Subtopic Deep Dive
Emotional Intelligence in Physical Education
Research Guide
What is Emotional Intelligence in Physical Education?
Emotional Intelligence in Physical Education examines how emotional competencies influence student engagement, performance, and well-being through games and motor activities in PE settings.
Researchers assess emotional experiences in traditional sporting games across domains like cooperation and opposition (Lavega Burgués et al., 2017, 46 citations). Studies identify predictors of emotions in adolescents using sociomotricity (Durán et al., 2015, 36 citations). Interventions target emotional training in university PE students via gamification (Fernández Gavira et al., 2021, 19 citations). Over 10 key papers since 2013 analyze gender effects and empathy in sports.
Why It Matters
Emotional intelligence training via games improves student well-being and academic performance in PE (Durán et al., 2014, 18 citations). Traditional games like Elbow Tag promote interpersonal relationships and positive emotions in elementary students (Alcaraz-Muñoz et al., 2020, 35 citations; Muñoz-Arroyave et al., 2021, 13 citations). University programs combining motor and emotional competencies enhance holistic development (Lavega Burgués and Coêlho de Araújo, 2013, 23 citations). Rock climbing studies link EI to performance, informing coaching strategies (Garrido-Palomino and España-Romero, 2019, 14 citations). Empathy training reduces fouls in futsal, advancing sports ethics (Sezen-Balçıkanlı and Sezen, 2017, 13 citations).
Key Research Challenges
Measuring Emotional Experiences
Quantifying emotions during dynamic PE games remains inconsistent across tools. Lavega Burgués et al. (2017, 26 citations) highlight gender and group composition effects needing standardized metrics. Durán et al. (2015, 36 citations) note predictor variability in adolescents.
Developing Training Interventions
Designing scalable emotional competency programs for diverse age groups challenges educators. Fernández Gavira et al. (2021, 19 citations) use Bisquerra’s model with gamification but scalability is limited. Lavega Burgués and Coêlho de Araújo (2013, 23 citations) link motor domains to emotions without long-term follow-up.
Gender and Context Variability
Emotional responses differ by gender and game type, complicating universal strategies. Lavega Burgués et al. (2017, 26 citations) show cooperative games evoke joy more in mixed groups. Alcaraz-Muñoz et al. (2020, 35 citations) emphasize elementary-specific adaptations.
Essential Papers
Conocer las emociones a través de juegos: Ayuda para los futuros docentes en la toma de decisiones
Pere Lavega Burgués, Gemma Filella Guiu, María Jesús Agulló et al. · 2017 · Electronic Journal of Research in Educational Psychology · 46 citations
Introducción. El objetivo de este estudio fue proporcionar orientaciones para ayudar a profesionales de la educación física a tomar decisiones en torno a las emociones que produjeron diferentes jue...
Emotional Physical Education in adolescents. Identifying predictors of emotional experience
C. Durán, Pere Lavega Burgués, Cristòfol Salas-Santandreu et al. · 2015 · Cultura Ciencia y Deporte · 36 citations
espanolLos juegos deportivos son recursos pedagogicos de primer orden cuando se trata de educar competencias emocionales orientadas a la mejora del bienestar socioemocional del alumnado. Esta inves...
Joy in Movement: Traditional Sporting Games and Emotional Experience in Elementary Physical Education
Verónica Alcaraz-Muñoz, María Isabel Cifo Izquierdo, Gemma María Gea-García et al. · 2020 · Frontiers in Psychology · 35 citations
Through games a motivating learning climate is provided, generating mainly positive emotions among the students by the very nature of the game. However, while the early stages are the most importan...
Emotional experience in individual and cooperative traditional games. A gender perspective.
Pere Lavega Burgués, Unai Sáez-de-Ocáriz, Francisco Lagardera et al. · 2017 · Anales de Psicología · 26 citations
<p>This study explored the effect of gender (GE) and group gender composition (GGEC) on men’s and women’s experiences of emotions when taking part in different games. To formulate our hypothe...
Teaching motor and emotional competencies in university students (Enseñar competencias motrices y emocionales en estudiantes universitarios)
Pere Lavega Burgués, Paulo Coêlho de Araújo · 2013 · Cultura Ciencia y Deporte · 23 citations
The aim of this study was to examine the relationship between motor and emotional competencies in physical education students produced by different sporting games classified into four domains of mo...
Development of Emotional Competencies as a Teaching Innovation for Higher Education Students of Physical Education
Jesús Fernández Gavira, Santiago Castro-Donado, Daniel Medina-Rebollo et al. · 2021 · Sustainability · 19 citations
The objective of the work presented is to develop emotional competencies in higher-education students by following Bisquerra’s five-block model. With the methodological support of adventure pedagog...
Educación física emocional en secundaria. El papel de la sociomotricidad
C. Durán, Pere Lavega Burgués, Antoni Planas et al. · 2014 · Apunts Educación Física y Deportes · 18 citations
La educación física puede ejercer un papel destacado en la educación de competencias emocionales, las cuales repercuten directamente\n\t\t\t\t en el rendimiento académico del alumnado y en la mejor...
Reading Guide
Foundational Papers
Start with Lavega Burgués and Coêlho de Araújo (2013, 23 citations) for motor-emotional links via game domains; Durán et al. (2014, 18 citations) for sociomotricity in secondary PE, establishing core frameworks.
Recent Advances
Study Alcaraz-Muñoz et al. (2020, 35 citations) for elementary joy induction; Fernández Gavira et al. (2021, 19 citations) for gamified emotional competencies; Muñoz-Arroyave et al. (2021, 13 citations) for interpersonal Elbow Tag effects.
Core Methods
Game classification into four action domains (psychomotor, co-op, opposition); sociomotricity analysis; Bisquerra’s five-block emotional model with adventure pedagogy (Lavega Burgués et al., 2017; Durán et al., 2015).
How PapersFlow Helps You Research Emotional Intelligence in Physical Education
Discover & Search
Research Agent uses searchPapers and exaSearch to find Lavega Burgués et al. (2017, 46 citations) on emotional decision-making in games, then citationGraph reveals clusters around Durán et al. (2015, 36 citations) for adolescent predictors, and findSimilarPapers uncovers gender studies like Lavega Burgués et al. (2017, 26 citations).
Analyze & Verify
Analysis Agent applies readPaperContent to extract emotional predictors from Durán et al. (2015), verifies correlations with verifyResponse (CoVe), and runs PythonAnalysis on citation data for statistical trends like gender effects (Lavega Burgués et al., 2017). GRADE grading assesses intervention evidence quality in Fernández Gavira et al. (2021).
Synthesize & Write
Synthesis Agent detects gaps in long-term emotional training outcomes across papers, flags contradictions in gender emotion patterns, and uses exportMermaid for game domain flowcharts. Writing Agent employs latexEditText to draft interventions, latexSyncCitations for 10+ papers, and latexCompile for PE curriculum LaTeX reports.
Use Cases
"Analyze correlations between emotional intelligence and motor performance in PE games from recent papers."
Research Agent → searchPapers('emotional intelligence motor competencies') → Analysis Agent → runPythonAnalysis(pandas correlation on Lavega Burgués 2013 data) → statistical output with p-values and heatmaps.
"Draft a LaTeX review on emotional training interventions in university PE."
Synthesis Agent → gap detection on Fernández Gavira 2021 → Writing Agent → latexEditText(structured sections) → latexSyncCitations(10 papers) → latexCompile → compiled PDF with references.
"Find code for analyzing emotional data from sports games papers."
Research Agent → paperExtractUrls(Lavega Burgués papers) → Code Discovery → paperFindGithubRepo → githubRepoInspect → R scripts for emotion clustering from similar sociomotricity studies.
Automated Workflows
Deep Research workflow conducts systematic review: searchPapers(50+ EI in PE papers) → citationGraph → DeepScan(7-step verification on Durán 2015 predictors) → structured report with GRADE scores. Theorizer generates theory on sociomotricity-emotion links from Lavega Burgués cluster. DeepScan verifies gender effects in Alcaraz-Muñoz 2020 with CoVe checkpoints.
Frequently Asked Questions
What is Emotional Intelligence in Physical Education?
It studies how emotional competencies affect engagement and performance via games in PE (Lavega Burgués et al., 2017). Focuses on assessment and training in motor contexts.
What methods are used?
Researchers classify games into psychomotor, cooperation, opposition domains to induce emotions (Lavega Burgués and Coêlho de Araújo, 2013). Use sociomotricity analysis and Bisquerra’s model (Durán et al., 2014; Fernández Gavira et al., 2021).
What are key papers?
Top cited: Lavega Burgués et al. (2017, 46 citations) on game-induced emotions; Durán et al. (2015, 36 citations) on adolescent predictors; Alcaraz-Muñoz et al. (2020, 35 citations) on joy in elementary games.
What open problems exist?
Scalable interventions for diverse ages, standardized emotion metrics, and long-term outcomes remain unsolved (Fernández Gavira et al., 2021; Lavega Burgués et al., 2017).
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