Teaching motor and emotional competencies in university students (Enseñar competencias motrices y emocionales en estudiantes universitarios)

• Autor(a) principal: Lavega, Pere
• Data de Publicação: 2013
• Outros Autores: Araújo, Paulo, Jaqueira, Ana Rosa
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10316/109729; https://doi.org/10.12800/ccd.v8i22.219
• topic: Education; motor action domains; emotions; motor praxeology; competencies; games; Educación; dominios acción motriz; emociones; praxiología motriz; competencias; juegos

The aim of this study was to examine the relationship between motor and emotional competencies in physical education students produced by different sporting games classified into four domains of motor action (psychomotor, co-operation, opposition, and co-operation/ opposition). The sample was composed of 357 students (155 female and 202 male) from three universities: Barcelona and Lleida in Spain, and Coimbra in Portugal. Through a quasi-experimental study, the students indicated the intensity felt for thirteen positive, negative, and ambiguous emotions on a questionnaire after playing games. The 37,128 observations were analysed using a model based on generalised estimating equations (GEE), Gaussian family, identity link, and exchangeable correlation. The emotions varied notably between the sociomotor competencies (cooperation, opposition and cooperation/ opposition) and the psychomotor ones. This research confirmed the key role that games can play when it comes to teaching motor and emotional competencies to university students.