The Influence of Leader Efficacy and Emotional Intelligence on Personal Caring in Physical Activity

Magyar, T. Michelle; Guivernau, Marta; Gano-Overway, Lori; Newton, Maria; Kim, Misook; Watson, Doris L.; Fry, Mary D.

doi:10.1123/jtpe.26.3.310

Cited by 29 publications

(25 citation statements)

References 24 publications

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“…Eventually, this progress will keep disruptive emotions and impulses under control and help teachers to be more confident in their ability to teach and use appropriate instructional strategies in the gym. These findings are consistent with the results reported by Magyar et al (2007), showing that the ability to regulate one's emotions was the most influential emotional skill in a group of sport camps leaders. A physical education teacher with a high level of self-control, providing instructional strategies adapted to the diversity of the physical education class, could therefore implement an optimal classroom environment for the students.…”

Section: Discussionsupporting

confidence: 83%

Emotional Intelligence and Self-Efficacy Among Physical Education Teachers

Mouton

Hansenne

Delcour

et al. 2013

Journal of Teaching in Physical Education

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Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of Efficacy Scale (TSES) were administered to a sample of 119 physical education teachers. The main results show a positive association between EI and self-efficacy, and more particularly that the sociability factor of EI predicted the TSES total score. Moreover, neither age nor teaching time experience was related to EI or self-efficacy scores. These results both confirm and extend previous findings on the association between EI and self-efficacy. Suggestions are provided for specific EI training for physical education teachers.

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Section: Discussionsupporting

confidence: 83%

Emotional Intelligence and Self-Efficacy Among Physical Education Teachers

Mouton

Hansenne

Delcour

et al. 2013

Journal of Teaching in Physical Education

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“…Our review identified three studies that had explored EI in coaches. In one investigation of 37 youth sport leaders, those recording higher trait EI were more confident in their leadership capabilities (Magyar et al., ). Two further studies explored more directly perceptions of coaching capabilities or “coaching efficacy” – defined as “the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes” (Feltz et al., , p. 765).…”

Section: Sport Performancementioning

confidence: 99%

Emotional intelligence in sport and exercise: A systematic review

Laborde

Dosseville

Allen

2015

Scandinavian Med Sci Sports

219

175

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This review targets emotional intelligence (EI) in sport and physical activity. We systematically review the available literature and offer a sound theoretical integration of differing EI perspectives (the tripartite model of EI) before considering applied practice in the form of EI training. Our review identified 36 studies assessing EI in an athletic or physical activity context. EI has most often been conceptualized as a trait. In the context of sport performance, we found that EI relates to emotions, physiological stress responses, successful psychological skill usage, and more successful athletic performance. In the context of physical activity, we found that trait EI relates to physical activity levels and positive attitudes toward physical activity. There was a shortage of research into the EI of coaches, officials, and spectators, non-adult samples, and longitudinal and experimental methods. The tripartite model proposes that EI operates on three levels - knowledge, ability, and trait - and predicts an interplay between the different levels of EI. We present this framework as a promising alternative to trait and ability EI conceptualizations that can guide applied research and professional practice. Further research into EI training, measurement validation and cultural diversity is recommended.

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“…Perceived teacher competence scale The Physical Education Teacher Efficacy Scale (PETES) was used to assess teachers' perceived competence in teaching PE (Magyer et al 2007). Physical educators were asked to rate honestly how sure they were in their 'teaching ability to _____'.…”

Section: Perceived Teacher Autonomy Scalementioning

confidence: 99%

An examination of physical education teacher motivation from a self-determination theoretical framework

Carson

Chase

2009

Physical Education & Sport Pedagogy

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Background: The motivation of physical education (PE) teachers has received precious little attention over the years. Self-determination theory (SDT) is a salient theoretical model for understanding motivation, and posits that self-determined motivation (i.e., intrinsic motivation) stems from the perceived fulfillment of three psychological needs: autonomy, competence, and relatedness. Scholars of SDT also contend that individual characteristics and contextual features can facilitate the fulfillment of these three needs. Therefore, SDT provides a useful theoretical platform for studying the relevant psychological needs and personal, professional and environmental features of PE teacher motivation. Aims: The primary purpose of this study was to examine whether physical educators' perceived fulfillment of autonomy, competence, and relatedness were related to their self-determined motivation. The second purpose of this study was to explore the potential impact of various personal, professional, and environmental factors on physical educators' fulfillment of autonomy, competence, and relatedness. Method: Participants were 247 PE teachers (117 females and 130 males) from the state of Ohio in the USA, ranging in age from 23 to 65 years, and representing a near equal distribution of school levels: 5-11-year-old students (n ¼ 82); 12-15-year-old students (n ¼ 82); and 16 -18-year-old students (n ¼ 83). A cross-sectional, surveybased study design was employed. Participants were randomly selected from the State Teacher Directory, and mailed questionnaires that reliably and accurately assessed the variables of the study. Psychometric and descriptive statistics were computed. canonical correlation analysis was employed to determine the simultaneous relationships between physical educators' perceived need fulfillment and perceived motivation. Three separate multiple regression analyses using the stepwise strategy were conducted to explore the impact of ten personal, professional, and environmental variables on PE teachers' perceived need fulfillment. Lastly, three multivariate analysis of variance (MANOVA) tests with a univariate follow-up and Scheffe's post hoc comparison technique were used to determine if teachers' perceived needs significantly differed by the personal and professional categorical variables. Results: Results indicated that physical educators' perceptions of teacher autonomy, competence, and relatedness were positively and strongly associated with selfdetermined motivation. Furthermore, attending conferences, reading professional journals, giving professional presentations, teaching in elementary schools, using quality equipment, and having a supportive administration positively influenced teachers' perceptions of autonomy, competence, or relatedness.

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The Influence of Leader Efficacy and Emotional Intelligence on Personal Caring in Physical Activity

Cited by 29 publications

References 24 publications

Emotional Intelligence and Self-Efficacy Among Physical Education Teachers

Emotional Intelligence and Self-Efficacy Among Physical Education Teachers

Emotional intelligence in sport and exercise: A systematic review

An examination of physical education teacher motivation from a self-determination theoretical framework

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