Joy in Movement: Traditional Sporting Games and Emotional Experience in Elementary Physical Education

Muñoz, Verónica Alcaraz; Izquierdo, María Isabel Cifo; García, Gemma María Gea; Roque, José Ignacio Alonso; Lucas, Juan Luis Yuste

doi:10.3389/fpsyg.2020.588640

Cited by 19 publications

(23 citation statements)

References 34 publications

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“…Overall, the analysis of the three intervention moments showed that all participants experienced mainly intense positive emotions. This finding is consistent with other studies of educational interventions using TSG (e.g., [57,58,[62][63][64]). These studies show that socio-motor games are a resource that generates states of well-being among participants.…”

Section: Discussionsupporting

confidence: 92%

“…Often, these are motor conducts (misadjusted or perverse) that deviate from the limits of coexistence established by the rules and the appropriate way to adapt to the internal logic of any game [72,73]. Likewise, the presence of distressing emotions will mark the starting point for learning to regulate emotions in the present and in adult life [57].…”

Section: Discussionmentioning

confidence: 99%

“…These findings reinforce the results found in other studies (e.g., [32,78,79]) on the need to educate emotional competence through awareness of one's own emotions. This educational process will favour emotional regulation and the transformation of negative emotions into positive emotions [57,63].…”

Section: Discussionmentioning

confidence: 99%

“…In the context of PE, the GIAM pedagogical model (of the Motor Action Research Group) offers intervention guidelines for teachers to provide education on conflictive interpersonal relationships aimed at improving socio-emotional well-being [52]. Its characteristics, based on the theory of motor action [53], conflictology [42,54], and reflection on action [55,56], provide teachers and students with the necessary resources to guide their interventions towards states of well-being and mutual respect among equals [12,57].…”

Section: Physical Education and Socio-emotional Well-beingmentioning

confidence: 99%

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From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

et al. 2021

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The education of pleasant interpersonal relationships is one of the great challenges of modern physical education. Learning to live together sustainably is also learning to transform conflicts and the negative emotions elicited by them. The aim of this study was to determine the effect of the GIAM pedagogical model (of the Motor Action Research Group) through cooperation-opposition traditional sporting games with competition in the presence of motor conflicts (conflict transformation; relational well-being) and on emotional regulation (management of negative emotions; emotional well-being). Empirical research was carried out using an associative strategy (explanatory study) involving 222 secondary school students (Mage = 14.86; SD = 0.65). A seven-session pedagogical intervention was carried out based on a championship using the Marro (Prisoner’s Bar) game. The students answered two validated questionnaires of socio-emotional well-being, the Games and Emotions Scale (GES-II) and the Motor Conflict Questionnaire (MCQ), at three phases during the experience (beginning, middle, and end). The findings showed that, through the GIAM model, motor conflicts and the intensity of negative emotions were reduced. It was found that conflicts and negative emotions are part of the same phenomenon and that through an appropriate pedagogical program it is possible to turn them into experiences of socio-emotional well-being.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Physical Education and Socio-emotional Well-beingmentioning

confidence: 99%

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From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

et al. 2021

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“…This could be suggested as a future line of research in view of the existing relationship between meanings and emotions. A relation has been found between certain types of games and certain emotions (Lavega et al, 2014;Hedegaard, 2016;Alcaraz-Muñoz et al, 2020) and future studies could perfectly address links between the meanings of the games and the emotions awakened in participants (following Turner's (2005), notion of symbols as stimuli of emotions).…”

Section: Resultsmentioning

confidence: 91%

New Images for Old Symbols: Meanings That Children Give to a Traditional Game

2021

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Traditional games are considered agents of enculturation. This article explores the procedure to access the cultural meanings transmitted in a traditional game. The goal is to understand what children aged 6–11 make of the game called ‘the chained bear’ and to compare the meanings retrieved with those of different traditional versions of the game. For such a purpose, through an exploratory cross-sectional study, cartoons depicting people playing the game were exhibited and viewers (n = 359; age range: 6–11; Mean age = 8.79; SD = 1.81) were asked to interpret them as a drama play, as well as contributing a title, a plot and saying how they would name the characters. The results show that, beyond the individual images that each child created in their mind, most of them coincided in stories about harassment and defense and theft and protection. These plots match those of the ludic tradition, showing that the actions evoke different pictures to each individual, but share common cultural meanings in turn. The study shows a procedure to access the meanings that traditional games transmit and confirms that games contain pieces of culture, which makes them agents of enculturation.

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How is the relationship between student responses and students' motor skills after using the cat vs fish game E-module?

Astalini¹,

Komaini

Inarta

et al. 2022

CJES

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The development of games that are applied in learning physical education, sports, and health is a solution to the boredom felt by students during learningtake place. The aims of this research are (1) How is the feasibility of the fish vs cat game e-module? (2) How do students respond to the use of the cat vs fish e-module? (3) How are the students' motor skills different before and after using the cat vs fish e-module in class VA and VB? (4) What is the relationship between students' responses to the use of the cat vs fish e-module with students' motor skills after using the cat vs fish e-module?. Research methodologyused in this research is research and development. At the trial stage, it was carried out by involving 60 students consisting of 2 classes. The conclusion of this study is that the developed cat vs fish game e-module has been declared valid to be used, based on the t-test conducted showing that there are differences in students' motor skills before and after using the cat vs fish game e-module in class VA and class VB. The results of the correlation test showed that there was a significant relationship between student responses and students' motor skills after using the cat vs fish e-module. The cat vs fish game e-module can be a learning innovation in physical education, sports, and health subjects that can be a guide for cat vs fish games so as to train students' motor skills. Keywords: Physics, SPS, problem based learning, melde practicum, gender

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Joy in Movement: Traditional Sporting Games and Emotional Experience in Elementary Physical Education

Cited by 19 publications

References 34 publications

From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

New Images for Old Symbols: Meanings That Children Give to a Traditional Game

How is the relationship between student responses and students' motor skills after using the cat vs fish game E-module?

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