Chedoke-McMaster attitudes towards children with handicaps scale for traditional sporting games (CATCH-TSG): initial validation in 7 different languages in adult and young populations.

Introduction: Measuring attitudes towards disability is meant to assess which interventions are most likely to create changes in population attitudes. Physical activities, such as Traditional Sports Games, are an excellent methodology to fight against the stigma of disabled people. Thus, the main aim of this study was to validate the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH) adapted to a physical activity environment. Methods: Additionally, we implemented this process in a combined way, 7 languages and 2 versions (adult and youth) at the same time. Results: The results showed that the CATCH-TSG scale provides the scientific community with a valid and reliable tool for professionals who want to assess the change in attitudes towards people with disabilities after receiving a psychoeducational intervention that includes physical activity (TSG). Discussion: Researchers will compare respective results from different countries and ages using different versions of the scale, jointly validated.

Roles, relationships, and motor aggressions: Keys to unveiling the emotions of a traditional sporting game.

International organizations such as the UN and UNESCO set priority goals for education in the 21st century. This article shows the educational contribution of the Traditional Sporting Game (TSG) of Bear Guardian and Hunters that involves the three-chained roles. The three roles test players who share a unique social interaction ritual. This study was part of a training experience for university students in physical activity and sports sciences in the theory and practice of motor games subject at INEFC, University of Lleida (Spain). This research investigated the emotional intensity in these three roles, the emotional meaning units, and their correspondence with the emotional triad. This study is a mixed-methods research. After playing the game involved, 131 university students (46 women and 85 men) aged 18-35 years (M = 20.19, SD = 2.42) answered the validated GES-II scale indicating the intensity and causes of five basic emotions. The data were analyzed using different strategies (qualitative data: content analysis; quantitative data: descriptive statistical analysis, inferential and association rules). The methodology employed has revealed part of this game's secret (intimate and subjective) code: the affectivity invisible to external observation. Among the findings, we highlight: (a) each role originates different intensities and units of emotional meaning; (b) the three roles feedback, need and complement each other in this socio-affective network of interdependent relationships; (c) the Bear is the central role of the game. The emotional meanings concerning the motor aggression of the Bear operate as a magnet that attracts four itineraries of association rules of meanings and emotional triads. In the hands of intelligent, prepared and sustainable teachers, this game can help students learn to live together and educate them to control and respectfully channel motor aggression. In this way, students will be active actors in the process of civilization in favor of sustainable development.

Traditional Sporting Games as an emotional induction procedure.

Experimental designs to induct emotional states have frequently used still procedures. However, more naturalistic methods of emotional induction by letting participants move and interact freely with other participants should be considered. Traditional Sporting Games (TSG) have the above-mentioned characteristics. The general aim of this study was to determine whether the different roles which allowed executing ambivalent interactions induced different emotional states in college students. We developed three studies with three paradoxical TSG (Sitting Ball Game, Four Corners Game, and Pitcher's Game). Before beginning to play, all the participants answered the Positive and Negative Affect Schedule (PANAS) in a mood version. After playing, participants were asked to report retrospectively the emotional state they were feeling in each role of the game, responding to the Self-Assessment Manikin, PANAS, and Games and Emotion Scale-II. Statistical analyses were performed by ANOVA, calculating corresponding effect sizes. Consistently, but specifically, in each game, roles still induced less positive and more negative emotions. Regarding the active roles, more positive and less negative emotions were kindled when the role allowed catching other players. On the contrary, when developing an active role that implied an increased likelihood of being caught, more negative and less positive emotions were experienced. We found some significant interaction effects between the moods and the role played before playing. To conclude, TSG could be an adequate procedure to induct emotional states and to study emotional conditions in a naturalistic way, showing ecological validity.

Relationships, Decisions, and Physical Effort in the Marro Traditional Sporting Game: A Multimodal Approach.

The purpose of this study was to examine the players' decisions-making in Marro (a Traditional Sporting Game) through a multimodal approach. Each player's decision-making assumes specific accelerations and decelerations associated with different effort. The research objectives were: (i) to study the decision-making associated with the roles of Hunter and Hare; (ii) to know the physical effort by the roles (Hunters and Hares); (iii) to reveal T-Patterns in the multimodal strategic approach (integrated with decisions and different physical effort) with a direct incidence on the scoring by roles. The study was performed with 22 male and 2 female players aged 18 to 25 (M = 19.4; SD = 1.3). The Marro game was played by two groups for eight minutes. An observational methodology was used, through a type III design. The observational design was nomothetic, one-time, and multidimensional. An 'ad hoc' tool was built to ensure the data quality. Univariate analyses were performed using Crosstabs Command, with adjusted residuals (AR), Classification Trees (Chaid model) and T-Pattern Analysis (TPA). Significant differences were found between matches using the scoring (p < 0.001; ES = 0.26), role (p < 0.001; ES = 0.31), or the organic variables of the study, the speed (p < 0.001; ES = 0.73), the metabolic power and the acceleration/deceleration the speed (p = 0.023; ES = 0.43), while the predictive model pointed to the variable role (p < 0.001) as the main factor responsible for the model growth. TPA (p < 0.005) revealed differences attributable to internal logic in the yellow (first match) and orange (second match) teams, while organic variables were more changeable in the violet (first match) and green (second match) teams. This study advances the individualization of the decision-making process. These results may be useful to better understand the internal of functioning of the Marro game 360° since the use of various methodologies and variables (multimodal approach) provided original findings.

Effect of Ball Screen and One-on-One on the Level of Opposition and Effectiveness of Shots in the ACB.

In light of the importance of shots on the final result in basketball matches, this research aims to reveal the predictive ability of variables associated with different game actions (ball screen, one-on-one near the basket and one-on-one far away from the basket), shot zone (near to or far from the basket) and players' position (outside or inside) of the success of shots and of the type of shot, defended or not defended, in three seasons (2014 to 2016) of the Copa del Rey in the ACB (Asociación de Clubes de Baloncesto) League in Spain. Observational methodology was used, and an ad hoc instrument was created using Lince software. The study was conducted on a total of 7695 game actions, of which an analysis of 877 shots was made using CHAID (Chi-squared Automatic Interaction Detection) classification trees. The results obtained in this research have led us to the following conclusions: (a) the most important variable in the success of shots is to find "open shots", regardless of the game action, (b) one-on-one actions outside and inside the zone have a clear connection to the finishes of the plays and end up in defended shots, (c) shots by ball screen lead to more open shots than in one-on-one and (d) play with passes may facilitate to find "open shots". These results can be of interest for coaches to prepare their teams in the best possible way, but they must be interpreted with caution as the sample was very specific (Copa del Rey in the ACB League) and, therefore, it is necessary to continue investigating this topic in other competition contexts.

The Emotional States Elicited in a Human Tower Performance: Case Study.

Human Towers are one of the most representative traditional sporting games in Catalonia, recognized in 2010 as Intangible Cultural Heritage by the United Nations Organization for Education, Science and Culture (UNESCO). The objective of this research was to study the emotional states (well-being, discomfort, and affectivity) elicited by a representative performance of the colla de Castellers de Lleida. This research is based on an ethnographic case study, with mixed methods in which 17 key informants (castellers) voluntarily participated. Participant observation was used; the data were recorded in a field diary and oral sources (semi-structured interviews). The content analysis was done using the Atlas.ti software (version 8.4.4). An SPSS database was also created. The statistical techniques were: Descriptive statistical techniques, cross tables with Pearson's Chi-square values (significance level of p < 0.05). We also used a classification and regression trees (CRT) to examine the predictive capacity of five independent variables (data source, logic, semantic units; contexts of a performance) of emotional states. The results reveal that the comments (n = 132) were mostly oriented toward well-being states (n = 70; 53%), The internal cooperative logic of the Human Towers enhances the intense interpersonal relationships of socio-emotional well-being.

Traditional Games as Cultural Heritage: The Case of Canary Islands (Spain) From an Ethnomotor Perspective.

UNESCO in the 2030 agenda for sustainable development establishes respect for the environment and sustainability education as key elements for the challenges of society in the coming years. In the educational context, physical education can have a vital role in sustainability education, through Traditional Sporting Games (TSG). The aim of this research was to study from an ethnomotor perspective the different characteristics of two different groups of TSG (with and without objects) in the Canary Islands, Spain. The corpus of this investigation was made up of 513 TSG, identified by two analysis techniques and collected in a database. The categories corresponding to the variables of the internal logic of the game were the type of motor interaction, related to space, relationships with time (competition), and relationships with objects. The study also examined the variables of external logic or sociocultural conditions such as the protagonists, playing areas, and game moments. The data analysis was carried out using descriptive and inferential statistics: cross-tables, effect sizes, classification trees (CHAID), and the identification of frequency areas. Of the total number of playful activities identified (n = 664), most were physical activities (n = 513/664; 77.26%) (non-physical activities: n = 151/664; 22.74%). These activities were Quasi-games without rules (n = 87) and TSG (n = 426) as well as activities with Objects (n = 299) and without material (n = 214). This research confirms that the TSG in the Canary Islands is a mirror of traditional culture and, from a pedagogical approach, shows great potential for material and social sustainability.

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

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 (SS1 (n = 75); SS3 (n = 45); SS4 (n = 86)) and fourth ESO (SS2 (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.

Teaching for understanding the internal logic of sports: a perspective based on teaching games for understanding and motor praxiology / Ensino para compreensão da lógica interna dos esportes: uma perspectiva baseada em teaching games for understanding e praxiologia motriz / Enseñanza para la comprensión de la lógica interna de los deportes: una perspectiva basada en teaching games for understanding y praxiología motriz

Abstract This essay aimed to propose a perspective of Teaching for Understanding (TGfU) the Internal Logic of sports from the methodological structure of TGfU and knowledge about internal logic of Motor Praxiology (MP). Considering specific criteria for literature review, 18 articles were selected that supported the theoretical discussion. Methodological aspects of TGfU and the main concepts of MP were presented, which enabled the theoretical articulation proposed in this essay. As main contributions from the perspective of Teaching for Understanding Internal Logic, didactic tools were structured to mediate the teaching-learning process from the subject/environment relationship. In addition, a methodological systematization was proposed to organize the pedagogical practice for the development of Teaching for Understanding Internal Logic. Finally, it contextualizes the need for further studies that seek to identify how this perspective helps teachers in the teaching-learning process of sports.

Resumo Este ensaio teve por objetivo propor uma perspectiva de Ensino para Compreensão da Lógica Interna dos esportes a partir da estrutura metodológica do Teaching Games for Understanding (TGfU) e dos conhecimentos sobre lógica interna da Praxiologia Motriz. Considerando critérios específicos para revisão de literatura, foram selecionados 18 artigos que subsidiaram a discussão teórica. Foram apresentados aspectos metodológicos do TGfU e os principais conceitos da Praxiologia Motriz, que possibilitaram a articulação teórica proposta neste ensaio. Como principais contribuições da perspectiva de Ensino para Compreensão da Lógica Interna, foram estruturadas ferramentas didáticas para mediação do processo de ensino-aprendizagem a partir da relação sujeito/ambiente. Além disso, foi proposta uma sistematização metodológica para organização da prática pedagógica para desenvolvimento do Ensino para Compreensão da Lógica Interna. Por fim, contextualiza-se a necessidade de novos estudos que busquem identificar como essa perspectiva auxilia professores no processo de ensino-aprendizagem dos esportes.

Resumen Este ensayo tuvo como objetivo proponer una perspectiva de Enseñanza para la Comprensión de la Lógica Interna de los deportes a partir de la estructura metodológica del Teaching Games for Understanding (TGfU) y de los conocimientos sobre lógica interna de la Praxiología Motriz. Con criterios específicos para revisión de literatura, se seleccionaron 18 artículos que sustentaron la discusión teórica. Se presentaron aspectos metodológicos de TGfU y los principales conceptos de la Praxiología Motriz, que posibilitaron la articulación teórica propuesta en este ensayo. Como principales aportes de la perspectiva de Enseñanza para Comprensión de la Lógica Interna se estructuraron herramientas didácticas para mediar el proceso de enseñanza/aprendizaje partiendo de la relación sujeto/entorno. Además, se propuso una sistematización metodológica para organizar la práctica pedagógica para el desarrollo de la Enseñanza para la Comprensión de la Lógica Interna. Finalmente, se contextualiza la necesidad de nuevos estudios que busquen identificar cómo esta perspectiva ayuda a los docentes en el proceso de enseñanza-aprendizaje de los deportes.

Health and Well-Being in Protected Natural Areas-Visitors' Satisfaction in Three Different Protected Natural Area Categories in Catalonia, Spain.

Protected natural areas (PNAs) can be a source of health and well-being, but little research has been carried out regarding outcomes in terms of satisfaction (the difference between motivations and benefits). Inspired by previous research that examines the motivations and benefits perceived by visitors to various PNAs in Canada, and based on importance-performance analysis (IPA) and service quality gap (GAP) analysis theory, the aim of this study was to identify the outcomes generated by protected areas in terms of satisfaction, especially with regard to the PNAs' individual protection categories. The study was based on survey data from visitors (n = 360) to three PNAs in Catalonia: one national park, one natural park and one periurban park. The results indicate that anticipated environmental, psychological, physical and social benefits were of major personal value in choosing to visit a PNA. The results indicate that, generally, visitors were satisfied with regard to the benefits anticipated. Differences between parks in this respect could be explained in part by sociodemographic factors and visitors' behavior. The results are discussed in terms of their applicability and how they relate to the role of PNAs in the promotion of visitors' health and well-being.

Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education.

Improving the quality of teaching and learning, as well as school coexistence are international priorities for the new educational challenges of the 21st century (UNESCO 37 C/4 resolution). Physical Education (PE) has become a key subject for education on school coexistence by enabling significant motor experiences to promote interpersonal relationships and transform motor conflicts (MC). The objective of this research was to develop and validate two questionnaires (CONFLICT1-AGE and CONFLICT1-RES) to study secondary school students' perception about MC in PE. Study 1 searched for evidence related to their content validity and response process validity, and Study 2 examined internal structure, reliability, and concurrent validity. As a result, a seven-item single-factor model was selected for CONFLICT1-AGE, and a five-item single-factor structure was chosen for CONFLICT1-RES. Both models exhibited an excellent fit to the data, where CONFLICT1-AGE: χ2 (df) = 18.621 (14), p = 0.180, RMSEA (90% CI) = 0.033 0(0.000-0.069), CFI = 0.994, TLI = 0.991; CONFLICT1-RES: χ2 (df) = 13.350 (5), p = 0.020, RMSEA (90% CI) = 0.075 (0.027-0.125), CFI = 0.986, TLI = 0.972. Furthermore, both questionnaires presented satisfactory internal consistency (αCONFLICT1-AGE = 0.745, αCONFLICT1-RES = 0.737). Their combination will provide a wide view of secondary school students' perception about MC.

Enhancing Multimodal Learning Through Traditional Sporting Games: Marro360°.

Different international organizations and initiatives highlight the contribution of the traditional sporting games (TSGs) to favor the diversity of knowledge, values, and attitudes necessary for today's society. TSG such as Marro trigger multimodal learning contexts (driving conducts, interpersonal and organic relationships), with great interest in the educational and sports initiation field. The purpose of two studies presented in this manuscript was to examine the 360° multimodal strategic intervention (decisional, relational, and organic) of two teams faced in a Marro game. For this study, a quasi-experimental design was used composed by a single test applied to two non-equivalent teams. Mixed methods were used with an observational methodology in Quadrant III: nomothetic, punctual, and multidimensional. Fourteen university students participated [mean (M) = 20.49, standard deviation (SD) = 2.18]. Three internal logic variables were studied: outcome, role, and subrole; and three variables referred to the dimensions of motor conduct: relationship, risk in the decision, and physical effort. A mixed ad hoc registration system was designed with acceptable margins of data quality. For Study 1, cross-tabulations and classification trees were applied, while for Study 2 strategic T-patterns were identified. The relevance of the scoreboard (p < 0.001; Effect Size = 0.386) and the realization of the role (p < 0.001; ES = 0.091) for the study of multimodal strategic chains in the Marro game were confirmed. The detection of regularities in specific interaction (Hunters against Hares) by Theme (p < 0.005) allowed for interpretation of the process of strategic conducts of both teams during the game. Knowing the strategic chains of playful coexistence among equals through a multimodal range of variables and approaches has revealed an unusual dynamic picture. The study provides scientific evidence for the physical education teacher on the dynamics of the game of Marro. The pedagogical application of these contributions must be made according to curricular interests.

Playing Ludomotor Activities in Lleida During the Spanish Civil War: An Ethnomotor Approach.

The traditional ludomotor activities (LA) are recognized by UNESCO as an intangible piece of cultural heritage. The ethnomotricity analyzes LA in its sociocultural context, taking into account the proprieties of rules or motor conditions (internal logic) and the link with local culture (external logic). The aim of this research was to identify and reveal the distinctive ethnomotor features of LA in order to understand the adaptations that occurred in the social scenario of the Spanish Civil War (1936-1939) in Lleida. The corpus of the research was constituted by 101 LA which were collected from the analysis of 20 semi-structured interviews. An "ad hoc" tool was designed and agreed upon by expert observers. It was comprised of a total of 27 ethnomotor variables related to LA. The experts achieved high reliability [Cohen's kappa coefficient (κ) and Spearman's correlation coefficient = 1] when the classification of LA was carried out on two different occasions. Descriptive statistics, cross-tabulations (Pearson's chi-squared) effect sizes, and two-step clusters were performed by external and internal logic variables. The presence or absence of motor interaction (X 2 = 9.029; df = 1; p < 0.003; ES = 0.298) was enlightening when comparing LA with and without a war connotation. On the other hand, the hierarchy of variables rested primarily on IL-Domain (Psycho-Coop-Oppo-Coop/Oppo) (PI = 1). Among other singularities, while two-step cluster analysis revealed a corresponding ethnomotor silhouette with cluster 1, with the warlike connotation (n = 48; 96.0%), its homologous structure was expressed (Cluster 2) in the absence of the warlike character (n = 26; 50%).

Traditional Sporting Games as Emotional Communities: The Case of Alcover and Moll's Catalan-Valencian-Balearic Dictionary.

Learning to live together is the central concern of education everywhere in the world (UNESCO). Traditional sporting games (TSGs) provide interpersonal experiences that shape miniature communities charged with emotional meanings. The objective of this study was to analyze the ethnomotor features of TSG (relationship between the internal characteristics of the TSG and sociocultural variables) in three Catalan-speaking Autonomous Communities and to interpret them for constructing emotional communities. The study followed a phenomenological-interpretative paradigm. The identification of TSG was done by a hermeneutic methodological approach by using an exhaustive exploratory documentary research. We studied 503 games collected in the Dictionary Català-Valencià-Balear de Alcover and Moll (1926-1963). Instruments and procedure: A database was built up with information about the internal and external logic of the games. The validity of the information was confirmed by means of a concordance test between the researchers. Data processing was carried out by means of classification trees (inferential level), identifying the predictive variables of the types of TSG. Most of the TSGs were sociomotor games (n = 405/503; 80.5%). The classification tree identified four explanatory variables. Three variables were internal traits (body contact, material, and score), and one variable corresponded to external logic (age). Features of the TSG of the Catalan-speaking Autonomous Communities build original emotional communities. The ethnomotor regularities triggered emotional experiences associated with pleasure for (a) living together (predominance of sociomotor games); (b) domesticating of aggressiveness over opponents (different motor licit aggressiveness); (c) developing sustainability (presence and absence of objects from the surrounding environment); (d) educating the competition (games with and without final score); and (e) interpersonal well-being based on the community (transmission of ludic culture from children to young TSG).

Motivational profile and emotional intensity in school basketball: predictor variables / Orientação motivacional e intensidade das emoções no basquetebol escolar: variáveis preditoras

ABSTRACT This research investigated the capacity that game characteristics and protagonists have to predict emotional intensity, as well as motivational orientation (towards performance or outcome). A total of 183 elementary and high school students from four Spanish regions joined the study (boys = 43.7% and girls = 56.2%), aged 12 to 17 years old. Two 60-minute intervention sessions were carried out (15-20' per game); emotional intensity was assessed at the end of the session using the GES, whereas motivational profiles were assessed through the BREQ3. For data analysis, the decision tree technique known as CHAID was employed. The findings allow highlighting that: a) competition result and game type can predict the participants' emotional intensity; b) result during the match, along with gender, can predict performance-oriented motivational profiles; and c) gender and result, in addition to sports background, help predict motivational profiles not oriented to performance.

RESUMO Este trabalho investigou a capacidade preditiva das características do jogo e dos protagonistas para predizer a intensidade das emoções, assim como a orientação motivacional (para o rendimento ou resultado final) dos participantes. Participaram 183 estudantes de ensino fundamental e ensino médio de quatro regiões espanholas (meninos = 43.7 % e meninas = 56.2%), faixa etária de 12 a 17 anos. Se realizaram 2 sessões de intervenção de 60 minutos (15-20' por jogo), a intensidade emocional foi avaliada ao final da sessão mediante o questionário GES e os perfís motivacionais foram avaliados com o questionario BREQ3. Para a análise dos datos foi utilizada a técnica denominada árvores de clasificação CHAID. Entre os resultados destaca-se que: a) o resultado da competição e o tipo de jogo podem predizer a intensidade emocional dos participantes; b) o resultado durante o jogo e o gênero podem predizer os perfís motivacionais orientados ao rendimento; c) o gênero e o resultado, além do histórico esportivo ajudam a predizer os perfís motivacionais que não estão orientados ao rendimento.

Predictive variables of emotional intensity and motivational orientation in the sports initiation of basketball / Variables predictivas de intensidad emocional y orientación motivacional en la iniciación deportiva del baloncesto / Variáveis preditivas de intensidade emocional e orientação motivacional na iniciação esportiva do basquete

The sports initiation of basketball has used exercises and games to improve motor performance, forgetting aspects of maximum importance such as the emotional experience and motivational orientation of players. There were 183 students from public secondary and post-compulsory schools, 103 girls (56.2%) and 80 boys (43.7%). The validated Games and Emotions Scale questionnaire: GES-II was applied, together with the motivation questionnaire that the students completed after finishing the game situations. Two sessions were held: a) races bouncing a basketball and, b) by teams, passing between teammates a ball that had to be launched over the rival team. Multivariate analyzes were applied, classification trees, specifically the CHAID growth method (Chi-squared Automatic Interaction Detector, in SPSS v.24). The analysis of the predictive variables of emotional intensity indicated that the first explanatory variable was the type of emotion (p<.001; F= 1178.369; df1, df2= 1833). The positive emotions (e +) (n= 367, M= 4.0) were more intense (p<.001) than the negative ones (e-) (n= 1468, mean 1.4). The second predictive variable for both types of emotions was the result. The predictive maps of emotional and motivational experience confirm that the characteristics of the tasks and of the players are two intertwined realities to take into account in integral basketball training

La iniciación deportiva del baloncesto se ha servido de ejercicios y juegos para mejorar la ejecución motriz, olvidando aspectos de máxima importancia como la vivencia emocional y la orientación motivacional de los jugadores. Intervinieron 183 estudiantes de centros públicos de secundaria y postobligatoria, 103 chicas (56.2%) y 80 chicos (43.7%). Se aplicó el cuestionario validado Games and Emotions Scale: GES-II y el cuestionario de motivación que los alumnos cumplimentaron tras finalizar las situaciones de juego. Se realizaron dos sesiones: a) carreras botando un balón de baloncesto y, b) por equipos, pasarse un balón entre compañeros que debía lanzarse sobre el equipo rival. Se aplicaron análisis multivariantes, árboles de clasificación, concretamente se empleó el método de crecimiento CHAID (Chi-squared Automatic Interaction Detector, en SPSS v.24). El análisis de las variables predictivas de la intensidad emocional indicó que la primera variable explicativa fue el tipo de emoción (p<.001; F= 1178.369; df1, df2= 1833). Las emociones positivas (e+) (n= 367, M= 4.0) fueron más intensas (p< .001) que las negativas (e-) (n = 1468; mean 1.4). La segunda variable predictiva para ambos tipos de emociones fue el resultado. Los mapas predictivos de la experiencia emocional y motivacional confirman que las características de las tareas y de los jugadores son dos realidades entrelazadas a considerar en el entrenamiento integral del baloncesto

A iniciação esportiva do basquete vem utilizando jogos e exercícios para o desenvolvimento da performancetécnica, esquecendo aspectos fundamentais como a experiência emocional e a orientação motivacional dos jogadores.Participaram183estudantes de escolas públicas deensino médio,sendo 103 mulheres (56.2%) e 80 homens (43.7%). Aplicou-se o questionário validado Games and Emotion Scale: GES-IIe o questionário de motivação, que foi preenchido após a finalização das situação de jogo. Foram realizadas duas sessões: a) corridas com dribles com a bola de basquete e, b)jogopor equipes, passando uma bola entre seus companheiros de time que deviam lança-la sobre a equipe rival,tentando eliminá-los. Foram aplicadas análises multivariáveis, árvores de classificação, e aplicado o método de crescimento CHAID (Chi-squared Automatic Interaction Detector, SPSS v.24). Aanálise das variáveis preditivas da intensidade emocional indicou que a primeira variável explicativa foi o tipo de emoção (p <.001;F= 1178.369;df1, df2= 1833). As emoções positivas (e+)(n= 367,M4.0) foram mais intensas (p <.001) que as negativas (e-) (n= 1468;M1.4). A segunda variável preditiva para ambos tipos de emoções foi o resultado. Os mapas preditivos da experiência emocional e motivacional confirmam que as características das tarefas e dos jogadores são duas realidades entrelaçadas para otreinamento integral do basquete

Validation of games and emotions scale (GES-II) to study emotional motor experiences / Validación de la Escala de Juegos y Emociones (GES-II) para el estudio de experiencias motoras emocionales

Any teacher or coach should have an instrument to study the emotional experiences of a game or sport. The objective of this study was to compare the behavior of the basic emotions in different games, according to the Bisquerra model (MBI) and the internationally agreed biopsychological model (MBPS), through the validated Emotions and Games Scale (GES). We studied 502 university students, who after participating in games of different categories answered the questionnaires GES, PANAS and POMS. the MBPS had a better fit in absolute adjustment indexes, confirmatory factor analysis, parsimony indexes, construct validity and convergent tests. The findings suggest using the GES with the two factors and five basic emotions identiffied by the MBPS: positive emotion (joy), negative emotion (anger, fear, sadness and rejection)

Cualquier profesor o entrenador debería disponer de un instrumento para estudiar las experiencias emocionales que suscita la práctica de un juego o deporte. El objetivo de este estudio fue comparar el comportamiento de las emociones básicas en distintos juegos, según el modelo de Bisquerra (MBI) y el modelo biopsicológico (MBPS) consensuado internacionalmente, a través del cuestionario validado Emotions and Games Scale (GES). Se estudió a 502 estudiantes universitarios, que tras participar en juegos de distintas categorías respondieron los cuestionarios GES, PANAS y POMS. El MBPS tuvo mejor ajuste en los índices de ajuste absoluto, análisis factorial confirmatorio, índices de parsimonia, pruebas de validez de constructo y convergente. Los resultados sugieren utilizar el GES con los dos factores y cinco emociones básicas que identifica el MBPS: emoción positiva (alegría), emoción negativa (ira, miedo, tristeza y rechazo)

Influencia de las tareas motrices sobre los estados de ánimo en baloncesto / Influence of motor tasks on the players modos in basketball

El objetivo de la investigación fue analizar la toma de conciencia de los estados de ánimo en dos equipos de baloncesto teniendo en cuenta el tipo de tarea motriz y el resultado. El estudio se realizó con jugadores de la Liga Española de Baloncesto Amateur y jugadoras de una selección autonómica infantil femenina en la temporada 2010-2011. Se realizaron tres registros compuestos cada uno de ellos por cuatro sesiones, una para cada tipo de tarea motriz. Se registraron los estados de ánimo antes del calentamiento, a mitad de la sesión y al final. Para valorarlos se eligió la versión reducida del cuestionario Profile of Mood States. Se aplicó un modelo de ecuaciones de estimación generalizadas obteniendo las siguientes aportaciones: a) los distintos tipos de tareas motrices desencadenan estados de ánimo desiguales; b) se destaca el papel de la derrota como desencadenante de estado de ánimo negativos; c) los duelos entre jugadores y equipos unidos a la derrota suscitan estados de ánimo negativos tanto en chicos como en chicas; d) las tareas motrices sin oposición (psicomotrices y de cooperación) activan estados de ánimo positivos pudiendo ser utilizadas como reguladoras de la afectividad (AU)

The goal of the research was to analyze the awareness of the moods in two basketball teams, taking into account the type of motor task and the result. The research was conducted on players belonging to the Spanish Amateur Basketball League and on players in the female children's selection during the 2010-2011 season. Three registers were carried out, each one consisting of four sessions, one for each type of motor task. Mood states were recorded before warming up, in the middle of the session and at the end. In order to evaluate them, a reduced version of the Profile of Mood States questionnaire was chosen. A generalized estimates equation model was used, obtaining the following results: a) the different types of motor tasks activate differing mood states; b) a defeat's role as a detonator for negative emotional states is emphasized; c) duels between players, when combined with a loss, generate negative mood states both in boys as well as in girls; d) non-opposition motor tasks (psychomotor and cooperative tasks) activate positive mood states, and can thus be used as affectivity regulator (AU)