The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model

Aaron Rillo-Albert, Pere Lavega-Burgués, Queralt Prat, Antoni Costes, Verónica Muñoz-Arroyave and Unai Sáez de Ocáriz
Additional contact information
Aaron Rillo-Albert: Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Barcelona (UB), 08007 Barcelona, Spain
Pere Lavega-Burgués: Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), 25003 Lleida, Spain
Queralt Prat: Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), 25003 Lleida, Spain
Antoni Costes: Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), 25003 Lleida, Spain
Verónica Muñoz-Arroyave: Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Lleida (UdL), 25003 Lleida, Spain
Unai Sáez de Ocáriz: Motor Action Research Group (GIAM), INDEST, Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Barcelona (UB), 08007 Barcelona, Spain

IJERPH, 2021, vol. 18, issue 3, 1-20

Abstract: To 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 (SS 1 ( n = 75); SS 3 ( n = 45); SS 4 ( n = 86)) and fourth ESO (SS 2 ( 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.

Keywords: motor praxeology; coexistence; pedagogical model; traditional sporting games; education of motor conducts (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/18/3/1071/pdf (application/pdf)
https://www.mdpi.com/1660-4601/18/3/1071/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:18:y:2021:i:3:p:1071-:d:486979

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().