Library > Issue 139 > Affectivity and Motor Interaction in Popular Motor Games at School

Affectivity and Motor Interaction in Popular Motor Games at School

Pedro Gil-Madrona, Lorena Pascual-Francés, Andrea Jordá-Espi, Felipe Mujica-Johnson, Andrés B. Fernández-Revelles

Gil-Madrona, P., Pascual-Francés, L., Jordá-Espi, A., Mujica-Johnson, F., & Fernández-Revelles, A. B. (2020). Affectivity and Motor Interaction in Popular Motor Games at School. Apunts. Educación Física y Deportes, 42-48. https://doi.org/10.5672/apunts.2014-0983.es.(2020/1).139.06

Abstract

Motor interaction and its sociocultural context are aspects that determine the type of motor game, providing it with specific characteristics that make it different in the Physical Education class. Thus, this motor activity should be studied from the emotional perspective to optimise the educational process. This study aims to identify the affective perception of 5th and 6th year primary school students in popular cooperation and cooperation-opposition games in Physical Education classes. The study used a quantitative approach, involving 70 students (35 boys and 35 girls) aged between 10 and 12 from the province of Alicante. The data were collected using the PANAS (Positive and Negative Affect Schedule) survey validated in Spanish for children and adolescents. The main results indicate that positive affects obtained the highest perception in the two types of popular games studied, whereas negative affects obtained the lowest perception. It is concluded that this type of sociomotor games with sociocultural content allows students to develop social skills in a positive learning environment.

Key words

affectivity, physical education, motor interaction, popular game
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