Emotions, motor action ande gender in Physical Education students in Primary

Abstract

Knowing the emotional experience of students during Physical Education classes has gained great importance after the publication of the new educational curricula. Understanding this experience in the context of motor action means taking the most relevant and specific point of view. The aim of this study was to understand the emotional experience of primary education students during Physical Education classes by placing them in motor situations with different internal logics and analyzing whether the student's gender has determined their experience. The data was collected from a sample of 86 primary education students using the Games and Emotions Scale for Children (GES-C) questionnaire after experiencing motor situations within different domains of motor action. The results concluded that the motor experience of students elicits more positive than negative emotions, with a greater intensity in girls than in boys, achieving statistical significance in this variable. However, regarding the different domains of motor action, it was observed that each of them generated a distinct emotional experience in the students. Nevertheless, it cannot be concluded that the domains of motor action are a determining variable in and of themselves for the emotions experienced by the students.