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Educating Relational and Emotional Well-Being in Girls and Boys Through Traditional Paradoxical Games
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Author(s): Pere Lavega-Burgués (Motor Action Research Group (GIAM), INDEST, Institut Nacional d'Educació Física de Catalunya (INEFC), University of Lleida (UdL), Lleida, Spain), Carlos Mallén-Lacambra (Motor Action Research Group (GIAM), INDEST, Institut Nacional d'Educació Física de Catalunya (INEFC), University of Lleida (UdL), Lleida, Spain)and Miguel Pic (Institute of Sport, Tourism, and Service, South Ural State University, Russia & Motor Action Research Group (GIAM), INDEST, Institut Nacional d'Educació Física de Catalunya (INEFC), University of Lleida (UdL), Lleida, Spain)
Copyright: 2022
Pages: 19
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.ch001
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Abstract
Educating gender socioemotional well-being is a great education challenge. The objectives of this study were (1) to identify the motor interactions (cooperation and opposition), the emotional intensity, the motivational interest, and the perception of success by gender in two traditional paradoxical games (TPG) (Hunting Ball and Sitting Ball); (2) to relate the intensity of emotions in both games; and (3) to reveal the predictive capacity of the motor interaction and emotion on the interest aroused by games. A total of 42 students (boys = 21; 50%; girls = 21; 50%) played both games. After each game was over, the participants answered the Games and Emotions Scale. For the differences between Hunting Ball and Sitting Ball, mean and standard deviation, Wilcoxon signed-rank test, p-value, and the effect sizes were performed. The results support the great contribution of TPG for educating the relational and emotional well-being between genders.
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