The main objective of this study was to analyze student-perceived teaching styles' power to predict students' resilience and the emergence of bullying behaviors in physical education class. A total of 537 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain), participated in the study. The design of the study was cross-sectional. The results showed that bullying was positively predicted by students' perceptions of a more controlling style and negatively by a greater perception of an autonomy-supportive style in physical education classes. Victimization was negatively predicted by greater resilience and positively by students' perception of a teacher's more controlling style. Finally, the mediation analysis showed that the perception of autonomy support indirectly and negatively predicted victimization, with resilience acting as a mediator. These findings provide useful information for physical education teachers interested in preventing bullying, and have important practical implications about the teaching style recommended for this purpose.

Teaching Styles in Physical Education: A New Approach to Predicting Resilience and Bullying

Este libro presenta el trabajo de varios autores sobre la formacion del profesorado en Educacion infantil y educacion primaria, abordando temas tales como las necesidades educativas especiales y actitud docente, la calidad, equidad e inclusion, la relacion familia - escuela en la formacion del futuro maestro , etc

La formación del profesorado en Educación Infantil y Educación Primaria

The education for peace initiative of UNESCO addresses the conditions that can ensure gender equality and the emotional wellbeing of individuals. In the context of physical education (PE), teachers may teach peaceful relationships through motor games. Cooperative games, as a way of encouraging positive emotions, offer PE teachers an excellent context in which to implement programmes for promoting emotional awareness and social wellbeing.This study investigates the effects that competitive cooperative games can have on the intensity of positive, negative and ambiguous emotions experienced by participants, with specific attention being paid to gender. Participants were 132 first year students (90 males and 42 females) from the sports science and physical education degree offered by the University of Coimbra. Statistical analysis by means of generalized estimating equations showed that cooperative games evoked high levels of positive emotions, regardless of whether participants won or lost. Compared with males, female participants reported more intense positive emotions when winning and less intense negative emotions when losing. This study also served as an exercise in emotional education for the students involved, students who will be the PE teachers of tomorrow. Through such an exercise the students were able to experience the extraordinary educational value that cooperative games can have in terms of teaching peaceful social relationships.

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Educando para la paz jugando: género y emociones en la práctica de juegos cooperativos competitivos

El objetivo del presente estudio ha sido ahondar en el conocimiento de las emociones generadas a traves de la practica de diversos tipos de juegos, mediante la puesta en practica de una propuesta disenada a tal efecto. Mas concretamente se ha tratado de conocer en que medida, los juegos cooperativos y de oposicion permiten el desarrollo emocional del alumnado en comparacion con los juegos populares cooperativos y de oposicion. Los participantes han sido un total de 50 alumnos y alumnas de sexto curso de Educacion Primaria. El instrumento empleado ha sido el cuestionario sobre las percepciones socio-emocionales de Gil-Madrona y Martinez (2016). Los resultados indican una gran similitud entre la utilizacion de los juegos cooperativos y juegos populares cooperativos. No obstante, los juegos populares de oposicion producen mayores emociones positivas en el alumnado respecto a los juegos de oposicion. El porcentaje de alumnado que se decanta por las emociones plancenteras es manifiestamente superior al de aquellos que se decantan por las displacenteras. Finalmente, se concluye que la propuesta utilizada es eficaz para producir emociones en los cuatro dominios de accion motriz objeto de estudio.PALABRAS CLAVE: Afectividad, educacion ciudadana, juego educativo, metodo de ensenanzaABSTRACTThe aim of this research has been to know which are the generated emotions through the practice of diverse kinds of games, through a proposal. Specifically, it is have been tried to know how cooperative and opposition games allow for the emotional development of the students with respect to traditional cooperative games and traditional opposition games. A total of 50 children of 6th grade took part in this work. The instrument used was the Gil-Madrona and Martinez's questionnaire (2016) about socio-emotional perceptions. The results indicate a similarity between using cooperative and traditional cooperative games. However, traditional opposition games produce greater positive emotions in students with respect to opposition games. Finally, it is concluded that the approach used is effective to produce emotions in the four motor domains studied.KEY WORDS: emotions, civic education, educational games, teaching methods

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Emociones generadas por distintos tipos de juegos en clase de educación física / Generated Emotions By Various Types Of Games In Physical Education

Efeitos de programas de judô e karate adaptados, treinamento resistido com duas e três vezes semanais sobre a densidade óssea, autonomia funcional, força e qualidade de vida de mulheres com baixa densidade óssea. View project Análisis y diseño de nuevas máquinas bio-saludables/ Improve the mechanical configuration of biohealthy machinery with the aim of achieving an optimum benefit of the effects of its use on the physical condition and health View project Pablo J. Marcos-Pardo Universidad Católica San Antonio de Murcia (... 39 PUBLICATIONS 107 CITATIONS

Autonomía Funcional y Sarcopenia: Efectos del entrenamiento de la Fuerza para la mejora de la Salud en personas mayores

The aim was to analyze the impact of different families of sporting games on emotions that are experienced in pre-graduates students in Sciences of Physical Activity and Sport and determine the role that competition can result in emotional expression. Methods: We designed a learning experience in which students experienced 8 sporting games with and without competition. Students participated in all the games and raised emotional intensities evaluated at the end of each. Instruments: Games Emotion Scale validated in university students  was used  to measure the subjective experience of each student. Results: there was a very positive emotional experience, with very low values for negative emotions. Competition proved to be a factor in the evaluation of emotions.

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Formación emocional y juego en futuros docentes de Educación física

Giatsis, G., Lopez Martinez, A.B., & Gea Garcia, G.M. (2015). The efficacy of the attack and block in game phases on male fivb and cev beach volleyball. A review. J. Hum. Sport Exerc., 10(2), pp.537-549. The aim of this study was to investigate the efficacy and differences of the attack, block, and reception in side out and counter-attack phases during beach volleyball games. A total of 80 games of FIVB World Tour and European Championships were analyzed. The technical skills analyzed were the type and efficacy of the attack, the type of block, and the efficacy of reception. The sample included 13.939 rallies, including attack (n=7.090), block (n=7.090), and serve reception (n=5.161). Descriptive statistics were applied in order to obtain frequencies and percentages. Inferential statistics were calculated (p<.05) through chi square tests. The results showed that the spikes were more frequent values than shots at both side out and counterattack phases. Attack errors and kills were the more frequent values in both phases. Perfect receptions showed a kill percentage similar to situations when the reception was limited. It was concluded that players should make fewer errors when spiking, and coaches should pay more attention to fake blocks during both

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The efficacy of the attack and block in game phases on male FIVB and CEV beach volleyball

Through games a motivating learning climate is provided, generating mainly positive emotions among the students by the very nature of the game. However, while the early stages are the most important for emotional well-being development, research about scientific knowledge of emotional physical education in children is still scarce. The aims of this study were to analyze the intensity of emotions (positive or negative) produced when players took part in games of different social structure, with or without competition (winner or loser), with or without sport experience and to examine the explanations given by the participants for these emotional experiences. Participants (N = 152) were recruited from two Spanish elementary school. We applied Student's t-test and one-factor ANOVA. Students' subjective comments were classified through content analysis in macro-categories and we used the Chi-square Automatic Interaction Detector (CHAID, implemented in SPSSTM Answer Tree® 13.0). The application of a mixed-methods approach identified statistically significant differences in four variables: (a) the type of emotion, (b) motor domain, (c) type of outcome (winning, losing, and non-competitive), and (d) sport experience. The intensity of positive emotions was higher (M = 3.71, SD = 0.893) than negative emotions (M = 1.18, SD = 0.253, p < 0.001). Furthermore, negative emotions were felt with different intensities (F3 = 3.82, p = 0.011, ES = 0.071), depending on the motor action domain. Comments referring to negative emotions were more frequent in individual games. Winning was associated significantly (p < 0.05) with the highest intensity ratings of positive emotions, whereas losing produced the highest values for negative emotions. The intensity ratings for positive or negative emotions not were different between non-competitive games and competitive games. The sport experience relativizes the mean of emotional intensity, both positive and negative. The present study brings the value of considering games as a key role to promote a physical education addressed to the education of social-emotional well-being in schoolchildren, as the basis of academic training. Furthermore, the results could benefit teachers as well as coaches have scientific input to organize teaching content, generating the desired motor behaviors together with positive experiences.

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

The existence of three walls on both court sides in padel is a unique characteristic from which particular offensive and defensive behaviours emerged. The aim of this study was to assess the differ...

Gemma María Gea García

Papers

Formación emocional y juego en futuros docentes de Educación física

The efficacy of the attack and block in game phases on male FIVB and CEV beach volleyball

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

Ball type and court surface: A study to determinate the ball rebound kinematics on the padel wall

Incidencia de los juegos de oposición en la vivencia de emociones