Learning from conflict to educate peaceful coexistence in Physical Education: motor conflict
DOI:
https://doi.org/10.47197/retos.v79.118751Keywords:
Gender, motor conflict, Physical Education, school coexistence, teacher educationAbstract
Introduction. Addressing motor conflicts provides an opportunity to learn about interpersonal relationships in Physical Education classes. This subject offers a privileged context for promoting coexistence through motor experiences that activate relational, emotional, and ethical processes. However, motor conflict is often treated as a disruption to be avoided, which limits its educational potential in initial teacher education.
Objective. To analyse the effects of a motor conflict literacy programme on university students’ conceptual learning and to explore the potential of simulated motor conflict as a teaching strategy for emotional engagement and the design of educational experiences from a gender perspective.
Methodology. A quantitative quasi-experimental intra-group design with repeated measures was conducted with a sample of 167 students from the Degree in Physical Activity and Sport Sciences. The intervention combined conceptual literacy, motor experiences, and the dramatization of simulated motor conflicts.
Results. Study 1 showed a significant improvement in conceptual knowledge of motor conflict after the intervention, together with evidence supporting the validity of the ad hoc questionnaire. Study 2 revealed emotional changes following the dramatization and associations between the type of motor conflict, the represented gender, and the intensity of the motor conflict according to students’ sex.
Discussion. The findings highlight the pedagogical potential of motor conflict and its controlled simulation to foster emotional and relational awareness.
Conclusions. The results confirm the educational value of motor conflict in the initial training of Physical Education teachers.
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