EMOTIONAL INTELLIGENCE, PERSONALITY AND MENTAL
HEALTH AMONG PLAYERS AND NON-PLAYERS
A
SYNOPSIS
SUBMITTED TO THE
SHRI JAGDISHPRASAD JHABARMAL TIBREWALA UNIVERSITY
FOR THE AWARD OF DEGREE
OF
DOCTORE OF PHILOSOPHY
IN
PHYSICAL EDUCATION
by
Waghmare Pradeep Atmaram
Registration. No. JJT/161011219
Under the Supervision of
Dr. A. R. Bhardwaj
DEPARTMENT OF PHYSICAL EDUCATION
Shri Jagdishprasad Jhabarmal Tibrewala University, Vidyanagari, Chudela,
Jhunjhunu, Rajasthan-333001
2012
INTRODUCTION
Sports are important aspect in our life and it is also important part of our nation’s
culture. It is captures news paper headlines, holds television viewer attention, and all
people’s mind. New paper coverage devoted to sports consumes more space than other
articles. Sports also influenced the nature educational institution. Millions of all ages and
ability participate in a diversity of sports of activities because social, political, legal and
educational influence of sports on cultures.
Today sports are, not played only for entertainment, but the competition among
players has reached at an immense level. New sport is played at commercial level, so it
has become necessary to study the factors affecting the performance of sports, one of the
important factors is Emotional Intelligence; this is the Psychology of the players. Sport
psychology studies the effect of player’s mentality on his/her mentality and personality.
Emotional Intelligence is one of the important aspect considering, the sport psychology.
Because of sports qualities like self confidence, team work, sociability, co-operation,
capacity to work hard to obtain particular target, managing situation are improved.
Kamlesh and sangral (1978) started that the words ‘games’ and ‘sports’ are
generally used inter changeably, games denote team team work as hockey, football,
basketball etc. victory or defeat is common responsibility of all the players or the team.
The word sport carries with its freedom of thoughts and action because sport basically
means simply recreational and individualists in nature. A sport encompasses re-creative
and comparative activities like athletes, boxing, wrestling, judo, swimming etc.
Coakley (1990) defined sport is an institutionalized competitive achieving that
involves vigorous Physical exertion or the use of relatively complex physical skill by
individuals whose participation is motivated by a combination of intrinsic and extrinsic
factors.
Important issues in sport psychology.
a)
Motivation
b)
Physical exercises and Health.
c)
Personality.
d)
Socialization and sport.
e)
Stress.
f)
Mental fitness/mental skills.
g)
Leadership development.
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This all factors are important parts in sports psychology, and all of these effects on sports
performance
Statement of the problem
The purpose of the study will be to study emotional intelligence, personality and
mental health among players and non-players.
Delimitations
1. This study was delimited to Nashik district in Maharashtra state.
2. In keeping the constraint of time available for the researcher, the study was delimited
to selected psychological aspects such as, personality, Emotional intelligence and
Anxiety of sport persons.
3. The subjects selected were in the age group of 18 to 28 years.
4. The number of subjects for the study was only 400.
Limitations:
The present study is an attempt to understand the relationship of personality, Anxiety
and mental health of sport persons. Any study which has such a wide scope may have
some limitations too. Even though most care has been taken to make the study perfect, the
researcher feels that many limitations are there, some of them are as follows:
1)
The study is related to some personality, mental health and anxiety related issues of
the athletes.
2)
The sample is restricted to Nashik only.
3)
The sample of individual athletes and group athletes will restricted to selected games.
4)
The study will be restricted to particular geographical region only.
5)
The sample is represented few games only.
6)
The scope of the study includes all athletes in the Nashik district of Maharashtra state.
Future studies may be conducted in other region located in the state.
7)
The finding of the study is related to players and non-players only.
8)
Boys and girls studying in under graduate and Post graduate colleges.
Objectives of study
1)
To measure the emotional intelligence of players.
2)
To measure the emotional intelligence of Non-players.
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3)
To compare the emotional intelligence between male players and male Nonplayers.
4)
To compare emotional intelligence between female players and female Nonplayers.
5)
To measure the personality of players.
6)
To measure the personality of Non-players.
7)
To compare the personality between male players and male Non-players.
8)
To compare personality between female players and female Non-players.
9)
To measure the mental health of players.
10) To measure the mental health of Non-players.
11) To compare the mental health between male players and male Non-players.
12) To compare mental health between female players and female Non-players.
Hypothesis of the study
1. There is difference between players and Non-players with respect to emotional
intelligence.
2. There is difference between players and Non-players with respect to personality.
3. There is difference between players and Non-players with respect to mental
health.
4. There is difference between female players and female Non-players with respect
to emotional intelligence.
5. There is difference between female players and female Non-players with respect
to personality.
6. There is difference between female players and female Non-players with respect
to mental health.
7. There is difference between male players and male Non-players with respect to
emotional intelligence.
8. There is difference between male players and male Non-players with respect to
personality.
9. There is difference between male players and male Non-players with respect to
mental health.
Variables
A) Independent variables.
 Player
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 Non-player
 Gender
B) Dependent variable

Score of Emotional Intelligence of players and non-players.

Score of Personality of players and non-players.

Score of Mental health of players and non-players.
Definitions of term:
 Players: - those who have played cricket, volleyball, basketball, hockey, netball,
handball, wrestling, judo, fencing, boxing, gymnastic, football, kho-kho, kabbadi,
cycling, swimming and athletic at college and at inter college level matches.
 Non-players:- those who are studying at degree colleges but had not participated in
any inter college sports matches/activities for the last few years the age group will
be from 19 to 28 years studying in B.A./B.Com/B.Sc and post graduate courses.
 Mental health : Person’s ability to make positive self evaluation to perceive the
reality to integrate the personality, autonomy, group oriented attitudes and
environmental mastery.
 Personality : Allport defined (1937) personality as the dynamic organization within the
individual of those psychophysical systems that determine his characteristic
behaviour and thoughts while.
 Emotional intelligence : Salovey and Mayer (1990). Emotional intelligence is
defined as the subset of social intelligence that involves the ability to monitor one’s
own and others‟ feelings and emotions, to discriminate among them and to use this
information to guide one’s thinking and actions.
Significance of the study:
The state of Maharashtra is having a glorious tradition on the field of sports. In
Maharashtra Nashik is one of the best cities to provide best players for sports. Researcher’s
work experience has the following sport services include both Group and individual athletes.
The city has many conventional Art’s, Science and commerce colleges and several medical,
engineering and management institutions. Nashik has rich environment to encourage the
sports activities. They researcher will tried to study the traits of individual and group players
with respect to this and selected problem with the focus
of on individual and group
sportsmen’s personality, mental health and Anxiety. In case of sport of sportsmen, success or
failure have been attached by some of their personality traits, mental health and Anxiety.
Personality, mental health and Anxiety are playing very important role in sports performance.
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REVIEW OF LITERATURE
Zamanian et al. (2011) comparison of emotional intelligence in elite athletes in
several sports and non-athletes. For that matter, 160 women including 90 handball, futsal, and
basketball players participating in 2009-2010 premier league (30 women in each group) and
70 non-athletes filled out the BarOn Emotional Quotient Inventory (EQ-i). This questionnaire
consists of 15 subscales for an overall assessment of emotional intelligence. The results of
statistical analysis showed that the subscales of problem solving, happiness, independence,
stress tolerance, self-actualization, emotional self-awareness, interpersonal relationship,
optimism, self-regard, impulse control, and empathy were significantly higher in athletes than
non-athletes. Between-group comparisons revealed that there is a significant difference
between handball players and all the other groups in the problem solving subscale. The nonathletes showed a significant difference from all the athlete groups in the happiness subscale.
Emotional self awareness of the handball players was significantly different from that of the
non-athletes and basketball players ( ). Considering the above findings, we can say that
emotional intelligence is higher in athletes than non-athletes, since they must constantly
control and manage their emotions under different conditions of training and competition.
Since emotional intelligence can be learned, it seems that participation in sports activities can
be considered as a factor for developing this feature.
Bal et al. (2011) investigation was to determine if there are cognitive psychological
factors used in competition and training which differentiate athletes participating in an open
and closed skill sport. In addition, factors discriminating successful from less successful
participants in the open skill sport of football and the closed skill sport of gymnastics were
identified. A total of 40 inter-varsity athletes (n =20; footballers) from open-skill and (n = 20;
gymnasts) from closed-skill sports completed the emotional intelligence questionnaire
(EIQ16). The EIQ16 measures 16 emotional competencies covering the ability to accurately
perceive emotions in one-self and others, use emotions to facilitate thinking, understand
emotional meanings, and manage emotions. Student’s t-test for independent data was used to
assess the between-group differences. The level of p ≤ 0.05 was considered significant. The
results revealed significant difference in self-analysis (p = 0.0004), analysis of others (p =
0.0137), self-expression (p = 0.0274), thinking (p = 0.0189), judgment (p = 0.0010), problem
solving (p = 0.0310), complexity (p = 0.0036), transitions (p = 0.0013), openness (p =
0.0061), self-control (p = 0.0562) and others (p = .0490) (p < 0.05) among open-skill and
closed-skill athletes. Results further indicated no significant difference in the in5
discrimination (p = 0.1789), sensitivity (p = 0.0761), symptoms (p = 0.2617), outcomes (p
=0.0770) and monitoring (p = 0.2258) (p > 0.05). In conclusion, emotional intelligence is an
important construct in the sports domain (Meyer and Fletcher, 2007). Accordingly, interest in
emotional intelligence has increased specifically in the realm of athletics (Zizzi et al., 2003).
Proponents have claimed that emotional intelligence can enhance leadership performance,
team cohesion, and coping with pressure.
Freedman (2008) Recently some NFL players have been making news, not just for
their athletic prowess, but for destructive behavior off the field. Emotional intelligence has
been highly correlated with health, positive relationships, and pro-social behavior: Is this true
for professional athletes? If so, these skills could be a key to help professional athletes
overcome a range of challenges. This study assesses 30 retired NFL players with a survey on
life success (including good health and relationships, avoiding drug/alcohol use and violence,
doing well at work, and creating a high quality of life) and an emotional intelligence
assessment. Over 60% in the variation of the life success factors are predicted by emotional
intelligence scores. Athletes with greater emotional intelligence are likely to be more
successful in life.
Palmer et al. (2007) Since Salovey and Mayer’s (1990) seminal article on emotional
intelligence (EI), a number of alternative models have been developed (e.g., Bar-On, 1997;
Cooper & Sawaf, 1997; Goleman, 1995; 1998; 2001a; Mayer & Salovey, 1997; Petrides &
Furnham, 2001). This work has provided different approaches to the conceptualization and
measurement of EI. However, it has also caused some confusion concerning the nature and
boundaries of the concept. Variables ranging from emotional abilities and competencies, to
so-called ‘noncognitive’capabilities and skills have been placed under the banner of EI.
Furthermore, while some theoretical models of EI have comprised four salient facets (Mayer
& Salovey, 1997), others have comprised twenty or more (e.g., Cooper & Sawaf, 1997). As
such, it is not surprising that reviews of the area have described EI as ‘popular but elusive
with fuzzy boundaries’ (Pfeiffer, 2001). This confusion has been the impetus of our work
which has been to establish a common definition and taxonomic model of EI that comprises
the primary facets of the construct. In this chapter we present our model that is based on a
large factor analytic study using several measures of EI.
Shinde (2011)oThe main purpose of the study is to investigate difference between
Emotional Intelligence, Self-confidence of students in terms of type of education i.e.
professional and non-professional. For this investigation two groups were selected for
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professional students (N=50) and non-professional students (N=50) from Aurangabad city.
The research tools are Emotional Intelligence scale (Hyde, Pethe, and Dhar), Self-confidence
Inventory. (Basavanna) were used, and ‘t’ test was applied to check the difference between
two groups. The result obtained through the study do showed significant difference between
Emotional Intelligence, but shows significant difference on Self-confidence of students in
terms of type of education i.e. professional and non-professional.
Dev et al (2012) As we all know the benefits of physical activity (PA) on physical and
mental health are well established. However, inactivity among adults in Malaysia is still
prevalent. This study examined whether emotional intelligence (EI) was one of the possible
underlying psychological mechanisms that may be associated with the current low levels of
PA adherence. Therefore, the purpose of the study was to examine whether EI plays a role as
the potential underlying mechanism of PA behaviour among Malaysian adults. A total of 172
supporting staffs were recruited at a local Malaysian university. It was found that supporting
staffs with higher physical activity in a week had better total EI scores and composite
subscale scores. The findings of this study provide further support on the claims that there is
a positive relationship between increased levels of EI and physical activity. Thus, the
importance of higher emotional intelligence is critical in helping to bombard the sedentary
lifestyle and inactivity among Malaysian adults. Therefore, training programs for university
staffs in emotional intelligence skills is seen to be one of the upmost important agenda that
should be looked at in the public sectors to help in promoting exercise and physical activity
participation. It is highly recommended that the programs should be targeted at the maximum
level towards individual who were sedentary and low active.
Antonakis et al. (2009) Interest in emotional intelligence has bloomed over the last
few Years.
That it has become a popularity standard concept in general and applied
psychology as well as in applied business settings is indubitable. Is this popularity warranted?
Casting a shadow over the concept of emotional intelligence is concern about its meaning
fullness and the construct and predictive validity of its various measures. The following series
of letters explores various issues surroundings emotional intelligence and leadership
including whether emotional intelligence is theoretically needed for leadership, the types of
emotional intelligence test that may hold the most promise, methodological standards for
testing whether emotional intelligence matters, evidence from the neuroscience literature on
emotion and intelligence, and evidence regarding the links between leader emotional
intelligence and follower out come.
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Dominikus et al. (2009) this research was carried out to exile the relationship between
mental skills and anxiety interpretation in secondary school hockey athletes. There are 108
participants (54 males,54 females)aged between 14 and 17. These participants are athletes
from three secondary schools. The average age of the participant is 15.17 (SD=1.18) The
results indicated that the direction of anxiety interpretation between the male and female
athletes are the same but different in terms of intensity (cognitive anxiety interpretation
direction, somatic anxiety and self confidence ) Based on the predicted mental skills of
athletes, it was concluded that self belief(M=1.54 for males and = 1.06 for females) was seen
as the motivating factor or facilitative to the performance of the athletes. There was also a
difference on how mental skills are related to anxiety intensity and self confidence.
Recommendations for future were also suggested.
Dhonde (2011) Mental health is term used to describe either a level of cognitive or
emotional well-being or an absence of a mental disorder. From perspectives of the discipline
of positive psychology or holism mental health may include an individual’s ability to enjoy
life and procure a balance between life activities and efforts to achieve psychological
resilience. The World Health Orgabuzatuib defines mental health as “ a state of well-being in
which the individual realizes his or her own abilities, can cope with the normal stresses of
life, can work productively and fruitfully, and is able to make a contribution to his or her
community” It was previously stated that there was no one “Official” Definition of mental
health. Cultural differences, subjective assessments, and competing provisional theories all
affect how”mental health” is defined.
Bhakta et al. (2010) This study examined differences in personality and mathematical
ability between students studying Business, Psychology, Sports and Nursing. There were 286
participants who each completed a mathematics diagnostics test and a Revised Eysenck
Personality Questionnaire (EPQ-R) during the first term of their first year of study. There was
a significant effect of subject studied on the students’ performance on the maths diagnostic
questionnaire and their scores on the ‘psychoticism’ subscale of the EPQ. Furthermore
significant correlations were observed between psychoticism scores and mathematical ability
within both the Business Management and Psychology groups, although the direction of
those associations were different for each group (the association was positive for the business
8
students, but negative for the psychology students). Based on these results it is suggested that
there are significant differences in both psychoticism and mathematical ability between
students from different courses. Furthermore, students may benefit from differing methods of
teaching mathematical concepts, especially in the cases where students are averse to working
in groups and collaboratively.
Johnson (2004) We applied multivariate models specifying genetic and environmental
influences on adjectives describing each of the five personality domains specified in the Big
Five
Model
of
personality
(BFM;
Extraversion,
Neuroticism,
Agreeableness,
Conscientiousness, and Openness).We selected the specific models to partition the observed
covariance among the adjectives describing each domain into genetic and environmental
components in order to assess the etiologic basis for each domains phenotypic coherence. The
sample on which our analyses were based was part of the National Survey of Midlife
Development in the United States (MIDUS). It consisted of 315 monozygotic and 275 samesex dizygotic twin pairs. Results revealed both common and specific genetic and
environmental influences for each domain, suggesting that all of the domains are etiologically
complex. Models specifying the domains as latent phenotypic constructs fit more poorly than
models suggesting more complex structures for all domains except Extraversion and
Neuroticism. These results raise questions about the BFM as a coherent model of genetic and
environmental influences on personality or, alternatively, about the etiological unity of latent
phenotypic personality trait constructs beyond Extraversion and Neuroticism.
Jalili et al. (2011) The present study was to investigate and identify personality
dimensions of individual and team athletes and to compare the level of social skills and
mental toughness of individual and team athletes with non-athletes. 210 high school students
of Tehran City (70 individual athletes, 70 team athletes, and 70 non-athletes) participated in
the research. The participants were asked to fill out the “Social Skills” and “Mental
9
Toughness” questionnaires as well as Eysenck Personality Scale. Various statistical indices
and method were applied for data analysis including mean, standard deviation, and t-test. The
results indicated that there is a significant difference between individual athletes, team
athletes, and non-athletes in mental toughness, social skills, and personality dimensions. It
can be concluded from the results that personality characteristics of individual and team
athletes are different from non-athletes.
Nawi (2011) studied the main objective of this cross-sectional study is to determine
the differences characteristic between volunteers and non-volunteers in terms of emotional
intelligence, self-esteem and personality based on four dimension aspects of personality such
as psychoticism, neuroticism, extraversion and lie. Three sets of questionnaire to measure
Emotional Intelligence, Self-Esteem and Personality were administered to 276 subjects. One
hundred and sixty eight of them were volunteers and one hundred and eight were
nonvolunteers. Findings showed that there was no significant difference between volunteers
and non-volunteers in term of emotional intelligence (t=0.13, p>0.05). As for self-esteem,
there was a significant difference between the two groups, it was showed that the nonvolunteers scored lower than volunteers in self-esteem, (meaning a higher level of selfesteem) (t=2.67, p<0.05). In term of personality as for psychoticism dimension, it was found
a significant differences between these two group (t=9.72, p< 0.05) indicated that volunteers
have high in psychoticism scores (tough minded people) than non-volunteers. Whereas, in
extraversion there was no significant difference between these two groups.
However,
volunteers have higher Lie scores than non-volunteer in personality that showed a significant
differences between them (t=2.34, p<0.05). Moreover, for neuroticism, it was found
a
significant differences between these two group which indicated that volunteers have lower
Neuroticism scores than non-volunteers (t=-4.70, p< 0.05). The results also showed that
emotional intelligence was moderately correlated with neuroticism, psychoticism, and
10
extraversion. The results seem to suggest that people are in volunteer organizations due to
having the required personality. It is not the case that voluntary activities act as a channel of
their personality. However, on a practical note the assessment of personality in voluntary
workers could possibly assist in enhancing for screening potential voluntary workers in order
to ensure the effectiveness these services to the society.
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METHODOLOGY
Sample selected for present study is including 200 players and 200 non-players.
The sample consist of 100 females and 100 males from both players and non-players
category for Nashik district colleges.
The sample will be selected randomly from the total population of players and
non-player from the affiliation college in Nashik district.
Category
Players
Non-players
Total
Male
100
100
200
Female
100
100
200
Total
200
200
400
Design of the Sample
In this study researcher use 2 x 2 Factorial designs inn order to study the effect of
two main variables.
Type of group
Gender (A)
Total
(B)
Male (A1)
Female (A2)
Players (B1)
A1B1(100)
A2B1(100)
200
Non-players (B2)
A1B2(100)
A2B2(100)
200
Total
200
200
400
Tools of the present study
Following tools used for data collection.

Standardized Psychological Tests
 Emotional intelligence scale
 Personality Test
 Mental health scale
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Statistical Treatment
For study, mean pooled SD and ‘t’ values will be calculated and the results will be
interpreted. For the present research ‘F’ values (ANOVA) and Z values will be calculated
to study the main and interactional effect of different variables on each other.
Utility
The researcher like sports from his school days. Being working in the subject
psychology in college when he came across with many players and non-players. He
observed difference in behavior among players and non players. He also read literature
regarding studies on personality, and relevant factor like motivation, confidence,
concentration and emotional intelligence etc. this created interest in his study the
emotional Intelligence between players and non-players and how it affects their
performance, personality, self awareness, mood management, self motivation, empathy,
managing relationship, alienation etc.
In the field of sports where an individual has to perform complex motor activities an
integrated functioning of physical and psychological variable is of great importance. The
ability of sport person to perform a task in which one has to cooperate with the demands
of physical work and vice-versa. In which emotional intelligence may be playing and
important in perfect relation. The researcher is included to study the importance of
emotional intelligence study both players and non-player.
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need emotional intelligence. ELSEVIER Journal Quarterly. 20, 247-261.
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Emotional intelligence and sporting performance: A comparison between open
and closed skill athletes. Journal of Physical Education and Sports Management.
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Bhakta, R., Lawson, D.A., and Wood, C. (2010). The mathematical abilities and personality
of undergraduate psychology students relative to other student groups. Psychology
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Dev, Roxana, Dev, Omar (2012). Emotional intelligence and physical activity among
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Dhonde, S.P. (2011). A study of mental health among sportsmen and non sportsmen. Asian
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Dominikus, Filino;an, Fauzee, Mohd, Sofi, Omar; Abdullah, Maria, Chong; Meesin, Charoon
and Choosakul, Chairat (2009). Relation between mental skill and anxiety
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Female Students Athletes (Team-Individual) and Non-Athletes. Annals of Biological
Research, (6):554-560.
Johnson, W. and Krueger, R.F. (2004) Genetic and environmental structure of adjectives
describing the domains of the Big Five Model of personality: A nationwide US twin
study Journal of Research in Personality, 38, 448–472.
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Nawi, Nurul Hudani Md (July 2011). Emotional Intelligence, Personality and Self Esteem:
A Comparison of the Characteristics among Two Categories of Subjects. International
Journal of Humanities and Social Science, Vol. 1 No. 8.
Palmer, Benjamin R.; Gignac, Gilles; Ekermans, Gina and Stough, Con (2007). A
Comprehensive Framework For Emotional Intelligence. Nova Science Publishers,
Inc.
Shinde, Ravinde (2011). A comparative study of emotional intelligence & self confidence of
professional & non professional college students. Social Growth. Volume II, Issue
II. Pp. 86
Zamanian1, Faezeh; Haghighi, Mina; Forouzandeh, Elham; Sedighi, Zahra and Salehian, Mir
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Researcher
Guide
(Pradeep Atmaram Waghmare)
(Dr. A.R. Bhardwaj)
15