Paula Pla-Pla

Introduction: School coexistence is a critical issue in modern education, with conflicts affecting students' emotional well-being and learning processes. Physical Education provides a unique context for developing socio-emotional behavior. Objective: This study evaluates the influence of two pedagogical frameworks— Sport Education Model and Motor Conduct Education —on conflict perception and emotional responses in adolescent students. Methodology: A quasi-experimental study was conducted with 76 secondary school students. Participants were divided into a control group (Sport Education Model) and an experimental group (Motor Conduct Education), both engaging in cooperation-opposition motor games based on basketball. Pre- and post-test assessments measured conflict perception (CONFLICT1-AGE, CONFLICT1-RES) and emotional intensity (GES-II). Statistical analyses included paired t-tests and Spearman correlations, with further analyses conducted by sex. Results: The Motor Conduct Education showed a notable decrease in the perception of motor conflicts, while the Sport Education Model group experienced an increase. The Motor Conduct Education approach also led to a more positive conflict response. Emotional intensity differences between groups were not significant. Correlation analyses revealed that conflict perception was strongly associated with emotional responses, particularly in female students. Discussion: Motor Conduct Education effectively reduces conflict perception and enhances constructive conflict responses in Physical Education. Conclusions: These findings highlight its potential to improve school coexistence through structured cooperation-opposition situations.

Living in society requires establishing social relationships, which often lead to disagreements and conflicts. To promote well-being among secondary school students, a quasi-experimental study evaluated two pedagogical interventions. Using a pre-post-test design, data were collected from four natural groups: two engaged in a Motor Conduct Education focused on socio-affective skills, while the other two followed a Sport Education approach lacking social interaction emphasis. The results indicated significant improvements in conflict management and positive emotional intensity among participants in the Motor Conduct Education group, particularly benefiting females in emotional stability and males in conflict perception. These findings suggest that integrating socio-affective education effectively enhances both emotional well-being and conflict resolution skills in secondary school students.

This study addresses motor conflict literacy from a gender perspective, which is fundamental for managing interpersonal conflicts equitably and promoting inclusive and respectful education in line with the Sustainable Development Goals (SDGs). Through an active methodology based on the simulation of motor conflicts, 34 students from the Degree in Physical Activity and Sport Sciences created and represented conflict situations in motor contexts. This intervention fostered critical reflection on the management of motor conflicts, gender equity, and peaceful coexistence. The results underscore the effectiveness of these strategies in developing socio-emotional competencies and creating inclusive and equitable educational environments. Physical education emerges as a key tool for improving school coexistence and contributing to the achievement of the SDGs, fostering the development of a more just, empathetic, and respectful citizenship.

Background/Objectives: Socio-affective relationships have garnered increasing attention in recent years as a means to enhance coexistence and well-being. Within this context, educational institutions play a pivotal role in shaping peaceful coexistence and promoting well-being among future generations. Physical Education (PE) is particularly significant, because it integrates cooperative–opposition activities, which blend collaboration and competition, fostering socio-emotional development. This systematic review aimed to investigate how PE contributes to coexistence and socio-affective well-being in adolescents aged 12 to 18. Methods: Using the PRISMA 2020 framework, 15 empirical studies were analyzed from seven databases. Studies were selected based on PICOS criteria: secondary education students (Population), cooperative–opposition activities (Intervention), control groups or pre-post designs (Comparison), relational and emotional dimensions (Outcomes), and quantitative methodologies (Study design). Results: Interventions grounded in the Motor Conduct Education and Sports Education Model significantly reduced interpersonal conflicts and improved social skills and emotional well-being. Positive emotions predominated in these activities, fostering stronger peer relationships within classroom groups. Approaches emphasizing task-oriented pedagogies were less effective than those centered on peer support in eliciting positive emotional responses. Conclusions: This review underscores the transformative potential of innovative educational strategies in PE to enhance coexistence and socio-affective well-being. Future research should explore the comparative efficacy of various pedagogical models and their long-term impact. These findings provide valuable guidance for educators and policymakers seeking to promote holistic development in adolescents through PE.

This manuscript is based on two studies that investigate the process of social construction of time in the two versions of traditional sports game (TSG) known as Elbow Tag. The internal logic of this TSG has an original role-change system. Changing a rule in version 1 (V1) implies a major modification of the role system in V2. It is a mixed methods design employing an associative and interpretive strategy. It involved 140 participants in two eight-minute games V1 and V2. Different statistical techniques (cross-tabulations, classification trees, T-Patterns) were used to analyse data on motor behaviours (external observation), and content analysis of the strategic and emotional meaning of motor conducts (internal gaze). Multidimensional internal temporal units were used: changes of subroles, (cognitive) number of interactions (relational) and time required for different physical efforts (organic). The temporal plot is constructed by deciphering the exchanges between the Cat, Mouse and Pitcher roles. In V1 and V2 of the Elbow Tag game, each Role caused a singular and multidimensional subjective time. This fact can be observed through the strategic chains, their decisional and emotional interpretation. The findings favour an innovative physical education, in order to educate the students’ temporal motor conducts.

La Educación Física está tendiendo hacia una visión sistémica, no solo favoreciendo el desarrollo de habilidades motrices, sino también de aspectos socioafectivos. Consecuentemente, surge la necesidad de realizar intervenciones significativas basadas en la educación de las conductas motrices. Para ello, analizamos una intervención sobre la estrategia motriz multimodal en baloncesto aplicada al alumnado de primero de educación secundaria. Para ello, se diseñó e implementó una propuesta innovadora focalizada en una estrategia deportiva multidimensional para el baloncesto, teniendo en cuenta la lógica interna y las cuatro dimensiones de la conducta motriz. La investigación es de corte cuantitativo y utiliza el cuestionario como instrumento de recogida de datos. Los resultados indican que la dimensión afectiva y orgánica está al servicio de la toma de decisiones y la lógica interna del deporte. Concretamente, ofrecer al alumnado un proceso de evaluación genera de forma explícita la incorporación y mejora de las dimensiones de la conducta motriz. Además, los datos alcanzan el máximo valor puntuado después de realizar la reflexión en acción con la evaluación del equipo rival. Asimismo, la educación de las conductas motrices es un aspecto clave para la mejora competencial del alumnado a través de educar la estrategia motriz.

El baloncesto es un deporte de equipo, en el que intervienen múltiples variables que afectan al rendimiento de los jugadores. Tanto en los partidos de competición, como en el entrenamiento, los jugadores deben ponerse a prueba para dar lo mejor de ellos mismos. La intención del estudio fue analizar los efectos cardíacos y efectos emocionales que producen los diferentes dominios de acción motriz (tareas psicomotrices, de oposición, de cooperación y cooperación-oposición) sobre los jugadores de un equipo de baloncesto sénior. El estudio se realizó con 10 jugadores de un equipo de baloncesto. Se emplearon 22 tareas motrices de diferentes dominios de acción motriz. En cada tarea se analizó la frecuencia cardíaca media y el porcentaje de la frecuencia cardíaca máxima teórica de las tareas (Variables fisiológicas), a través del “Polar Accurex Plus” y la intensidad emocional mediante la Games and Emotion Scale, GES (Variable emocional). Los resultados confirman que cada familia de tareas desencadena comportamientos fisiológicos y emocionales desiguales. Este hallazgo aporta criterios científicos para la selección de las tareas motrices en el entrenamiento; además ayuda a comprender mejor los efectos fisiológicos y emocionales del baloncesto. Palabras clave. Dominios de acción motriz, Efectos cardíacos, Efectos emocionales, Frecuencia cardíaca, Baloncesto masculino. Basketball is a team sport, in which multiple variables affect the performance of the players. Both in competitive matches and in training, players must be tested to give the best of themselves. The intention of the study was to analyse the cardiac effects and emotional effects produced by the different motor action domains (psychomotor, opposition, cooperation and cooperation-opposition tasks) on the players of a senior basketball team. The study was carried out with 10 players of a basketball team. Twenty-two motor tasks from different motor action domains were used. For each task, the average heart rate and the percentage of the maximum theoretical heart rate of the tasks (physiological variables) were analysed using the "Polar Accurex Plus" and the emotional intensity using the Games and Emotion Scale, GES (Emotional Variable). The results confirm that each task family triggers unequal physiological and emotional behaviours. This finding provides scientific criteria for the selection of motor tasks in training and helps to better understand the physiological and emotional effects of basketball. Keywords. Motion action domains, Cardiac effects, Emotional effects, Heart Rate, Male basketball.