Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M. (2013). Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings. Journal of Sport & Exercise Psychology, 35, 3-17.
https://doi.org/10.1123/jsep.35.1.3

has been cited by the following article:

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

  AUTHORS: Matthew Watson, Jens Kleinert

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

  JOURNAL NAME: Advances in Physical Education, Vol.7 No.3, July 13, 2017

  ABSTRACT: Purpose: There is a lack of empirical evidence concerning emotional intelligence(EI) in physical education (PE) teachers. From a basic needs theoryperspective (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 eachadministered a Contextual Basic Need Satisfaction questionnaire for PE(CBANS) and Sport Climate Questionnaire. Correspondingly,PE teacherswere administered a Trait Emotional Intelligence Questionnaire—Short Form and CBANS from theirpupils’ 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 directrole 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.