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Background: Physical activity (PA) can be a mechanism that develops emotions. Emotional intelligence (EI) is related to significant public health and psychological benefits. However, there is little information about the relationships between PA and EI dimensions: emotional attention, clarity, and repair. This study examined the possible relationships between these variables in undergraduate students from Madrid. As a secondary aim, sex differences in PA domains and EI dimensions were examined. Methods: A total of 2960 (21.34 ± 4.34 years) undergraduate students from Madrid (Spain) fulfilled the Trait MetaMood Scale (TMMS-24) and Global Physical Activity Questionnaire (GPAQ). We used a MANOVA to compare EI and PA levels according to sex. Different linear regressions were conducted to calculate the PA and age prediction power based on EI. Results: We found a significant association between EI dimensions and PA levels, although these relationships were small. Fully adjusted linear regression showed that sex and leisure-time PA (LTPA) were associated of emotional attention (r2 c = .025). Sex, age, and LTPA were associated of emotional repair (r2 c = .024). There were statistically significant differences in EI by sex (p ≤ .001; η2 p = .039), with higher scores in emotional attention for women (p ≤ .001) and emotional clarity (p ≤ .001) and repair (p ≤ .001) for men. PA levels differed according to sex (p ≤ .001; η2 p = .038). Men show higher scores in LTPA levels (p = .002) and occupational PA (p ≤ .001). Conclusions: Undergraduate students with higher levels of LTPA showed a better score on EI, specifically in emotional attention and emotional repair. However, these associations and the predictive power of LTPA regarding emotional attention and emotional repair were weak. Men engaged in more LTPA and occupational PA and had higher emotional clarity and emotional repair than women. However, women had higher emotional attention.

El objetivo principal del proyecto y que está reflejado en la concesión del mismo es evaluar la eficacia del método de gestión del tiempo GET (Gestión Estratégica de Tiempo, (Luceño et al., 2021) en términos de disminución del estrés, ansiedad, depresión y burnout tras su aplicación. Se tomarán tres medidas de todas las variables en tres momentos distintos: a) momento uno, antes de la aplicación del programa de gestión del tiempo GET, b) momento dos, después de su aplicación y c) momento tres: tres meses después de su aplicación. El objetivo de tomar otra medida a los tres meses es comprobar si las conductas de gestión del tiempo se mantienen y si ha habido transferencia de la formación. También se pretende evaluar si las estrategias de afrontamiento del estrés y las estrategias de regulación emocional cambian al gestionar mejor el tiempo. Es probable que al disponer de más herramientas se utilicen estrategias más adaptativas, dirigidas a solucionar los problemas. Se incluyó en el proyecto un grupo control, para evaluar si había diferencias en las variables estudiadas entre el grupo experimental (al que le habíamos instruido con el método GET) y el grupo control que no había sido entrenado con el método GET. Se consiguieron parte de los objetivos del proyecto, ya que se demostró la eficacia del método de gestión del tiempo GET, Gestión Estratégica del Tiempo (Luceño et al., 2021) para disminuir la ansiedad y aumentar la autoeficacia (regulación emocional), pero no para disminuir el burnout, el estrés y la depresión. Los alumnos del grupo experimental tenían menos ansiedad y mayor autoeficacia que los del grupo control. También se demostró que el método GET influye en las estrategias de regulación emocional, ya que los alumnos que habían utilizado el método GET presentaban mejores herramientas de regulación emocional que los alumnos del grupo control. Por otra parte, todos los indicadores mejoraron tras la aplicación del programa GET, aunque estas diferencias no fuer, The main objective of the project, as reflected in its grant, is to evaluate the effectiveness of the time management method GET (Strategic Time Management, Luceño et al., 2021) in terms of reducing stress, anxiety, depression, and burnout after its application. Three measures of all variables will be taken at three different times: a) moment one, before the application of the GET time management program, b) moment two, after its application, and c) moment three: three months after its application. The objective of taking another measure at three months is to verify if time management behaviors are maintained and if there has been transfer of training. The project also aims to evaluate if stress coping strategies and emotional regulation strategies change when managing time better. It is likely that with more tools available, more adaptive strategies will be used to solve problems. A control group was included in the project to evaluate if there were differences in the studied variables between the experimental group (which had been instructed with the GET method) and the control group, which had not been trained with the GET method. Some of the project's objectives were achieved since it was shown that the GET time management method was effective in reducing anxiety and increasing self-efficacy (emotional regulation), but not for reducing burnout, stress, and depression. The experimental group had less anxiety and greater self-efficacy than the control group. It was also demonstrated that the GET method influences emotional regulation strategies since students who had used the GET method had better emotional regulation tools than students in the control group. Additionally, all indicators improved after the application of the GET program, although these differences were not statistically significant.