Estudo comparativo do nível de inteligência emocional entre praticantes e não praticantes de basquetebol

Abstract

Emotional Intelligence is one of the key factors for sports activities for children and young practitioners. The aim of this study is to verify through a comparative study the influence of sports in school in Emotional Intelligence (EI). Hurlock (1993) mentions that sports are able to develop emotional intelligence, mainly because they involve other people or friends. The methodology used was descriptive and quantitative sample consisted of 54 children of both sexes aged between 12 and 14 years 54 practitioners and 54 non-practicing basketball. Studies by LANE, THELWELL, LOWTHER AND DEVONPORT, (2010) posits that emotionally intelligent individuals recognize the value of learning in sport psychological strategies such as self-talk and images, due to its competence in observing the relationship between these factors, and the importance of the emotional effect on behavior. For data collection was two questionnaires were applied, a Socio-Economic developed and validated by the Research Group on Science of Sports (GPCE) and a second test to check the level of emotional intelligence testing BarOn EQ-i: YV in adolescents 12 to 14 years old, practicing sports activity outside school at least two years and non-practitioners. After collecting the data they were evaluated according to the guidelines of the protocol itself and the statistical treatment of the data was used SPSS software, primarily testing the normality of the data, which showed no such feature, was performed after the descriptive statistics with mean and standard deviation. relationships observed in the study showed that practicing sport activity constantly use psychological skills training in times of adversity and during the competition, thus evolving their psychological valences and developing a higher level of emotional intelligence, ie, realizing integrating, understanding and managing emotions and the people around you. For the thrills satisfy a complex system of symbols, coherent and consistent, which can be handled, understood and planned with abstract thinking BARON & PARKER, (2002), unlike individuals who do not. However within the guidelines proposed by the study was not submitted any significant difference between the two groups presented.