scholarly journals Emociones negativas del alumnado de Secundaria en el aprendizaje de baloncesto en Educación Física (Negative emotions of Secondary school students in learning basketball in Physical Education)

Retos ◽  
2021 ◽  
pp. 362-372
Author(s):  
Felipe Nicolás Mujica Johnson
Keyword(s):  
Physical Education ◽  
Negative Emotions ◽  
Motor Task ◽  
Well Being ◽  
Male Students ◽  
Research Approach ◽  
Subjective Well Being ◽  
Structured Interviews ◽  
School Students ◽  
And Gender

  El estudio de las emociones en Educación Física cada vez es más frecuente y se debe al giro afectivo que se está desarrollando en el ámbito educativo. El objetivo de esta investigación fue analizar la percepción y atribución del alumnado sobre las emociones negativas para el bienestar subjetivo durante la práctica de baloncesto en educación física, según el tipo de tarea motriz, el género y el centro educativo. El enfoque de la investigación es de tipo cualitativo, con un diseño interpretativo y fenomenológico. Participaron 20 alumnas y 24 alumnos pertenecientes a dos centros educativos de la ciudad de Madrid. Para la recogida de datos se utilizaron entrevistas semi-estructuradas y diarios personales. Los datos obtenidos fueron sometidos a un análisis de contenido deductivo-inductivo con el programa informático Atlas.ti 7.5. Los resultados muestran 18 códigos o atribuciones emocionales, los cuales incluyen significados sobre emociones negativas como enfado, vergüenza, aburrimiento, angustia, nerviosismo, miedo, inseguridad, tristeza y frustración. Según el tipo de tarea motriz y el género, destacaron códigos sobre la competencia deportiva. En función del centro educativo, destacaron códigos en torno a la experiencia deportiva. Se concluye que, para promover el bienestar subjetivo del alumnado en las prácticas de baloncesto en educación física, podría ser adecuado evaluar las emociones, aplicar una enseñanza adaptativa e innovar con modelos alternativos de enseñanza deportiva. Abstract: The study of emotions in Physical Education is becoming more frequent and is due to the affective turn that is being developed in the educational field. The objective of this research was to analyze the perception and attribution of students on negative emotions for subjective well-being during the practice of basketball in physical education, according to the type of motor task, gender and educational center. The research approach is qualitative, with an interpretative and phenomenological design. 20 female students and 24 male students from two educational centers in the city of Madrid participated. For data collection, semi-structured interviews and personal diaries were used. The data obtained were subjected to a deductive-inductive content analysis with the Atlas.ti 7.5 computer program. The results show 18 codes or emotional attributions, which include meanings about negative emotions such as anger, shame, boredom, anguish, nervousness, fear, insecurity, sadness and frustration. According to the type of motor task and gender, codes on sports competition stood out. Depending on the educational center, they highlighted codes around the sports experience. It is concluded that, to promote the subjective well-being of students in basketball practices in physical education, it could be appropriate to evaluate emotions, apply adaptive teaching and innovate with alternative models of sports teaching.

scholarly journals Emociones positivas del alumnado de Educación Secundaria en las prácticas de baloncesto en Educación Física (Positive emotions of the students of Secondary Education in the practices of basketball in Physical Education)

Retos ◽  
2020 ◽  
pp. 556-564
Author(s):  
Felipe Nicolás Mujica Johnson ◽  
Ana Concepción Jiménez Sánchez
Keyword(s):  
Physical Education ◽  
Positive Emotions ◽  
Qualitative Methodology ◽  
Motor Task ◽  
Well Being ◽  
Subjective Well Being ◽  
Structured Interviews ◽  
Psychological States ◽  
Sports Culture ◽  
Alternative Teaching

  La investigación de las emociones en Educación Física se debe a la necesidad de comprender los diferentes significados que dichos estados psicológicos pueden representar. El objetivo de esta investigación fue interpretar la percepción y atribución del alumnado sobre las emociones positivas para el bienestar subjetivo durante la práctica de baloncesto en Educación Física, en función del tipo de tarea motriz, el género y el centro educativo. Para aproximarse al fenómeno emocional, se ha decidido utilizar una metodología cualitativa. Participaron 20 alumnas y 24 alumnos pertenecientes a dos centros educativos de la Comunidad de Madrid. Los datos fueron recogidos por medio de entrevistas semi-estructuradas y diarios personales, los cuales se sometieron a un análisis de contenido deductivo-inductivo con ayuda del programa informático Atlas.ti 7.5. Los resultados muestran 18 códigos o atribuciones emocionales que se refieren a la alegría, el entusiasmo, la seguridad y la diversión. Según el tipo de tarea motriz, el género y el centro educativo se identificaron diferencias y similitudes, destacando el rol de la competencia y la relación con una cultura deportiva de baloncesto en cada centro educativo. Se concluye que, para promover el bienestar subjetivo del alumnado en las prácticas de baloncesto en Educación Física, podría ser adecuado aplicar modelos de enseñanza alternativos del deporte, estrategias adaptativas y un clima de logro orientado a la tarea. Abstract: Investigation of emotions in Physical Education is due to the need to understand the different meanings that these psychological states can represent. The objective of this research was to interpret the perception and attribution of the students about the positive emotions for the subjective well-being during the practice of basketball in Physical Education, depending on the type of motor task, gender and educational center. To approach the emotional phenomenon, it has been decided to use a qualitative methodology. 20 girls and 24 boys from two educational centers in the Community of Madrid participated. The data was collected through semi-structured interviews and personal diaries, which have been subjected to a deductive-inductive content analysis with the help of the Atlas.ti 7.5 software. The results indicated 18 emotional codes or attributions found for joy, enthusiasm, security and fun. According to the type of motor task, gender and educational center, differences and similarities are identified, highlighting the role of competition and the relationship with a basketball sports culture in each educational center. It is concluded that, to promote the subjective well-being of the students in the practices of basketball in Physical Education, it could be appropriate to apply alternative teaching models of sport, adaptive strategies and a climate of achievement oriented to the task.

scholarly journals Los juegos motores como recurso pedagógico para favorecer la afectividad desde la educación física (Traditional games: a pedagogical tool to foster affectivity in physical education)

Retos ◽  
2020 ◽  
pp. 166-172
Author(s):  
Verónica Muñoz-Arroyave ◽  
Pere Lavega-Burgués ◽  
Antoni Costes ◽  
Sabrine Damian ◽  
Jorge Serna
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Positive Emotions ◽  
Well Being ◽  
Physical Education Teachers ◽  
Emotional Intensity ◽  
Subjective Well Being ◽  
School Students ◽  
Predictive Capacity ◽  
Pedagogical Tools

En el contexto educativo, educar competencias emocionales origina unas consecuencias muy positivas en el rendimiento académico y el bienestar subjetivo del alumnado, especialmente si se trabaja desde edades tempranas. La asignatura de educación física dispone de un gran repertorio de recursos pedagógicos para promover una educación física integral, destacando entre ellos el juego motor. El objetivo de este estudio fue desvelar la fuerza predictiva de dos variables asociadas al juego (dominio de acción motriz: juegos psicomotores, de cooperación, de oposición y de cooperación-oposición y competición: presencia o ausencia) sobre la intensidad emocional de los alumnos. Participaron en total 91 estudiantes de educación secundaria de Cataluña con edades entre los 12 y 14 años. Se realizaron ocho sesiones de intervención (un tipo de juego por sesión). Tras la práctica de los juegos, los participantes valoraron su experiencia emocional de 1 a 10 respondiendo el cuestionario validado GES. Para el análisis de los datos se aplicaron dos técnicas estadísticas diferentes pero complementarias: ecuaciones de estimación generalizadas y árboles de clasificación. Entre los principales hallazgos se destaca que: a) a través del juego motor se puede potenciar el desarrollo de las competencias motrices y socio-emocionales; b) El profesor de educación física debería saber que la variable competición asociada al tipo de relaciones en el juego influye en la experiencia de emociones positivas. c) El juego es una fuente de vivencias emocionales positivas, especialmente los juegos cooperativos sin competición. Abstract. In the educational context, forming emotional competences leads to very positive consequences in  academic performance and subjective well-being of the students, especially if it is worked from early ages. Physical education has a large repertoire of pedagogical tools to promote an integral physical education, motor games standing out among them. The aim of this study was to investigate the predictive capacity of two characteristics of a game (motor action domain: psychomotor, cooperation, opposition and cooperation-opposition; and competition games: presence or absence) on emotional intensity. A total of 91 high school students from Catalonia participated. Eight 60-minute intervention sessions were conducted with games of the same type in each session. Emotional intensity was assessed at the end of the session using the GES questionnaire. For the data analysis, two statistical techniques were applied: generalized estimation equations and classification trees. The main findings indicated that: a) through motor games, the development of motor and socio-emotional competences can be enhanced; b) Physical education teachers should be aware that the interaction between competition and type of relationships during a game has an influence on experiencing positive emotions; c) games are a source of positive emotional experiences, especially the cooperative, non-competitive ones.

scholarly journals Health status differences in subjective well-being of male and female high school students preferring sedentary leisure activities

2020 ◽  
Vol 8 (2) ◽  
pp. 1-8
Author(s):  
Dagmar Nemček ◽  
Petra Pačesová ◽  
Pavel Šmela ◽  
Petronela Ladecká ◽  
Terézia Harčaríková
Keyword(s):  
High School Students ◽  
Health Status ◽  
Leisure Activities ◽  
Well Being ◽  
Female Students ◽  
Male Students ◽  
Subjective Well Being ◽  
School Students ◽  
Male And Female ◽  
Female High School

Introduction. Leisure may provide certain unique subjective well-being (SWB) benefits that cannot be obtained through other domains in life, as leisure is typically characterized by autonomy or greater freedom of choice than other life dimensions. The objective of the present study was to analyse the level of SWB in male and female high school students with different health status preferring sedentary leisure time activities and compare SWB dimensions (SWB-Ds) between healthy students and students with self-reported health disorders (S-RHDs). Material and Methods. The research sample comprised of 153 male students (healthy; n=90 and with S-RHDs; n=63) and 238 female students (healthy; n=126 and with S-RHDs; n=112) who preferred sedentary types of leisure time activities. A standardized The Bern Subjective Well-Being Questionnaire for Adolescents (BFW) was used as a primary research method. Non-parametric Mann Whitney U-test was used to assess differences between two independent groups of male and female high school students according to their self-reported health status (healthy vs. with S-RHDs). Results. Significantly higher level of negative SWB-Ds was found in the group of male students with S-RHDs compare healthy male students (U=1672, p=0.000, r=0.34). No significant differences were found in the comparison between healthy female students and female students with S-RHDs. Conclusions. Many researches indicate a very close positive connection between regular participation in sport leisure activities and SWB, but just few of them investigate correlations and comparisons among SWB, health status and sport leisure activities participation

scholarly journals Determination of Subjective Well-Being Level in Adolescents in Association with Sport Participation

2018 ◽  
Vol 8 (6) ◽  
pp. 107
Author(s):  
Ahmet Yavuz Mallı ◽  
Yasemin Çakmak Yıldızhan
Keyword(s):  
High School ◽  
High School Students ◽  
Sport Participation ◽  
Personal Information ◽  
Well Being ◽  
Male Students ◽  
City Centre ◽  
Subjective Well Being ◽  
School Students ◽  
School Sports

The aim of this study is to determine the subjective well-being levels of high school students in association with theirparticipation in school sports and to examine whether participating in school sports has an impact on subjectivewell-being. The research place is the high schools in Erzincan city centre. The sample contains 1004 adolescentsincluding 479 female and 525 male students randomly selected according to the school types. The data of this studyare collected by using ''Subjective Well-Being Scale'' (High School Form) and ''Personal Information Form.''Research data are analysed using the SPSS 22.0 statistical programme. Mann Whitney U test and Kruskal Wallis Htest are used for the analysis of the data. As a result, it is observed that participation in school sports increasessubjective well-being level of students. Subjective well-being level of female students who participate in schoolsports is higher. School types affect the subjective well-being levels. It is found that the subjective well-being level ofthe students who do not participate in school sports decreases as the grade of the student increases. The students withthe lowest household income have lower subjective well-being levels.

scholarly journals A Multi-factorial Analysis of Elementary Students’ Interest in Physical Education Considering Students’ Ethnicity and Gender

2020 ◽  
Vol 8 (2) ◽  
pp. 7
Author(s):  
John D Hatten ◽  
James C Hannon
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Male Students ◽  
Fifth Grade ◽  
School Students ◽  
Individual Fitness ◽  
Participant Selection ◽  
Caucasian Students ◽  
And Gender ◽  
Ethnicity And Gender

Background: Student’s harboring positive interest in physical education is of great concerning in academia. More importantly, the rational as to why one would maintain a positive interest in physical education is of concern. These topics have been widely researched. However, the comparison of gender and ethnicity as it relates to students’ interest in physical education is a novel investigation. Objective: The purpose of this study was to ascertain the relationship between elementary student’s interest in physical education considering gender, ethnicity, curricular and teacher influences, and student’s perceived competency. Method: Participants included 99 fifth-grade elementary school students (62 males, 37 females). Participant selection was conducted by utilizing 6 intact physical education classes from a single culturally diverse elementary school. The Physical Education Interest Questionnaire was the instrument used for this study as well as open-ended questions for the purpose of qualitative analysis (Van Wersch, Trew, & Turner, 1992). Results: Findings, indicated that students, regardless of ethnicity and gender, maintained positive interest in physical education. However, male students maintained greater interest in physical education than female students, irrespective of ethnicity. Caucasian students maintained significantly higher interest than other ethnicities. Perceived competence had the most effect on students’ overall interest. Answers to open-ended questions supported these results. Conclusion: Although this study identified that a positive interest in physical education regardless of the subjects’ gender and ethnicity existed, it is imperative that future instructors consider teaching non-mainstream individual fitness activities to students. This would lead to increased individual perceived competency and continued positive interest in physical education.

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

2021 ◽  
Vol 13 (13) ◽  
pp. 7263
Author(s):  
Aaron Rillo-Albert ◽  
Unai Sáez de Sáez de Ocáriz ◽  
Antoni Costes ◽  
Pere Lavega-Burgués
Keyword(s):  
Secondary School ◽  
Interpersonal Relationships ◽  
Emotional Regulation ◽  
Negative Emotions ◽  
Well Being ◽  
School Students ◽  
Motor Action ◽  
Pedagogical Intervention ◽  
Validated Questionnaires ◽  
Associative Strategy

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.

scholarly journals Participation in community gardening: Sowing the seeds of well-being

2021 ◽  
pp. 000841742199438
Author(s):  
Melinda J. Suto ◽  
Shelagh Smith ◽  
Natasha Damiano ◽  
Shurli Channe
Keyword(s):  
Mental Health ◽  
Social Connectedness ◽  
Community Gardens ◽  
Well Being ◽  
Supported Housing ◽  
Research Approach ◽  
Subjective Well Being ◽  
Health Issues ◽  
Community Gardening ◽  
Mental Health Issues

Background. Sustaining well-being challenges people with serious mental health issues. Community gardening is an occupation used to promote clients’ well-being, yet there is limited evidence to support this intervention. Purpose. This paper examines how facilitated community gardening programs changed the subjective well-being and social connectedness of people living with mental health issues. Method. A community-based participatory research approach and qualitative methods were used with 23 adults living in supported housing and participating in supported community gardening programs. A constructivist approach guided inductive data analysis. Findings. Participation in community gardening programs enhanced well-being through welcoming places, a sense of belonging, and developing positive feelings through doing. The connection to living things and responsibility for plants grounded participants in the present and offered a unique venue for learning about gardening and themselves. Implications. Practitioners and service-users should collaborate to develop leadership, programs, places, and processes within community gardens to enhance well-being.

Sign in / Sign up

Export Citation Format

Share Document