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Unai Sáez de Ocáriz

Bio: Unai Sáez de Ocáriz is an academic researcher from University of Barcelona. The author has contributed to research in topics: Socioemotional selectivity theory & Semiotics. The author has an hindex of 5, co-authored 10 publications receiving 66 citations.

Papers
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Journal ArticleDOI
12 Jun 2014
TL;DR: In this article, the authors examined emotional experiences elicited in cooperative situations in which motor expression took place and found that positive or negative emotions in motor situations are directly related to education of interpersonal relationships.
Abstract: One key aspect of physical education is to improve coexistence among schoolchildren. The experience of positive or negative emotions in motor situations is directly related to education of interpersonal relationships. This study examined emotional experiences elicited in cooperative situations in which motor expression took place. A sample of 81 students (Mean Age = 21.05, SD = 2.06, 22 girls and 59 boys) from the National Institute of Physical Education of Catalonia (University of Barcelona) participated in this study. The validated game and emotions scale (GES) was used. After each activity, students assessed the intensity of thirteen emotions and explained the causes of the most intense emotion. The study used mixed methods, whereby qualitative data complemented quantitative data. The results confirmed the impact of motor expression on positive experiences.

19 citations

Journal ArticleDOI
TL;DR: In this article, the effect of gender (GE) and group gender composition (GGEC) on men's and women's experiences of emotions when taking part in different games was explored, and the results showed that males were more likely to experience negative emotions in both games.
Abstract: espanolEste estudio exploro el efecto del genero (GE) y la composicion del genero del grupo (CGEC) en experiencias emocionales de hombres y mujeres cuando participaron en diferentes juegos. Para formular nuestra hipotesis se hizo uso del marco teorico elaborado a partir de las teorias de Lazarus y Bisquerra en relacion al constructo de la competencia emocional y el bienestar y su relacion con estereotipos de genero, asi como la teoria de accion motriz de Parlebas y resultados previos de la investigacion empirica relativa a juegos, emociones y genero. Los participantes (218 estudiantes universitarios, Medad = 20.3, DT = 2.73) realizaron doce sesiones de Juegos individuales (IG) y de Juegos cooperativos (CG). Los resultados mostraron que GE y GGEC fueron predictores de la experiencia de emociones positivas y que los hombres expresaron mas emociones negativas en ambos juegos. Los hallazgos muestran diferencias de genero y podrian ayudar a los profesores de educacion fisica a evitar actividades que promuevan jerarquias y desigualdades asociadas al genero y a los estereotipos de sexo EnglishThis study explored the effect of gender (GE) and group gender composition (GGEC) on men’s and women’s experiences of emotions when taking part in different games. To formulate our hypotheses we used a theoretical framework formed by the theories of Lazarus and Bisquerra on the construct of emotional competence and well-being and their relationship with gender stereotypes, Parlebas’s motor action theory and previous results of empirical research related to games, emotions and gender relations. The participants (218 university students, Mage = 20.3, SD = 2.73) completed twelve sessions of individual games (IG) and cooperative games (CG). The results showed that GE and GGEC were predictors of the experience of positive emotions and that males were more likely to experience negative emotions in both games. The findings highlight gender differences and could help physical education teachers to avoid activities that reinforce the hierarchies and inequalities associated with gender and sex role stereotypes.

18 citations

Journal ArticleDOI
TL;DR: In this article, the effect of the variables: game type (individual or cooperative), competition, gender, students' association type and beginning-end of the session on the university students' moods was analyzed.
Abstract: This study analyzed the effect of the variables: game type (individual or cooperative), competition, gender, students' association type and beginning-end of the session on the university students' moods. 201 Physical Education college students participated. After having received an initial instruction concerning moods, participants executed 2 sessions involving cooperative games and 2 individual games. The POMS scale was filled in both at the beginning and at the end of each session. The data were analyzed using generalized estimating equations. Among the main findings, we can point out that positive emotional states increase significantly when cooperative games are applied, with competition. Negative moods are more present in individual games, with no competition, when practiced by men and when they are organized in separate groups. All these factors contribute towards knowing the influence of play on the training of the future teachers of a modern physical education, in which there is the intention of promoting such important aspects as socioemotional well-being and co-education.

16 citations

Journal ArticleDOI
TL;DR: The study provides scientific evidence for the physical education teacher on the dynamics of the game of Marro and indicates the strategic chains of playful coexistence among equals through a multimodal range of variables and approaches has revealed an unusual dynamic picture.
Abstract: Different international organizations and initiatives highlight the contribution of the traditional sporting games (TSGs) to favor the diversity of knowledge, values, and attitudes necessary for today's society TSG such as Marro trigger multimodal learning contexts (driving conducts, interpersonal and organic relationships), with great interest in the educational and sports initiation field The purpose of two studies presented in this manuscript was to examine the 360° multimodal strategic intervention (decisional, relational, and organic) of two teams faced in a Marro game For this study, a quasi-experimental design was used composed by a single test applied to two non-equivalent teams Mixed methods were used with an observational methodology in Quadrant III: nomothetic, punctual, and multidimensional Fourteen university students participated [mean (M) = 2049, standard deviation (SD) = 218] Three internal logic variables were studied: outcome, role, and subrole; and three variables referred to the dimensions of motor conduct: relationship, risk in the decision, and physical effort A mixed ad hoc registration system was designed with acceptable margins of data quality For Study 1, cross-tabulations and classification trees were applied, while for Study 2 strategic T-patterns were identified The relevance of the scoreboard (p < 0001; Effect Size = 0386) and the realization of the role (p < 0001; ES = 0091) for the study of multimodal strategic chains in the Marro game were confirmed The detection of regularities in specific interaction (Hunters against Hares) by Theme (p < 0005) allowed for interpretation of the process of strategic conducts of both teams during the game Knowing the strategic chains of playful coexistence among equals through a multimodal range of variables and approaches has revealed an unusual dynamic picture The study provides scientific evidence for the physical education teacher on the dynamics of the game of Marro The pedagogical application of these contributions must be made according to curricular interests

16 citations

Journal ArticleDOI
TL;DR: The game pelota sentada (sitting bal... as discussed by the authors ) is a paradoxical game that enables democratic social encounters as well as reflective skills to be fostered among students.
Abstract: Traditional paradoxical games enable democratic social encounters as well as reflective skills to be fostered among students. The rules of these games, of which the game pelota sentada (sitting bal...

13 citations


Cited by
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27 Feb 1973
TL;DR: The dependability of behavioral measurements: theory of generalizability for scores and profiles is studied to establish whether these measurements can be trusted to be reliable in the real world.
Abstract: CROMBACH, Lee J., GLESER, Goldine C., NANDA, Harinder & RAJARATNAM, Nageswar. The dependability of behavioral measurements: theory of generalizability for scores and profiles. New York, John Wiley and Sons, 1972.

931 citations

01 Nov 2015
TL;DR: It was found that the second-order PE factor was negatively associated with aggressive behavior and positively associated with prosocial engagement, and the results suggest that empowerment-focused programs would benefit from incorporating components addressing how youth think about themselves in relation to their social contexts.
Abstract: Empowerment-based strategies have become widely used method to address health inequities and promote social change. Few researchers, however, have tested theoretical models of empowerment, including multidimensional, higher-order models. We test empirically a multidimensional, higher-order model of psychological empowerment (PE), guided by Zimmerman's conceptual framework including three components of PE: intrapersonal, interactional, and behavioral. We also investigate if PE is associated with positive and negative outcomes among youth. The sample included 367 middle school youth aged 11-16 (M = 12.71; SD = 0.91); 60% female, 32% (n = 117) white youth, 46% (n = 170) African-American youth, and 22% (n = 80) identifying as mixed race, Asian-American, Latino, Native American, or other ethnic/racial group; schools reported 61-75% free/reduced lunch students. Our results indicated that each of the latent factors for the three PE components demonstrate a good fit with the data. Our results also indicated that these components loaded on to a higher-order PE factor (X2 = 32.68; df: 22; p = .07; RMSEA: 0.04; 95% CI: .00, .06; CFI: 0.99). We found that the second-order PE factor was negatively associated with aggressive behavior and positively associated with prosocial engagement. Our results suggest that empowerment-focused programs would benefit from incorporating components addressing how youth think about themselves in relation to their social contexts (intrapersonal), understanding social and material resources needed to achieve specific goals (interactional), and actions taken to influence outcomes (behavioral). Our results also suggest that integrating the three components and promoting PE may help increase likelihood of positive behaviors (e.g., prosocial involvement); we did not find an association between PE and aggressive behavior. Implications and future directions for empowerment research are discussed.

35 citations

Journal ArticleDOI
24 Dec 2015
TL;DR: In this article, the authors explored the relationship between perceived emotional intelligence, dispositional optimism-pessimism, life satisfaction and teachers' personality in their initial training, as well as to which extent these variables predict teachers´ satisfaction.
Abstract: This study explores the relationship between perceived emotional intelligence, dispositional optimism-pessimism, life satisfaction and teachers’ personality in their initial training, as well as to which extent these variables predict teachers´ satisfaction. A sample of 355 students from the university of Jaen (Spain) completed the Spanish version of the TMMS-24, LOT-R, SWLS and NEO-FFI scale. In terms of gender there are significant differences in optimism and pessimism, and in the kindness factor. In terms of age there are differences in pessimism, life satisfaction and some personality factors such as neuroticism and responsibility. The findings suggest that future teachers who have high levels of responsibility, optimism and extraversion would feel more life satisfaction. The variables considered in the regression analysis to predict life satisfaction explained 49.2% of the variance.

31 citations

Journal ArticleDOI
TL;DR: The authors studied if decision-making differences between girls and boys existed in different versions of the traditional game called la pelota sentada according to their roles, sub-roles and roles.
Abstract: This work studied if decision-making differences between girls and boys existed in different versions of the traditional game called la pelota sentada according to their roles, sub-roles (d

27 citations