Comparison between the Opening and Closing Skills Athletes in terms of Emotional Intelligence and Athletic Performance
Spring 2015, Volume 3 - Number 9 (4 صفحه - از 255 تا 258)
"c om ISSN (Online): 2322 – 4479 Comparison between the Opening and Closing Skills Athletes in terms of Emotional Intelligence and Athletic Performance 1Payam Mohammad panahi, 2Moein Abdolmalaki∗, 2Hamid Sarabi 1. Measuring Tools the following questionnaire was used to collect the data needed Emotional Intelligence Scale - I (1997) RESULTS Table 1 shows that significant differences in self-analysis (p=0. Therefore, this study aimed to compare the skills of emotional intelligence among athletes was opened and closed. 05p <) is the study noted that a difference in your analysis, analysis of others, self-expression, thinking, judgment, problem solving, complexity, transmission, openness self- control and control the opening and closing skills are among athletes. (No. Of suggests that any difference of discrimination, sensitivity, symptoms, results and supervision of skilled athletes, there is no opening and closing skills. In the study of emotions and their impact exercise performance, researchers Brown (2002) claimed that athletes should be critical experiences row."
- دریافت فایل ارجاع :
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intelligence (Mayer et al., 2003; Meyer and Fletcher, 2007; Meyer and Zizi, 2007; Zizi et al.,
2003). As a result, emotional intelligence is an important structure in the field of sport (Meyer and Fletcher, 2007). Accordingly, interest in emotional intelligence specifically increased in athletes and heroes (Zizi et al., 2003). Proponents of this theory claim that emotional intelligence can be a function of leadership, team cohesion and Gary deal with the pressure increase.
1- Hardy et al. (1996). Anxiety-induced performance catastrophes investigating effort required as an
British Journal of Psychology 98, 15–31.
2- Zizzi S.J., Hirschhorn, D.k. (2003). The Relationship between Emotional Intelligence and
Performance among College Baseball Players. J. Appl. Sport Psychol., 15(3): 262-269
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