The sports initiation of basketball has used exercises and games to improve motor performance, forgetting aspects of maximum importance such as the emotional experience and motivational orientation of players. There were 183 students from public secondary and post-compulsory schools, 103 girls (56.2%) and 80 boys (43.7%). The validated Games and Emotions Scale questionnaire: GES-II was applied, together with the motivation questionnaire that the students completed after finishing the game situations. Two sessions were held: a) races bouncing a basketball and, b) by teams, passing between teammates a ball that had to be launched on the rival team. Multivariate analyzes were applied, classification trees, specifically the CHAID growth method (Chi-squared Automatic Interaction Detector, in SPSS v.24). The analysis of the predictive variables of emotional intensity indicated that the first explanatory variable was the emotion type (p <.001; F = 1178.369; df1, df2 = 1833). The positive emotions (e +) (n = 367, M = 4.0) were more intense (p <.001) than the negative ones (e-) (n = 1468, mean 1.4). The second predictive variable for both types of emotions was the result. The predictive maps of emotional and motivational experience confirm that the characteristics of the tasks and of the players are two intertwined realities to take into account in integral basketball training. The sports initiation of basketball has used exercises and games to improve motor performance, forgetting aspects of maximum importance such as the emotional experience and motivational orientation of players. There were 183 students from public secondary and post-compulsory schools, 103 girls (56.2%) and 80 boys (43.7%). The validated Games and Emotions Scale questionnaire: GES-II was applied, together with the motivation questionnaire that the students completed after finishing the game situations. Two sessions were held: a) races bouncing a basketball and, b) by teams, passing between teammates a ball that had to be launched on the rival team. Multivariate analyzes were applied, classification trees, specifically the CHAID growth method (Chi-squared Automatic Interaction Detector, in SPSS v.24). The analysis of the predictive variables of emotional intensity indicated that the first explanatory variable was the emotion type (p <.001; F = 1178.369; df1, df2 = 1833). The positive emotions (e +) (n = 367, M = 4.0) were more intense (p <.001) than the negative ones (e-) (n = 1468, mean 1.4). The second predictive variable for both types of emotions was the result. The predictive maps of emotional and motivational experience confirm that the characteristics of the tasks and of the players are two intertwined realities to take into account in integral basketball training.
Traditional paradoxical games enable democratic social encounters as well as reflective skills to be fostered among students. The rules of these games, of which the game pelota sentada (sitting ball) is an example, afford players autonomy to decide either to cooperate with other participants (to release or keep others free) or to oppose them (to capture free players). The aim of this study was to investigate the reflection-on-action about decisions (strategies), relationships and emotions of the participants in the game sitting ball when in the role of free player in possession of the ball. Undergraduate degree students (n = 106) in physical activity and sport sciences took part. After the game, the players answered reflection-on-action open-ended and closeended questions about their strategies, relationships and emotions. Four experts followed a validated directed and summative approach to the content analysis of 742 comments, using ATLAS.ti software. The findings highlight that decisions, relationships and emotions are distinct yet intertwined dimensions of the same phenomenon: motor conduct in the game pelota sentada (sitting ball).
En el contexto educativo, educar competencias emocionales origina unas consecuencias muy positivas en el rendimiento académico y el bienestar subjetivo del alumnado, especialmente si se trabaja desde edades tempranas. La asignatura de educación física dispone de un gran repertorio de recursos pedagógicos para promover una educación física integral, destacando entre ellos el juego motor. El objetivo de este estudio fue desvelar la fuerza predictiva de dos variables asociadas al juego (dominio de acción motriz: juegos psicomotores, de cooperación, de oposición y de cooperación-oposición y competición: presencia o ausencia) sobre la intensidad emocional de los alumnos. Participaron en total 91 estudiantes de educación secundaria de Cataluña con edades entre los 12 y 14 años. Se realizaron ocho sesiones de intervención (un tipo de juego por sesión). Tras la práctica de los juegos, los participantes valoraron su experiencia emocional de 1 a 10 respondiendo el cuestionario validado GES. Para el análisis de los datos se aplicaron dos técnicas estadísticas diferentes pero complementarias: ecuaciones de estimación generalizadas y árboles de clasificación. Entre los principales hallazgos se destaca que: a) a través del juego motor se puede potenciar el desarrollo de las competencias motrices y socio-emocionales; b) El profesor de educación física debería saber que la variable competición asociada al tipo de relaciones en el juego influye en la experiencia de emociones positivas. c) El juego es una fuente de vivencias emocionales positivas, especialmente los juegos cooperativos sin competición. Abstract. In the educational context, forming emotional competences leads to very positive consequences in academic performance and subjective well-being of the students, especially if it is worked from early ages. Physical education has a large repertoire of pedagogical tools to promote an integral physical education, motor games standing out among them. The aim of this study was to investigate the predictive capacity of two characteristics of a game (motor action domain: psychomotor, cooperation, opposition and cooperation-opposition; and competition games: presence or absence) on emotional intensity. A total of 91 high school students from Catalonia participated. Eight 60-minute intervention sessions were conducted with games of the same type in each session. Emotional intensity was assessed at the end of the session using the GES questionnaire. For the data analysis, two statistical techniques were applied: generalized estimation equations and classification trees. The main findings indicated that: a) through motor games, the development of motor and socio-emotional competences can be enhanced; b) Physical education teachers should be aware that the interaction between competition and type of relationships during a game has an influence on experiencing positive emotions; c) games are a source of positive emotional experiences, especially the cooperative, non-competitive ones.
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