Abstract
Traditional games offer an exceptional relational setting to educate pupils' interpersonal relationships and offer equal opportunities to both genders. The aim of the study was to determine the predictive capacity of the variables associated with the motor conflict process (intensity, attitude, and intervention) and the emotional meaning of the conflicts experienced by the male and female genders. A total of 330 students (172 girls, 52.1%; and 158 boys, 47.9%) from secondary education participated. An intervention based on the GIAM pedagogical model was carried out through the practice of four traditional competitive cooperation-opposition games (marro, dodgeball, stealing stones, and pass the treasure). The findings show that girls and boys experience conflict in a similar way when they are part of a low conflict group. The first predictor of girls' conflict is the type of attitude they adopt in conflict management. However, boys' conflicts are mainly predicted by the emotional meaning and then by the attitude towards the conflict.
TopIntroduction
The processes of change and social transformation that society has undergone in the 20th century and part of the 21st century make it necessary to become aware of the present and future of the world's population. There is a need to address the major global challenges and to have a roadmap for sustainable global and human development; hence, most countries around the world are trying to follow the 2030 Agenda for Sustainable Development (ONU, 2015) composed of seventeen Sustainable Development Goals (SDGs).
Education for Sustainable Development (ESD) promoted by UNESCO since the 1990s, converges with the SDGs of the 2030 Agenda to conclude with the report on Education for Sustainable Development Goals: learning objectives (UNESCO, 2017a). These international reports reinforce the importance of promoting quality education from childhood and adolescence in order to build the foundations for a more just, peaceful and egalitarian society (Uitto & Saloranta, 2017). Specifically, SDG 4 'Quality Education' postulates the education system as the starting point for the acquisition of the rest of the SDGs. Inclusive, equitable and quality education that promotes lifelong learning opportunities for all in society is pursued.
In the educational context, adolescence is a time of great psychological, physiological, cognitive and social change (De la Barrera et al., 2019). It is a process of individual and group development that is marked by the experiences and learning that each child experiences in his or her family, social and school environment (Sawyer et al., 2012). In this maturation process, educational agents should act as guides and references for the development of proactive, peaceful and inclusive attitudes (Paricio et al., 2020). Therefore, the school context offers an exceptional setting for educating the future of our society on the basis of sustainable development values, knowledge, attitudes and skills (Wolff & Ehrström, 2020).
Nowadays, classrooms in schools are characterized by a great diversity of students. As a result, teachers often have to manage the presence of disagreements and tensions in interpersonal relations, which can lead to conflict (Cebolla-Baldoví & García-Raga, 2021; Granero-Gallegos et al., 2020; Grau & García, 2018; López-Castedo et al., 2018). In this respect, the presence of disruptive conduct in the classroom highlights school coexistence and the improvement of socio-emotional well-being as one of the great challenges of modern physical education (PE) (López et al., 2016; Mahvar et al., 2018; UNESCO, 2015). Learning to live with others should be one of the main pillars of the education system (Delors, 1996).
In light of these considerations, any teacher involved in an ESD process needs to consider the transformation of interpersonal relationships and the improvement of socio-emotional well-being as priorities. SDG 3 'Good Health and Wellbeing' and SDG 16 'Peace, Justice and Strong Institutions' are two of the seventeen SDGs that should go hand in hand with SDG 4 'Quality Education' from early childhood to higher education (Tejedor et al., 2019); promoting a culture of non-violent peace through the work and development of competencies that enable students to reflect on and become aware of their actions (Lavega et al., 2018). A quality PE should promote the acquisition of fundamental knowledge aimed at equality, mutual respect and coexistence as set out in the SDGs (Durlak et al., 2011).
Among the different educational resources available to the PE teacher, the traditional sporting games (TSG) is a very interesting pedagogical tool to test the interpersonal relationships of students (Martínez-Santos et al., 2020; Muñoz-Arroyave, Lavega-Burgués, Pic, et al., 2020; Sáez de Ocáriz et al., 2014). In fact, at the Sixth International Conference of Ministers and Senior Officials Responsible for Physical Education and Sport, MINEPS VI, called the Kazan Action Plan (UNESCO, 2017b), the practice of physical activity, including sport and traditional play, is recognized as a key aspect towards improving psychological and social health.
Key Terms in this Chapter
Conflict Index: The conflict index (IC f ) is a value that measures the intensity of the motor conflict, taking into account its origin (generating agent) and the derived reaction (conflictive response). The result of the sum of the score in both parts ranges from 2 points (1 in origin + 1 in reaction) to 6 points (3 in origin + 3 in reaction). Based on this score, 3 values were established in the IC f : a) Low IC f = 2 to 3 points; b) Middle IC f = 4 points; and c) High IC f = 5-6 points ( Sáez de Ocáriz & Lavega, 2013 ).
Motor Conflict: Motor conflict can appear depending on the attitude of each student to the internal logic of any game. Motor conflict will arise as a result of perverse, mismatched motor conducts or during a disagreement in the rules pact. This conflictive action can have as a response a verbal, physical or mixed aggression that usually provokes an intervention of the teaching staff or the protagonists themselves ( Sáez de Ocáriz, 2011 ).
Internal Logic: This concept concerns to the properties contained in the rules, independently of the characteristics of their protagonists. The internal logic is defined by “the system of relevant traits of a motor situation and the subsequent consequences in the completion of the corresponding motor action” ( Parlebas, 2001 AU107: The citation "Parlebas, 2001" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. , p. 216). When playing a game, players respond to relationships established by their internal logic, that is, (a) relationship with space: participation in a stable surface (without uncertainty) or unstable surface (with uncertainties); (b) relationship with material: presence or absence of objects; (c) relationship with time: way of ending (presence or absence of a final score that establishes winners and losers); and (d) relationship with others (type of motor interaction with the other participants, or for instance, the allowed degree of intensity in/with body contact).
Traditional Sporting Games: Motor situations codified in the form of competition but not institutionalized. sporting games, frequently rooted in a long cultural tradition, which have not been regulated by official authorities. The contains local rules that provides a great ludodiversity of relationships.
Conflict Management Attitude: Conflict management style or attitude mode. Each person will respond to a conflict by adopting a different style or mode of attitude depending on whether his or her motivational orientation is directed at satisfying his or her own interests (objectives) or the interests of others (relationships): collaborative (high self-interest 'goals' and high interest in others 'relationships': win-win), competitive (high self-interest 'goals' and low interest in others 'relationships': win-lose), submissive (low self-interest 'goals' and high interest in others 'relationships': 'lose-win'), avoidant (low self-interest 'goals' and low interest in others 'relationships': lose-lose), and compromise (medium level of self-interest 'goals' and medium level of interest in others 'relationships': negotiation).
Motor Praxeology: Science of motor action and especially of the conditions, modes of operation and their development: “ The systematic observation and analysis of field, pertinent data, carried out in collaboration with researchers of different nationalities, has allowed us to develop new methodological approaches adapted to the study of motor games. Our general purpose has always been twofold: a) To develop tools and methodological approaches properly connected with ludomotor practices as to reveal phenomena specific to the motor action deployed during games playing, defining new concepts when necessary and taking into account the positive and negative effects exerted on the participants. b) To synthesise these different results, for we cannot feel satisfied with small pieces of research, monographs or isolated experimental data, no matter how important these may be. It seems interesting to conceive a general theory of motor games that place them within the great cultural creations, leading to more or less profound consequences in the social, educational, and political fields .” ( Parlebas, 2020 AU108: The citation "Parlebas, 2020" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. , p. 9)