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Several instruments exist to measure emotional experiences during physical activity. However, these instruments are designed on a clinically basis and use mood concepts rather than emotions. Moreover, these instruments are designed and validated only with adult samples. An instrument is needed to study the emotional experiences of schoolchildren when participating in games or sports. Therefore, the aim of this study was to design and validate the Games and Emotions Scale for Children to assess the intensity of emotions (positive or negative) of schoolchildren in physical education classes, when players participated in games of different motor action domains, with or without competition (winner or loser). A total of 293 students from four Spanish primary schools participated. Ten experts evaluated the content. The results of confirmatory factor analysis, reliability (CR and AVE) and validity (convergent and discriminant) yielded two factors and satisfactory fit indices. Acceptable reliability and validity values were obtained. The present study suggests that the GESC is a structurally valid and reliable instrument for measuring emotional intensity in motor games, both in an educational and sport context. Thus, the results could benefit both teachers and coaches, allowing them to know the type of emotional experiences generated by their motor practices. Existen varios instrumentos que permiten medir las experiencias emocionales durante la actividad física. Sin embargo, estos instrumentos están diseñados desde una base clínica y utilizan conceptos de estado de ánimo en lugar de emociones. Además, estos instrumentos están diseñados y validados sólo con muestras de adultos. Se necesita un instrumento para estudiar las vivencias emocionales de los escolares al intervenir en juegos o deportes. Por ello, el objetivo de este estudio fue diseñar y validar la Escala de Juegos y Emociones para Niños para evaluar la intensidad de las emociones (positivas o negativas) de los escolares en las clases de educación física, cuando los jugadores participan en juegos de diferentes dominio de acción motriz, con o sin competición (ganador o perdedor). Participaron 293 alumnos de cuatro centros de enseñanza primaria españoles. Diez expertos evaluaron el contenido. Los resultados del análisis factorial confirmatorio, de fiabilidad (RC y AVE) y validez (convergente y discriminante) arrojaron dos factores e índices de ajuste satisfactorios. Se obtuvieron valores aceptables de fiabilidad y validez. El presente estudio sugiere que el GES-C es un instrumento estructuralmente válido y fiable para medir la intensidad emocional en los juegos motores, tanto en un contexto educativo como deportivo. Así, los resultados podrían beneficiar tanto a los maestros como a los entrenadores, permitiéndoles conocer el tipo de experiencias emocionales que generan sus prácticas motrices. Existem vários instrumentos para medir as experiências emocionais durante a actividade física. No entanto, estes instrumentos são concebidos a partir de uma base clínica e utilizam conceitos de humor em vez de emoções. Além disso, estes instrumentos são concebidos e validados apenas com amostras adultas. Existe a necessidade de um instrumento para estudar as experiências emocionais das crianças em idade escolar quando participam em jogos ou desportos. Portanto, o objectivo deste estudo era conceber e validar a Escala de Jogos e Emoções para Crianças para avaliar a intensidade das emoções (positivas ou negativas) das crianças em idade escolar nas aulas de educação física, quando os jogadores participam em jogos de diferentes domínios de acção motora, com ou sem competição (vencedor ou perdedor). Participaram um total de 293 estudantes de quatro escolas primárias espanholas. Dez peritos avaliaram o conteúdo. Os resultados da análise dos factores de confirmação, fiabilidade (CR e AVE) e validade (convergente e discriminante) mostraram dois factores e índices de ajuste satisfatórios. Foram obtidos valores aceitáveis de fiabilidade e validade. O presente estudo sugere que o GESC é um instrumento estruturalmente válido e fiável para medir a intensidade emocional em jogos motorizados, tanto num contexto educativo como desportivo. Assim, os resultados poderiam beneficiar tanto professores como treinadores, permitindo-lhes conhecer o tipo de experiências emocionais geradas pelas suas práticas motoras.

International organizations such as the UN and UNESCO set priority goals for education in the 21st century. This article shows the educational contribution of the Traditional Sporting Game (TSG) of Bear Guardian and Hunters that involves the three-chained roles. The three roles test players who share a unique social interaction ritual. This study was part of a training experience for university students in physical activity and sports sciences in the theory and practice of motor games subject at INEFC, University of Lleida (Spain). This research investigated the emotional intensity in these three roles, the emotional meaning units, and their correspondence with the emotional triad. This study is a mixed-methods research. After playing the game involved, 131 university students (46 women and 85 men) aged 18–35 years (M = 20.19, SD = 2.42) answered the validated GES-II scale indicating the intensity and causes of five basic emotions. The data were analyzed using different strategies (qualitative data: content analysis; quantitative data: descriptive statistical analysis, inferential and association rules). The methodology employed has revealed part of this game’s secret (intimate and subjective) code: the affectivity invisible to external observation. Among the findings, we highlight: (a) each role originates different intensities and units of emotional meaning; (b) the three roles feedback, need and complement each other in this socio-affective network of interdependent relationships; (c) the Bear is the central role of the game. The emotional meanings concerning the motor aggression of the Bear operate as a magnet that attracts four itineraries of association rules of meanings and emotional triads. In the hands of intelligent, prepared and sustainable teachers, this game can help students learn to live together and educate them to control and respectfully channel motor aggression. In this way, students will be active actors in the process of civilization in favor of sustainable development.

La vivencia emocional experimentada durante las clases de Educación Física es un aspecto clave capaz de condicionar los resultados del proceso de enseñanza-aprendizaje. Por ello, conocer de antemano qué tipo de emoción puede generar en nuestro alumnado el uso de un juego al modificar aspectos de su lógica interna, nos permitirá controlar con mayor exactitud los efectos deseados. El objetivo del presente artículo es mostrar una experiencia práctica educativa destinada a reconocer el tipo de emociones (positiva y negativa) que suscitan elementos de la lógica interna del juego como la competición y el tipo de agrupación (mixta y segregada) empleada en función del género, dentro de juegos pertenecientes al dominio de acción motriz de cooperación. En este sentido, se aplicaron tres sesiones durante las clases de Educación Física a 25 alumnos con edades comprendidas entre los 8 y 10 años pertenecientes al curso de tercero de Primaria, focalizando la atención en los juegos cooperativos y sus variantes. Para la obtención de los datos en relación a la vivencia emocional, se empleó el cuestionario GES-C que recoge una serie de representaciones gráficas para cada emoción y grado de intensidad, teniendo el alumno que colorearlas de acuerdo a su experiencia. Por otra parte, incluye la selección de la emoción sentida con mayor intensidad y una argumentación que justifica el motivo de su decisión, ofreciendo, así, datos cuantitativos y cualitativos. La experiencia reflejó que el dominio de cooperación, el empleo de grupos segregados, el género masculino y la ausencia de competición, alcanzaban valores mayores en emociones positivas frente a las negativas.

The aim of this chapter was to examine the positive and negative emotional intensity in schoolchildren with and without sport experience, when participating in motor games. One hundred fifty-two students of Elementary Education (age range = 8–12 years, Mage = 9.72, SD = 1.18) belonging to two Spanish schools participated. After finishing each of the games, the students completed the Games and Emotions Scale for Children to assess the emotional intensity experienced. The intensity of positive emotions was higher (M = 3.71, SD = 0.89) than negative emotions (M = 1.18, SD = 0.25, p < 0.001). Sporting experience is not a determinant of the type of emotion experienced. However, it was found to relativise the average emotional intensity, both positive and negative. The results could benefit physical education teachers and practitioners by providing them with practical evidence-based information to organise teaching content, generating the desired motor behaviours through positive experiences.

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.

Through games a motivating learning climate is provided, generating mainly positive emotions among the students by the very nature of the game. However, while the early stages are the most important for emotional well-being development, research about scientific knowledge of emotional physical education in children is still scarce. The aims of this study were to analyze the intensity of emotions (positive or negative) produced when players took part in games of different social structure, with or without competition (winner or loser), with or without sport experience and to examine the explanations given by the participants for these emotional experiences. Participants (N = 152) were recruited from two Spanish elementary school. We applied Student’s t-test and one-factor ANOVA. Students’ subjective comments were classified through content analysis in macro-categories and we used the Chi-square Automatic Interaction Detector (CHAID, implemented in SPSSTM Answer Tree® 13.0). The application of a mixed-methods approach identified statistically significant differences in four variables: (a) the type of emotion, (b) motor domain, (c) type of outcome (winning, losing, and non-competitive), and (d) sport experience. The intensity of positive emotions was higher (M = 3.71, SD = 0.893) than negative emotions (M = 1.18, SD = 0.253, p < 0.001). Furthermore, negative emotions were felt with different intensities (F3 = 3.82, p = 0.011, ES = 0.071), depending on the motor action domain. Comments referring to negative emotions were more frequent in individual games. Winning was associated significantly (p < 0.05) with the highest intensity ratings of positive emotions, whereas losing produced the highest values for negative emotions. The intensity ratings for positive or negative emotions not were different between non-competitive games and competitive games. The sport experience relativizes the mean of emotional intensity, both positive and negative. The present study brings the value of considering games as a key role to promote a physical education addressed to the education of social-emotional well-being in schoolchildren, as the basis of academic training. Furthermore, the results could benefit teachers as well as coaches have scientific input to organize teaching content, generating the desired motor behaviors together with positive experiences.

Per afavorir una correcta educació emocional des de l’àrea d’educació física és necessari ensenyar l’alumnat a conèixer, controlar i entendre les seves emocions en diferents situacions motrius. En aquest estudi es va analitzar la vivència d’emocions positives en jocs de cooperació-oposició. Van participar-hi 213 estudiants d’educació primària de la Regió de Múrcia, amb edats compreses entre els 10 i 12 anys. Es van recollir dades de caràcter qualitatiu a través de la tècnica d’incidents crítics, sobre les causes que van originar la vivència d’emocions positives. En els comentaris els nens al·ludien principalment al fet de ser guanyador en el joc per justificar la seva vivència emocional, mentre que les nenes a més d’aquest aspecte es recolzaven simultàniament en factors contextuals com el fet de divertir-se o riure’s durant la pràctica motriu. Les nenes van destacar la relació motriu entre companys, la necessitat de cooperar en grup i no sentir-se rebutjades principalment pel gènere masculí. Aquests resultats apunten arguments i recomanacions pràctiques per promoure una educació física emocional orientada cap al benestar subjectiu i a l’adquisició d’estils de vida saludables en nenes i nens d'educació primària.

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.

Las emociones determinan constantemente el comportamiento humano, por lo que éstas no pueden desvincularse del ámbito educativo, siendo la educación emocional necesaria para el desarrollo integral de los alumnos. El área de Educación Física, generadora de situaciones motrices lúdicas, ofrece una inigualable posibilidad para crear vivencias emocionales mediante el uso del juego motor. De este modo, aparece un gran interés pedagógico por conocer las características específicas de dichas emociones. Los objetivos del presente artículo fueron analizar la vivencia emocional que suscita el dominio de cooperación-oposición y analizar la incidencia de la variable competición en el tipo de vivencia emocional para el dominio de cooperación-oposición. Los participantes fueron 107 alumnos de Educación Primaria, quienes tras jugar a cuatro juegos de cooperación-oposición, completaban un instrumento ad hoc de reconocimiento emocional de expresiones faciales para las emociones positivas y negativas (alegría, felicidad, humor y afecto, tristeza, miedo, rechazo e ira). Los resultados mostraron que este dominio fue principalmente generador de una mayor intensidad emocional positiva y que el hecho de ganar o perder un juego influía en la experiencia emocional, siendo mayores las emociones positivas ganando y mayores las negativas al perder. Emotions constantly determine the human behaviour, reason why they cannot be separated from the educational context, being the emotional education necessary for the integral development of students. The subject of Physical Education is generative of playful motor situations and offers an unequalled possibility to create emotional experiences by the use of motor games. In this way, it arises a huge pedagogic interest for knowing the specific characteristics of emotions. The aims of this study were to analyze the emotional experience caused by the cooperation-opposition domain and to analyze the influence of the competition variable in the type of emotional experience in the cooperation-opposition domain. The participants were 107 students of Primary Education who, after playing four cooperation-opposition games, completed an ad hoc instrument of emotional knowledge by emotional faces with positive and negative emotions (joy, happyness, humour, love, sadness, fear, rejection and anger). Results showed that this domain was generating a bigger positive emotional intensity and that winning or losing the game could influence in the emotional experience, being more intense the positive emotions when winning and the negative emotions when losing.

En este libro se incluyen investigaciones educativas innovadoras realizadas en las aulas de Educación Primaria.