Educación física emocional en el ciclo superior de educación primaria. Ayudando a los maestros a tomar decisiones (Emotional physical education through games in primary education. Helping teachers to make decisions)
DOI:
https://doi.org/10.47197/retos.v0i31.49607Keywords:
praxiología motriz, dominios de acción motriz, conciencia emocional, cooperación y educación emocional (motor praxeology, motor action domains, emotional awareness, cooperation and emotional education)Abstract
La presente investigación aborda uno de los temas más emergentes de la educación física actual: el camino a seguir para conseguir una educación física emocional. El estudio toma como marco teórico de referencia la praxiología motriz y las principales aportaciones teóricas de la educación emocional. La vivencia de juegos motores, clasificados en cuatro dominios de acción motriz (psicomotor, cooperación, oposición y cooperación–oposición), así como el hecho que se experimenten con competición o sin competición, genera diferentes emociones a los alumnos. El objeto de estudio fue estudiar los efectos de juegos motores de distintos dominios de acción motriz sobre la intensidad de emociones positivas, negativas y ambiguas. Entre los resultados más destacados se observó que los juegos cooperativos sin competición suscitaron las emociones positivas más intensas. Los resultados obtenidos nos permiten, en las conclusiones, proporcionar orientaciones para ayudar a los profesionales de la educación física a tomar decisiones acertadas y fundamentadas, para saber qué juegos son más adecuados de proponer en cada momento y poder programar con rigor su intervención educativa.
Abstract. This research addresses one of the emerging themes of modern physical education, i.e. the way to achieve an emotional physical education. The study is grounded in the motor praxeology theoretical framework and the main theoretical contributions of emotional education. Motor games experiences, divided into four domains of motor action (psychomotricity, cooperation, opposition, and cooperation - opposition), with or without competition, generate different emotions in pupils. The study focuses on the emotional impact of these motor experiences on pupils. Among the most considerable results, cooperation games, especially those without competition, triggered the most positive emotions. In conclusion, our outcomes allow us to provide a helpful guidance for physical education professionals to take founded and proper decisions while discerning what games are more suitable according to the situation, and also to fully implement these games in the classroom.
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