espanolLa presente investigacion aborda uno de los temas mas emergentes de la educacion fisica actual: el camino a seguir para conseguir una educacion fisica emocional El estudio toma como marco teorico de referencia la praxiologia motriz y las principales aportaciones teoricas de la educacion emocional La vivencia de juegos motores, clasificados en cuatro dominios de accion motriz (psicomotor, cooperacion, oposicion y cooperacion–oposicion), asi como el hecho que se experimenten con competicion o sin competicion, genera diferentes emociones a los alumnos El objeto de estudio fue estudiar los efectos de juegos motores de distintos dominios de accion motriz sobre la intensidad de emociones positivas, negativas y ambiguas Entre los resultados mas destacados se observo que los juegos cooperativos sin competicion suscitaron las emociones positivas mas intensas Los resultados obtenidos nos permiten, en las conclusiones, proporcionar orientaciones para ayudar a los profesionales de la educacion fisica a tomar decisiones acertadas y fundamentadas, para saber que juegos son mas adecuados de proponer en cada momento y poder programar con rigor su intervencion educativa EnglishThis research addresses one of the emerging themes of modern physical education, ie the way to achieve an emotional physical education The study is grounded in the motor praxeology theoretical framework and the main theoretical contributions of emotional education Motor games experiences, divided into four domains of motor action (psychomotricity, cooperation, opposition, and cooperation - opposition), with or without competition, generate different emotions in pupils The study focuses on the emotional impact of these motor experiences on pupils Among the most considerable results, cooperation games, especially those without competition, triggered the most positive emotions In conclusion, our outcomes allow us to provide a helpful guidance for physical education professionals to take founded and proper decisions while discerning what games are more suitable according to the situation, and also to fully implement these games in the classroom

https://dialnet.unirioja.es/descarga/articulo/5841350.pdf

Educación física emocional en el ciclo superior de educación primaria. Ayudando a los maestros a tomar decisiones

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.

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

The use of educational games or some aspects of games in the educational context is known as game-based learning (GBL) or educational gamification. The objectives of this study are to assess the existing evidence about how GBL and gamification have affected the variables studied in each investigation over the past ten years; to analyse the educational levels, variables, dynamics, and types of games; and to determine the advantages of implementing these games in the classroom. A systematic review is proposed utilising the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology across five multidisciplinary databases by conducting an exhaustive search with inclusion and exclusion criteria, examining quantitative experimental studies exploring the use of gamification and GBL in physical education. The results identify GBL and gamification as significant learning methods due to their impact on student motivation, academic performance, and commitment to improving health and physical performance. Consequently, this study implies that more research is needed on the needs and challenges of students when they are learning through GBL or gamification.

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Game-Based Learning and Gamification in Physical Education: A Systematic Review

La enseñanza en la educación física: la socialización, el juego y las emociones

A lo largo de esta experiencia presentamos los procesos y resultados de una propuesta de Evaluacion Formativa y Compartida (EFyC) puesta en practica con un grupo de 16 ninos del 1o Curso del 2o Ciclo de Educacion Infantil (3-4 anos), durante el curso 2018-19, estudiando el grado de eficacia de la propuesta. Hemos desarrollado y utilizado unos instrumentos de EFyC acorde a la metodologia de ensenanza-aprendizaje utilizada a lo largo del curso y la edad de los alumnos. Recogemos al final de este texto los primeros resultados encontrados, que seran completados en la presentacion de la comunicacion durante el Congreso. Como conclusion podemos senalar la importancia de realizar procesos de EFyC desde edades tempranas por ser viables y promover procesos que influyen positivamente en el aprendizaje y la autonomia del alumnado, asi como la mejora del clima del aula y el fomento de la participacion de las familias.

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Experiencia de éxito en evaluación formativa y compartida en el 1º curso del 2º ciclo de Educación Infantil: sentar las bases desde edades tempranas

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.

espanolEsta experiencia se baso en conocer la vivencia personal y satisfaccion del alumnado de Educacion Infantil al llevar a cabo de una propuesta global e integrada en Educacion Fisica para el desarrollo de la motricidad. En ella participaron un total de 27 alumnos (11 chicas y 16 chicos), entre cinco y seis anos de un centro concertado de una pedania de Cartagena. A traves de una metodologia basada en la investigacion-accion se plantearon tres sesiones para el desarrollo de tres contenidos motores concretos, que incluian una situacion motriz de cada tipo de relacion (cooperacion, oposicion, cooperacion-oposicion). Al finalizar cada sesion, se le pidio al alumnado que dibujara utilizando la tecnica de “el tendero de los deseos” lo que mas le habia gustado de la sesion. Los resultados mostraron que el alumnado relaciona su satisfaccion positiva con aquellas situaciones en las que se siente mas seguro, y en las que existe presencia de adversario. Como conclusion se pudo extraer que el alumnado de Educacion Fisica Infantil esta menos familiarizado con las situaciones que requieren cooperar para alcanzar el objetivo motor, por lo que los docentes deberian preocuparse por ofrecer dichas experiencias. EnglishThis experience was based on acknowledging the personal experience and satisfaction of early childhood students education when carrying out a comprehensive and integrated proposal in Physical Education for the development of motor skills. A total of 27 students participated in it (11 girls and 16 boys), between five and six years of a concerted center of a district of Cartagena. Through a methodology based on action research, three sessions were proposed for the development of three specific motor contents, which included a motor situation for each type of relationship (cooperation, opposition, cooperation-opposition). At the end of each session, students were asked to draw using the technique of “the shopkeeper of desires”, this is what they liked most about the session. The results showed that students relate their positive satisfaction to those situations in which they feel more secure, and in which there is an adversary. In conclusion, it was possible to extract that the students of infantile Physical Education are less familiar with the situations that need to cooperate to reach the motor objective, so teachers should be prepared to offer such experiences.

https://dialnet.unirioja.es/descarga/articulo/7538494.pdf

La vivencia personal del alumnado de educación infantil, al participar en situaciones sociomotrices desde una propuesta interdisciplinar

Playing traditional games has a direct impact on the mood states of the players, and this is the reason why physical education is an ideal setting for teaching how to recognize them and be aware about how they can swing The objective of the study was to determine if participating in traditional opposition games causes changes to the participants' mood states A total of 102 students participated Each participant recorded the intensity of the mood state experienced at the beginning and at the end of the sessions, using the validated Profile of Mood States (POMS) instrument The pedagogical experience was planned as 4 sessions with 6 and 5 opposition games each: (a) with competition in mixed groups, equally and unequally mixed; (b) without competition in mixed groups, equally and unequally mixed; (c) with competition in same-gender groups; and (d) without competition in same-gender groups When comparing the different mood states according to session (with or without competition), the mood states of the depression, fatigue, and vigor dimensions were significantly different (p < 005), with higher scores in the sessions with competition for the mood states of vigor (Mcompetition = 727 and Mno_competition = 310) and fatigue (Mcompetition = 408 and Mno_competition = 180) Also, when comparing the mood states depending on session grouping and group type, the results showed differences in the scores obtained for the dimensions fatigue and anger, and general mood state (p < 005) These differences were found at the start of the session and at the end, with the dimension fatigue being the only one with differences in both situations when comparing the same-gender, equally-mixed, and unequally-mixed groups for the two types of traditional opposition games compared In addition, after an analysis of the mood states depending on gender was performed, the results and therefore the significant differences found, were very similar to those obtained according to group type Lastly, it was concluded that the type of group (equal, mixed & same gender), and gender were decisive, causing variations in the mood states of the students This provides valuable information for teaching professionals about the structuring and organization of PE sessions, aiming to promoting positive motor experiences

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María Isabel Cifo Izquierdo

Papers

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

La vivencia personal del alumnado de educación infantil, al participar en situaciones sociomotrices desde una propuesta interdisciplinar

The Effect of Traditional Opposition Games on University Students' Mood States: The Score and Group Type as Key Aspects