Analysing Emotions and Social Skills in Physical Education

Dolors Cañabate,Georgina Martínez,David Rodríguez,Jordi Colomer

doi:10.3390/su10051585

Dolors Cañabate, Georgina Martínez + Show 2 more

Open Access

https://doi.org/10.3390/su10051585

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Journal: Sustainability	Publication Date: May 16, 2018
Citations: 33	License type: CC BY 4.0

Affiliation: University of Girona

Abstract

The purpose of this study is to explore the assessment of emotions and social skills of sixth-year primary education students in a physical education (PE) teaching unit. Two instruments of analysis are used: the GES (Games and Emotion Scale) to evaluate emotions, and an ad-hoc questionnaire to measure the social skills of 21 students in their sixth year of primary education. The data analysis was carried out using a generalised estimating equation model (GEE), taking into account the correlation between the different scores of the same subject and the asymmetry of the data. The results show that positive emotions (happiness and joy) are significantly more highly evaluated than negative (fear, anger, and sadness) and ambiguous (surprise) emotions throughout all of the PE sessions.

Highlights

Different authors agree that being aware of emotions, putting names to them, and identifying them in others, contributes to well-being and personal development [1,2,3,4,5], as well as strengthening social relations with others [6,7,8]
The purpose of this study is to explore the assessment of both emotions and social skills in a physical education (PE) didactic sequence
This study has identified that the six PE sessions carried out, in which students reflected on what had been worked on throughout the upper cycle of primary school, promoted mainly students’ high levels of assessment in relation to positive emotions, intermediate levels of ambiguous emotions, and low levels of negative emotions

Summary

Introduction

Different authors agree that being aware of emotions, putting names to them, and identifying them in others, contributes to well-being and personal development [1,2,3,4,5], as well as strengthening social relations with others [6,7,8]. Monjas [20] defines social skills as the skills possessed by individuals that enable them to execute interpersonal tasks In other words, this refers to the behaviour that is needed to relate to others. They are sharing experiences that help promote the development of significant social competencies, such as for example assuming responsibility, returning favours, and courtesy. These relations provide emotional support and help the child become less and less emotionally dependent on their parents and grow into adults [1,2,5,21,22,23,24,25]

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