Control Yourself: Physical Education Teachers’ Emotional Intelligence Has a Minor Role in Pupils’ Need Satisfaction - Advances in Physical Education

APE > Vol.7 No.3, August 2017

Advances in Physical Education

Volume 7, Issue 3 (August 2017)

ISSN Print: 2164-0386 ISSN Online: 2164-0408

Google-based Impact Factor: 1.25 Citations

Control Yourself: Physical Education Teachers’ Emotional Intelligence Has a Minor Role in Pupils’ Need Satisfaction ()

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DOI: 10.4236/ape.2017.73019 1,131 Downloads 3,070 Views Citations

Author(s)

Matthew Watson^*, Jens Kleinert

Affiliation(s)

Institute of Psychology, German Sport University Cologne, Cologne, Germany.

ABSTRACT

Purpose: There is a lack of empirical evidence concerning emotional intelligence (EI) in physical education (PE) teachers. From a basic needs theory perspective (Ryan & Deci, 2000), this study aimed to examine the role of PE teachers’ EI in perceiving and supporting pupils’ need satisfaction. Method: Within this cross-sectional study, 319 pupils from 14 PE classes were each administered a Contextual Basic Need Satisfaction questionnaire for PE(CBANS) and Sport Climate Questionnaire. Correspondingly, PE teachers were administered a Trait Emotional Intelligence Questionnaire—Short Form and CBANS from their pupils’ perspective. Results: Analyses revealed that PE teachers’ EI self-control significantly positively predicted the accuracy of their perceptions of pupils’ relatedness satisfaction. No other significant relationships emerged. Discussion/Conclusion: These findings repudiate a direct role of PE teachers’ EI in supporting pupils’ motivation. However, the control of one’s own emotion appears to be important for teachers to perceive need satisfaction in pupils.

KEYWORDS

Emotional Intelligence, Physical Education, Basic Psychological Need Satisfaction, Autonomy Support

Share and Cite:

Watson, M. and Kleinert, J. (2017) Control Yourself: Physical Education Teachers’ Emotional Intelligence Has a Minor Role in Pupils’ Need Satisfaction. Advances in Physical Education, 7, 234-247. doi: 10.4236/ape.2017.73019.

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