The Teaching of Socio-Emotional Skills in School Physical Education from the Game Dynamics

Abstract

This article is based on an experience report from the possibility of physical education systematic teaching about socio-emotional skills in the context of three schools. The objective is to present the relationships between physical education and the teaching of socio-emotional skills at school, considering games as a cultural element. Methodologically, the field research underpinning the report is qualitatively oriented. Four classes were taught on cooperative games and the following socio-emotional skills: self-control, empathy, resilience and collaboration. On the one hand, in the cities of Guarabira-PB and Cuitegi-PB, classes were held in person. In Sapé-PB, on the other hand, classes were remote/online. Before classes, a diagnostic questionnaire on socio-emotional skills was applied. The questionnaire was reapplied at the end of the four classes. As results, there was an improvement between the answers from the diagnostic and final questionnaires in the cities of Guarabira and Cuitegi; such a fact that did not occur in Sapé. This shows the importance of in person teaching for socio-emotional learning. It is concluded that it is possible to teach socio-emotional skills in a systematic way, allowing students to have a practical living experience of this human (emotional) dimension.