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Conflict Education in Physical Education From a Gender Perspective: The Traditional Game as a Pedagogical Tool – Relationships and Emotions Between Adolescent Girls and Boys
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Author(s): Aaron Rillo-Albert (Motor Action Research Group (GIAM), INDEST, Institut Nacional d'Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), Lleida, Spain), Unai Sáez de Ocáriz (Motor Action Research Group (GIAM), INDEST, Institut Nacional d'Educació Física de Catalunya (INEFC), Universitat de Barcelona (UB), Barcelona, Spain)and Pere Lavega-Burgués (Motor Action Research Group, Institut de Desenvolupament Social i Territorial, National Institute of Physical Education of Catalonia, University of Lleida, Spain)
Copyright: 2022
Pages: 26
Source title:
Handbook of Research on Using Motor Games in Teaching and Learning Strategy
Source Author(s)/Editor(s): Pedro Gil-Madrona (University of Castilla-La Mancha, Spain)
DOI: 10.4018/978-1-7998-9621-0.ch011
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Abstract
Traditional games offer an exceptional relational setting to educate pupils' interpersonal relationships and offer equal opportunities to both genders. The aim of the study was to determine the predictive capacity of the variables associated with the motor conflict process (intensity, attitude, and intervention) and the emotional meaning of the conflicts experienced by the male and female genders. A total of 330 students (172 girls, 52.1%; and 158 boys, 47.9%) from secondary education participated. An intervention based on the GIAM pedagogical model was carried out through the practice of four traditional competitive cooperation-opposition games (marro, dodgeball, stealing stones, and pass the treasure). The findings show that girls and boys experience conflict in a similar way when they are part of a low conflict group. The first predictor of girls' conflict is the type of attitude they adopt in conflict management. However, boys' conflicts are mainly predicted by the emotional meaning and then by the attitude towards the conflict.
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