Francisco Lagardera

Juegos motores y emociones

Resumen En esta investigación se estudió la toma de conciencia de emociones positivas, negativas y ambiguas con alumnado universitario de ciencias de la educación y de ciencias de la actividad física y del deporte (universidades de Lleida y de Barcelona), a través de juegos de cuatro dominios de acción motriz (psicomotores, cooperativos, de oposición y de cooperación-oposición), tanto en situaciones reales como ficticias y a través de juegos con presencia o ausencia de competición. El estudio se realizó con 284 estudiantes de las universidades de Lleida y de Barcelona. Los resultados mostraron diferencias significativas (p <.001) al estudiar los dos colectivos de estudiantes, los tres tipos de emociones, los cuatro dominios de acción motriz, los juegos ficticios y reales, y los juegos con o sin competición. también se encontró que la cooperación, los juegos reales y, en general, los juegos competitivos registraron los valores más intensos de emociones positivas.

Relationship Between Traditional Games and the Intensity of Emotions Experienced by Participants

Purpose: The aims of this study were to analyze the intensity of emotions (positive, negative, or ambiguous) produced when players took part in traditional games with a different social structure and to examine the explanations given by those participants for these emotional experiences. Method: Participants (N = 556) were recruited from 4 Spanish universities. After taking part in each of the games, they were asked to complete the Games and Emotions Questionnaire to indicate the intensity of their emotional experiences and to explain what, in their view, had led to the strongest emotion felt. Results: The application of a mixed-methods approach identified statistically significant differences in relation to 3 variables. These were (a) the type of emotion, (b) motor domain, and (c) type of result (win, loss, and noncompetitive). The intensity of positive emotions was higher in cooperative games and lower in individual games. Comments referring to negative emotions were more frequent as the social structure of games became more complex (minimal presence of individual games and predominance of cooperation-opposition games). Winning was associated with the highest intensity ratings of positive and ambiguous emotions, whereas being defeated produced the highest values for negative emotions. The intensity ratings for negative emotions were lower in noncompetitive games than in games where players lost. Conclusion: The results confirm that traditional games can play a key role in relation to the emotional facets of physical education.

Metodología cualitativa en el estudio del juego tradicional [Qualitative Methodology in the Study of Traditional Games]

espanolEste texto presenta una manera de aplicar la metodologia cualitativa para estudiar la vivencia emocional que originan diferentes categorias de juego motor. Esta propuesta se contextualiza en las bases teoricas de la educacion de conductas motrices y en el uso de metodos mixtos. Se explican las tres fases de analisis de contenido aplicado a comentarios de distintos grupos de participantes de Espana, Portugal, Suiza y Brasil (universitarios, de educacion primaria y secundaria), obtenidos mediante el cuestionario validado Games and Emotion Scale (GES) y entrevistas rememoradas. Esta linea de investigacion ha permitido elaborar mapas conceptuales interpretativos de la vivencia emocional de los distintos tipos de juegos y a su vez presentar propuestas educativas para los profesionales de una educacion fisica moderna EnglishThis text presents one way to apply the qualitative methodology to study the emotional experience sparked by different categories of motor games. This proposal is contextualized in the theoretical underpinnings of the education of motor behaviors and in the use of mixed methodologies. The three phases of content analysis are explained applied to comments from different groups of participants in Spain, Portugal, Switzerland and Brazil (university students and primary and secondary school students) gotten from the validated Games and Emotion Scale (GES) questionnaire and reflective interviews. This avenue of research has enabled conceptual maps interpreting the emotional experience of the different kinds of games to be developed and educational proposals for professionals in modern physical education to be presented.This text presents one way to apply the qualitative methodology to study the emotional experience sparked by different categories of motor games. This proposal is contextualized in the theoretical underpinnings of the education of motor behaviors and in the use of mixed methodologies. The three phases of content analysis are explained applied to comments from different groups of participants in Spain, Portugal, Switzerland and Brazil (university students and primary and secondary school students) gotten from the validated Games and Emotion Scale (GES) questionnaire and reflective interviews. This avenue of research has enabled conceptual maps interpreting the emotional experience of the different kinds of games to be developed and educational proposals for professionals in modern physical education to be presented.

Metodologia qualitativa en l’estudi del joc tradicional

Aquest text presenta una manera d’aplicar la metodologia qualitativa per estudiar la vivencia emocional que originen diferents categories de joc motor. Aquesta proposta es contextualitza a les bases teoriques de l’educacio de conductes motrius i en l’us de metodes mixtos. S’expliquen les tres fases d’analisi de contingut aplicat a comentaris de diferents grups de participants d’Espanya, Portugal, Suissa i Brasil (universitaris, d’educacio primaria i secundaria), obtinguts mitjancant el questionari validat Games and Emotion Scale (GES) i entrevistes rememorades. Aquesta linia de recerca ha permes elaborar mapes conceptuals interpretatius de la vivencia emocional dels diferents tipus de jocs i alhora presentar propostes educatives per als professionals d’una educacio fisica moderna.