Emotions as a learning factor: an experience in gymnastic skills

• Autores: María Alejandra Ávalos Ramos, Lilyan Vega Ramírez
• Localización: Edulearn 18. 10th International Conference on Education and New Learning Technology: (Palma, 2nd-4th of July, 2018). Conference proceedings / coord. por Luis Gómez Chova, A. López Martínez, I. Candel Torres, 2018, ISBN 978-84-09-02709-5, págs. 7290-7293
• Idioma: inglés
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• Resumen

  • Emotions gradually influence the regulation of a person's behavior; so much so that experiencing positive or negative sensations could encourage the individual towards a more or less favorable and sustained predisposition towards a situation, context or activity. Under this perspective, emotions have a fundamental role in the educational field since these could influence the students' learning in a satisfactory or unsatisfactory way, in the different formative stages. In the case of physical activity and sport and, specifically, within the field of gymnastic and acrobatic skills, emotions can be considered a relevant component in the initial learning process of them, taking into account the nature of this type of activity. Skills, minority in their practice, where they usually pose little-known situations for the practitioner that can cause anxiety or stress towards the unknown. For these reasons, the objective of the study was to analyze the first emotions that arise in 75 students of Physical Activity and Sports Sciences during the initial session of a specific subject of gymnastic and acrobatic skills, in order to determine what motives could be influence to favor or disfavor the initial process of teaching-learning of the student. The research is qualitative and has a descriptive focus. The instrument for collecting information has been an open survey of emotions where the student, within a specific environment, could point to up to four emotions, of which two are determined to be favorable (interest/enthusiasm and joy/satisfaction) for learning, and two are considered unfavorable (anger/impotence and insecurity/fear) for this development process. Likewise, the students could, freely, indicate the causes or factors that could provoke these emotions and had the possibility of specifying any other sensation that arose, different from those indicated in the instrument. The analysis of qualitative data was carried out with the AQUAD 7 computer program, which allowed the assessment of the different categories. The results indicate in the initial session of acrobatics, that the emotions referred to the interest/enthusiasm and the joy / satisfaction are indicated by the students and that they arise by the novel content of the subject, by the achievement and by the achievement of new learning, as well as feeling able to perform certain movements. On the other hand, unfavorable emotions for learning, such as insecurity and/or fear and anger and/ or impotence, are associated with the students' perceptions of their first errors of execution, with given that they are unable or weak and given the difficulty of the contents of the subject mentioned. For all these reasons, the emotions identified initially may contribute to a better approach and design of the activity by the physical education teachers, reinforcing the strong points indicated by the participants and considering the students' assessments that indicate the factors that may hinder their performance teaching-learning process to reformulate the initial strategies of learning in the classroom.