Proyecto Wonderwall: identificación y manejo de emociones en la Educación Física de Educación Primaria (Project Wonderwall. Emotions’ identification and management in Primary Education Physical Education)

Abstract

Es habitual que nuestros alumnos, en ciertos momentos, experimenten emociones que bloquean su aprendizaje. Una vez en esta situación, la mayoría no saben qué están sintiendo y tampoco saben cómo dominarlo. Por eso es crucial ofrecerles ayuda en la identificación y el manejo de sus emociones. De aquí surge el Proyecto Wonderwall, que sitúa al estudiante en el centro del proceso de enseñanza-aprendizaje a través del desarrollo de las inteligencias intra e inter-personales. Fue denominado así porque todos los recursos desarrollados fueron presentados en una pared del aula, donde los alumnos podían acudir siempre que lo necesitaran, para trabajar las emociones, haciéndose preguntas a sí mismos para entender qué sentían y cómo controlar lo que sentían. Pretendía fomentar la autonomía del alumno en la gestión de sus emociones, de forma que sea él mismo el que logre alcanzar el estado emocional adecuado para el desarrollo de su aprendizaje El primer paso para enseñar a los alumnos a ser inteligentes emocionalmente es dejar que experimenten sus propias emociones, e identificar con ellos qué señales y rasgos caracterizan cada una de ellas para poder analizar si son positivas o negativas. Una vez que los alumnos saben cómo identificar sus emociones, pasamos a la fase más ambiciosa: el manejo de éstas. Se les ofrece a través de displays, diferentes pautas, estrategias de afrontamiento, para canalizar lo que sienten; siendo diferentes para cada emoción. Todas ellas con un alto componente motriz, que pueden ser fácilmente extrapoladas a diferentes contextos de la vida diaria.Abstract. It is common for our students to at times experience emotions that block their learning. When that happens, the majority do not recognize what their feelings are and how to control them. This is the reason why it is crucial to help them identify and handle their emotions. From this idea, the Project Wonderwall emerged, which situates students at the center of the teaching-learning process through the development of intra and inter-personal intelligences. The project name comes from the fact that all resources used were presented in one of the class walls. Students had the opportunity to go there whenever they needed, to work on their emotions, asking themselves questions to understand what they were feeling and how to control them. The goal was to promote students’ autonomy handling their emotions, as well as to help them achieve by themselves the correct emotional state to keep on learning. The first step to teach students to be emotionally intelligent is to let them experience their own emotions, and identify with them which signals and traits characterize each of them so to understand whether they are good or bad. Once students know how to identify their emotions, teachers can move to the most ambitious phase: how to handle them. Students are offered coping strategies, different guidelines for each feeling, and other methods to channel their emotions. They all involved high motor demands, which can be easily used in different daily life contexts.

Serious Games for Emotional Intelligence’s Skills Development for Inner Balance and Quality of Life-A Literature Review (Juegos serios para el desarrollo de habilidades de la inteligencia emocional para el equilibrio interior y la calidad de vida- Una revisión de la literatura)

“…Because hormones are associated with emotional intelligence and as a result affect the maintenance of homeostasis, efforts are being made to apply an intelligent emotional layer to serious games to improve the affective power of the agent, create more realistic emotional behaviors, and have a positive impact on the player's emotional intelligence skills (Samani & Polydorou, 2017). Drigas & Papoutsi, 2019;Fernández & Fernández 2019). Moreover, the importance of emotions and emotional intelligence in the educational context is growing and becoming more conclusive (Torres & Saenz-López, 2019).…”

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“…However, in the recent time, there has been increasingly more works of scientists associate not so much with application of various methods and techniques of organizing extracurricular activity [9], rather than with studying the influence of various focus areas of extracurricular activity on children's comprehensive development [10], the relationship of physical extracurricular activity and emotional condition of children [11,12], the opportunities for engaging the schoolchildren's families in joint extracurricular activity [13], the The expedience and necessity of project education is demonstrated in works of many scientists of the modern period. The efficiency of using project activity has been shown for the higher education [16,17,18], the secondary one [19,20,21], the elementary one [22,23,24], and for preschool education, too [25,26,27].…”

Developing Emotional Intelligence through Physical Education: A Systematic Review

“…Emotional intelligence (EI) has been described as the ability to recognize one’s own and others’ emotions and reason accurately about them (intrapersonal intelligence), and the ability to use knowledge about emotions to enhance thought and adaptative behaviors (inter-personal intelligence) (Fernández-García & Fernández-Río, 2018; Lane et al, 2009; Trigueros et al, 2019). To date, three EI approaches have been proposed: (a) a four-branch model based on the identification, understanding, regulation, and expression/usage of one’s own and others’ emotions (Mayer & Salovey, 1997; Salovey & Mayer, 1990); (b) a belief that emotional competencies facilitate the acknowledgment and management of emotions (Goleman, 1995); and (c) a model of emotional and social intelligence in which emotional learning consists of emotional, personal, and social knowledge and skills that affect the ability to face inevitable stressful situations (Bar-On, 2000).…”