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dc.contributor.authorRillo Albert, Aaron
dc.contributor.authorLavega i Burgués, Pere
dc.contributor.authorPrat Ambrós, Queralt
dc.contributor.authorCostes i Rodríguez, Antoni
dc.contributor.authorMuñoz Arroyave, Verónica
dc.contributor.authorSáez de Ocáriz Granja, Unai
dc.date.accessioned2021-02-11T11:47:07Z
dc.date.available2021-02-11T11:47:07Z
dc.date.issued2021
dc.identifier.issn1660-4601
dc.identifier.urihttp://hdl.handle.net/10459.1/70487
dc.description.abstractTo educate the relational well-being in order to learn to live together in society is one of the main needs of modern physical education (PE). Teachers are in need of pedagogical models to instruct peaceful coexistence and transform possible conflicts into PE. The goal of this study was to determine the effect of a pedagogical model (GIAM model) designed for conflict transformation on the relational well-being of students in obligatory secondary school (ESO in Spain). This study was an empirical research (associative strategy, comparative study using mixed methods). A number of 287 valid students (M = 14.90; SD = 0.66) participated in this study from 4 different secondary schools (SSs): third ESO (SS1 (n = 75); SS3 (n = 45); SS4 (n = 86)) and fourth ESO (SS2 (n = 81)). A sequence of seven learning sessions was conducted, the intervention of the teachers on the GIAM model and the student’s motivational climate perception caused by this learning sequence was analyzed. The teachers who best adapted their intervention to the GIAM model obtained greater significant changes (p < 0.005) in favor of the relational well-being of their students. This research provides scientific evidence and intervention strategies for students to learn how to transform the conflicts, adopting a collaborating style based on reflection-for, -in- and on-motor action.ca_ES
dc.language.isoengca_ES
dc.publisherMDPIca_ES
dc.relation.isformatofReproducció del document publicat a https://doi.org/10.3390/ijerph18031071ca_ES
dc.relation.ispartofInternational Journal of Environmental Research and Public Health, 2021, vol. 18, núm. 3, 1071ca_ES
dc.rightscc-by (c) Rillo et al., 2021ca_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectMotor praxeologyca_ES
dc.subjectCoexistenceca_ES
dc.subjectPedagogical modelca_ES
dc.subjectTraditional sporting gamesca_ES
dc.titleThe Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Modelca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec031141
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.3390/ijerph18031071


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cc-by (c) Rillo et al., 2021
Except where otherwise noted, this item's license is described as cc-by (c) Rillo et al., 2021