Elementos de la lógica interna y externa de los juegos que explican la experiencia afectiva del alumnado de educación física en secundaria
Falcón Miguel, D. (Universidad de Zaragoza) ; Castellar Otín, C. (Universidad de Zaragoza) ; Ortega Zayas, M.Á. (Universidad de Zaragoza) ; Pradas de la Fuente, F. (Universidad de Zaragoza)
Resumen: La Educación Física puede orientar al alumnado hacia el bienestar personal y social. Las reglas de un juego motor contienen su lógica interna, un patrón de relaciones con el espacio, el tiempo, el material y el resto de participantes. La lógica externa recoge los aspectos referidos a elementos contextuales o a características de los jugadores. Se investigó la relación entre los elementos de la lógica interna y externa del juego y la vivencia emocional de 67 alumnos (34 chicos y 33 chicas) de 4º de la ESO, utilizando la escala validada GES, tras practicar ocho sesiones de juegos de los cuatro dominios de acción motriz. Se utilizaron ecuaciones de estimación generalizadas (GEE) y árboles de clasificación CHAID para el análisis de los datos cuantitativos y estadística descriptiva para los cualitativos. Los juegos generaron bienestar entre el alumnado, observándose diferencias en función del dominio de acción motriz. Los juegos de cooperación (M =4.59; DT = .227) generaron la mayor intensidad de emociones positivas mientras que los juegos psicomotores (M = 3.50; DT = .192; p < .001; d =5.2) generaron los menores niveles de bienestar. Las vivencias emocionales positivas son provocadas principalmente por los elementos estructurales de los juegos (58%) por encima de aspectos contextuales (42%), constatando el papel del juego motor como recurso pedagógico para generar experiencias motrices asociadas a la mejora del bienestar socioemocional.
Physical Education can guide students towards personal and social well-being. The rules of a motor game contain its internal logic, a pattern of relationships with space, time, material and other participants. The external logic includes aspects related to contextual elements or characteristics of the players. The relationship between the elements of the internal and external logic of the game and the emotional experience of 67 students (34 boys and 33 girls) of the 4th year of ESO were investigated, using the validated GES scale, after practicing eight games sessions of the four motor action domains. Generalized estimating equations (GEE) and CHAID classification trees were used for the analysis of quantitative data and descriptive statistics for qualitative data. The games generated well-being among the students, with differences observed according to the domain of motor action. Cooperation games (M = 4.59; DT = .227) generated the highest intensity of positive emotions while psychomotor games (M = 3.50; DT = .192; p < .001; d = 5.2) generated the lowest levels of well-being. The positive emotional experiences are mainly caused by the structural elements of the games (58%) over contextual aspects (42%), confirming the role of the motor game as a pedagogical resource to generate motor experiences associated to the improvement of social-emotional well-being.
Idioma: Español
DOI: 10.30827/publicaciones.v50i1.15991
Año: 2020
Publicado en: Publicaciones - Facultad de Educación y Humanidades Campus de Melilla, Universidad de Granada 50, 1 (2020), 355-370
ISSN: 2530-9269
Factor impacto SCIMAGO: 0.262 - Developmental and Educational Psychology (Q3) - Education (Q3)
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Expres.Corporal (Dpto. Expres.Music.Plást.Corp.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
Exportado de SIDERAL (2024-01-22-15:33:21)
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Physical Education can guide students towards personal and social well-being. The rules of a motor game contain its internal logic, a pattern of relationships with space, time, material and other participants. The external logic includes aspects related to contextual elements or characteristics of the players. The relationship between the elements of the internal and external logic of the game and the emotional experience of 67 students (34 boys and 33 girls) of the 4th year of ESO were investigated, using the validated GES scale, after practicing eight games sessions of the four motor action domains. Generalized estimating equations (GEE) and CHAID classification trees were used for the analysis of quantitative data and descriptive statistics for qualitative data. The games generated well-being among the students, with differences observed according to the domain of motor action. Cooperation games (M = 4.59; DT = .227) generated the highest intensity of positive emotions while psychomotor games (M = 3.50; DT = .192; p < .001; d = 5.2) generated the lowest levels of well-being. The positive emotional experiences are mainly caused by the structural elements of the games (58%) over contextual aspects (42%), confirming the role of the motor game as a pedagogical resource to generate motor experiences associated to the improvement of social-emotional well-being.
Idioma: Español
DOI: 10.30827/publicaciones.v50i1.15991
Año: 2020
Publicado en: Publicaciones - Facultad de Educación y Humanidades Campus de Melilla, Universidad de Granada 50, 1 (2020), 355-370
ISSN: 2530-9269
Factor impacto SCIMAGO: 0.262 - Developmental and Educational Psychology (Q3) - Education (Q3)
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Expres.Corporal (Dpto. Expres.Music.Plást.Corp.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. Exportado de SIDERAL (2024-01-22-15:33:21)
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Record created 2020-12-17, last modified 2024-01-22