On the Emotion Regulation in the Training of Physical Education

2014 ◽  
Vol 1044-1045 ◽  
pp. 1639-1642
Author(s):  
Li Jun Guo
Keyword(s):  
Emotion Regulation ◽  
Physical Education ◽  
Emotional State ◽  
Negative Emotion ◽  
Emotional Experience ◽  
Great Influence ◽  
Sports Injury ◽  
Negative Emotional State ◽  
Education Training

Emotion is a kind of inner feeling on the surrounding objective things and phenomenon. In the physical education training, it is often the case that students will do effective exercise easily and have clear concept and learn quickly if they are with high spirits and in good mood during the training. In contrast, a negative emotional state will significantly affect and delay the completion of an action, or even cause a sports injury. The results show that the effective regulation of students' emotion in the sports can improve the students’ interest in learning, stimulate their curiosity and pleasant emotional experience. The effect of positive or negative emotion in the training of physical education is very obvious. Therefore, emotion has a great influence on the teaching effect.

scholarly journals Emotion Goals: What Do Sexual Offenders Want to Feel?

2019 ◽  
Vol 63 (15-16) ◽  
pp. 2611-2629 ◽  
Author(s):  
Carlo Garofalo ◽  
Belén López-Pérez ◽  
Michaela Gummerum ◽  
Yaniv Hanoch ◽  
Maya Tamir
Keyword(s):  
Emotion Regulation ◽  
Sexual Offenders ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Emotional Experience ◽  
Negative Emotions ◽  
The Other ◽  
Limited Data ◽  
Perceived Utility ◽  
Emotional Dysfunction

Sexual offenders typically experience more negative emotions and greater difficulties in regulating emotions than non-offenders. However, limited data exist on what sexual offenders want to feel (i.e., their emotion goals). Notably, emotion goals play a key role in emotion regulation and contribute to emotional experience. The present study tested whether sexual offenders ( N = 31) reported higher scores for negative emotion goals and lower scores for positive emotion goals, compared with general offenders ( N = 26) and non-offenders ( N = 26). In addition, we tested whether sexual offenders differed from the other two groups in their perceived pleasantness and perceived utility of emotions. Sexual offenders reported greater scores for the emotion goal of sadness, and lower scores for the emotion goal of excitement, compared with both general offenders and non-offenders. State and trait levels of these emotions could not fully account for these differences. Furthermore, sexual offenders reported lower perceived pleasantness for sadness than general offenders and lower perceived pleasantness for excitement compared with both other groups. Finally, sexual offenders reported greater perceived utility of sadness than non-offenders. These novel findings and their implications for research and interventions are discussed in the context of sexual offenders’ emotional dysfunction.

scholarly journals Emotion Regulation Predicts Everyday Emotion Experience and Social Function in Schizophrenia

2017 ◽  
Vol 6 (2) ◽  
pp. 271-279 ◽  
Author(s):  
Erin K. Moran ◽  
Adam J. Culbreth ◽  
Deanna M. Barch
Keyword(s):  
Emotion Regulation ◽  
Social Interaction ◽  
Hierarchical Linear Modeling ◽  
Positive Emotion ◽  
Daily Life ◽  
Negative Emotion ◽  
Emotional Experience ◽  
Self Report ◽  
Linear Modeling ◽  
Emotion Regulation Strategy

While recent evidence has pointed to disturbances in emotion regulation strategy use in schizophrenia, few studies have examined how these regulation strategies relate to emotionality and social behavior in daily life. Using ecological momentary assessment (EMA), we investigated the relationship between emotion regulation, emotional experience, and social interaction in the daily lives of individuals with schizophrenia. Participants ( N = 30) used mobile phones to complete online questionnaires reporting their daily emotional experience and social interaction. Participants also completed self-report measures of habitual emotion regulation. Hierarchical linear modeling revealed that self-reported use of cognitive reappraisal and savoring of emotional experiences were related to greater positive emotion in daily life. In contrast, self-reported suppression was related to greater negative emotion, reduced positive emotion, and reduced social interaction in daily life. These findings suggest that individual differences in habitual emotion regulation strategy usage have important relationships to everyday emotional and social experiences in schizophrenia.

scholarly journals Emotion regulation of social exclusion: a cross-cultural study

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Zhenhong He ◽  
Nils Muhlert ◽  
Rebecca Elliott
Keyword(s):  
Emotion Regulation ◽  
Social Exclusion ◽  
Negative Emotion ◽  
Emotional Experience ◽  
East Asian ◽  
Emotional Reaction ◽  
Human Needs ◽  
Passive Viewing ◽  
Picture Presentation

AbstractSocial exclusion is harmful to basic human needs. Emotion regulation represents a potential coping strategy. As culture can influence how people react and regulate their emotions, this study examined whether emotional reaction and regulation in response to social exclusion differ between individualistic and collectivistic cultures. A total of 80 college students, half White (n = 40, recruited in Manchester, UK) and half East Asian (n = 40, recruited in Shenzhen, China) viewed social exclusion pictures expressed by same-race or other-race characters. Both groups of participants viewed these pictures under no-reappraisal (passive viewing) and reappraisal (reinterpretation) conditions. Participants rated their vicarious negative emotional experience after each picture presentation. Results showed that both White and East Asian participants expressed greater negative emotion and showed stronger emotion regulation effects when facing own-race social exclusion, i.e., the “own-race bias”. In addition, White participants were more capable of regulating the negative emotions elicited by social exclusion compared to East Asian participants. Findings highlight the importance of considering the role of culture in emotional reaction to and emotion regulation of social exclusion, which may help the development of appropriate interventions across diverse populations.

Influencia de las prácticas expresivas psicomotrices y sociomotrices de cooperación en la vivencia emocional en función del género (Influence of psychomotor and cooperative socialmotor expressive practices in emotional experience considering gender)

Retos ◽  
2020 ◽  
pp. 430-437
Author(s):  
Pedro Ángel Ruiz Vico ◽  
María Isabel Cifo Izquierdo
Keyword(s):  
Physical Education ◽  
Positive Emotions ◽  
Emotional State ◽  
Emotional Experience ◽  
First Year ◽  
Emotional Intensity ◽  
Estimation Equations ◽  
Emotional Wellness ◽  
Body Expression

  El presente estudio investigó la intensidad emocional vivenciada durante la práctica de situaciones expresivas psicomotrices y sociomotrices de cooperación en las sesiones de Educación Física. Participaron 60 alumnos (34 chicas y 26 chicos) de primer curso de la ESO de un instituto de la Región de Murcia. Para conocer sus estados emocionales se empleó la escala Games and Emotions Scale (GES). Los datos se analizaron con las ecuaciones de estimación generalizadas. Los resultados mostraron que tanto las prácticas expresivas psicomotrices y sociomotrices de cooperación, generan intensidades altas de emociones positivas. Sin embargo, en las situaciones psicomotrices se registraron valores más altos de la emoción vergüenza que en las situaciones sociomotrices de cooperación. La conclusión extraída de este estudio implica la necesidad de tener en consideración este tipo de situaciones para el desarrollo del bienestar emocional en el alumnado. Además, aporta evidencias para iniciar la práctica de situaciones expresivas sociomotrices de cooperación por favorecer un clima de bienestar, donde la intensidad de la emoción vergüenza es menor que en las situaciones psicomotrices expresivas.  Abstract: The present research analyzed the emotional intensity lived during the practice on psychomotor (individual) and socialmotor (cooperative) body expression situations in Physical Education lessons. 60 students (34 girls and 26 boys) of ESO’s first year from a highschool in the Region of Murcia, took part. To know their emotional state, it was used the Games and Emotion Scale (GES). The data obtained was analyzed with the generalized estimation equations. The results suggested that psychomotor as well as cooperative socialmotor practices generate high intensities in positive emotions. However, psychomotor situations in body expresion registed higher values of shame over cooperatives. The conclusion drawn from this study imply the necessity of considering these kind of situations a way to develop an emotional wellness in students. Furthermore, this provides evidence to start cooperative socialmotor practices to stimulate a wellness atmosphere where the emotional intensity of shame is lower than in psychomotor body expresion.

An ecological momentary assessment evaluation of emotion regulation abnormalities in schizophrenia

2018 ◽  
Vol 48 (14) ◽  
pp. 2337-2345 ◽  
Author(s):  
Katherine Frost Visser ◽  
Farnaz Zamani Esfahlani ◽  
Hiroki Sayama ◽  
Gregory P. Strauss
Keyword(s):  
Emotion Regulation ◽  
Ecological Momentary Assessment ◽  
Negative Emotion ◽  
Emotional Experience ◽  
Self Report ◽  
Regulation Process ◽  
Limited Effectiveness ◽  
Three Stages ◽  
Ecological Momentary ◽  
Momentary Assessment

AbstractBackgroundPrior studies using self-report questionnaires and laboratory-based methods suggest that schizophrenia is characterized by abnormalities in emotion regulation (i.e. using strategies to increase or decrease the frequency, duration, or intensity of negative emotion). However, it is unclear whether these abnormalities reflect poor emotion regulation effort or adequate effort, but limited effectiveness. It is also unclear whether dysfunction results primarily from one of the three stages of the emotion regulation process: identification, selection, or implementation.MethodThe current study used ecological momentary assessment (EMA) to address these questions in the context of everyday activities. Participants included 28 outpatients diagnosed with schizophrenia (SZ) and 28 demographically matched healthy controls (CN) who completed 6 days of EMA reports of in-the-moment emotional experience, emotion regulation strategy use, and context.ResultsResults indicated that SZ demonstrated adequate emotion regulation effort, but poor effectiveness. Abnormalities were observed at each of the three stages of the emotion regulation process. At the identification stage, SZ initiated emotion regulation efforts at a lower threshold of negative emotion intensity. At the selection stage, SZ selected more strategies than CN and strategies attempted were less contextually appropriate. At the implementation stage, moderate to high levels of effort were ineffective at decreasing negative emotion.ConclusionsFindings suggest that although SZ attempt to control their emotions using various strategies, often applying more effort than CN, these efforts are unsuccessful; emotion regulation abnormalities may result from difficulties at the identification, selection, and implementation stages.

Don’t Worry, Be Happy

2019 ◽  
pp. 283-297
Author(s):  
Hooria Jazaieri ◽  
Amanda S. Morrison ◽  
James J. Gross
Keyword(s):  
Emotion Regulation ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Process Model ◽  
Negative Emotion ◽  
Emotional Experience ◽  
Assessment And Treatment ◽  
Interpersonal Situations

It has widely been acknowledged that many psychological disorders involve difficulties with emotion regulation. However, the majority of this work has focused on difficulties regulating negative emotion. Using the process model of emotion regulation as a guiding framework, this chapter illustrates the regulation of positive emotional experience in social anxiety disorder. For many people, interpersonal situations are some of the most meaningful and pleasurable in life. However, for individuals with social anxiety disorder, interpersonal situations often are more stressful and terrifying than they are meaningful and pleasurable. As a consequence, individuals with social anxiety disorder have poorer relationships and fewer social connections. This chapter first briefly reviews general features of emotion regulation and then considers emotion and emotion regulation in social anxiety disorder specifically. We then summarize the role of positive emotion and the regulation of positive emotional experience in social anxiety disorder. The chapter also discusses implications for assessment and treatment.

scholarly journals The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes

2020 ◽  
Vol 17 (4) ◽  
pp. 1437 ◽  
Author(s):  
Ruben Trigueros ◽  
Marta García-Tascón ◽  
Ana M. Gallardo ◽  
Antonio Alías ◽  
José M. Aguilar-Parra
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Physical Education ◽  
Structural Equation ◽  
Emotional State ◽  
Well Being ◽  
School Students ◽  
Prosocial Skills ◽  
Negative Emotional State ◽  
Creative Intelligence

Physical Education classes are a key context for the development of creativity due to interactions with peers and the resolution of complex motor skills. Therefore, the aim of this study is to analyze the influence of the teacher’s social behaviors on the mindwandering, emotional state, and academic performance of Physical Education students. The study involved 606 high school students and 36 physical education teachers. A structural equation model was used to analyze the relationship between the variables of the study. The results showed how the teacher’s prosocial and antisocial behaviors had a negative influence on mindwandering. In turn, mindwandering negatively predicted creative intelligence. Likewise, creative intelligence positively predicted a positive emotional state and academic performance and negatively predicted a negative emotional state. Finally, a positive emotional state positively predicted academic performance, while a negative emotional state predicted it negatively. Therefore, the results achieved in the study showed how mindwandering should be promoted in the educational field as a means of encouraging creativity and therefore increasing the well-being of students, which is conducive to academic performance.

scholarly journals The Role of the Insular Cortex in Naloxone-Induced Conditioned Place Aversion in Morphine-Dependent Mice

2016 ◽  
pp. 701-709 ◽  
Author(s):  
F. WANG ◽  
X. JING ◽  
J. YANG ◽  
H. WANG ◽  
R. XIANG ◽  
...  
Keyword(s):  
Drug Addiction ◽  
Brain Structure ◽  
Emotional State ◽  
Negative Emotion ◽  
Insular Cortex ◽  
Morphine Withdrawal ◽  
Conditioned Place Aversion ◽  
Place Aversion ◽  
Negative Emotional State

A negative emotional state resulting from the withdrawal of drug addiction is thought to be an important factor that triggers and exacerbates relapse. Since the insular cortex is a key brain structure involved in the modulation of negative emotions, we investigated whether the integrity of the insular cortex was important for motivational aversion associated with morphine withdrawal as well as whether this kind of negative emotion induced neuroadaptation in the insular cortex. In this present study, a sensitive mouse conditioned place aversion (CPA) model measuring the motivational aversion of morphine withdrawal was first established. Our results showed that bilateral insular cortex lesions by kainic acid completely inhibited the expression of CPA. The expression of FosB/ΔFosB in the insular cortex was significantly increased 24 h after the CPA regime was performed, but the expression of c-Fos in the insular cortex did not changed. These findings indicate that the integrity of the insular cortex is essential to motivational aversion associated with morphine withdrawal, and that this kind of aversion induces neuroadaptation, observed as the increase of FosB/ΔFosB expression, in the insular cortex.

Smiling won’t make you feel better: Response-focused emotion regulation strategies have little impact on cognitive, behavioural, physiological, and subjective outcomes

2020 ◽  
Author(s):  
Nancy Bahl ◽  
Allison Ouimet
Keyword(s):  
Emotion Regulation ◽  
Negative Emotion ◽  
Electrodermal Activity ◽  
Adaptive Strategy ◽  
Expressive Suppression ◽  
Memory Accuracy ◽  
Cognitive Behavioural ◽  
Regulation Strategies ◽  
The Common ◽  
Subjective Outcomes

Background and Objectives. Response-focused emotion regulation (RF-ER) strategies may alter people’s evoked emotions, influencing psychophysiology, memory accuracy, and affect. Researchers have found that participants engaging in expressive suppression (ES; a RF-ER strategy) experience increased sympathetic nervous system arousal, affect (i.e., higher subjective anxiety and negative emotion), and lowered memory accuracy. It is unclear, however, whether all RF-ER strategies exert maladaptive effects. Expressive dissonance (ED; displaying an expression opposite from how one feels) is a RF-ER strategy, and thus likely considered “maladaptive”. As outlined by the facial feedback hypothesis, however, smiling may increase positive emotion, suggesting it may be an adaptive strategy. We compared the effects of ED and ES to a control condition on psychophysiology, memory accuracy, and affect, to assess whether ED is an adaptive RF-ER strategy, relative to ES. Methods. We randomly assigned 144 female participants to engage in ED, ES, or to naturally observe, while viewing negative and arousing images. We recorded electrodermal activity and self-reported affect throughout the experiment and participants completed memory tasks. Results. There were no differences between groups across outcomes. Conclusion. Engaging in ES or ED may not lead to negative or positive impacts, shedding doubt on the common conclusion that specific strategies are categorically adaptive or maladaptive.

Sign in / Sign up

Export Citation Format

Share Document