ORIGINAL PAPER
Social competence and emotional intelligence of future PE teachers and their participation in psychological workshops
1
Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
Online publication date: 2018-03-16
Hum Mov. 2015;16(3):163-170
KEYWORDS
ABSTRACT
Purpose:
The aim of the study was to investigate the social competence (SC) and emotional intelligence (EI) of future physical education (PE) teachers after targeted psychological training.
Methods:
PE university students completing their bachelor’s (28 third-year students) and master’s degrees (31 first-year students) were recruited and divided into an experimental and control group. The participants completed a questionnaire assessing SC and EI. The experimental group then participated in a series of psychological workshops (four 8-hour sessions) that included Video Interaction Training and interpersonal training. The questionnaire was again administered immediately and 6 months after the workshops were completed.
Results:
The indicators of SC and EI were significantly higher in experimental group in both post-workshop time points. No increases were observed in the control group.
Conclusions:
The results justify the inclusion of interactive psychological courses in the curricula of future PE teachers.
The aim of the study was to investigate the social competence (SC) and emotional intelligence (EI) of future physical education (PE) teachers after targeted psychological training.
Methods:
PE university students completing their bachelor’s (28 third-year students) and master’s degrees (31 first-year students) were recruited and divided into an experimental and control group. The participants completed a questionnaire assessing SC and EI. The experimental group then participated in a series of psychological workshops (four 8-hour sessions) that included Video Interaction Training and interpersonal training. The questionnaire was again administered immediately and 6 months after the workshops were completed.
Results:
The indicators of SC and EI were significantly higher in experimental group in both post-workshop time points. No increases were observed in the control group.
Conclusions:
The results justify the inclusion of interactive psychological courses in the curricula of future PE teachers.
| eISSN: | 1899-1955 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
