Transformar conflictos motores mediante los juegos cooperativos en Educación Primaria

Abstract

Esta investigación examinó el tipo de conflictos motores (CM) originados por un programa de intervención educativa basado en juegos cooperativos desarrollados en las clases de Educación Física, en un centro de educación primaria, con el propósito de identificar el índice de intensidad de los CM, como instrumento docente para la optimización de la convivencia escolar. Participaron 43 alumnos, 22 niñas y 21 niños, a lo largo de un curso escolar. Se consideraron 42 clases de Educación Física, donde se plantearon 117 juegos de cooperación y se registraron 319 CM. Entre las conclusiones más notables se puede subrayar la aplicabilidad del índice de conflictividad como herramienta en la educación de los conflictos para fomentar el desarrollo de la convivencia en las escuelas.

Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education

“…The purpose of the two studies was to develop and validate two questionnaires to study secondary school students’ perception about MC in PE lessons (i.e., CONFLICT1-AGE and CONFLICT1-RES). Research on conflict education [ 7 , 13 , 28 , 49 ] understand conflict as an opportunity. In this sense, the challenge lies in trying to make the students capable of assuming a behavior model based on a “win–win” attitude.…”

“…This reflection should help the learners involved to know whether their motor conduct have prioritized their personal interests or, on the contrary, have been oriented towards the search for power relations over others. The educational challenge should lead them to orient their motor conduct towards proposals where relationships with others, the enjoyment of the process, and peaceful coexistence play a leading role [ 7 , 28 , 38 , 49 ].…”

“…The results presented in this article suggest that students can offer their perception about the causes that generate MC, about the conflicting responses derived from the previous stimulus, or even about both actions. These contributions will help PE students and teachers to educate interpersonal relationships, promoting the development of social skills—that is to say, the constructive transformation of conflict situations [ 23 , 29 , 30 ] and overcoming the difficulties that cause the emergence of interpersonal conflicts [ 6 , 25 , 26 , 27 , 28 ].…”

“…In practice, school coexistence presents difficulties that disturb the school climate [ 6 , 25 , 26 ]—a fact that causes interpersonal conflicts’ emergence [ 27 , 28 ]. This reality opens a path towards education on interpersonal relationships in favour of growth in social competencies that help students with constructive conflict transformation [ 23 , 29 , 30 ].…”

“…Educating motor conducts means transforming conflictive student interventions in PE classes to improve school coexistence [ 47 ]. In the education of interpersonal conflicts, traditional games are a fundamental element to promote prosocial learning through significant experiences of relational well-being [ 23 , 28 , 29 , 43 , 48 ].…”