Emotions in mindfulness motor tasks
DOI:
https://doi.org/10.5944/reop.vol.25.num.2.2014.13523Keywords:
emotional intelligence, emotional awareness, socioemotional competence, physical education, mindfulness, positive emotionsAbstract
ABSTRACT
This study examined the effects of mindfulness motor tasks on the emotional experience. We examined the intensity of positive, negative and ambiguous emotions in men and women. We also used a content analysis of the comments on the most intense emotions. 91 university students took part in the study. We used the questionnaire GES (Games and Emotion Scale) to register the intensity of thirteen basic positive, negative and ambiguous emotions. The quantitative data analysis was performed using a model based on generalized estimating equations (GEE), and the qualitative data were analyzed through the CHAID classification trees technique. The mindfulness motor tasks elicited intense positive emotions values, intermediate values of ambiguous emotions and the lowest values of negative emotions. Men reported more intense positive emotions than women. No significant differences were found in the other emotions. Comments on positive emotions were associated, in equal proportion to internal aspects of the motor tasks as external aspects. Negative and ambiguous emotions were mostly referred mostly to internal aspects of the mindfulness motor tasks. These findings confirm that mindfulness motor tasks are an appropriate pedagogical way to stimulate emotional awareness as socioemotional competence and they contribute to promote the personal well being. Hence it was considered appropriate on the emotional development in the field of physical education.
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