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

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.

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The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18031071 ◽

2021 ◽

Vol 18 (3) ◽

pp. 1071

Author(s):

Aaron Rillo-Albert ◽

Pere Lavega-Burgués ◽

Queralt Prat ◽

Antoni Costes ◽

Verónica Muñoz-Arroyave ◽

...

Keyword(s):

Physical Education ◽

Secondary School ◽

Scientific Evidence ◽

Well Being ◽

Motivational Climate ◽

Intervention Strategies ◽

Learning Sequence ◽

Motor Action ◽

Associative Strategy ◽

Pedagogical Models

To educate the relational well-being in order to learn to live together in society is one of the main needs of modern physical education (PE). Teachers are in need of pedagogical models to instruct peaceful coexistence and transform possible conflicts into PE. The goal of this study was to determine the effect of a pedagogical model (GIAM model) designed for conflict transformation on the relational well-being of students in obligatory secondary school (ESO in Spain). This study was an empirical research (associative strategy, comparative study using mixed methods). A number of 287 valid students (M = 14.90; SD = 0.66) participated in this study from 4 different secondary schools (SSs): third ESO (SS1 (n = 75); SS3 (n = 45); SS4 (n = 86)) and fourth ESO (SS2 (n = 81)). A sequence of seven learning sessions was conducted, the intervention of the teachers on the GIAM model and the student’s motivational climate perception caused by this learning sequence was analyzed. The teachers who best adapted their intervention to the GIAM model obtained greater significant changes (p < 0.005) in favor of the relational well-being of their students. This research provides scientific evidence and intervention strategies for students to learn how to transform the conflicts, adopting a collaborating style based on reflection-for, -in- and on-motor action.

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The Examination of the Secondary School Students’ Levels of Psychological Well-Being in Terms of Some Variables

International Online Journal of Educational Sciences ◽

10.15345/iojes.2015.04.010 ◽

2015 ◽

Author(s):

Ünal Türkçapar

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Well Being ◽

School Students ◽

Psychological Well Being

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The role of GSA participation, victimization based on sexual orientation, and race on psychosocial well‐being among LGBTQ secondary school students

Psychology in the Schools ◽

10.1002/pits.22544 ◽

2021 ◽

Author(s):

Nhan L. Truong ◽

Adrian D. Zongrone

Keyword(s):

Sexual Orientation ◽

Secondary School ◽

Secondary School Students ◽

Well Being ◽

School Students

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Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

Behavioral Sciences ◽

10.3390/bs11070103 ◽

2021 ◽

Vol 11 (7) ◽

pp. 103

Author(s):

Elisabetta Lombardi ◽

Daniela Traficante ◽

Roberta Bettoni ◽

Ilaria Offredi ◽

Mirta Vernice ◽

...

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Learning Difficulties ◽

Well Being ◽

Control Group ◽

Learning Disorder ◽

School Students ◽

Specific Learning Disorder ◽

The Impact ◽

Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

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