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Development of Emotional Competencies as a Teaching Innovation for Higher Education Students of Physical Education

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  • Jesús Fernández-Gavira

    (Physical Education and Sport Department, University of Seville, 41013 Seville, Spain
    Research Group “Social Inclusion, Physical Education and Sport, and European Policies in Research”, University of Seville, 41013 Seville, Spain)

  • Santiago Castro-Donado

    (Research Group “Social Inclusion, Physical Education and Sport, and European Policies in Research”, University of Seville, 41013 Seville, Spain)

  • Daniel Medina-Rebollo

    (Research Group “Social Inclusion, Physical Education and Sport, and European Policies in Research”, University of Seville, 41013 Seville, Spain
    Physical Education and Sport Department, C.E.U. Cardenal Spínola CEU, 41930 Seville, Spain)

  • M. Rocío Bohórquez

    (Physical Education and Sport Department, C.E.U. Cardenal Spínola CEU, 41930 Seville, Spain
    Social Psychology Department, University of Seville, 41013 Seville, Spain)

Abstract

The objective of the work presented is to develop emotional competencies in higher-education students by following Bisquerra’s five-block model. With the methodological support of adventure pedagogy and gamification, students improve their emotional competencies, as well as the basic competencies of the degree in Physical Activity and Sport Sciences and the specific ones of the subject. The proposal, which is entitled “In search of my Avatar”, aims to make sure that, in their future as sports professionals, they will be able to serve their customers in a fully competent way. The work presented proposes different activities of emotional education to work transversally in higher education, ranging from conflict management and the use of language to improve the relationship with oneself and with others. The proposal was developed for the Degree in Sports Science and for the subject of Physical Activity and Sport in the Natural Environment, but with certain adaptations, it could be transferred to any university-degree subject.

Suggested Citation

  • Jesús Fernández-Gavira & Santiago Castro-Donado & Daniel Medina-Rebollo & M. Rocío Bohórquez, 2021. "Development of Emotional Competencies as a Teaching Innovation for Higher Education Students of Physical Education," Sustainability, MDPI, vol. 14(1), pages 1-20, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2021:i:1:p:300-:d:713067
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    References listed on IDEAS

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    1. Èlia López-Cassà & Felicidad Barreiro Fernández & Salvador Oriola Requena & Josep Gustems Carnicer, 2021. "Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being," Sustainability, MDPI, vol. 13(15), pages 1-10, August.
    2. Clare A. O'Connor & Judith Dyson & Fiona Cowdell & Roger Watson, 2018. "Do universal school‐based mental health promotion programmes improve the mental health and emotional wellbeing of young people? A literature review," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(3-4), pages 412-426, February.
    3. Pomfret, Gill, 2011. "Package mountaineer tourists holidaying in the French Alps: An evaluation of key influences encouraging their participation," Tourism Management, Elsevier, vol. 32(3), pages 501-510.
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    Cited by:

    1. Mihaela Covrig & Simona Irina Goia (Agoston) & Ramona Stefania Igret & Cristian Virgil Marinas & Alexandra Dorina Miron & Monica Roman, 2023. "Students Engagement and Motivation in Gamified Learning," The AMFITEATRU ECONOMIC journal, Academy of Economic Studies - Bucharest, Romania, vol. 25(S17), pages 1003-1003, November.

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