Incidencia De Los Juegos Cooperativos en Las Relaciones Interpersonales

Abstract

Resumen: Este estudio tuvo como objetivo identificar los efectos de una unidad programática (UP) de juegos cooperativos, sobre díadas (aceptación y rechazo) y las características del grupo. Se siguió una metodología de investigación-acción; participaron 78 alumnos de 7 a 9 años (M = 8,3; DP = 0,33), 38 chicos (48,7%) y 40 chicas (51,3%). Al inicio y al final de la UP se aplicó un cuestionario sociométrico para identificar díadas reales de elección y de rechazo, y las dinámica grupales (Índice de Cohesión Grupal: ICG y del Índice de Disociación Grupal: IDG). Los resultados mostraron que los juegos cooperativos proporcionaron un aumento de díadas de aceptación, especialmente en chicas, y de rechazo en chicos; aumentó el ICG y el IDG; disminuyó el número de alumnos aislados. Este programa puede ser útil para fortalecer la dinámica intragrupo y para compactar el grupo.Resumo: Este estudo teve como objetivo identificar os efeitos de uma unidade programática (UP) de jogos cooperativos sobre díades (aceitação e rejeição) e as características do grupo. A metodologia foi a pesquisa-ação; participaram 78 alunos de 7-9 anos (M = 8,3, DP = 0,33), 38 meninos (48,7%) e 40 meninas (51,3%). No início e no fim da UP foi aplicado um questionário sociométrico para identificar díades reais de escolha e rejeição e as dinâmicas de grupo (Índice de coesão do grupo: ICG e o Índice de dissociação do grupo: IDG). Os resultados mostraram que os jogos cooperativos proporcionaram um aumento de díades de aceitação, especialmente em mulheres, e rejeição nos homens; também aumentou o ICG e IDG e diminuiu o número de estudantes isolados. Este programa pode ser útil para fortalecer a dinâmica intragrupo e compactar o grupo.Abstract: This study aims to identify the effects of a program unit (PU) based on cooperation motor tasks on dyads (acceptance and rejection) and group properties. It used action research methodology; participants were 78 7-9-years-old students (M = 8.3, SD = .33); 38 boys (48.7%) and 40 girls (51.3%). A sociometric questionnaire was applied at the beginning and at the end of the PU in order to identify real dyads of acceptation and rejection and group dynamics (Group Cohesion Index: GCI; group and group dissociation Index: GDI). The results showed that cooperative games increased acceptance dyads, especially in girls, and rejection dyads in boys. Both indexes increased while the number of isolated students decreased. This program can be useful to improve intragroup dynamics and for making the group compact. Palavras chave:Educação Física. Pesquisa-ação. Aceitação. Integração escolar.

A Mixed Methods Study to Examine the Influence of CLIL on Physical Education Lessons: Analysis of Social Interactions and Physical Activity Levels

“…The interviews illustrate that the Physical Education teachers interviewed feel the need to use collaborative activities when planning lessons through the CLIL approach. In this regard, the introduction of collaborative activities can also be useful to strengthen social dynamics within the group, enhancing prosocial behavior and empathy among students (Andueza and Lavega, 2017). In addition, this means that CLIL may entail a change in Physical Education methodology, making it more participative, inclusive and collaborative, which are ultimately some of the current trends in Physical Education because these features help to achieve a range of educationally beneficial objectives related to many different domains, such as the physical, lifestyle, affective, social and cognitive (Dyson et al, 2004;Kirk, 2010Kirk, , 2013.…”

“…In this regard, three of the questions show opposing trends when the mean scores of males and females are compared. This might be related to the differences by gender that are often found regarding both interpersonal relations, for example, focusing on acceptance within the group (Andueza and Lavega, 2017), and CLIL (Doiz et al, 2014;Fernandez-Barrionuevo and Baena-Extremera, 2018). Therefore, it is necessary to carry out further research on this topic, because the effects on sociometric measures might need longer to appear (van der Wilt et al, 2019).…”

“…The third purpose of Physical Education stated by Hardman (2011) refers to personal, social and moral development; and it usually constitutes one of the main goals of European Physical Education programs (Opstoel et al, 2019). Indeed, Physical Education is seen as a great opportunity to develop the students' personality and socialization (Weiss, 2011;Andueza and Lavega, 2017) given its social nature and the particular context it generates. However, it is important to mention that simply participating in Physical Education lessons does not automatically lead to the development of such skills (Cryan and Martinek, 2017;Opstoel et al, 2019).…”

Metodologia qualitativa en l’estudi del joc tradicional

“…CIENCIAS HUMANAS Y SOCIALES -FORO "JOSÉ MARÍA CAGIGAL" | SOCIAL SCIENCES -"JOSÉ MARÍA CAGIGAL" FORUM Metodología cualitativa en el estudio del juego tradicional | Qualitative Methodology in the Study of Traditional Games Numerosas investigaciones realizadas constatan que cada uno de estos dominios originan consecuencias distintas sobre la conducta motriz de las personas participantes, ya sea sobre aspectos de relación interpersonal (Parlebas, 2012), de cohesión del grupo (Andueza & Lavega, 2017;Parlebas, 2010), de integración (Lavega, Planas, & Ruiz, 2014), o de conflictos (Collard & Oboeuf, 2007;Dugas, 2008;Sáez de Ocáriz & Lavega, 2015), como de transferencia de aprendizajes decisionales (Parlebas & Vives, 1969;Parlebas & Dugas, 1998), como también en la vivencia de emociones (Duran & Costes, 2018;Duran et al, 2014;Lavega, Alonso, Etxebeste, Lagardera, & March, 2014;Lavega, Sáez de Ocáriz, Lagardera, March, & Puig, 2017;Muñoz, Lavega, Serna, Sáez de Ocáriz, & March, 2017).…”

“…La investigación se ha realizado con miles de participantes, inicialmente con estudiantes universitarios de primer curso de diversas universidades de España, Portugal, Brasil y Suiza, en el marco de asignaturas prácticas que Numerous studies have shown that each of these domains leads to different consequences in the motor behavior of the participants, either on aspects of their interpersonal interactions (Parlebas, 2012), on group cohesion (Andueza & Lavega, 2017;Parlebas, 2010), on integration (Lavega, Planas & Ruiz, 2014) or on conflicts (Collard & Oboeuf, 2007;Dugas, 2008;Sáez de Ocáriz & Lavega, 2015), as well as on the transfer of decisional lessons (Parlebas & Vives, 1969;Parlebas & Dugas, 1998) and the experience of emotions (Duran & Costes, 2018;Duran et al, 2014;Lavega, Alonso, Etxebeste, Lagardera & March, 2014;Lavega, Sáez de Ocáriz, Lagardera, March & Puig, 2017;Muñoz, Lavega, Serna, Sáez de Ocáriz & March, 2017).…”