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Playing traditional games has a direct impact on the mood states of the players, and this is the reason why physical education is an ideal setting for teaching how to recognize them and be aware about how they can swing. The objective of the study was to determine if participating in traditional opposition games causes changes to the participants' mood states. A total of 102 students participated. Each participant recorded the intensity of the mood state experienced at the beginning and at the end of the sessions, using the validated Profile of Mood States (POMS) instrument. The pedagogical experience was planned as 4 sessions with 6 and 5 opposition games each: (a) with competition in mixed groups, equally and unequally mixed; (b) without competition in mixed groups, equally and unequally mixed; (c) with competition in same-gender groups; and (d) without competition in same-gender groups. When comparing the different mood states according to session (with or without competition), the mood states of the depression, fatigue, and vigor dimensions were significantly different (p < 0.05), with higher scores in the sessions with competition for the mood states of vigor (Mcompetition = 7.27 and Mno_competition = 3.10) and fatigue (Mcompetition = 4.08 and Mno_competition = 1.80). Also, when comparing the mood states depending on session grouping and group type, the results showed differences in the scores obtained for the dimensions fatigue and anger, and general mood state (p < 0.05). These differences were found at the start of the session and at the end, with the dimension fatigue being the only one with differences in both situations when comparing the same-gender, equally-mixed, and unequally-mixed groups for the two types of traditional opposition games compared. In addition, after an analysis of the mood states depending on gender was performed, the results and therefore the significant differences found, were very similar to those obtained according to group type. Lastly, it was concluded that the type of group (equal, mixed & same gender), and gender were decisive, causing variations in the mood states of the students. This provides valuable information for teaching professionals about the structuring and organization of PE sessions, aiming to promoting positive motor experiences.

espanolPara favorecer una correcta educacion emocional desde el area de educacion fisica es necesario ensenar al alumnado a conocer, controlar y entender sus emociones en diferentes situaciones motrices. En este estudio se analizo la vivencia de emociones positivas en juegos de cooperacion-oposicion, y participaron 213 estudiantes de educacion primaria de la Region de Murcia, con edades comprendidas entre 10 y 12 anos. Se recogieron datos de caracter cualitativo a traves de la tecnica de incidentes criticos, sobre las causas que originaron la vivencia de emociones positivas. En los comentarios los ninos aludian principalmente al hecho de ser ganador en el juego para justificar su vivencia emocional, mientras que las ninas ademas de este aspecto, se apoyaban simultaneamente en factores contextuales como el hecho de divertirse o reirse durante la practica motriz. Las ninas destacaron la relacion motriz entre companeros, la necesidad de cooperar en grupo y no sentirse rechazadas principalmente por el genero masculino. Estos resultados apuntan argumentos y recomendaciones practicas para promover una educacion fisica emocional orientada hacia el bienestar subjetivo y a la adquisicion de estilos de vida saludables en ninos y ninas de educacion primaria EnglishIn order to encourage proper emotional education in the area of physical education, it is necessary to teach students how to know, control and understand their emotions in different motor situations. The aim of this study was to analyze the experience of positive emotions in cooperationopposition games. The participants (N = 213) were students between the ages of 10 and 12 at a primary school in the Region of Murcia. The qualitative data were collected through the technique of critical incidents, namely the causes of the experience of positive emotions. In the comments, mainly the boys alluded to winning the game to justify their emotional experience, while the girls also simultaneously relied on contextual factors such as having fun or laughing during the motor practice. Girls highlighted the motor relationship between players and the need to cooperate in a group and not feel rejected, primarily by the males. These results point to arguments and practical recommendations for promoting emotional physical education oriented at subjective wellbeing and the acquisition of healthy lifestyles in primary school children.