and coping skills in Spanish undergraduates in Health Sciences and Social Sciences

Martínez-Lorca¹,

Zabala-Baños²,

Calvo³

et al. 2022

Retos

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“…Siguiendo con el planteamiento de la primera hipótesis, a pesar de que las niñas reportaron ser ligeramente más activas que los niños, estos resultados no fueron estadísticamente significativos. Por lo que, estos hallazgos no permiten corroborar lo que la literatura previa reporta, donde en general, se plantea que los varones son más activos físicamente que las niñas (Aguilar-Farias et al, 2020;Baños et al, 2021;Boente et al, 2021;Castillo et al, 2018;García et al, 2020;Herazo, et al, 2019;López et al, 2021;Rodríguez-Fernández et al, 2018). Esto podría deberse a distintos factores, que pueden ir desde la for-ma en la que se evalúa la propia actividad física, derivada de su definición y/o criterios utilizados, hasta la edad de los niños que han sido evaluados.…”

Section: Discussionunclassified

“…Algunos estudios reportan que los niños realizan más actividad física que las niñas (Aguilar-Farias, Martino-Fuentealba, & Chandia-Poblete, 2020;Baños, Barretos-Ruvalcaba, Baena-Extremera, & Fuentesal-García, 2021;Boente, Leirós-Rodríguez, & García-Soidán, 2021;Castillo, Tornero, & García, 2018;García, et al, 2020;Herazo, et al, 2019;López, Zurita-Ortega, Ubago, & González, 2021;Rodríguez-Fernández, Rico-Díaz, Neira-Martín, & Navarro-Patón, 2021;Zurita-Ortega et al, 2018). Sin embargo, Marambio et al (2020) indican que las niñas practican más actividad física entre semana que en fin de semana.…”

Section: Introductionunclassified

Los padres como modelos de la actividad física en niños y niñas mexicanos (Parents as models of physical activity in Mexican boys and girls)

Reyes

Ocampo

Vasquez

et al. 2021

Retos

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El objetivo de esta investigación, fue analizar la prevalencia de actividad física y conductas sedentarias en una muestra de niños y niñas de 8 a 10 años y de sus padres; así como, determinar el papel de los padres y madres como modelos saludables. Se seleccionó una muestra no probabilística de 1689 niños y 2259 padres. Los resultados indicaron que solo 18.9% de niños realizan actividad física. Al realizar comparaciones entre niños y niñas, las niñas reportaron practicar más actividad física que los niños, además, el 42.4% de los niños pasan más de dos horas frente a pantalla entre semana, y el 45% fueron las niñas. Se encontró que más de la mitad de los padres y madres realizan actividad física (56.9% y 58.2 %, respectivamente). Los resultados mostraron diferencias significativas en la percepción de los padres como modelos saludables entre los niños con y sin actividad física. A manera de conclusión, se puede decir que los niños que perciben que sus padres realizan con mayor frecuencia conductas saludables fueron aquellos que se pudieron clasificar como niños activos físicamente. Abstract. The objective of the research was to analyze the prevalence of physical activity and sedentary behaviors in a sample of boys and girls from 8 to 10 years old and their parents; as well as also determine the role of the parents as healthy role models. A non-probabilistic sample of 1689 kids and 2259 parents was selected. The results indicated that only 18.9% of children were doing physical activity. When making comparisons between boys and girls, girls reported practicing more physical activity than boys, furthermore, 42.4% of boys spend more than two hours in front of the screen during the week, and 45% for the girls. It was found that more than half of the fathers and mothers were doing physical activity (56.9% and 58.2% respectively). The results showed significant differences in the perception of the parents as healthy role models between the children with and without physical activity. In conclusion, it can be said that the children who perceive that their parents perform healthy behaviors more frequently were those who could be classified as physically active children.

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Developing Emotional Intelligence through Physical Education: A Systematic Review

Rico-González

2023

Percept Mot Skills

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The development of Emotional Intelligence (EI) has gained importance in the context of goals to spur a new generation of people intent upon improving human health. Physical education (PE) is a suitable curriculum subject in which to train EI. Therefore, our aim in this review is to summarize existing literature pertaining to EI within PE, while seeking particular guidance on how to best teach EI. We systematically reviewed PubMed, ERIC, Education Database, Scopus, SPORTDiscus, Cochrane, and FECYT (i.e., Web of Sciences, CCC, DIIDW, KJD, MEDLINE, RSCI, and SCIELO) databases up to January 24, 2022. From 248 studies initially located, 28 were included in a final qualitative synthesis. These 28 studies were sub-divided into (i) correlation and (ii) intervention studies with an intervention group, possibly a control group, and with pre-test and post-test outcome measures. There was a clear correlation between EI-motivation and EI-psychological needs, and there emerged the following types of educational programs for developing EI within PE: (a) pedagogical models based on corporal expression and relaxation, (b) Cooperative Learning (e.g., the Sport Education Model), (c) community engagement interventions (e.g., Social-Emotional Learning, the Teaching Personal and Social Responsibility model, and Service Learning), and (d) augmented reality games. Most successful EI programs included themes of collaborative work, concern for others, and social welfare. Including EI as a PE goal will require developing students’ personality and encouraging PE teachers to focus on EI within pedagogical models based on community engagement.

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Importancia de la actividad física sobre la inteligencia emocional y diferencias de género (Impact of physical activity on emotional intelligence and sex differences)

Cited by 14 publications

References 11 publications

Assessing emotional, empathic and coping skills in Spanish undergraduates in Health Sciences and Social Sciences

Assessing emotional, empathic and coping skills in Spanish undergraduates in Health Sciences and Social Sciences

Los padres como modelos de la actividad física en niños y niñas mexicanos (Parents as models of physical activity in Mexican boys and girls)

Developing Emotional Intelligence through Physical Education: A Systematic Review

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