Conocer las emociones a través de juegosayuda para los futuros docentes en la toma de decisiones

  1. Lavega Burgués, Pere
  2. Filella Guiu, Gemma
  3. Aguiló, María Jesús
  4. Soldevila Benet, Anna
  5. March, Jaume
Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2011

Volumen: 9

Número: 24

Páginas: 617-640

Tipo: Artículo

Otras publicaciones en: Electronic journal of research in educational psychology

Referencias bibliográficas

  • Bizquera, R. (2000). Educación emocional y bienestar [Emotional education and wellbeing]. Barcelona: Praxis.
  • Bunker, D., & Thorpe, R. (1997). A changing focus in games teaching. In L. Almond (Ed.), Physical education in schools (pp. 52-80). London: Kogan Page.
  • Denzin, N. K. (1984). On understanding emotion. San Francisco: Jossey-Bass.
  • Dewey, J. (1938). Experience and education. New York: Collier.
  • Eldar, E. (2008). Educating through the Physical-behavioural interpretation. Physical Education and Sport Pedagogy, 13(3), 215-229. doi: 10.1080/17408980701345741
  • Fernandez, P. (2008). La inteligencia emocional en educación [The emotional intelligence in education]. Electronic Journal of Research in Educational Psychology, 15, 6(2), 421-436.
  • Grossman, P. (1990). The making of a teacher. New York: Teachers College Press.
  • Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.
  • Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826.
  • Hollingsworth, S., Dybdahl, M., & Minarik, L. T. (1993). By chart and chance and passion: The importance of relational knowing in learning to teach. Curriculum Inquiry, 23(1), 5-35.
  • Lagardera, F., & Lavega, P. (2003). Introducción a la praxiología motriz [Introduction to motor praxeology].Barcelona: Paidotribo
  • Lagardera, F., & Lavega, P. (eds). (2004). La ciencia de la acción motriz [The science of motor action]. Lleida: Edicions de la Universitat de Lleida.
  • Lavega, P., Mateu, M., Lagardera, F., & Filella, G. (2010) Educar emociones positivas a través de los juegos deportivos [Teaching positive emotions through sporting games]. In M. A. Torralba, M. De Fuentes, J. Calvo, & J. F. Cardozo (Eds.), Docencia, innovación e investigación en educación física. [Teaching, innovation and research in physical education]. (pp. 111-139). Barcelona: INDE Publicaciones.
  • Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.
  • Lazarus, R. S. (2000). How emotions influence performance in competitive sports. The Sport Psychologist, 14(3), 229-252
  • McCaughtry, N., & Rovegno, I. (2003). Development of pedagogical content knowledge: Moving from blaming students to predicting skillfulness, recognizing motor development, and understanding emotion. Journal of Teaching in Physical Education, 22, 355-368.
  • McCaughtry, N. (2004). The emotional dimensions of a teacher's pedagogical content knowledge: Influences on content, curriculum, and pedagogy. Journal of Teaching in Physical Education, 23(1), 30-47.
  • Parlebas, P. (2001). Juegos, deporte y sociedad. Léxico comentado en praxeología motriz [Games, sport and society. An annotated vocabulary of motor praxeology]. Barcelona: Paidotribo.
  • Pena, M., & Repetto, E., (2008). Estado de la investigación en España sobre Inteligencia Emocional en el ámbito educativo [State of research in Spain on Emotional Intelligence in education]. Electronic Journal of Research in Educational Psychology, 15, 6(2), 400-420.
  • Rosiek, J. (2003). Emotional scaffolding: An exploration of the teacher knowledge at the intersection of student emotion and the subject matter. Journal of Teacher Education, 54(5), 399-412. doi: 10.1177/0022487103257089
  • Ruiz, F., Garcia, M. E., & Pieron, M. (2008). Physical-sports habits and health. lifestyles of young people and adults. Adapting to Scientific Innovations and Prevailing Social Development. Physical Education Conference in the Town of Ceuta, 13-38.
  • Schempp, P. G., Manross, D., Tan, S. K. S., & Fincher, M. D. (1998). Subject expertise and teachers' Knowledge. Journal of Teaching in Physical Education, 17(3), 342-356.
  • Shoffner, M. (2009). The place of the personal: Exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education, 25(6), 783-789.
  • Shulman, L. S. & Richert, A. E (1988) The place of the personal: Exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education, 4(1), 53-62.
  • Slutzky, C. B. & Simpkins, S. D. (2009). The link between children's sport participation and self-esteem: Exploring the mediating role of sport self-concept. Psychology of Sport and Exercise, 10, 381-389. doi:10.1016/j.psychsport.2008.09.006
  • Spence, J. C., & Blanchard, C. (2001). Effect of pretesting on feeling states and self-efficacy in acute exercise. Research Quarterly for Exercise and Sport, 72(3), 310-314.
  • Werner, P., Thorpe, R., & Bunker, D. (1996). Teaching games for understanding: Evolution of a model. Journal of Physical Education, Recreation & Dance, 67(1), 28-33.
  • Zembylas, M. (2002). Structure of feeling in curriculum and teaching: Theorizing the emotional rules. Educational Theory, 52, 187-208. doi: 10.1111/j.1741-5446.2002.00187.x