Vol. 6, Issue 2, Part B (2024)

The objective of the study is to find out the relationship between Emotional Intelligence (EI) and Games and Sports of college-going boys.
Methodology: For the purpose of the study, 36 non-playing Boys and Girls in different games & sports and 38 player’s Boys and Girls were randomly selected. The age of all the subjects ranged from 18 years to 22 yrs. The Emotional Intelligence Scale (EIS) developed by Schutle et al. (1998) was used to assess the Emotional Intelligence level of the subjects. Descriptive statistics was used to examine the significance difference among five domains of Emotional Intelligence (Self Recognition, Self-Regulation, Self-Motivation, Empathy and Handling Relations). One-way ANOVA was used and hypothesis was tested at a .05 level of significance.
Results: The Mean and Standard Deviation of Non-Playing Boys in the total EI Scale is (99.69+7.02). The Mean and Standard Deviation of Non-Playing Girls in the total EI Scale is (99.72+4.94). Mean and Standard Deviation of Boys players in different games and sports in the total EI Scale is (115.36+6.32). Mean and Standard Deviation of Girls players in different games and sports in the total EI Scale is (113.28+6.12). The ANOVA result shows that the “p-values” of the domains of Emotional Intelligence are less than 0.05, and hence, the F-value is significant at a 5% level.
Summarizing the key findings and implications of the study: Results clearly indicate that there is a significant effect of games and sports on the Emotional Intelligence and Sports Achievements of college boys and girls. Students who have high sports achievement are high on the EI Scale; hence games and sports plays a significant role in development of Emotional Intelligence (EI).