Analysing the social dimension of sustainable development. Analysis of interaction preferences in Physical Education in Secondary School
DOI:
https://doi.org/10.47197/retos.v54.102879Keywords:
physical activity, Primary Education, Physical Education, road safety educationAbstract
The aim of this research is to analyze the components of social interaction that influence cooperative learning (CL) in physical education (PE) classes during compulsory secondary education (ESO), spanning ages from 11 to approximately 16 years old, and its contribution to sustainable development (SD). Secondary objectives include comparing these dimensions by gender and grade level, and determining the most advisable stage of ESO to implement CL in PE. The study is cross-sectional, quantitative, and descriptive, with prospective directionality and observational control. A total of 372 ESO students from a public institute in Elche participated, out of 412 invited. The sample was distributed among 119 1st ESO students, 119 2nd ESO students, 62 3rd ESO students, and 72 4th ESO students. The "Graupera/Ruiz Scale of Social Interaction Preferences in PE (GR-SIPPEL)" questionnaire was used. Results indicate a general preference for cooperation in PE, with higher competitiveness scores for girls. Additionally, a decrease in cooperation and affiliation is observed as students progress through grades, alongside an increase in competitiveness and individualism. In conclusion, secondary school students exhibit a strong preference for cooperation during PE classes.
Key words: social interaction, cooperative learning, physical education, secondary education, sustainable development.
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