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From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

Author

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  • Aaron Rillo-Albert

    (Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Barcelona (UB), E-08038 Barcelona, Spain)

  • Unai Sáez de Ocáriz

    (Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Barcelona (UB), E-08038 Barcelona, Spain)

  • Antoni Costes

    (Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), E-25192 Lleida, Spain)

  • Pere Lavega-Burgués

    (Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), E-25192 Lleida, Spain)

Abstract

The education of pleasant interpersonal relationships is one of the great challenges of modern physical education. Learning to live together sustainably is also learning to transform conflicts and the negative emotions elicited by them. The aim of this study was to determine the effect of the GIAM pedagogical model (of the Motor Action Research Group) through cooperation-opposition traditional sporting games with competition in the presence of motor conflicts (conflict transformation; relational well-being) and on emotional regulation (management of negative emotions; emotional well-being). Empirical research was carried out using an associative strategy (explanatory study) involving 222 secondary school students (M age = 14.86; SD = 0.65). A seven-session pedagogical intervention was carried out based on a championship using the Marro (Prisoner’s Bar) game. The students answered two validated questionnaires of socio-emotional well-being, the Games and Emotions Scale (GES-II) and the Motor Conflict Questionnaire (MCQ), at three phases during the experience (beginning, middle, and end). The findings showed that, through the GIAM model, motor conflicts and the intensity of negative emotions were reduced. It was found that conflicts and negative emotions are part of the same phenomenon and that through an appropriate pedagogical program it is possible to turn them into experiences of socio-emotional well-being.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:13:p:7263-:d:584534
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    References listed on IDEAS

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    1. 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.
    2. Alfonso Valero-Valenzuela & Gabriel López & Juan Antonio Moreno-Murcia & David Manzano-Sánchez, 2019. "From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes," Sustainability, MDPI, vol. 11(23), pages 1-10, November.
    3. 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.
    4. Lili-Ann Wolff & Peter Ehrström, 2020. "Social Sustainability and Transformation in Higher Educational Settings: A Utopia or Possibility?," Sustainability, MDPI, vol. 12(10), pages 1-21, May.
    5. 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.
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    1. 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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