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).
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.