ARTICLE | doi:10.20944/preprints202302.0012.v1
Subject: Social Sciences, Education Keywords: emotional intelligence; mountain sports; life satisfaction; resilience
Online: 1 February 2023 (11:42:54 CET)
High-level performance in mountain sports would be unlikely unless different emotional factors are taken into account through the analysis of psychological characteristics such as mood, resilience or motivation, among many others. In this study, 788 people with a sports degree from the Spanish Federation of Mountain Sports and Climbing (FEDME) participated, 75.3% are men and 24.5% are women. The mean age of the participants was 49.8 years (±12.8), ranging from 18 to 76 years. The Wong Law Emotional Intelligence Scale (WLEIS-S), the RS-14 Resilience Scale and the Satisfaction with Life Scale (SWLS) instrument were used. The aim of this research was to determine the relationship between the dimensions of emotional intelligence, resilience and life satisfaction. The results showed a relationship between several of the dimensions from the instruments used (p<.01). In terms of gender, higher scores were found for women than for men. The regression model shows that both the dimensions of emotional intelligence [Appraisal of own emotions (β=.104; p<.001); Use of emotions (β=.30; p<.001); Emotional Regulation (β=.103; p<.001)] and resilience [Personal competence (β=.402; p<.001)], are predictors of greater life satisfaction, with 44.1% positively explained by the regression model. Further proposals should extend the results obtained with the analysis of more sports modalities and provide evidence that would complement those extracted in this research.
ARTICLE | doi:10.20944/preprints201806.0018.v1
Subject: Social Sciences, Education Keywords: physical education; coeducation; equality
Online: 1 June 2018 (12:17:18 CEST)
Background: In PE, the methodology used to develop coeducation must consider the tastes and preferences of students. The purpose of this work was to analyze how teachers work with different aspects of PE classes and how their work is perceived by students. Methods: The sample was formed by 176 teachers and 1,136 secondary school students. The research design was descriptive. The Questionnaire of Coeducational Aspects in Physical Education for teachers and the Questionnaire of Perception of Equality and Discrimination in Physical Education for Students. Results: The different statistical analyses showed significant differences in how male and female teachers assigned responsibility to the students and their control of motor activity space. In regards to the students, significant differences were found between boys and girls in their opinions of how their teachers apply the same rules to all the students. Conclusions: No differences exist between male and female teachers in regards to their utilization neither of materials and sexist language or in their evaluation and feedback given to the students. In regards to the students, girls perceive to a greater extent than their male counterparts that the activities in PE classes promote equality in the improvement of their capacities.