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

摘要

Purpose: There is a lack of empirical evidence concerning emotional intelligence (EI) in physicaleducation (PE) teachers. From a basic needs theory perspective (Ryan & Deci, 2000), this study aimed to examine the role of PE teachers’ EI in perceivingand supporting pupils’ need satisfaction. Method: Withinthis cross-sectional study, 319 pupils from 14 PE classes wereeach administered a Contextual Basic Need Satisfaction questionnaire forPE(CBANS) and Sport Climate Questionnaire. Correspondingly, PE teachers were administered aTrait Emotional Intelligence Questionnaire—Short Form and CBANS fromtheir pupils’ perspective. Results: Analysesrevealed that PE teachers’ EI self-control significantly positively predictedthe accuracy of their perceptions of pupils’ relatedness satisfaction. No othersignificant relationships emerged. Discussion/Conclusion: Thesefindings repudiate a direct role of PE teachers’ EI in supporting pupils’motivation. However, the control of one’s own emotion appears to be importantfor teachers to perceive need satisfaction in pupils.