Predictive variables of emotional intensity and motivational orientation in the sports initiation of basketball

Abstract

The sports initiation of basketball has used exercises and games to improve motor performance, forgetting aspects of maximum importance such as the emotional experience and motivational orientation of players. There were 183 students from public secondary and post-compulsory schools, 103 girls (56.2%) and 80 boys (43.7%). The validated Games and Emotions Scale questionnaire: GES-II was applied, together with the motivation questionnaire that the students completed after finishing the game situations. Two sessions were held: a) races bouncing a basketball and, b) by teams, passing between teammates a ball that had to be launched on the rival team. Multivariate analyzes were applied, classification trees, specifically the CHAID growth method (Chi-squared Automatic Interaction Detector, in SPSS v.24). The analysis of the predictive variables of emotional intensity indicated that the first explanatory variable was the emotion type (p <.001; F = 1178.369; df1, df2 = 1833). The positive emotions (e +) (n = 367, M = 4.0) were more intense (p <.001) than the negative ones (e-) (n = 1468, mean 1.4). The second predictive variable for both types of emotions was the result. The predictive maps of emotional and motivational experience confirm that the characteristics of the tasks and of the players are two intertwined realities to take into account in integral basketball training. The sports initiation of basketball has used exercises and games to improve motor performance, forgetting aspects of maximum importance such as the emotional experience and motivational orientation of players. There were 183 students from public secondary and post-compulsory schools, 103 girls (56.2%) and 80 boys (43.7%). The validated Games and Emotions Scale questionnaire: GES-II was applied, together with the motivation questionnaire that the students completed after finishing the game situations. Two sessions were held: a) races bouncing a basketball and, b) by teams, passing between teammates a ball that had to be launched on the rival team. Multivariate analyzes were applied, classification trees, specifically the CHAID growth method (Chi-squared Automatic Interaction Detector, in SPSS v.24). The analysis of the predictive variables of emotional intensity indicated that the first explanatory variable was the emotion type (p <.001; F = 1178.369; df1, df2 = 1833). The positive emotions (e +) (n = 367, M = 4.0) were more intense (p <.001) than the negative ones (e-) (n = 1468, mean 1.4). The second predictive variable for both types of emotions was the result. The predictive maps of emotional and motivational experience confirm that the characteristics of the tasks and of the players are two intertwined realities to take into account in integral basketball training.

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

“…Two instruments were used for data collection: The Games and Emotions Scale (GES-II) questionnaire was used [84] as a valid and appropriate tool to analyse the valence and emotional intensity in different families of games in the context of PE. Simplicity, clarity of content and structure, as well as its use in other similar studies [32,94] were key to the choice of such a questionnaire to secondary school students. This instrument is composed of five items that assess basic emotions: one positive emotion (joy) and four negative emotions (anger, sadness, fear, and rejection).…”

Emociones del profesorado de educación física: revisión narrativa (2010-2020) (Physical education teacher emotions: narrative review (2010-2020))

“…Cabe destacar, que el conocimiento práctico se consigue con la experiencia profesional (Luis-Pascual, 2008), de modo que eso podría explicar las emociones de preocupación y nerviosismo del profesorado nobel (Kim, 2012); de temor por la inexperiencia en temas concretos presenten en la sesión de EF (Restrepo-Aristizábal & González-Palacio, 2019); y de seguridad en la enseñanza de contenidos didácticos con que los el profesorado se encuentra familiarizado (Ellison & Mays-Woods, 2019;Ferry & McCaughtry, 2013). Estos hallazgos se asemejan a los resultados de otras investigaciones en EF que han mostrado una relación de la cultura deportiva como de la experiencia motriz en las emociones del alumnado escolar y universitario (Duran et al, 2015;Monforte & Pérez-Samaniego, 2017;Mujica-Johnson & Jiménez, 2019, 2020Pic et al, 2019).…”

“…La relación de los éxitos y fracasos en las metas de logro también ha sido reconocida en diferentes estudios sobre emociones del alumnado escolar en EF (Duran et al, 2015;Miralles, Filella & Lavega, 2017;Pic et al, 2019). Además, dichas emociones parecen ser el reflejo secundario de una intencionalidad ética para con el acto pedagógico y la contribución en el desarrollo personal del alumnado (Fernández, 2013;Mujica & Orellana, 2021).…”

“…En el contexto del giro afectivo en la EF, en los últimos años se han realizado diferentes investigaciones empíricas sobre las emociones en dicha asignatura, como lo muestran dos estudios de revisión centrados, principalmente, en el sentir del alumnado (Mujica, Orellana & Concha, 2017;Bermúdez & Saenz-López, 2019). En los estudios sobre las emociones en EF podemos reconocer que existen dos tipos de aproximación, uno de carácter cuantitativo referido a la intensidad emocional (Pic, Lavega-Burgués, Muñoz-Arroyave, March-Llanes & Echeverri-Ramos, 2019;Zamorano-García, Gil-Madrona, Prieto-Ayuso & Zamorano-García, 2018) y otro de carácter cualitativo referido a la calidad emocional (Alves, MacPhail, Queirós & Batista, 2019;Leisterer & Jekauc, 2019;Monforte & Pérez-Samaniego, 2017;Salgado-López, 2014). Evidentemente, ambos métodos pueden contribuir de diferente forma a la mejora educativa en dicha asignatura pedagógica.…”

Emociones de profesoras de Educación Física chilenas en el contexto de pandemia: estudio de casos (Emotions of Chilean physical education teachers in the context of pandemic: a case study)

“…Y, en particular, sobre las emociones del colectivo docente de EF. El estudio de las emociones ha estado en auge en los últimos años en educación (Mujica y Orellana, 2021a;Zembylas, 2019) y en EF (Leisterer & Jekauc, 2019;Mujica, 2020Mujica, , 2021Mujica & Jiménez, 2021;Pic, Lavega-Burgués, Muñoz-Arroyave, March-Llanes & Echeverri-Ramos;Salgado-López, 2020). No obstante, como se señala en un estudio de revisión, son pocas las investigaciones enfocadas en las emociones del profesorado, en comparación con el mayor interés por el alumnado (Mujica & Orellana, 2021b).…”