Abstract
To Learn to coexist is one of the priority issues in education today. Conflicts in physical education show the existence of imbalances in peer interaction. This study investigated the motor conflicts in an opposition’s games learning unit in students from primary school. It was identified the index of conflictivity in those relationships, the behaviors that led to these conflicts and also reactions. The results provided accurate information from the conflict group profile in game situations and served to refocus the following interventions oriented teacher pedagogical transformation of conflicts.
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