Emotional map of psychomotor games without competition

Burgués, Pere Lavega; Lagardera, Francisco; Prat, Queralt; Arroyave, Verónica Muñoz; Costes, Antoni

doi:10.1007/s12144-018-9809-7

Cited by 6 publications

(5 citation statements)

References 11 publications

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“…This is a paradoxical game, with an ambivalent communication (Parlebas, 1988) in which the traditional concepts of partner / adversary lack permanent value and a continuous strategic dynamics appears. Although there is evidence to support that the practice of psychomotor games triggered emotions closely related to the effectiveness of the players, it was also found that the communicative ambivalence and the analysis of the comments expressed by young university students after practicing ' the sitting ball' showed ambivalence in their comments (Lavega-Burgués et al, 2018).…”

Section: Discussionmentioning

confidence: 97%

“…From the theory of motor action (Parlebas, 1988;Parlebas, 2001;Parlebas, 2018) there are proliferating investigations that study the motor behaviors of the participants from the decisional and emotional points of view. The study conducted in psychomotor games with university students shows that the effectiveness of actions explains a good part of the emotional itinerary of the players (Lavega-Burgués, Lagardera, Prat-ambròs, Muñoz-Arroyave & Costes, 2018). With a similar approach, there has also been a direct relationship between the decisions and emotions of young university students when participating in the paradoxical game 'the seated ball' (Lavega, Prat, Sáez de Ocáriz, Serna & Muñoz-Arroyave, 2018).…”

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confidence: 99%

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Estimating motor competence through motor games. [Estimar la competencia motriz mediante juegos motores].

Pic¹,

Burgués²

2019

Rev. int. cienc. deporte

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The main objective of the work is to address the estimation of the motor competence of girls and boys from the spontaneity of the motor game. 112 individuals of mixed groups were selected (M = 14.2, SD = 2.2) for the practice of two motor games. An observational methodology was used through a nomothetic, following and multidimensional design, with the assistance of two expert observers for the registration. The registration tool consisted of 19 categories, grouped into 3 macrocriteria. All the decisions of the protagonists were classified according to their gender, game role, quality of motor behavior and cooperative or antagonistic sense of the decision observed. Chi-square and multivariate analysis were applied (Chaid Model), being variables Cartesian tested in their double function (VD / VI). Among the most relevant results, revealing a differentiated participation according to the gender of the protagonists, girls registered similar values in effective behaviors in both games (J1 = 186, J5 = 183) unlike the boys (J1 = 240, J5 = 307). The predictive capacity of motor decisions when playing throught the valence (p <.001) and role (p <.001) among others, were the most determinant variables. Evaluating motor competence through motor games is viable without altering the validity of the curriculum and the spontaneity of the contextualized decision.

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Section: Discussionmentioning

confidence: 97%

mentioning

confidence: 99%

Estimating motor competence through motor games. [Estimar la competencia motriz mediante juegos motores].

Pic¹,

Burgués²

2019

Rev. int. cienc. deporte

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“…The players agree on the conditions in which they will face each other, which brings an interest in the activity from the very beginning of the game ( Cumming et al, 2007 ; Etxebeste et al, 2014 ). The high emotional intensity of the opponent’s presence (e.g., Lavega et al, 2014 ; Duran and Costes, 2018 ) involves learning to establish a balance between enjoyment through interest in the process of the actions of one’s own game (task climate) or through motivation to want to dominate and exercise power over others (ego climate) ( Lavega et al, 2014 ; Lavega-Burgués et al, 2020a ).…”

Section: Discussionmentioning

confidence: 99%

“…These games trigger emotional well-being when next conditions are present: (a) The possibility of reaching the objective on several occasions (e.g., throwing a spinning top so that it stays dancing for a while); (b) the intervention associated with having to make an effort (trying out different ways of throwing the top over and over again); and (c) being able to perform motor actions effectively (achieving the proposed objective) without having to compare oneself with others (e.g., Serna et al, 2017 ; Lavega-Burgués et al, 2020a ).…”

Section: Discussionmentioning

confidence: 99%

Traditional Sporting Games as Emotional Communities: The Case of Alcover and Moll’s Catalan–Valencian–Balearic Dictionary

et al. 2021

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Learning to live together is the central concern of education everywhere in the world (UNESCO). Traditional sporting games (TSGs) provide interpersonal experiences that shape miniature communities charged with emotional meanings. The objective of this study was to analyze the ethnomotor features of TSG (relationship between the internal characteristics of the TSG and sociocultural variables) in three Catalan-speaking Autonomous Communities and to interpret them for constructing emotional communities. The study followed a phenomenological-interpretative paradigm. The identification of TSG was done by a hermeneutic methodological approach by using an exhaustive exploratory documentary research. We studied 503 games collected in the Dictionary Català-Valencià-Balear de Alcover and Moll (1926–1963). Instruments and procedure: A database was built up with information about the internal and external logic of the games. The validity of the information was confirmed by means of a concordance test between the researchers. Data processing was carried out by means of classification trees (inferential level), identifying the predictive variables of the types of TSG. Most of the TSGs were sociomotor games (n = 405/503; 80.5%). The classification tree identified four explanatory variables. Three variables were internal traits (body contact, material, and score), and one variable corresponded to external logic (age). Features of the TSG of the Catalan-speaking Autonomous Communities build original emotional communities. The ethnomotor regularities triggered emotional experiences associated with pleasure for (a) living together (predominance of sociomotor games); (b) domesticating of aggressiveness over opponents (different motor licit aggressiveness); (c) developing sustainability (presence and absence of objects from the surrounding environment); (d) educating the competition (games with and without final score); and (e) interpersonal well-being based on the community (transmission of ludic culture from children to young TSG).

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“…In this context, a fundamental knowledge of PE will enable the education of emotional competence [31,77] to offer an emotional education that allows students to become aware of their own emotions [32,78,79]. The challenge is to learn to adequately transform negative emotions (e.g., anger, sadness, rejection, or fear) into well-being-generating emotions (e.g., joy, love, or happiness) [63,80,81]. This study was based on the classification of the basic emotions by Bisquerra [82] and Lazarus [83] in positive and negative emotions [84,85].…”

Section: Part 2: Evaluation Of Motor Conflictsmentioning

confidence: 99%

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

et al. 2021

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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.

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Emotional map of psychomotor games without competition

Cited by 6 publications

References 11 publications

Estimating motor competence through motor games. [Estimar la competencia motriz mediante juegos motores].

Estimating motor competence through motor games. [Estimar la competencia motriz mediante juegos motores].

Traditional Sporting Games as Emotional Communities: The Case of Alcover and Moll’s Catalan–Valencian–Balearic Dictionary

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

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