Abstract
This study investigated the affective wellbeing triggered by psychomotor games without competition. Based on the theory of motor action and a qualitative design, the study examined the causes that triggered an emotional experience of wellbeing or illbeing. A total of 376 comments made by 114 university students on the undergraduate degree in Physical Activity and Sport Sciences were analyzed. The participants took part in two sessions of psychomotor games without competition; after playing each game, the students described the causes of their emotional experiences. Content analysis (levels 1 and 2) confirmed the situational nature of emotions. In the emotional map that was subsequently created, the game itself, non-competition and the quest to achieve a goal (associated with frequency, effort and effectiveness) emerged as key factors.
Similar content being viewed by others
References
Alonso, J.I., Lavega, P., & Gea, G. (2013). Incidencia de los juegos de oposición en la vivencia de emociones [Impact of games of opposition on emotional experiences]. En E.Gázquez Linares (ed.) Investigación en el ámbito escolar [Research in the school setting] (pp.379‑385). Granada: GEU.
Andueza, J., & Lavega, P. (2017). Influence of cooperative games on interpersonal relations. Movimento, 23(1), 213–228.
Anguera, M. T., & Blanco, A. (2003). Registro y codificación en el comportamiento deportivo [Registering and coding athletic behavior]. In A. Hernández Mendo (Ed.), Metodología [Methodology] (pp. 6–34). Buenos Aires: Argentina: Efdeportes.
Bateson, G. (1972). Steps to an ecology of mind. Chicago: University of Chicago Press.
Berg, P., & Lahelma, E. (2010). Gendering processes in the field of physical education. Gender and Education, 22(1), 31–46. https://doi.org/10.1080/09540250902748184.
Bisquerra, R. (2003). Educación emocional y competencias básicas para la vida [Emotional education and basic competencies for life]. Revista de Investigación Educativa (RIE), 21(1), 7–43.
Chen, A., Darst, P. W., & Pangrazi, R. P. (1999). What constitutes situational interest? Validating a construction physical education. Measurement in Physical Education and Exercise Science, 3, 157–180.
Elias, N., & Dunning, E. (1986). The quest for excitement: Sport and leisure in the civilizing process. Oxford: Blackwell Publishers.
Etxebeste, J. (2014). Basque games and emotions: A question of time. In M. Vaczi (ed.). Playing fields. Power, practice, and passion in sport (pp. 179‑200). Reno: Center of Basque Studies, University of Nevada.
Etxebeste, J., Del Barrio, S., Urdangarin, C., Usabiaga, O., & Oiarbide, A. (2014). Ganar, perder o no competir: La construcción temporal de las emociones en los juegos deportivos [Winning, losing or not competing: The temporal construction of emotions in sports games]. Educatio Siglo XXI, 32(2), 33–48.
García Ferrando, M., Puig, N., & Lagardera, F. (2008). Sociología del deporte [Sociology of sport]. Madrid: Alianza editorial.
Garn, A. C., Cothran, D. J., & Jenkins, J. M. (2011). A qualitative analysis of individual interest in middle school physical education: Perspectives of early-adolescents. Physical Education and Sport Pedagogy, 16(3), 223–236. https://doi.org/10.1080/17408989.2010.532783.
Huizinga, J. (1949). Homo Ludens: A study of the play element in culture. London: Routledge and Kegan Paul.
Jaqueira, A. R., Lavega, P., Lagardera, F., Aráujo, P., & Rodrigues, M. (2014). Educando para la paz jugando: Género y emociones en la práctica de juegos cooperativos competitivos[Educating for peace through play: Gender and emotions when playing competitive cooperative games]. Educatio Siglo XXI, 32(2), 15–32.
Lagardera, F. (1991): Interpretación de la cultura deportiva en torno a los orígenes del deporte contemporáneo en Cataluña [Interpretation of sports culture around the origins of contemporary sport in Catalonia]. Universidad de Barcelona. Tesis doctoral no publicada.
Lagardera, F. (1999). La lógica deportiva y las emociones. Implicaciones en la enseñanza del deporte [Sports logic and emotions. Implications for sports teaching]. Revista Apunts de Educación Física, 56, 99–107.
Lagardera, F., & Lavega, P. (2003). Introducción a la praxiología motriz [Introduction to motor praxeology]. Barcelona: Paidotribo.
Lavega, P., Filella, G., Agulló, M. J., Soldevila, A., & March, J. (2011). Understanding emotions through games: Helping trainee teachers to make decisions. Electronic Journal of Research in Educational Psychology, 9, 617–640.
Lavega, P., Filella, G., Lagardera, F., Mateu, M., & Ochoa, J. (2013a). Juegos motores y emociones [Motor games and emotions]. Cultura y Educación, 25(3), 347–360.
Lavega, P., March, J., & Filella, G. (2013b). Juegos deportivos y emociones. Propiedades psicométricas de la escala GES para ser aplicada en la Educación Física y el Deporte [Sports games and emotions. Pyschometric properties of the Games and Emotions Scale (GES) and its use in physical education]. Revista de investigación educativa, RIE, 31(1), 151–166.
Lavega, P., Alonso, J. I., Etxebeste, J., Lagardera, F., & March, J. (2014). Relationship between traditional games and the intensity of emotions experienced by participants. Research Quarterly for Exercise and Sport, 85(4), 457–467. https://doi.org/10.1080/02701367.2014.961048.
Lipton, B. H. (2005). The biology of belief. Santa Rosa: Elite Books.
Lorenz, K. (2002). Man meets dog. London: Routledge Classics.
Maturana, H., & Verden-Zöller, G. (2003). Amor y juego Fundamentos olvidados de lo humano. Desde el Patriarcado a la Democracia [Love and play. Forgotten foundations of the human. From patriarchy to democracy]. Santiago: Comunicaciones Noreste.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks: Sage.
Moragas, M., Rivenburgh, N. K., & Larson, J. F. (1995). Television in the Olympics. Londres: John Libbey Media.
Newman, D. B., Tay, L., & Diener, E. (2014). Leisure and subjective well-being: A model of psychological mechanisms as mediating factors. Journal of Happiness Studies, 15(3), 555–578.
Parlebas, P. (2001). Juegos, deportes y sociedades: Léxico de praxiología motriz [Contribution to an annotated vocabulary on the science of motor action]. Barcelona: Paidotribo.
Parlebas, P. (2003). Elementos de sociología del deporte [Elements of sports sociology]. Málaga: Instituto Andaluz del Deporte.
Parlebas, P., & Dugas, E. (1998). Transfert d’apprentissage et domaines d’action motrice [Learning transfer and motor action domains]. Education Physique et Sportive, 270, 41–47.
Sáez de Ocáriz, U., & Lavega, P. (2015). Study of conflicts in games played during primary school physical education classes. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 15(57), 29–44. https://doi.org/10.15366/rimcafd2015.57.003.
Serna, J., Sáez de Ocáriz, U., Lavega, P., & Lagardera, F. (2017). Subjective well-being in competitive psychomotor games. Journal of Happiness & Wellbeing, 5(2), 196–211.
Thoman, D. B., Sansone, C., & Pasupathi, M. (2007). Talking about interest: Exploring the role of social interaction for regulating motivation and the interest experience. Journal of Happiness Studies, 8, 335–370. https://doi.org/10.1007/s10902-006-9016-3.
Acknowledgements
This study has received funding from Spain’s Ministry of Science and Innovation through R + D + i projects DEP2010-21626-C03-01, 02, 03 as well as from National Institute of Physical Education of Catalonia (INEFC) PARINEFC/2017/043. The authors would like to thank Óscar Farrús (INEFC) for his help with the use of new technology to gather and process the data.
Funding
This study was funded by Ministry of Science and Technology of Spain (grant number: DEP2010–21626-C03–01; DEP2010–21626-C03–02; DEP2010–21626-C03–03). It also was funded by INEFC (grant Number: PARINEFC/2017/043).
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Ethical Approval
All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional research committee (University of Lleida, Spain) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standard.
Informed Consent
Informed consent was obtained from all individual participants included in the study.
Conflict of Interest
On behalf of all authors, the corresponding author states that there is no conflict of interest.
Rights and permissions
About this article
Cite this article
Lavega-Burgués, P., Lagardera, F., Prat-ambròs, Q. et al. Emotional map of psychomotor games without competition. Curr Psychol 39, 965–974 (2020). https://doi.org/10.1007/s12144-018-9809-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12144-018-9809-7