Science of motor action and especially of the conditions, modes of operation and their development. As Parlebas highlights (2020): “ The systematic observation and analysis of the 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 .” (p. 2)
Published in Chapter:
Educating Relational and Emotional Well-Being in Girls and Boys Through Traditional Paradoxical Games
Pere Lavega-Burgués (Motor Action Research Group (GIAM), INDEST, Institut Nacional d'Educació Física de Catalunya (INEFC), University of Lleida (UdL), Lleida, Spain), Carlos Mallén-Lacambra (Motor Action Research Group (GIAM), INDEST, Institut Nacional d'Educació Física de Catalunya (INEFC), University of Lleida (UdL), Lleida, Spain), and Miguel Pic (Institute of Sport, Tourism, and Service, South Ural State University, Russia & Motor Action Research Group (GIAM), INDEST, Institut Nacional d'Educació Física de Catalunya (INEFC), University of Lleida (UdL), Lleida, Spain)
Copyright: © 2022
|Pages: 19
DOI: 10.4018/978-1-7998-9621-0.ch001
Abstract
Educating gender socioemotional well-being is a great education challenge. The objectives of this study were (1) to identify the motor interactions (cooperation and opposition), the emotional intensity, the motivational interest, and the perception of success by gender in two traditional paradoxical games (TPG) (Hunting Ball and Sitting Ball); (2) to relate the intensity of emotions in both games; and (3) to reveal the predictive capacity of the motor interaction and emotion on the interest aroused by games. A total of 42 students (boys = 21; 50%; girls = 21; 50%) played both games. After each game was over, the participants answered the Games and Emotions Scale. For the differences between Hunting Ball and Sitting Ball, mean and standard deviation, Wilcoxon signed-rank test, p-value, and the effect sizes were performed. The results support the great contribution of TPG for educating the relational and emotional well-being between genders.