Comparison of motor efficiency and emotional intelligence of ordinary and gifted girl students aged 12-15 years

Document Type : Research Paper

Authors

1 Department of Motor Behavior, Faculty of Education and Psychology, Shiraz University, Shiraz, Iran.

2 Abu Dhar Ghaffari Boulevard of Martyrs of the Literature of the Last Door Last Door

3 Department of Motor Behavior, Faculty of Education and Psychology, Shiraz University, Shiraz, Iran

Abstract

Background: The research showed that having high scientific intelligence in students does not necessarily imply higher emotional intelligence or better motor efficiency, and these relationships may vary among individuals with different levels of intelligence.
Aim: The present study was conducted to compare the motor efficiency and emotional intelligence of ordinary and gifted girls’ students aged 12-15 years.
Materials and Methods: The present research was a causal-comparative study. This study was conducted on 100 participants two equal groups (50 gifted girls’ students from National Organization for Development of Exceptional Talant (NODET) and 50 ordinary girls’ students from ordinary schools) using random sampling method from 6 ordinary schools and 3 NODET schools in the first secondary level in Shiraz. The Trait Emotional Intelligence Questionnaire– Adolescent Short Form (TEIQue-ASF) and the Bruininks- Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) were used to measure emotional intelligence and motor efficiency, respectively.
Results: The results showed that the motor performance of gifted students was significantly better than ordinary students (P=0.029). However, there was no significant difference in the emotional intelligence variable between the two groups (P<0.05).
Conclusion: The research results indicated a significant difference in motor efficiency between gifted and ordinary students. This finding underscores the need for a more in-depth investigation into the potential causes of this disparity. Factors to consider include variations in the physical environment of schools, access to sports facilities, the role of physical activity and sports outside of school, and the differing social and economic backgrounds of families.

Keywords

References

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Sport Sciences and Health Research
Volume 16, Issue 2
July 2024
Pages 205-216

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