Las emociones en las prácticas motrices de atención plena = Emotions in mindfulness motor tasks

Abstract

RESUMENEste trabajo examinó los efectos de las tareas motrices de atención plena sobre la vivencia emocional. Se examinó la intensidad de las emociones positivas, negativas y ambiguas en hombres y mujeres. También se realizó un análisis de contenido de los comentarios sobre las emociones que registraron los valores más intensos. Participaron 91 estudiantes universitarios.El instrumento de recogida de datos fue el cuestionario GES (Games and Emotion Scale) en el que se registran trece emociones básicas positivas, negativas y ambiguas y el grado de intensidad emocional. El análisis de los datos cuantitativos se realizó mediante un modelo basado en ecuaciones de estimación generalizadas (GEE) y los datos cualitativos a través de la técnica de árboles de clasificación CHAID. Las prácticas de atención plena provocaron valores intensos 1

Analysing Emotions and Social Skills in Physical Education

“…The normality hypothesis was rejected given the asymmetric distribution presented by the data that was obtained with the two instruments. Subsequently, the quantitative data was analysed using a generalised estimating equations model (GEE), taking into account the correlation between the different scores of the same subject and the asymmetry of the data [40]. Multiple comparisons were applied ad hoc to study the differences between the factor categories.…”

Emotional Self-Regulation through Introjective Practices in Physical Education

“…Emotions are an undeniable and integral part of a human being which condition physical and mental health while also playing a key role in behavior, learning, and interaction with others [8][9][10]. Furthermore, a link is established between what we feel and our control over our thoughts and behavior in such a way that we experience different emotions on a constant basis which, in turn, influence our actions [11,12]. In view of this, numerous authors highlight the importance of becoming aware of our own emotions and putting a name to what we feel [13,14].…”

“…At present, different studies focus on the concept of emotional intelligence in order to promote awareness of one's emotions and to develop personal well-being [1,12,13,15]. This task involves: (1) Being aware of our own emotions and what happens to us, and knowing how to name emotions to distinguish between them; (2) controlling and managing what we feel, which can be achieved once the first step has been attained; and (3) recognizing other people's emotions in order to establish links with the community.…”

“…As authors such as Lagardera [16], Bisquerra [7], and Grewall et al [17] note, PE offers an appropriate educational setting for the acquisition of emotional competences. The different motor practices carried out in PE offer a variety of different emotional responses [18][19][20][21], since each task or sporting activity has a different internal logic that stimulates different processes and responses [12]. The objective is to promote motor skills that prompt participants to resolve problems associated with relations with others, with space, time, or material [3,4].…”

“…For instance, being at one with one's inner self in order to be able to observe what and how one feels. This provides an excellent means of developing emotional self-knowledge [23] since it aims to promote emotional management in a progressive manner [12], thereby building and developing the overall well-being of the individual [7].…”