Publication: Educar competencias emocionales
en futuros profesores de Educación Física
Authors
Lavega Burgués, Pere ; Costes Rodríguez, Antoni ; Prat Ambrós, Queral
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Este trabajo investigó una experiencia formativa en conciencia
emocional a través del juego motor. En esta experiencia
participaron 99 alumnos del Grado en Ciencias de la Actividad
Física y del Deporte del INEFC (Universidad de Lleida).
Recibieron una formación inicial en educación emocional;
en las sesiones tras cada juego los alumnos registraron
la intensidad emocional percibida. Posteriormente realizaron
un autoinforme sobre los datos obtenidos, y también valoraron
la formación recibida.
Los resultados del análisis de 296 comentarios confirman
que las competencias programadas son apropiadas para su
formación en conciencia emocional. Se trata de conocimientos
que identifican como útiles para su futura práctica profesional
y también para su mejora personal.
This study investigated a training experience in emotional awareness through motor games. Ninety-nine degree students in physical activity and sport sciences at INEFC (University of Lleida, Spain) participated in this experience. They received initial training in emotional education and, in the sessions, after each game, the students recorded the perceived emotional intensity. Subsequently, they conducted a self-report of their data and assessed the training received. The results of the analysis of 296 comments confirm that the proposed skills are appropriate for their training in emotional awareness. The learning of these skills is identified as useful for their future professional practice as well as for their personal improvement.
This study investigated a training experience in emotional awareness through motor games. Ninety-nine degree students in physical activity and sport sciences at INEFC (University of Lleida, Spain) participated in this experience. They received initial training in emotional education and, in the sessions, after each game, the students recorded the perceived emotional intensity. Subsequently, they conducted a self-report of their data and assessed the training received. The results of the analysis of 296 comments confirm that the proposed skills are appropriate for their training in emotional awareness. The learning of these skills is identified as useful for their future professional practice as well as for their personal improvement.
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