scholarly journals Estudio de la inteligencia emocional en escolares de educación primaria: Alcance en el área de educación física

2021 ◽  
Vol 10 (1) ◽  
pp. 87-93
Author(s):  
AG. Sánchez Ortega ◽  
R. Chacón-Cuberos
Keyword(s):  
Physical Activity ◽  
Positive Emotions ◽  
Well Being ◽  
Learning Processes ◽  
The Other ◽  
Teaching Learning ◽  
Educación Primaria ◽  
Mental Well Being ◽  
Emotional Balance ◽  
Better Than

La Inteligencia Emocional (IE) se puede considerar una habilidad para conseguir un aprendizaje más significativo, si se lleva a cabo durante los procesos de enseñanza-aprendizaje. Esto es así, ya que, por cada situación que aparezca en el aula durante los procesos de enseñanza, conlleva una o varias emociones desatadas por esas situaciones, y es aquí donde el docente puede reforzar de forma positiva y significativa las dimensiones de esa emoción u emociones surgidas. Tener equilibrio emocional significa tener un buen bienestar físico y mental, puesto que cuanto más saludables sean nuestras emociones, mejor nos vamos a sentir en diferentes situaciones diarias. Por otro lado, realizar una Actividad Física (AF) o cualquier deporte, es beneficioso para el bienestar físico y mental, ya que, realizar actividad física conlleva una serie de emociones positivas en los individuos que la practiquen. Al igual, que emociones positivas, la AF produce emociones negativas, por lo que hemos optado por reforzar y contrarrestar estas emociones durante la práctica de Educación Física (EF) en Educación Primaria, puesto que cuánto antes se redirijan estas emociones, mejor equilibrio emocional y mejor aprendizaje se va a conseguir, y como mejor que realizarlo a partir del área de EF, y promovido por un docente. Emotional Intelligence (EI) can be considered an ability to achieve more meaningful learning, if carried out during the teaching-learning processes. This is so, since, for each situation that appears in the classroom during the teaching processes, it involves one or several emotions unleashed by those situations, and it is here that the teacher can positively and significantly reinforce the dimensions of that emotion or emotions arisen. Having emotional balance means having a good physical and mental well-being, since the healthier our emotions are, the better we will feel in different daily situations. On the other hand, performing a Physical Activity (AF) or any sport is beneficial for physical and mental well-being, since physical activity involves a series of positive emotions in the individuals who practice it. Like positive emotions, FA produces negative emotions, so we have chosen to reinforce and counteract these emotions during the practice of Physical Education (PE) in Primary Education, since the sooner these emotions are redirected, the better emotional balance and better learning is going to be achieved, and as better than to be done from the area of ​​EF, and promoted by a teacher.

scholarly journals Activities in the natural environment and experiential methodology as tools for the integral development of individuals | Las actividades en el medio natural y la metodología experiencial como herramientas para el desarrollo integral de los individuos

2020 ◽  
Vol 13 (27) ◽  
pp. 134
Author(s):  
Lázaro Mediavilla Saldaña ◽  
Virginia Gómez Barrios ◽  
Laura Martín Talavera ◽  
Vicente Gómez Encinas
Keyword(s):  
Physical Activity ◽  
Natural Environment ◽  
Learning Processes ◽  
The Other ◽  
Integral Development ◽  
The Subject ◽  
Personal Skills ◽  
Teaching Learning ◽  
Educational Methodology

ResumenLos procesos de enseñanza-aprendizaje se pueden desarrollar en contextos diversos y con metodologías educativas diferentes, pero no todas ellas, ni todos los espacios, tienen el mismo potencial para conseguir que los estudiantes adquieran los conocimientos tratados ni para lograr un desarrollo de todas sus capacidades (físicas, cognitivas, psicológicas). Esta es la base desde la que surge el siguiente estudio. El objetivo principal es comparar los beneficios que se producen en los estudiantes en relación a los procesos de enseñanza-aprendizaje y a su desarrollo integral, en función del aula y de la metodología educativa empleada. Para ello, se han pasado dos cuestionarios, uno después de las sesiones en aula y otro después de las sesiones prácticas en el medio natural, a un grupo de 124 estudiantes de la asignatura de Actividades en el Medio Natural, de la Facultad de Ciencias de la Actividad Física y del Deporte-INEF de Madrid. A la vista de los resultados, destacan el 17,05% de diferencia entre la adquisición de aprendizajes tras las sesiones en la naturaleza en comparación con las sesiones en aula. Se concluye que las actividades en el medio natural, llevadas a cabo con una metodología experiencial, suponen mayores beneficios en cuanto al grado de conocimientos adquiridos y en cuanto al desarrollo de competencias sociales y personales de los participantes.AbstractThe teaching-learning processes can be developed in diverse contexts and with different educational methodologies. But not all of them, and not all the spaces, have the same potential to achieve that the students acquire the treated knowledge or to achieve a development of all their skills (physical, cognitive, psychological). This is the basis from which the following study arises. The main objective is to compare the benefits produced in students in relation to the teaching-learning processes and their integral development, depending on the classroom and on the educational methodology used. For this purpose, two questionnaires were given, one after the classroom sessions and the other after the practical sessions in the natural environment, to a group of 124 students of the subject of Activities in the Natural Environment, of the Faculty of Sciences of Physical Activity and Sports-INEF of Madrid. The results highlight the 17.05% difference between learning acquisition after sessions in nature compared to classroom sessions. It is concluded that activities in the natural environment, carried out with an experiential methodology, represent greater benefits in terms of the degree of knowledge acquired and in terms of the development of social and personal skills of the participants.

scholarly journals Physical Activity and Psychological Well-Being: Testing Alternative Sociological Interpretations

1990 ◽  
Vol 7 (4) ◽  
pp. 329-346 ◽  
Author(s):  
William McTeer ◽  
James E. Curtis
Keyword(s):  
Physical Activity ◽  
Socioeconomic Status ◽  
Social Interaction ◽  
Physical Fitness ◽  
Well Being ◽  
The Other ◽  
Positive Zero ◽  
Psychological Well Being ◽  
Relationship Of ◽  
The Relationship

This study examines the relationship between physical activity in sport and feelings of well-being, testing alternative interpretations of the relationship between these two variables. It was expected that there would be positive relationships between physical activity on the one hand and physical fitness, feelings of well-being, social interaction in the sport and exercise environment, and socioeconomic status on the other hand. It was also expected that physical fitness, social interaction, and socioeconomic status would be positively related to psychological well-being. Further, it was expected that any positive zero-order relationship of physical activity and well-being would be at least in part a result of the conjoint effects of the other variables. The analyses were conducted separately for the male and female subsamples of a large survey study of Canadian adults. The results, after controls, show a modest positive relationship of physical activity and well-being for males but no such relationship for females. The predicted independent effects of the control factors obtained for both males and females. Interpretations of the results are discussed.

Physical activity and mental well-being in older people participating in the Better Ageing Project

2007 ◽  
Vol 100 (5) ◽  
pp. 591-602 ◽  
Author(s):  
Kenneth R. Fox ◽  
Afroditi Stathi ◽  
Jim McKenna ◽  
Mark G. Davis
Keyword(s):  
Physical Activity ◽  
Older People ◽  
Well Being ◽  
Mental Well Being

scholarly journals Urban Adolescence: The Role of Neighbourhood Greenspace in Mental Well-Being

2021 ◽  
Vol 12 ◽  
Author(s):  
Marie A. E. Mueller ◽  
Eirini Flouri
Keyword(s):  
Physical Activity ◽  
Urban Adolescents ◽  
Negative Mood ◽  
Antisocial Behaviour ◽  
Positive Mood ◽  
Well Being ◽  
Self Esteem ◽  
The Uk ◽  
Mental Well Being

Mental health and well-being in adolescence are associated with many short- and long-term outcomes. The evidence suggests that greenspace may play a role in adolescents' mental well-being, but we do not know much about the specifics of this link. In this paper, we investigated the role of other factors in the association. In a cross-sectional study, we investigated the role of neighbourhood greenspace in emotional and behavioural outcomes in 11-year-old urban adolescents participating in the UK Millennium Cohort Study (n = 4,534). We used linear regression models to test for an association of greenspace with self-esteem, happiness, positive mood, negative mood, and antisocial behaviour. We also investigated effect modification/moderation by garden access, physical activity, and perceived area safety. We did not find a main effect of greenspace, but we did find interaction effects. First, in adolescents without a garden, higher levels of greenspace were associated with lower levels of self-esteem and positive mood. Second, in adolescents who reported lower levels of physical activity, higher levels of greenspace were associated with lower levels of negative mood. Third, in adolescents who perceived their areas to be unsafe, higher levels of greenspace were associated with higher levels of antisocial behaviour. Our findings suggest that merely more greenspace in the neighbourhood may not be sufficient to promote the mental well-being of urban adolescents in the UK. However, greenspace does seem to have an influence under certain conditions which should be investigated further in future studies.

scholarly journals Improvement of the classroom climate through a plan of gamified coexistence with physical activity: study of its effectiveness in primary education | Mejora del clima de aula mediante un plan de convivencia gamificado con actividad física: estudio de su eficacia en educación primaria

2021 ◽  
Vol 14 (28) ◽  
pp. 65-77
Author(s):  
Sonia Dólera-Montoya ◽  
Alfonso Valero-Valenzuela ◽  
José Francisco Jiménez-Parra ◽  
David Manzano-Sánchez
Keyword(s):  
Physical Activity ◽  
Classroom Climate ◽  
Research Method ◽  
The Other ◽  
Control Group ◽  
Main Study ◽  
Teacher Interviews ◽  
Great Satisfaction ◽  
Educación Primaria ◽  
Experimental Group

El objetivo de este estudio es implementar un Plan de Convivencia Gamificado con actividad física en un centro escolar para tratar de mejorar el clima en el aula, la percepción de violencia y aspectos psicológicos del alumnado. Se contó con un grupo control de 19 alumnos (7 chicas y 12 chicos) y un grupo experimental con 26 alumnos (11 chicas y 15 chicos) participando en cada grupo un docente. Todos con edades comprendidas entre los 10 y los 11 años (M = 10.24; DT = .43). Se empleó un método de investigación mixto, utilizando un análisis cualitativo con entrevistas al docente y diarios de los alumnos. Por otro lado, un análisis cuantitativo para conocer la percepción del alumnado sobre las variables principales de estudio con SPSS v.22. Los resultados mostraron una gran satisfacción con el plan, tanto por parte de la tutora como de los alumnos, así como una reducción de la violencia y la desmotivación. Como conclusión, el uso de desafíos físico-cooperativos y la gamificación pueden ser elementos adecuados para un plan de convivencia, permitiendo aprender a trabajar en grupo y adquirir conceptos y habilidades que mejoran el clima de aula.AbstractThe aim of this study is to implement a Plan of Coexistence Gamified with physical activity in a school to try to improve the climate in the classroom, the perception of violence and psychological aspects of the students. There was a control group with 19 students (7 girls and 12 boys) and an experimental group with 26 students (11 girls and 15 boys) with one teacher in each group. All of them were between 10 and 11 years old (M = 10.24; SD = .43). A mixed research method was carried out, using a qualitative analysis with teacher interviews and student diaries. On the other hand, a quantitative analysis to know the students' perception about the main study variables with SPSS v.22. The results showed great satisfaction with the plan, both on the part of the tutor and the students, as well as a reduction in violence and demotivation. As a conclusion, the use of physical-cooperative challenges and gamification can be adequate elements for a coexistence plan, allowing learning to work in groups and acquiring concepts and skills that improve the classroom climate.Abstracta concept or idea not associated with any specific instanceMore(Definitions, Synonyms, Translation)

scholarly journals Physical activity and mental well-being during COVID-19 pandemic

2021 ◽  
Vol 11 (12) ◽  
pp. 1267-1273
Author(s):  
Walid Kamal Abdelbasset ◽  
Gopal Nambi ◽  
Marwa M Eid ◽  
Safaa M Elkholi
Keyword(s):  
Physical Activity ◽  
Well Being ◽  
Mental Well Being

Impact of Exercise/Sport on Well-being in Congenital Bleeding Disorders

2018 ◽  
Vol 44 (08) ◽  
pp. 796-801
Author(s):  
Silvia Fasoli ◽  
Giorgio Gandini ◽  
Anna Giuffrida ◽  
Massimo Franchini
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Well Being ◽  
The Other ◽  
Bleeding Disorders ◽  
Coagulation Disorders ◽  
Sporting Activity ◽  
The Impact

AbstractPhysical activity provides many benefits in patients with congenital bleeding disorders. Patients with hemophilia are encouraged to participate in exercise and sports, especially those patients receiving prophylaxis. Several publications and guidelines have explored this issue in hemophilia patients, evaluating in particular the impact of physical activity on patients' well-being and quality of life. The other rare congenital bleeding disorders are less studied; they are heterogeneous in terms of clinical bleeding phenotype, incidence of hemarthrosis, and arthropathy. Furthermore, prophylaxis in these patients is less common than in hemophilia patients, which must be considered when choosing the type of physical and sporting activity. In this review, the authors have analyzed the literature focusing their attention on those rare coagulation disorders that may be complicated by arthropathy and the role of exercise and sports in this context.

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