Abstract
Based on the results obtained from primary education students—fifth and sixth graders—the aim of this work is to check the appropriate self-perceived behaviors during and at the end of the game. The study population was made up of 698 students from fifth and sixth grade in the Autonomous Region of Castilla–La Mancha (Spain). Data were collected through a questionnaire (scale) on the social skills of primary school students linked to the adequate skills when losing, the adequate skills when winning, and the adequate skills during the game. Study results revealed that analyzed behaviors vary, depending on the moment of the game, being it more frequently during the development of the game than when losing or winning.
Highlights
The uses of appropriate behaviors are considered essential and challenging factors to manage pedagogical tasks in the educational field, being necessary the coincidence of several additional components for accurately achieving the expected success (Giraldo and Mera, 2014)
Statistical programs utilized for the analyses were both SPSS version 22 and R. This part exhibits the results related to the appropriate behaviors (i) when winning, (ii) when losing, and (iii) during the games
Thereafter, some relevant results are displayed in a hierarchical way in the following (a), (b), and (c) paragraphs, as well as in Table 4: 1. On the Appropriate Losing Skills (DAP) scale, Item 5 is noticeable (“During physical education lessons, do you respect self-materials and the materials of other classmates?”), because 81.1% of the students answered always
Summary
The uses of appropriate behaviors are considered essential and challenging factors to manage pedagogical tasks in the educational field, being necessary the coincidence of several additional components (such as symbiotic student–family relationships or the importance awarded to teachers) for accurately achieving the expected success (Giraldo and Mera, 2014). Disruptive behaviors emerge from various phenomena (Moreno et al, 2007), for example, particular competitive environments, rigidity, or the lack of attention to special educational needs students (Mateo, 2014). For the latter author, disruptive behaviors usually manifest themselves in: 1. The school context, especially when teachers do not set clear limits regarding what is allowed and what is not allowed
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