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We Cooperate to Learn to Compete Through Motor Play: The Role of Emotions in Motor Conflicts and Quality Education (SDG 4)
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Author(s): Carmen Del Bosque Bolarín (University of Murcia, Spain)and José Ignacio Alonso Roque (University of Murcia, Spain)
Copyright: 2025
Pages: 26
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.ch008
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Abstract
Emotions are crucial for regulating our lives and shaping our perception of reality. In Physical Education (PE), the holistic approach emphasizes their importance. PE fosters emotional experiences through various activities, which can sometimes lead to interpersonal conflicts. Students often experience negative emotions like anger during competitive games, increasing the likelihood of conflicts. Research shows that positive emotions are stronger in cooperative situations. Therefore, incorporating diverse motor activities in PE is vital for enhancing competencies and improving school coexistence, contributing to quality education. A study in a bilingual school with 50 students explored emotional experiences in cooperative challenges, revealing that positive emotions prevailed regardless of competition or conflict. Understanding and managing emotions in PE can improve interpersonal dynamics and conflict resolution, aligning with educational objectives.
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