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).
Published in Chapter:
Conflict Education in Physical Education From a Gender Perspective: The Traditional Game as a Pedagogical Tool – Relationships and Emotions Between Adolescent Girls and Boys
Aaron Rillo-Albert (Motor Action Research Group (GIAM), INDEST, Institut Nacional d'Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), Lleida, Spain), Unai Sáez de Ocáriz (Motor Action Research Group (GIAM), INDEST, Institut Nacional d'Educació Física de Catalunya (INEFC), Universitat de Barcelona (UB), Barcelona, Spain), and
Pere Lavega-Burgués (Motor Action Research Group (GIAM), INDEST, Institut Nacional d'Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), Lleida, Spain)
Copyright: © 2022
|Pages: 26
DOI: 10.4018/978-1-7998-9621-0.ch011
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.