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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.
Aaron Rillo-Albert; Unai Sáez de Ocáriz; Antoni Costes; Pere Lavega-Burgués. From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games. Sustainability 2021, 13, 7263 .
AMA StyleAaron Rillo-Albert, Unai Sáez de Ocáriz, Antoni Costes, Pere Lavega-Burgués. From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games. Sustainability. 2021; 13 (13):7263.
Chicago/Turabian StyleAaron Rillo-Albert; Unai Sáez de Ocáriz; Antoni Costes; Pere Lavega-Burgués. 2021. "From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games." Sustainability 13, no. 13: 7263.
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.
Aaron Rillo-Albert; Pere Lavega-Burgués; Queralt Prat; Antoni Costes; Verónica Muñoz-Arroyave; Unai Sáez de Ocáriz. The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model. International Journal of Environmental Research and Public Health 2021, 18, 1071 .
AMA StyleAaron Rillo-Albert, Pere Lavega-Burgués, Queralt Prat, Antoni Costes, Verónica Muñoz-Arroyave, Unai Sáez de Ocáriz. The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model. International Journal of Environmental Research and Public Health. 2021; 18 (3):1071.
Chicago/Turabian StyleAaron Rillo-Albert; Pere Lavega-Burgués; Queralt Prat; Antoni Costes; Verónica Muñoz-Arroyave; Unai Sáez de Ocáriz. 2021. "The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model." International Journal of Environmental Research and Public Health 18, no. 3: 1071.
En el presente escrito se expresan las reflexiones compartidas por Francisco Lagardera, Catedrático del Instituto Nacional de Educación Física de Cataluña (INEFC), Licenciado en Historia, profesor del INEFC durante más de 30 años y maestro de Educación Física desde hace 45 años. En la conversación mantenida con el Dr. Lavega en un contexto muy cordial, el profesor Lagardera hace un recorrido en su historia académica desde que finalizó sus estudios universitarios hasta la actualidad. Muestra el significado que ha tenido para su vida profesional y científica la Ciencia de la Acción Motriz o Praxiología Motriz. Comparte una visión muy personal de algunas de las vivencias que marcaron su trayectoria, subrayando aquellos hitos que, bajo su percepción, supusieron un punto de inflexión tanto para él como para la Praxiología Motriz.
Unai Saez De Ocariz Granja; Pere Lavega-Burgués. Entrevista a Francisco Lagardera, referente intelectual de la educación física y de la ciencia de la acción motriz. Conexões 2020, 18, e020021 -e020021.
AMA StyleUnai Saez De Ocariz Granja, Pere Lavega-Burgués. Entrevista a Francisco Lagardera, referente intelectual de la educación física y de la ciencia de la acción motriz. Conexões. 2020; 18 ():e020021-e020021.
Chicago/Turabian StyleUnai Saez De Ocariz Granja; Pere Lavega-Burgués. 2020. "Entrevista a Francisco Lagardera, referente intelectual de la educación física y de la ciencia de la acción motriz." Conexões 18, no. : e020021-e020021.
Improving the quality of teaching and learning, as well as school coexistence are international priorities for the new educational challenges of the 21st century (UNESCO 37 C/4 resolution). Physical Education (PE) has become a key subject for education on school coexistence by enabling significant motor experiences to promote interpersonal relationships and transform motor conflicts (MC). The objective of this research was to develop and validate two questionnaires (CONFLICT1-AGE and CONFLICT1-RES) to study secondary school students’ perception about MC in PE. Study 1 searched for evidence related to their content validity and response process validity, and Study 2 examined internal structure, reliability, and concurrent validity. As a result, a seven-item single-factor model was selected for CONFLICT1-AGE, and a five-item single-factor structure was chosen for CONFLICT1-RES. Both models exhibited an excellent fit to the data, where CONFLICT1-AGE: χ2 (df) = 18.621 (14), p = 0.180, RMSEA (90% CI) = 0.033 0(0.000–0.069), CFI = 0.994, TLI = 0.991; CONFLICT1-RES: χ2 (df) = 13.350 (5), p = 0.020, RMSEA (90% CI) = 0.075 (0.027–0.125), CFI = 0.986, TLI = 0.972. Furthermore, both questionnaires presented satisfactory internal consistency (αCONFLICT1-AGE = 0.745, αCONFLICT1-RES = 0.737). Their combination will provide a wide view of secondary school students’ perception about MC.
Unai Sáez De Ocáriz; Pere Lavega-Burgués. Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education. International Journal of Environmental Research and Public Health 2020, 17, 6241 .
AMA StyleUnai Sáez De Ocáriz, Pere Lavega-Burgués. Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education. International Journal of Environmental Research and Public Health. 2020; 17 (17):6241.
Chicago/Turabian StyleUnai Sáez De Ocáriz; Pere Lavega-Burgués. 2020. "Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education." International Journal of Environmental Research and Public Health 17, no. 17: 6241.
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) = 20.49, standard deviation (SD) = 2.18]. 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 < 0.001; Effect Size = 0.386) and the realization of the role (p < 0.001; ES = 0.091) 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 < 0.005) 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.
Pere Lavega-Burgués; Rafael A. Luchoro-Parrilla; Jorge Serna; Cristòfol Salas-Santandreu; Pablo Aires-Araujo; Rosa Rodríguez-Arregi; Verónica Muñoz-Arroyave; Assumpta Ensenyat; Sabrine Damian-Silva; Leonardo Machado; Queralt Prat; Unai Sáez De Ocáriz; Aaron Rillo-Albert; David Martín-Martínez; Miguel Pic. Enhancing Multimodal Learning Through Traditional Sporting Games: Marro360°. Frontiers in Psychology 2020, 11, 1384 .
AMA StylePere Lavega-Burgués, Rafael A. Luchoro-Parrilla, Jorge Serna, Cristòfol Salas-Santandreu, Pablo Aires-Araujo, Rosa Rodríguez-Arregi, Verónica Muñoz-Arroyave, Assumpta Ensenyat, Sabrine Damian-Silva, Leonardo Machado, Queralt Prat, Unai Sáez De Ocáriz, Aaron Rillo-Albert, David Martín-Martínez, Miguel Pic. Enhancing Multimodal Learning Through Traditional Sporting Games: Marro360°. Frontiers in Psychology. 2020; 11 ():1384.
Chicago/Turabian StylePere Lavega-Burgués; Rafael A. Luchoro-Parrilla; Jorge Serna; Cristòfol Salas-Santandreu; Pablo Aires-Araujo; Rosa Rodríguez-Arregi; Verónica Muñoz-Arroyave; Assumpta Ensenyat; Sabrine Damian-Silva; Leonardo Machado; Queralt Prat; Unai Sáez De Ocáriz; Aaron Rillo-Albert; David Martín-Martínez; Miguel Pic. 2020. "Enhancing Multimodal Learning Through Traditional Sporting Games: Marro360°." Frontiers in Psychology 11, no. : 1384.
Esta investigación examinó el tipo de conflictos motores (CM) originados por un programa de intervención educativa basado en juegos cooperativos desarrollados en las clases de Educación Física, en un centro de educación primaria, con el propósito de identificar el índice de intensidad de los CM, como instrumento docente para la optimización de la convivencia escolar. Participaron 43 alumnos, 22 niñas y 21 niños, a lo largo de un curso escolar. Se consideraron 42 clases de Educación Física, donde se plantearon 117 juegos de cooperación y se registraron 319 CM. Entre las conclusiones más notables se puede subrayar la aplicabilidad del índice de conflictividad como herramienta en la educación de los conflictos para fomentar el desarrollo de la convivencia en las escuelas.
Unai Sáez De Ocáriz Granja; Pere Lavega Burgues; Jaume March Janés; Jorge Serna Bardavío. Transformar conflictos motores mediante los juegos cooperativos en Educación Primaria. Universitas Psychologica 2018, 17, 1 -13.
AMA StyleUnai Sáez De Ocáriz Granja, Pere Lavega Burgues, Jaume March Janés, Jorge Serna Bardavío. Transformar conflictos motores mediante los juegos cooperativos en Educación Primaria. Universitas Psychologica. 2018; 17 (5):1-13.
Chicago/Turabian StyleUnai Sáez De Ocáriz Granja; Pere Lavega Burgues; Jaume March Janés; Jorge Serna Bardavío. 2018. "Transformar conflictos motores mediante los juegos cooperativos en Educación Primaria." Universitas Psychologica 17, no. 5: 1-13.
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 ball) is an example, afford players autonomy to decide either to cooperate with other participants (to release or keep others free) or to oppose them (to capture free players). The aim of this study was to investigate the reflection-on-action about decisions (strategies), relationships and emotions of the participants in the game sitting ball when in the role of free player in possession of the ball. Undergraduate degree students (n = 106) in physical activity and sport sciences took part. After the game, the players answered reflection-on-action open-ended and close-ended questions about their strategies, relationships and emotions. Four experts followed a validated directed and summative approach to the content analysis of 742 comments, using ATLAS.ti software. The findings highlight that decisions, relationships and emotions are distinct yet intertwined dimensions of the same phenomenon: motor conduct in the game pelota sentada (sitting ball).
Pere Lavega; Queralt Prat; Unai Sáez De Ocáriz; Jorge Serna; Verónica Muñoz-Arroyave. Reflection-on-action learning through traditional games. The case of la pelota sentada (sitting ball) / Aprendizaje basado en la reflexión sobre la acción a través de los juegos tradicionales. El caso de la pelota sentada. Cultura y Educación 2018, 30, 142 -176.
AMA StylePere Lavega, Queralt Prat, Unai Sáez De Ocáriz, Jorge Serna, Verónica Muñoz-Arroyave. Reflection-on-action learning through traditional games. The case of la pelota sentada (sitting ball) / Aprendizaje basado en la reflexión sobre la acción a través de los juegos tradicionales. El caso de la pelota sentada. Cultura y Educación. 2018; 30 (1):142-176.
Chicago/Turabian StylePere Lavega; Queralt Prat; Unai Sáez De Ocáriz; Jorge Serna; Verónica Muñoz-Arroyave. 2018. "Reflection-on-action learning through traditional games. The case of la pelota sentada (sitting ball) / Aprendizaje basado en la reflexión sobre la acción a través de los juegos tradicionales. El caso de la pelota sentada." Cultura y Educación 30, no. 1: 142-176.
This 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.
Pere Lavega; Unai Saez de Ocáriz; Francisco Lagardera; Jaume March-Llanes; Nuria Puig. Emotional experience in individual and cooperative traditional games. A gender perspective. Anales de Psicología 2017, 33, 538 -547.
AMA StylePere Lavega, Unai Saez de Ocáriz, Francisco Lagardera, Jaume March-Llanes, Nuria Puig. Emotional experience in individual and cooperative traditional games. A gender perspective. Anales de Psicología. 2017; 33 (3):538-547.
Chicago/Turabian StylePere Lavega; Unai Saez de Ocáriz; Francisco Lagardera; Jaume March-Llanes; Nuria Puig. 2017. "Emotional experience in individual and cooperative traditional games. A gender perspective." Anales de Psicología 33, no. 3: 538-547.
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.
Verónica Muñoz; Pere Lavega; Jorge Serna; Unai Saez de Ocáriz; Jaume March. Estados de ánimo al jugar en solitario o en cooperación: dos vivencias motrices y afectivas desiguales. Anales de Psicología 2016, 33, 196 .
AMA StyleVerónica Muñoz, Pere Lavega, Jorge Serna, Unai Saez de Ocáriz, Jaume March. Estados de ánimo al jugar en solitario o en cooperación: dos vivencias motrices y afectivas desiguales. Anales de Psicología. 2016; 33 (1):196.
Chicago/Turabian StyleVerónica Muñoz; Pere Lavega; Jorge Serna; Unai Saez de Ocáriz; Jaume March. 2016. "Estados de ánimo al jugar en solitario o en cooperación: dos vivencias motrices y afectivas desiguales." Anales de Psicología 33, no. 1: 196.
Una de las claves de la educación física es la mejora de la convivencia entre los escolares. La vivencia de emociones positivas o negativas en las situaciones motrices tiene una relación directa con la educación de las relaciones interpersonales. En este estudio se examinó la vivencia emocional suscitada por situaciones cooperativas de expresión motriz. Participaron 81 estudiantes (Medad = 21,05 años, DT = 2,06; 22 chicas y 59 chicos) del Instituto Nacional de Educación Física de Cataluña (Universidad de Barcelona). Se utilizó la escala validada de juegos y emociones (GES). Tras cada actividad los alumnos anotaron la intensidad experimentada en trece emociones y realizaron un comentario sobre las causas que originaron la emoción más intensa. El estudio empleó métodos mixtos, y complementó el análisis de los datos cuantitativos con el de los datos cualitativos. Los resultados confirmaron la contribución de la expresión en la vivencia de experiencias positivas. 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.
Unai Saez de Ocáriz; Pere Lavega; Mercé Mateu; Glòria Rovira. Emociones positivas y educación de la convivencia escolar. Contribución de la expresión motriz cooperativa. Revista de Investigación Educativa 2014, 32, 309 -326.
AMA StyleUnai Saez de Ocáriz, Pere Lavega, Mercé Mateu, Glòria Rovira. Emociones positivas y educación de la convivencia escolar. Contribución de la expresión motriz cooperativa. Revista de Investigación Educativa. 2014; 32 (2):309-326.
Chicago/Turabian StyleUnai Saez de Ocáriz; Pere Lavega; Mercé Mateu; Glòria Rovira. 2014. "Emociones positivas y educación de la convivencia escolar. Contribución de la expresión motriz cooperativa." Revista de Investigación Educativa 32, no. 2: 309-326.
Unai Saez de Ocáriz; Pere Lavega Burgués; Francisco Lagardera Otero; Antoni Costes Rodríguez; Jorge Serna Bardavío. ¿Por qué te peleas? Conflictos motores y emociones negativas en la clase de Educación Física: el caso de los juegos de oposición. Educatio Siglo XXI 2014, 32, 1 .
AMA StyleUnai Saez de Ocáriz, Pere Lavega Burgués, Francisco Lagardera Otero, Antoni Costes Rodríguez, Jorge Serna Bardavío. ¿Por qué te peleas? Conflictos motores y emociones negativas en la clase de Educación Física: el caso de los juegos de oposición. Educatio Siglo XXI. 2014; 32 (1):1.
Chicago/Turabian StyleUnai Saez de Ocáriz; Pere Lavega Burgués; Francisco Lagardera Otero; Antoni Costes Rodríguez; Jorge Serna Bardavío. 2014. "¿Por qué te peleas? Conflictos motores y emociones negativas en la clase de Educación Física: el caso de los juegos de oposición." Educatio Siglo XXI 32, no. 1: 1.
Pere Lavega Burgués; Unai Saez de Ocáriz; Gerard Lasierra; Cristofol Salas. Intradisciplinariedad e Interdisciplinariedad en la adquisición de competencias: estudio de una experiencia de aprendizaje cooperativo. Revista Electrónica Interuniversitaria de Formación del Profesorado 2013, 16, 1 .
AMA StylePere Lavega Burgués, Unai Saez de Ocáriz, Gerard Lasierra, Cristofol Salas. Intradisciplinariedad e Interdisciplinariedad en la adquisición de competencias: estudio de una experiencia de aprendizaje cooperativo. Revista Electrónica Interuniversitaria de Formación del Profesorado. 2013; 16 (1):1.
Chicago/Turabian StylePere Lavega Burgués; Unai Saez de Ocáriz; Gerard Lasierra; Cristofol Salas. 2013. "Intradisciplinariedad e Interdisciplinariedad en la adquisición de competencias: estudio de una experiencia de aprendizaje cooperativo." Revista Electrónica Interuniversitaria de Formación del Profesorado 16, no. 1: 1.
Educación física,revista educación física,educación física y deportes,revista científica deporte,revista científica educación física
Antoni Costes I Rodríguez; Unai Saez de Ocáriz. Los conflictos en clubes deportivos con deportistas adolescentes. Apunts Educación Física y Deportes 2012, 46 -53.
AMA StyleAntoni Costes I Rodríguez, Unai Saez de Ocáriz. Los conflictos en clubes deportivos con deportistas adolescentes. Apunts Educación Física y Deportes. 2012; (108):46-53.
Chicago/Turabian StyleAntoni Costes I Rodríguez; Unai Saez de Ocáriz. 2012. "Los conflictos en clubes deportivos con deportistas adolescentes." Apunts Educación Física y Deportes , no. 108: 46-53.
Educación física,revista educación física,educación física y deportes,revista científica deporte,revista científica educación física
Antoni Costes I Rodríguez; Unai Saez de Ocáriz. Els conflictes en clubs esportius amb esportistes adolescents. Apunts Educació Física i Esports 2012, 46 -53.
AMA StyleAntoni Costes I Rodríguez, Unai Saez de Ocáriz. Els conflictes en clubs esportius amb esportistes adolescents. Apunts Educació Física i Esports. 2012; (108):46-53.
Chicago/Turabian StyleAntoni Costes I Rodríguez; Unai Saez de Ocáriz. 2012. "Els conflictes en clubs esportius amb esportistes adolescents." Apunts Educació Física i Esports , no. 108: 46-53.