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Emotions, emotional intelligence and socio-emotional competence are some of the transversal contents that we can develop in Primary Education, in the subject of Physical Education. The motor game is a source of stimuli and experiences that encourages the development of physical and cerebral structures that the primary learning students will use in their present and future. The purpose of this study was to analyze the strategies used for the resolution of conflicts after putting into practice an intervention program called “Feel while Playing”, through the use of Service Learning methodology. The sample was formed by 93 participants of Compulsory Primary Education, aged between 6-8 years (41% girls, 59% boys) (48% of first grade and 52% of second grade) and 50 college Second year of Early Childhood Education, who put into practice games that had been previously elaborated to develop socio-emotional contents. Each group developed the 6 basic emotions and the 5 competence variables (recognition of emotions, self-concept, conflict resolution, prosocial-altruistic behavior and empathy) during 16 sessions of 45 minutes (2 sessions per week). In the results, we observed a significant increase in the number of direct (p≤.000) and indirect (p≤.000) strategies after the intervention. However, despite the fact that we did not find statistically significant differences in the number of aggressive strategies, we observed a decrease in them, which resulted in increased direct and indirect ones.

Estrategias emocionales en educación física a través del aprendizaje servicio: aplicación del programa siente jugando en alumnado de primaria