Emozioak harrapatzen: Lehen Hezkuntzako ikasleen harreman soziomotorren eta bizipen emozionalaren azterketa harrapaketa jolasean generoaren arabera

Abstract

Traditional motor games seem a phenomenal pedagogical tool to learn to recognise and regulate emotions, bask in this cultural legacy, develop students’ decision-making and build positive, strong relationships with others. Thus, this study aims to assess the socio-motor relationships and the emotional experience of Primary Education students during the game of tag and compare them according to gender. Nine female and 14 male students from two fourth-grade classes of the same public school of Navarre played an unknown variant of tag for ten minutes. Socio-motor relationships were recorded, and the intensity of the emotional experience, the most intensely felt emotion and the reason for it were assessed by the Basque version of the Games and Emotions Scale for Children. Results showed that gender differences were apparent in both social and emotional dimensions. Male students took possession of the catcher role, assuming the protagonism of the game and felt positive emotions more strongly, especially joy. Female protagonism was, conversely, lower and negative emotions, particularly anger, were more intensely felt. Physical Education teachers should make the most of the variety of motor games. For that, they ought to know about the relationships and emotions that can emerge in each game according to its internal logic and the network of motor interactions, bearing the gender perspective in mind.