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

Dilemma and countermeasure of sustainable leadership in physical education development in southern rural Ningxia, China

Globally, above 1.4 billion adults did not reach the recommended level of physical education in their daily life, thus triple intendent reforms are proposed by the Ministry of Physical Education for the development of sporting leadership in schools, colleges, and universities, which are essentially important for the development of physical and mental health of the students. This article analyzes the situation of lacking sustainable sporting leadership among other factors related to Physical Education (PE) resources in the southern areas of Ningxia. A mixed and multi-method approach was adopted to conduct the study. First, an in-depth but an open-ended qualitative interview with the professionals was carried out, followed by cross-sectional data collected from the respondents in two districts of the southern mountainous area of Ningxia. Moreover, a case study was included to support the phenomenon from a contextual perspective. The study present that PE education needs a modernization and rejuvenation plan to link with PE development and its sustainable execution and implementation for the physical and mental development of the learners. Moreover, it is suggested to strengthen the development of physical education with/through the fields of regional integration of educational resources sharing, cultural elements and integration, latest technological tools, research-based and cultural supported curriculum, and endogenous strength construction to promote the development of school physical education. Furthermore, continuous monitoring and evaluation mechanisms need to be adopted to develop physical education in the region.

From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

The education of pleasant interpersonal relationships is one of the great challenges of modern physical education. Learning to live together sustainably is also learning to transform conflicts and the negative emotions elicited by them. The aim of this study was to determine the effect of the GIAM pedagogical model (of the Motor Action Research Group) through cooperation-opposition traditional sporting games with competition in the presence of motor conflicts (conflict transformation; relational well-being) and on emotional regulation (management of negative emotions; emotional well-being). Empirical research was carried out using an associative strategy (explanatory study) involving 222 secondary school students (Mage = 14.86; SD = 0.65). A seven-session pedagogical intervention was carried out based on a championship using the Marro (Prisoner’s Bar) game. The students answered two validated questionnaires of socio-emotional well-being, the Games and Emotions Scale (GES-II) and the Motor Conflict Questionnaire (MCQ), at three phases during the experience (beginning, middle, and end). The findings showed that, through the GIAM model, motor conflicts and the intensity of negative emotions were reduced. It was found that conflicts and negative emotions are part of the same phenomenon and that through an appropriate pedagogical program it is possible to turn them into experiences of socio-emotional well-being.

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.