Transforming motor conflicts through cooperative games in Primary School

Abstract

This research examined the type of motor conflicts (MC) that led to an educational intervention program based in developed cooperative games in physical education classes in a primary education school and identify the intensity index of motor conflicts as a teaching instrument for improvement of school coexistence. 43 primary school students, 22 girls and 21 boys participated throughout the school year. 42 physical education classes were considered in which 117 cooperative games and 319 MC were registered. Among the most important findings we can highlight the applicability of conflict index as a tool for learning how to live together and to encourage the development of coexistence in schools.