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Open AccessArticle

Analysing Emotions and Social Skills in Physical Education

1
Department of Specific Didactics, University of Girona, 17004 Girona, Spain
2
Gauthier Dance Company, 70469 Stuttgart, Germany
3
Department of Physics, University of Girona, 17003 Girona, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2018, 10(5), 1585; https://doi.org/10.3390/su10051585
Received: 19 April 2018 / Revised: 11 May 2018 / Accepted: 14 May 2018 / Published: 16 May 2018
(This article belongs to the Special Issue Physical Activity as a Means of Culture, Leisure and Free Time)
The purpose of this study is to explore the assessment of emotions and social skills of sixth-year primary education students in a physical education (PE) teaching unit. Two instruments of analysis are used: the GES (Games and Emotion Scale) to evaluate emotions, and an ad-hoc questionnaire to measure the social skills of 21 students in their sixth year of primary education. The data analysis was carried out using a generalised estimating equation model (GEE), taking into account the correlation between the different scores of the same subject and the asymmetry of the data. The results show that positive emotions (happiness and joy) are significantly more highly evaluated than negative (fear, anger, and sadness) and ambiguous (surprise) emotions throughout all of the PE sessions. View Full-Text
Keywords: physical education; emotions; social skills; primary education physical education; emotions; social skills; primary education
MDPI and ACS Style

Cañabate, D.; Martínez, G.; Rodríguez, D.; Colomer, J. Analysing Emotions and Social Skills in Physical Education. Sustainability 2018, 10, 1585.

AMA Style

Cañabate D, Martínez G, Rodríguez D, Colomer J. Analysing Emotions and Social Skills in Physical Education. Sustainability. 2018; 10(5):1585.

Chicago/Turabian Style

Cañabate, Dolors; Martínez, Georgina; Rodríguez, David; Colomer, Jordi. 2018. "Analysing Emotions and Social Skills in Physical Education" Sustainability 10, no. 5: 1585.

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