Have a personal or library account? Click to login
How do Girls and Boys Feel Emotions? Gender Differences in Physical Education in Primary School Cover

How do Girls and Boys Feel Emotions? Gender Differences in Physical Education in Primary School

Open Access
|Jun 2023

References

  1. Alcaraz-Muñoz, V., Alonso, J. I., & Yuste, J. L. (2017). Play in Positive: Gender and Emotions in physical education. Apunts. Educación Física y Deportes, 129, 51–63. https://doi.org/10.5672/apunts.2014-0983.es).(2017/3 .129.04
  2. Alcaraz-Muñoz, V., Alonso, J. I., & Yuste, J. L. (2022). Design and validation of games and emotions scale for children (GES-C). Cuadernos de Psicología del Deporte, 22, 28–43. https://doi.org/10.6018/cpd.476271
  3. Alcaraz-Muñoz, V., Cifo, M. I., Gea, G.M., Alonso, J. I., & Yuste, J. L. (2020). Joy in Movement: Traditional Sporting Games and Emotional Experience in Elementary Physical Education. Frontiers in Psychology, 11, 588640. https://doi.org/10.3389/fpsyg.2020.588640
  4. Alonso, J. I., Marín, M., Yuste, J. L., Lavega, P., & Gea, G. (2019). Emotional awareness in motor cooperative situations in ludic and expressive contexts in Non-Compulsory Secondary Education: a gender perspective. Educatio Siglo XXI, 37, 195–212. https://doi.org/10.6018/educatio.363461
  5. Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., Education, B. P., & Group, S. P. S. I. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24, 1–27. https://doi.org/10.1080/02671520701809817
  6. Brody, L. R., & Hall, J. A. (2008). Gender and emotion in context. In Handbook of emotions, edited by M. Lewis, J. M. Haviland-Jones, and L. F. Barrett, 395–408. New York: The Guilford press.
  7. Cárcamo, C., Moreno, A., & del Barrio, C., (2021). Girls Do Not Sweat: The Development of Gender Stereotypes in physical education in Primary School. Human Arenas, 4, 196–217. https://doi.org/10.1007/s42087-020-00118-6
  8. Chalabaev, A., Sarrazin, P., Fontayne, P., Boiché, J., & Clément-Guillotin, C. (2013). The influence of sex stereotypes and gender roles on participation and performance in sport and exercise: Review and future directions. Psychology of Sport and Exercise, 14, 136–144. https://doi.org/10.1016/j.psychsport.2012.10.005
  9. Chaplin, T. M., & Aldao, A. (2013). Gender Differences in Emotion Expression in Children: A Meta-Analytic Review. Psychological Bulletin, 139, 735–765. https://doi.org/10.1037/a0030737
  10. Deng, Y., Chang, L., Yang, M., Huo, M., & Zhou, R. (2016). Gender Differences in Emotional Response: Inconsistency between Experience and Expressivity. PLoS ONE, 11, 1–12. https://doi.org/10.1371/journal.pone.0158666
  11. Duran, C., & Costes, A. (2018). Effect of Motor Games on Emotional Awareness. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 18, 227–245. https://doi.org/10.15366/rimcafd2018.70.003
  12. Etxebeste, J. (2017). Juegos deportivos y emigración vasca: Crítica de una educación global. Journal of Research Institute, 56, 35–54.
  13. Etxebarria, I., Apodaca, P., Eceiza, A., Fuentes, M. J., & Ortiz, M. J. (2003). Gender differences in emotions and social behaviour at school age. Journal for the Study of Education and Development, 26, 147–161. https://doi.org/10.1174/021037003321827759
  14. Founaud, M. P., & González-Audicana, C. (2020). The emotional experience of primary school students in physical education. Journal of Sport and Health Research, 12, 15–24.
  15. Gea, G., Alonso, J. I., Rodríguez, J. P., & Caballero, M. F. (2017). Is the emotional experience gender question? Analysis playing opposition games in university students. Journal of Educational Research, 35, 269–283. https://doi.org/10.6018/rie.35.1.251171
  16. Gutiérrez, D., & García-López, L. M. (2012). Gender differences in game behaviour in invasion games. Physical education and Sport Pedagogy, 17, 289–301. https://doi.org/10.1080/17408989.2012.690379
  17. Hall, J. A., & Schmid, M. (2008). Are Women Always More Interpersonally Sensitive Than Men? Impact of Goals and Content Domain. Personality and Social Psychology Bulletin, 34, 144–155. https://doi.org/10.1177/0146167207309192
  18. Lagardera, F., Lavega, P., Etxebeste, J., & Alonso, J. I. (2018). Qualitative Methodology in the Study of Traditional Games. Apunts. Educación Física y Deportes, 134, 20–38. https://doi.org/10.5672/apunts.2014-0983.es.(2018/4).134.02
  19. Lavega-Burgués, P. (2018). Educate motor conducts. a necessary challenge for a modern physical education. Acciónmotriz, 20, 73–88.
  20. Lavega-Burgués, P., Lagardera, F., Prat-Ambrós, Q., Muñoz-Arroyave, V., & Costes, A. (2018). Emotional map of psychomotor games without competition. Current Psychology, 1–10. https://doi.org/10.1007/s12144-018-9809-7
  21. Lavega, P., Sáez de Ocáriz, U., Lagardera, F., March, J., & Puig, N. (2017). Emotional experience in individual and cooperative traditional games. A gender perspective. Anales de psicología, 33, 538–547. https://doi.org/10.6018/analesps.33.3.260811
  22. Lazarus, R. S. (1991). Emotion & Adaptation. United Kingdom: Oxford University Press.
  23. Lips, H. M. (2020). Sex & Gender: An introduction. Long Grove: Waveland Press.
  24. MacPhail, A., Kirk, D., & Griffin, L. (2008). Throwing and catching as relational skills in game play: Situated learning in a modified game unit. Journal of Teaching in physical education, 27, 100–15. https://doi.org/10.1123/jtpe.27.1.100
  25. Miralles, R., Filella, G., & Lavega, P. (2017). Emotional physical education through games in primary education. Helping teachers to make decisions. Retos. Nuevas tendencias en educación física, deporte y recreación, 31, 88–93.
  26. Parlebas, P. (2001). Juegos, deportes y sociedades. Léxico de praxiología motriz. Barcelona: Paidotribo.
  27. Penney, D. (2002). Gender and physical education. London: Routledge.
  28. Pic, M., Navarro-Adelantado, V., & Jonsson. G. K. (2020). Gender Differences in Strategic Behavior in a Triadic Persecution Motor Game Identified Through an Observational Methodology. Frontiers in Psychology, 11, 1–11. https://doi.org/10.3389/fpsyg.2020.00109
  29. Rillo-Albert, A., Sáez de Ocáriz, U., Costes, A., & Lavega-Burgués, P. (2021). From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games. Sustainability, 13, 1–19 7263. https://doi.org/10.3390/su13137263
  30. Romero-Martín, M. R., Gelpi, P., Mateu, M., & Lavega, P. (2017). Influence of practical driving on emotional state university students. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 17, 449–466. https://doi.org/10.15366/rimcafd2017.67.004
  31. Sáez de Ocáriz, U., Lavega, P., Lagardera, F., Costes, A., & Serna, J. (2014). Why are you fighting? Motor conflicts and negative emotions in the physical education class: The case of opposition games. Educatio Siglo XXI, 32, 71–90. https://doi.org/10.6018/j/194091
  32. Sáez de Ocáriz, U., Lavega, P., Mateu, M., & Rovira, G. (2014). Positive emotions and education of school life. Contributions of cooperative motor expression. Journal of Educational Research, 32, 309–326. https://doi.org/10.6018/rie.32.2.183911
  33. Sánchez-Núñez, M. T., Fernández-Berrocal, P., Montañés, J., & Latorre, J. M. (2008). Does emotional intelligence depend on gender? The socialization of emotional competencies in men and women and its implications. Electronic Journal of Research in Educational Psychology, 15, 455–474.
  34. Solbes-Canales, I., Valverde-Montesinos, S., & Herranz-Hernández, P. (2020). Socialization of Gender Stereotypes Related to Attributes and Professions Among Young Spanish School- Aged Children. Frontiers in Psychology, 11, 1–16. https://doi.org/10.3389/fpsyg.2020.00609
  35. Teraoka, E., & Kirk, D. (2021). Exploring physical education teachers’ awareness of observed teaching behaviour within pedagogies of affect. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2022.2028761
  36. UNESCO (United Nations Educational, Scientific and Cultural Organization) (2017a). Sixth International Conference of Ministers and Senior Officials Responsible for Physical Education and Sport (MINEPS VI) – Kazan. https://es.unesco.org/mineps6
  37. UNESCO (United Nations Educational, Scientific and Cultural Organization) (2017b). Education for Sustainable Development Goals: Learning Objectives. https://unesdoc.unesco.org/ark:/48223/pf0000252423
  38. Wang, L., & Chen, R. (2021). Psychological needs satisfaction, self-determined motivation, and physical activity of students in physical education: Comparison across gender and school levels. European Journal of Sport Science. https://doi.org/10.1080/17461391.2021.1978558
DOI: https://doi.org/10.2478/pcssr-2023-0016 | Journal eISSN: 1899-4849 | Journal ISSN: 2081-2221
Language: English
Page range: 25 - 33
Submitted on: Feb 16, 2023
Accepted on: May 16, 2023
Published on: Jun 9, 2023
Published by: Józef Piłsudski University of Physical Education in Warsaw
In partnership with: Paradigm Publishing Services
Publication frequency: 4 issues per year

© 2023 Verónica Alcaraz-Muñoz, José Ignacio Alonso Roque, Juan Luis Yuste Lucas, published by Józef Piłsudski University of Physical Education in Warsaw
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.