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Analysing Emotions and Social Skills in Physical Education

Author

Listed:
  • Dolors Cañabate

    (Department of Specific Didactics, University of Girona, 17004 Girona, Spain)

  • Georgina Martínez

    (Department of Specific Didactics, University of Girona, 17004 Girona, Spain)

  • David Rodríguez

    (Gauthier Dance Company, 70469 Stuttgart, Germany)

  • Jordi Colomer

    (Department of Physics, University of Girona, 17003 Girona, Spain)

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.

Suggested Citation

  • Dolors Cañabate & Georgina Martínez & David Rodríguez & Jordi Colomer, 2018. "Analysing Emotions and Social Skills in Physical Education," Sustainability, MDPI, vol. 10(5), pages 1-8, May.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:5:p:1585-:d:146552
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    Citations

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    Cited by:

    1. Marcel Bassachs & Dolors Cañabate & Teresa Serra & Jordi Colomer, 2020. "Interdisciplinary Cooperative Educational Approaches to Foster Knowledge and Competences for Sustainable Development," Sustainability, MDPI, vol. 12(20), pages 1-17, October.
    2. Aaron Rillo-Albert & Unai Sáez de Ocáriz & Antoni Costes & Pere Lavega-Burgués, 2021. "From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games," Sustainability, MDPI, vol. 13(13), pages 1-19, June.
    3. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Rosario Bermejo & Carmen Ferrandiz & Remedios López-Liria, 2019. "Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents," IJERPH, MDPI, vol. 16(16), pages 1-12, August.
    4. Jordi Colomer & Teresa Serra & Dolors Cañabate & Remigijus Bubnys, 2020. "Reflective Learning in Higher Education: Active Methodologies for Transformative Practices," Sustainability, MDPI, vol. 12(9), pages 1-8, May.
    5. Ana Rodríguez Martínez & Verónica Sierra Sánchez & Carolina Falcón Linares & Cecilia Latorre Cosculluela, 2021. "Key Soft Skills in the Orientation Process and Level of Employability," Sustainability, MDPI, vol. 13(6), pages 1-12, March.
    6. Chun-Chieh Kao, 2019. "Development of Team Cohesion and Sustained Collaboration Skills with the Sport Education Model," Sustainability, MDPI, vol. 11(8), pages 1-15, April.
    7. Ahmad Fahim Zulkifli & Rozlyna Yussof, 2024. "Exploring the Impact of Adapted Physical Education toward Physical Activity Intentions, Social Inclusion, and Positive Learning Environment among Students with Disabilities," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 208-222, April.
    8. Dolors Cañabate & Teresa Serra & Remigijus Bubnys & Jordi Colomer, 2019. "Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction," Sustainability, MDPI, vol. 11(21), pages 1-18, October.
    9. Jordi Colomer & Laura Serra & Dolors Cañabate & Teresa Serra, 2018. "Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches," Sustainability, MDPI, vol. 10(9), pages 1-16, September.
    10. Dolors Cañabate & Maria Luisa Garcia-Romeu & Anna Menció & Lluís Nogué & Marta Planas & Joan Solé-Pla, 2020. "Cross-Disciplinary Analysis of Cooperative Learning Dimensions Based on Higher Education Students’ Perceptions," Sustainability, MDPI, vol. 12(19), pages 1-17, October.
    11. Dolors Cañabate & Remigijus Bubnys & Lluís Nogué & Lurdes Martínez-Mínguez & Carolina Nieva & Jordi Colomer, 2021. "Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions," Sustainability, MDPI, vol. 13(18), pages 1-18, September.

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