Excessive Emotional Reactivity – Leadership Attitude and their Connection with Physical Education in the Students’ University Programme

AbstractProblem Statement: Physical Education and Sports are not exclusively physical activities. Through physical effort, included in a planned programme, we can obtain progressive attitudinal modifications in a positive sense, involving the students’ capacity of analyzing a situation, solving a problem and reacting positive, thus diminishing excessive emotional reactivity, which has a negative influence in the definition or formation of the leadership quality. In order to prove this aspect, we used a sequence of the Ellis tests, which helped us observing in due time excessive emotional reactivity. In all this modifications, it is acknowledged that an important role is played by the Physical Education lesson. For this reason, we think that these lessons must not be skipped in the students’ university programme. Purpose of Study: In this research, we have started from the hypothesis according to which sports activities – motion games especially, stimulate the group climate, educate the subjects’ leadership attitude and diminish the excessive emotional reactivity, which leads to losing the chance of gaining the leader status. The research was undertaken on a group of 30 students enrolled in the same institution, although theoretically having the same preoccupations and social status. We separated this group in three subgroups of 10 students each (because their preoccupations are slightly different from a physical point of view) as following: 10 students who practice sports games, 10 students who only attend Physical Education classes held at the university, and 10 students who have medical exempts for various reasons. Research Methods: Bibliographic study method; observation method; investigation method (conversation, questionnaire, etc.); pedagogical experiment method; statistical-mathematic method; graphical method. Findings: This research aims to prove that if significant differences occur in the excessive emotional reactivity process between students who are involved in sports games all along the week, over a school-year, as compared to those who develop similar activities, having Physical Education Lessons only once a week or those who have medical exempts for various reasons. Conclusions: Sports games are essential and vital in the intellectual-motric development of students, in order to diminish the excessive emotional reactivity and to stimulate the formation of the leadership quality. The scientific and systematic use of sports games will positively influence both the capacity of controlling one's movement and the entire intellectual-motric sphere, thus creating a competitive environment within the group, speculating and promoting the leadership attitude among students, in parallel with the increase of their interest for physical effort