Intensity in the Subjective Emotional Experience From a Gender Perspective in Socio-Motor Situations and Different Environment in Primary Physical Education

Abstract

The aim of this study was to analyze the intensity of the subjective emotional experience, from a gender perspective, in motor games played in terrestrial and aquatic environments, in socio-motor situations, in Physical Education sessions in Primary Education. The design was descriptive with a post-test, combining quantitative and qualitative methodology, in a natural context. The pupils were chosen by non-probabilistic sampling for ease of access and intentionality, respecting the ecology in the distribution of the participants in each group-class: 16 students (10 girls, 62.5%, M = 11.4 years, SD = 0.48; 6 boys, 37.5%, M = 11.33 years, SD = 0.47). Data were collected using the Games and Emotions Scale for Children (GES-C) (Alcaraz-Muñoz et al., 2022) and the Pictorial Children's Effort Rating Table based on the scale by Williams et al. (1994) and validated with children by Yelling et al. (2002). The results show the dominance of positive emotions in the three socio-motor domains and environments, with the exception of the collaboration with opposition in the terrestrial environment, with equal positive and negative emotions. In addition, the percentage of dominant negative emotions is higher in boys in both environments. It is concluded that teachers have the possibility of triggering emotions in their pupils, and especially positive ones, by carrying out an emotional Physical Education, which does not have to be based solely on competition; and not only in terrestrial environment, but also in the aquatic environment.