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Use of Pedagogical Interventions to Improve Well-Being in Physical Education: A Pilot Study
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Author(s): Paula Pla-Pla (Institut Nacional d'Educació Física de Catalunya, University of Barcelona, Spain), Pere Lavega-Burgués (Motor Action Research Group, Institut de Desenvolupament Social i Territorial, National Institute of Physical Education of Catalonia, University of Lleida, Spain)and Unai Sáez de Ocáriz (Institut Nacional d'Educació Física de Catalunya, University of Barcelona, Spain)
Copyright: 2025
Pages: 30
Source title:
Promoting Sustainable Development Goals in Physical Education: The Role of Motor Games
Source Author(s)/Editor(s): Pere Lavega-Burgués (Motor Action Research Group, Institut de Desenvolupament Social i Territorial, National Institute of Physical Education of Catalonia, University of Lleida, Spain)and Miguel Pic (Motor Action Research Group, University of Valladolid, Spain)
DOI: 10.4018/979-8-3693-6084-2.ch007
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Abstract
Living in society requires establishing social relationships, which often lead to disagreements and conflicts. To promote well-being among secondary school students, a quasi-experimental study evaluated two pedagogical interventions. Using a pre-post-test design, data were collected from four natural groups: two engaged in a Motor Conduct Education focused on socio-affective skills, while the other two followed a Sport Education approach lacking social interaction emphasis. The results indicated significant improvements in conflict management and positive emotional intensity among participants in the Motor Conduct Education group, particularly benefiting females in emotional stability and males in conflict perception. These findings suggest that integrating socio-affective education effectively enhances both emotional well-being and conflict resolution skills in secondary school students.
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