Physical Education as a Tool for Emotional Growth: Insights from a Multidimensional Approach in Early Childhood Education

Abstract

Physical Education (PE) provides a privileged context for fostering emotional competence in early childhood, yet empirical research with younger students remains scarce. This study aimed to analyse the effects of a PE-based program on children’s emotional competence and to explore possible gender differences in program outcomes. A quasi-experimental, mixed-methods design was applied with 97 students aged 7–8 years from a public primary school in Alicante (Spain), allocated to experimental (n = 41) and control (n = 56) groups. The intervention consisted of eight 45-minute sessions combining cooperative games, yoga-based relaxation, and motor activities. Data was collected through the Children’s Emotional Adjustment Scale (CEAS), systematic teacher observations using the HSC-EF system, and student-generated pictograms. The experimental group demonstrated significant improvements in mood repair and anxiety control (p