From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games
Reads0
Chats0
TLDR
In this paper, 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 was determined.Abstract:
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.read more
Citations
More filters
Journal ArticleDOI
Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions
Dolors Cañabate,Remigijus Bubnys,Lluís Nogué,Lurdes Martínez-Mínguez,Carolina Nieva,Jordi Colomer +5 more
TL;DR: In this article, the authors deal with how cooperative learning in pre-school and primary education can be dimensionalized in terms of reducing gender differences and inequalities, and propose 42 principles that operate under the tenet of leave-no-one-behind, with positive interdependence, individual accountability, promotive interaction, social skills, and group processing.
Educar conductas motrices. Reto necesario para una educación física moderna.
TL;DR: In this article, the authors present the necessary theoretical foundations to carry out a pedagogy of motor conducts in the context of a modern physical education, with an example of educational application through the traditional game of prisoner ball (Dodge Ball).
Journal ArticleDOI
Exploring socioaffective semiotricity: emotions and relational signs in traditional sporting games
TL;DR: In this article , the authors analyze the comments of intense negative emotions that arise in conflicts of a praxical nature (motor conflict) in a traditional sporting game of cooperation-opposition.
Journal ArticleDOI
From the land of Gama: event attachment scale (EAS) development exploring fans' attachment and their intentions to spectate at traditional gaming events
TL;DR: In this article , the authors explored fans' motivation and intentions to follow Kushti (i.e. traditional wrestling) events while developing a new event attachment scale (EAS).
Journal ArticleDOI
How do Girls and Boys Feel Emotions? Gender Differences in Physical Education in Primary School
TL;DR: In this article , the emotional intensity experienced by school-age boys and girls when participating in traditional sports games was analyzed, and the main objective of the study was to analyze the emotions experienced by the participants.
References
More filters
Journal ArticleDOI
Intraclass correlations: uses in assessing rater reliability.
TL;DR: In this article, the authors present guidelines for choosing among six different forms of the intraclass correlation for reliability studies in which n target are rated by k judges, and the confidence intervals for each of the forms are reviewed.
Journal ArticleDOI
A Guideline of Selecting and Reporting Intraclass Correlation Coefficients for Reliability Research
Terry K. Koo,Mae Y. Li +1 more
TL;DR: A practical guideline for clinical researchers to choose the correct form of ICC is provided and the best practice of reporting ICC parameters in scientific publications is suggested.
Journal ArticleDOI
The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions
Joseph A. Durlak,Roger P. Weissberg,Allison B. Dymnicki,Rebecca D. Taylor,Kriston B. Schellinger +4 more
TL;DR: Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
Journal ArticleDOI
Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer.
Godfred O. Boateng,Torsten B. Neilands,Edward A. Frongillo,Hugo Melgar-Quiñonez,Sera L. Young +4 more
TL;DR: This primer will equip both scientists and practitioners to understand the ontology and methodology of scale development and validation, thereby facilitating the advancement of the understanding of a range of health, social, and behavioral outcomes.
Journal ArticleDOI
Promoting Positive Youth Development through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects.
TL;DR: This meta-analysis reviewed 82 school-based, universal social and emotional learning interventions involving 97,406 kindergarten to high school students and found social-emotional skill development was the strongest predictor of well-being at follow-up.