Affectivity and Motor Interaction in Popular Motor Games at School

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dc.contributor.authorGil-Madrona, Pedro
dc.contributor.authorPascual-Frances, Lorena
dc.contributor.authorJorda-Espi, Andrea
dc.contributor.authorMujica Johnson, Felipe
dc.contributor.authorFernandez-Revelles, Andres B.
dc.date2020
dc.date.accessioned2021-04-30T16:43:34Z
dc.date.available2021-04-30T16:43:34Z
dc.description.abstractMotor interaction and its sociocultural context are aspects that determine the type of motor game, providing it with specific characteristics that make it different in the Physical Education class. Thus, this motor activity should be studied from the emotional perspective to optimise the educational process. This study aims to identify the affective perception of 5th and 6th year primary school students in popular cooperation and cooperation-opposition games in Physical Education classes. The study used a quantitative approach, involving 70 students (35 boys and 35 girls) aged between 10 and 12 from the province of Alicante. The data were collected using the PANAS (Positive and Negative Affect Schedule) survey validated in Spanish for children and adolescents. The main results indicate that positive affects obtained the highest perception in the two types of popular games studied, whereas negative affects obtained the lowest perception. It is concluded that this type of sociomotor games with sociocultural content allows students to develop social skills in a positive learning environment.
dc.identifier.citationAPUNTS EDUCACION FISICA Y DEPORTES,Vol.,42-48,2020
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3335
dc.language.isoen
dc.publisherINST NACL EDUCACION FISICA CATALUNA
dc.sourceAPUNTS EDUCACION FISICA Y DEPORTES
dc.subject.englishaffectivity
dc.subject.englishphysical education
dc.subject.englishmotor interaction
dc.subject.englishpopular game
dc.titleAffectivity and Motor Interaction in Popular Motor Games at School
dc.typeArticle
uct.catalogadorWOS
uct.indizacionESCI
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