Los pasados días 22 y 23 de Marzo tuvieron lugar las VIII Jornadas Educación Emocional, en tema de este año eran "Las emociones y la salud".
Hubo diferentes conferencias, así como talleres y comunicaciones.
A continuación, encontraréis una de las comunicaciones que se expuso "Educación Física Emocional" Una intervención llevada a cabo el curso pasado con alumnos de 1º de Bachillerato, así como el link de las jornadas para acceder al resto de comunicaciones y material de las ediciones anteriores (la web está en catalán, pero varios materiales son en castellano): http://www.jornadeseducacioemocional.com/material-edicions-anteriors/.
Deseo que os interese. Un abrazo, Irene
The past 22 and 23 March were held the VIII Emotional Education in this year's theme was "Emotions and health."
There were various conferences, workshops and communications.
Then find one of the communications presented "Physical Education Emotional". An intervention carried out during the last year, with students of High School, and the link of the conference to access all other communications and materials from previous editions (the site is in Catalan, but various materials are in Spanish):http://www.jornadeseducacioemocional.com/material-edicions-anteriors/
Educación Física Emocional.
1. SUMMARY
In this paper we present the results obtained after implementation of an emotional physical education program of twelve hours, with students in the first year of high school. Emotional Physical Education is the development of emotional skills through motor action, because their potential offers practical and experiential. The program is raised through the activities of teaching - learning, aimed at developing each of the five emotional competencies: awareness, emotional regulation and autonomy, social competence and powers of life and wellbeing, through the work of the dimension body.
2. OBJECTIVES
The main objective this proposal was seeking to enhance the emotional development of students through the motor action.
To facilitate planning sessions, the overall objective spelled out in more operational objectives:
- Increase emotional awareness of students.
- Improve the level of emotion regulation.
- Develop self-awareness, self-esteem and confidence of participants.
- Provide resources and strategies for the management of personal welfare.
3. STATEMENT OF WORK
Theoretical Framework
The proposal presented here focuses on the development of the essence of the person through the motor action, because of all the potential that this wakes up the fact that practice, ie, a space where students feel, experience .
This approach of the model Bisquerra emotional education (2000, 2009). In the physical education program to systematize emotional emotional development from the field of Physical Education, according to the current Organic Law 2/2006 of Education and as a means of taking the different blocks of content that the educational curriculum mark and competencies basic characteristic of the field of Physical Education, which indicate:
"A) The contents of the subject intended to respond to needs that lead to personal wellness and promote a healthier lifestyle and better quality. Competition in the practice of healthy habits regularly and continuously helps to feel good about the body, improving self-esteem and the development of well-being.
b) Communicative competence is achieved with the testing of body and movement as tools of expression and communication, expression and communication of feelings and emotions individual and shared through the body, gesture and movement and critical assessment of the uses expressive and communicative body.
c) This course also develops social competence focused on interpersonal relationships through the acquisition of values such as respect, acceptance and cooperation, to be transferred to everyday activity (games, sports, outdoor activities, etc. .) The expressive possibilities of the body and motor activity potentiate creativity and the use of body language to convey feelings and emotions that humanize personal contact. "(Decree 143/2007 DOGC. 4915. Page 1)
An analysis of the same, we conclude that the XXI century physical education is required to go further and take the needs of today's society are claiming.
You are required to develop the personal, by improving personal skills: to develop healthy lifestyles, which enhances students' self-esteem, which contributes to the development of the tight emotional expression, etc.. Also, is asked to intervene in social welfare, helping to create healthy relationships that will be reflected in greater harmony among the citizens of society.
Currently, there are many contributions that provide the physical and the emotional side of human being as indivisible. One comes from the hand of Damasio (1996) that addresses all three dimensions: the link body - mind, feeling the link - the link body and body - higher order thinking.
Referring to the link body - mind, is the work of Tolle (2004:45-46) who asserts that emotion "is the body's reaction to your mind ... For example, an attack thought or a hostile thought will create a buildup of energy in the body we call anger. The body prepares to fight. The idea that you are threatening, physically or psychologically, causes the body to contract, and this is the physical aspect of what we call fear. Research has shown that these powerful emotions cause changes in the biochemistry of the body. "
Meanwhile Reich (1978) reveals that there is equivalence in terms of the functionality of the psyche of a person and his voluntary muscles, indicating that the mental blockages have corresponded with chronic muscle contractions. An example would be a person who feels fear, which presents tensions in the muscles of the thighs and the shoulder permanently because it is the way your body is prepared to protect your head and run, logical reaction against a hazard.
A second contribution is the link Damasio feeling - body. The essence of a feeling is direct perception of body language. Supports the link between the limbic system, the prefrontal cortex and the brain receptors of signals from the body.From this we can say that the feelings are a direct information on the status, structure and regulation of the body.
Already in the 70's, Towen (1972:21) stated that "... a person can only feel in your body. One can feel the atmosphere except through their effect on the body. In reality then, you feel how the body reacts to the environment or external objects and projects the perception of this sentiment on the stimulus. So when I realize that your hand is warm to put it down on my arm, which is how I'm feeling my body heat is affected by your hand. All our feelings are perceptions of the body. How we feel and how deeply we feel is a function of self-knowledge (self-awareness).The self-knowledge means knowledge of the body. The individual who knows himself is in contact with your body. He realizes what is happening in every part of your body is, in other words, in touch with himself. "
In relation to this connection feeling - body, Lagardera (2007:7) comments that "it is now known that not only the memory of the cerebral cortex which is able to retain an experience, but it is all over who endorses: retains the skin tactile sensations, foot and leg sensations associated with the movement, sentiments and emotions heart, kidneys temperature changes, bones and muscles feelings of weakness and strength ... and so on therefore all life is so systemic that involved in each motor action. "
Ruano's vision (2004:62) states that "the body does not work only by addressing the physical, but the emotions and mind are associated with its operation and is impossible to separate" so that "the body always passes bill from our emotional states (fear, anxiety or stress). The close relationship between the tonic muscle function, postural attitudes, mental processes, and emotions are a result. The musculature reflects our emotional state, contracts, relax, move freely depending on the situation that we face. "
This same perspective is supported by Castillo Vora (in Motos, 2003) which states that these emotions that the body experiences contain all the information you need to know about ourselves, but sometimes it is not known see, read or interpret, so , we must learn to become aware of our emotions, rather than conceal or ignore them.
The third dimension addresses Damasio is the link body - higher order thinking.Gelpi (in Pellicer 2011:35) summarizes this concept through the idea: "the soul breathes through the body, and suffering, and begins in the skin or in the mental image, takes place in the flesh."
Through confirmed Damasio's theory, as well as contributions from various authors is well demonstrated that the relationship between body, movement and emotions have sufficient strength and weight, to assume the size that matter can Physical Education and should achieve.
Practical Experience
The work presented was carried out during the course 2010 - 2011 with the first-year baccalaureate students of the Colegio Caspe - Jesuitas de Educación, the city of Barcelona.
The activities that make up this program can be found detailed in Pellicer (2011).
4. FINDINGS, CONCLUSIONS AND PROSPECTS
The main result of the experience made we can say that the participants improved their emotional awareness and regulation capacity. We may also remark that the results collected through a questionnaire completed anonymously overall assessment by students at the end of the teaching unit highlights a high level of satisfaction with it and point out that the learning achieved are considerably transferable to their personal lives.
Although the situation is not created more than eight sessions, a total of forty developed activities whose effects on internal growth of the participants is clear in some of the insights drawn from the emotional day that students performed at the end of the sessions and which is reproduced below:
"The feeling of having a blank mind, not thinking about anything" E. D. R. (2011)
"I learned that I still have not found time for me and I need" MRE (2011)
"I learned to put a good face on what would be a hardship or frustration" RSR(2011)
"I've learned that if you give, you get much more and you'll be happier if I change" CGM (2011)
"The close contact between partners and sincere and just play things that seem very close to us all" BSA (2011)
"I have learned to value to say what you feel is very important," JCS (2011)
"Living together, ways to relieve stress, companionship and love is something I'm learning to appreciate over the evening of emotional" CDP (2011)
We believe that without a doubt, these statements show that physical education can focus on the study and development of the body in motion, understanding the body as a whole. Not only as a set of muscles, bones, joints and biomechanics connection, but as a body that thinks, feels, listening, communicating, expressing, etc.. and that can only be conceived from the conjunction of these three dimensions: the mind through the thoughts, the emotional through feelings and emotions and physics, how the ideal medium that allows revealing the essence of each human being.
5. ISSUES OR CONSIDERATIONS FOR DISCUSSION
In terms of considerations for discussion are proposed:
1. Is it sufficient intervention 12 hours?
2. Could you design a program throughout the course of the first high school?
3. How can emotional education worked together in coordination with other subjects?
6. BIBLIOGRAPHY
Bisquerra, R. (2000). Emotional education and welfare. Madrid: Cisspraxis.
Bisquerra, R. (2009). Psychology of emotions. Madrid: Synthesis.
Blázquez, D. and Sebastiani, E. M. (2009). Competency Teaching in Physical Education. Barcelona: Inde.
Damasio, A. R. (1996). Descartes' Error. Barcelona: Critical.
Decree 143/2007 DOGC. 4915. Secondary Education Curriculum. [Online] [Available http://phobos.xtec.cat/edubib/intranet/file. php file = docs / ESO / ed_fisica_eso.pdf] [Accessed August 10, 2010]
Lagardera, F. (2007). Motor behavior: a new paradigm for the twenty-first century physical education. Conexões magazine, v. 5, no. 2, 2007.
Organic Law on Education 2/2006 of 3 May, [Online] [Available http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2006-7899] [Accessed 10 August 2010]
Lowen, A. (1972). Breathing, Feeling and Movement. [Online] [Available http://www.bioenergeticasaab.com/pdf/Respiracion_sentimiento_movimiento.pdf] [Accessed 20 April 2011]
Mateu, M. (2003). The expressive and communicative feel. [Online] [Available at: http://www.expresiva.org/Zamora/MERCEMATEU.pdf] [Accessed March 3, 2011]
Motorcycles, T. (2003). Emotional brain, education, emotional and physical expression. Proceedings First International Conference on Body Language and Education. European University of Madrid. Salamanca: Ediciones Amaru.
Perez-Escoda, N. and Pellicer, I. (2009). Need for emotional development in adolescence. [Online] [Available http://issuu.com/eprat.ice.ub/docs/necesidad_de_desarrollo_emocional_en_la_adolescenc. [Online] [Accessed 5 May 2010]
Reich, W. (1978). Listen, little man. Barcelona: Synthesis.
Ruano, K. (2004). The influence of the physical expression of emotions: an experimental study. [Online] [Available KIKI_RUANO_ http://oa.upm.es/451/1/ ARRIAGA.pdf] [Accessed 17 June 2010]
Tolle, E. (2004). The Power of Now. Barcelona: Editorial Vienna.
[1] The authors acknowledge the support of l'ajut grups of recerca per a 2010 i 2011 awarded by the Agrupació for Research in Ciències de l'Education of the Universitat de Barcelona (ARCE)
Hubo diferentes conferencias, así como talleres y comunicaciones.
A continuación, encontraréis una de las comunicaciones que se expuso "Educación Física Emocional" Una intervención llevada a cabo el curso pasado con alumnos de 1º de Bachillerato, así como el link de las jornadas para acceder al resto de comunicaciones y material de las ediciones anteriores (la web está en catalán, pero varios materiales son en castellano): http://www.jornadeseducacioemocional.com/material-edicions-anteriors/.
Deseo que os interese. Un abrazo, Irene
The past 22 and 23 March were held the VIII Emotional Education in this year's theme was "Emotions and health."
There were various conferences, workshops and communications.
Then find one of the communications presented "Physical Education Emotional". An intervention carried out during the last year, with students of High School, and the link of the conference to access all other communications and materials from previous editions (the site is in Catalan, but various materials are in Spanish):http://www.jornadeseducacioemocional.com/material-edicions-anteriors/
I wish that interests you. Hugs, Irene
Educación Física Emocional.
Una nueva manera de enfocar la materia de Educación Física.
Irene Pellicer Royo (irenepellicer@gmail.com)
Núria Pérez Escoda (nperezescoda@ub.edu)[1]
1. RESUMEN
En esta comunicación se presentan los resultados obtenidos tras la implementación de un programa de educación física emocional de doce horas de duración, con alumnos del primer curso de bachillerato. La Educación Física Emocional consiste en el desarrollo de las competencias emociones a través de la acción motriz, debido potencial que su carácter práctico y vivencial ofrece. El programa se planteó a través de la realización de actividades de enseñanza – aprendizaje, dirigidas al desarrollo de cada una de las cinco competencias emocionales: conciencia, regulación y autonomía emocional, competencia social y competencias de vida y bienestar, mediante el trabajo de la dimensión corporal.
2. OBJETIVOS
El objetivo principal que buscaba esta propuesta era potenciar el desarrollo emocional del alumnado a través de la acción motriz.
Para facilitar la planificación de las sesiones, este objetivo general se desgranó en objetivos más operativos:
- Aumentar el grado de conciencia emocional de los estudiantes.
- Mejorar el nivel de regulación de las emociones.
- Desarrollar el autoconocimiento, la autoestima y la autoconfianza de los participantes.
- Ofrecer recursos y estrategias para la gestión del bienestar personal.
3. EXPOSICIÓN DEL TRABAJO
Marco teórico
La propuesta que aquí se expone se centra en el desarrollo de la esencia de la persona a través de la acción motriz, debido a todo el potencial que esta despierta por el hecho de ser práctica, es decir, un espacio donde el alumno siente, vivencia.
Este planteamiento parte del modelo de educación emocional de Bisquerra (2000, 2009). En el programa de educación física emocional se busca sistematizar el desarrollo emocional desde la materia de Educación Física, acorde con la actual Ley Orgánica 2/2006 de Educación y tomando como medio los diferentes bloques de contenidos que el Currículo educativo marca, así como las competencias básicas y propias de la materia de Educación Física, las cuales indican:
“a) Los contenidos de la materia pretenden dar respuesta a necesidades que lleven hacia el bienestar personal y promuevan una vida más saludable y de más calidad. La competencia en la práctica de hábitos saludables de forma regular y continuada contribuye a sentirse bien con el propio cuerpo, a la mejora de la autoestima y el desarrollo del bienestar personal.
b) La competencia comunicativa se consigue con la experimentación del cuerpo y el movimiento como instrumentos de expresión y comunicación; la expresión y comunicación de sentimientos y emociones individuales y compartidas por medio del cuerpo, el gesto y el movimiento y la valoración crítica de los usos expresivos y comunicativos del cuerpo.
c) Esta materia también desarrolla la competencia social centrada en las relaciones interpersonales por medio de la adquisición de valores como el respeto, la aceptación o la cooperación, que serán transferidos a la actividad cotidiana (juegos, deportes, actividades en la naturaleza, etc.). Las posibilidades expresivas del cuerpo y de la actividad motriz potenciaran la creatividad y el uso de los lenguajes corporales para transmitir sentimientos y emociones que humanicen el contacto personal.”(Decreto 143/2007 DOGC núm. 4915. Pág. 1)
Del análisis de la misma se extrae que a la Educación Física del siglo XXI se le exige ir más allá y asumir las necesidades que la sociedad actual está reclamando.
Se le solicita que desarrolle el bienestar personal, mediante la mejora de las competencias personales: que desarrolle hábitos de vida saludables; que potencie la autoestima de los estudiantes; que contribuya en el desarrollo de la ajustada expresión emocional, etc. Así mismo, se le pide que intervenga en el bienestar social, contribuyendo a la creación de relaciones saludables que se reflejarán en una mayor armonía entre los ciudadanos de la sociedad.
Actualmente, existen muchas aportaciones que contemplan la parte física y la parte emocional del ser humano como algo indivisible. Una de ellas, viene de la mano de Damasio (1996) que aborda estas tres dimensiones: el vínculo cuerpo – mente, el vínculo sentimiento – cuerpo y el vínculo cuerpo – pensamientos de orden superior.
En referencia al vínculo cuerpo – mente, se encuentra el trabajo de Tolle (2004:45-46) que afirma que la emoción “es la reacción del cuerpo a tu mente... Por ejemplo, un pensamiento de ataque o un pensamiento hostil crearán una acumulación de energía en el cuerpo que denominamos ira. El cuerpo se prepara para luchar. La idea de que te estén amenazando, física o psicológicamente, hace que el cuerpo se contraiga, y este es el aspecto físico de lo que denominamos miedo. Las investigaciones han demostrado que estas poderosas emociones provocan cambios en la bioquímica del cuerpo”.
Por su parte Reich (1978) revela que existe una equivalencia en cuanto a la funcionalidad de la psique de una persona y su musculatura voluntaria, lo que indica que los bloqueos psíquicos tienen correspondencia con las contracciones musculares crónicas. Un ejemplo, sería una persona que siente miedo, la cual presenta tensiones a nivel de la musculatura de los muslos y los hombros de forma permanente, pues es la manera en que su cuerpo está preparado para protegerse la cabeza y echar a correr, reacción lógica frente a un peligro.
Una segunda aportación de Damasio es el vínculo sentimiento – cuerpo. La esencia de un sentimiento es la percepción directa del lenguaje del cuerpo. Sustenta que el vínculo entre el sistema límbico, las cortezas prefrontales y los receptores del cerebro de las señales procedentes del cuerpo. De aquí se extrae que los sentimientos son una información directa sobre el estado, la estructura y la regulación del cuerpo.
Ya en los años 70, Towen (1972:21) afirmaba que “... una persona solo puede sentir en su cuerpo. Uno no puede sentir el ambiente excepto a través de su efecto en el cuerpo. En la realidad entonces, uno siente cómo el propio cuerpo reacciona al ambiente o a los objetos externos y proyecta la percepción de este sentimiento sobre el estímulo. Así, cuando yo me doy cuenta de que tu mano es cálida al posarla en mi brazo, lo que yo estoy sintiendo es cómo mi calor corporal es afectado por tu mano. Todos nuestros sentimientos son percepciones del cuerpo. Cuánto nos sentimos y cuán profundamente nos sentimos es una función del conocimiento de sí mismo (self-awareness). El conocimiento de sí mismo significa un conocimiento del cuerpo. El individuo que se conoce a sí mismo está en contacto con su cuerpo. Se da cuenta de qué está pasando en cada parte de su cuerpo, está, en otros términos, en contacto consigo mismo”.
En relación a esta conexión sentimiento – cuerpo, Lagardera (2007:7) comenta que “actualmente se sabe que no es sólo la memoria del córtex cerebral la que es capaz de retener una vivencia, sino que es todo el cuerpo quien la hace suya: la piel retiene las sensaciones táctiles, los pies y las piernas las sensaciones asociadas a los desplazamientos, el corazón los sentimientos y emociones, los riñones los cambios de temperatura, los huesos y músculos las sensaciones de debilidad y fortaleza..., y así sucesivamente, pues es toda la vida de modo sistémico la que interviene en cada acción motriz”.
La visión de Ruano (2004:62) afirma que “el cuerpo no funciona sólo atendiendo a la dimensión física, sino que las emociones y la mente están asociadas a su funcionamiento y es imposible separarlas”, de manera que “el cuerpo siempre nos pasa factura de nuestros estados emocionales (miedos, angustias o estrés). La estrecha relación que existe entre el funcionamiento tónico muscular, las actitudes posturales, los procesos psíquicos, y las emociones son causa de ello. La musculatura refleja nuestro estado emocional, se contrae, se relaja, se mueve libremente en función de la situación a la que nos enfrentamos”.
Esta misma perspectiva es apoyada por Castillo de Vora (en Motos, 2003) que afirma que estas emociones que el cuerpo experimenta contienen toda la información que necesitamos saber sobre nosotros mismos, aunque a veces, no se sepa ver, leer o interpretar, por ello, tenemos que aprender a tomar conciencia de nuestras emociones, en lugar de disimularlas o ignorarlas.
La tercera dimensión que Damasio aborda es el vínculo cuerpo – pensamientos de orden superior. Gelpi (en Pellicer 2011:35) resume este concepto a través de la idea: “el alma respira a través del cuerpo, y el sufrimiento, ya empiece en la piel o en la imagen mental, tiene lugar en la carne”.
A través de la teoría confirmada de Damasio, así como de las aportaciones de los diversos autores queda notoriamente demostrada que la relación entre el cuerpo, el movimiento y las emociones tiene la suficiente fuerza y peso, para asumir la envergadura que la materia Educación Física puede y debe alcanzar.
Experiencia práctica
El trabajo que se presenta fue llevado a cabo durante el curso 2010 – 2011 con el alumnado de primer curso de bachillerato del Colegio Caspe – Jesuitas de Educación, de la ciudad de Barcelona.
Como paso previo a la implementación del programa se realizó un análisis de necesidades mediante la aplicación del CDE-SEC (Cuestionario de Educación Emociona para la Educación Secundaria) de Pérez, Álvarez y Bisquerra que permite obtener información sobre el nivel de desarrollo de la competencia emocional total y de cada una de sus cinco dimensiones de acuerdo con el modelo de competencia emocional de Bisquerra y Pérez (2007).
En el siguiente cuadro se presentan los principales resultados obtenidos de los cinco grupos-clase de primer curso de bachillerato, siendo un total del 107 estudiantes. A partir de estos resultados se diseñó el programa de intervención.
TOTAL 1º Bachillerato | 1º A | 1º B | 1º C | 1º D | 1º E | |
Conciencia Emocional | 6,81 | 7,04 | 6,73 | 6,73 | 6,68 | 6,57 |
Regulación Emocional | 5,24 | 5,79 | 5,18 | 5,18 | 5,19 | 4,90 |
Autonomía Emocional | 5,46 | 5,85 | 5,47 | 5,48 | 4,96 | 5,24 |
Competencias Sociales | 5,91 | 6,20 | 5,97 | 5,97 | 6,17 | 5,61 |
Competencias de vida y bienestar | 6,48 | 6,83 | 6,40 | 6,41 | 6,34 | 6,21 |
Total competencia emocional | 5,93 | 6,30 | 5,90 | 5,91 | 5,83 | 5,66 |
N | 107 | 27 | 17 | 17 | 11 | 35 |
Tabla 1. Evaluación de necesidades 2010-11 Alumnos 1º Bachillerato por cursos.
Esta propuesta se enmarcó en la programación anual de la materia de Educación Física, siendo la unidad didáctica llevada a cabo en uno de los tres trimestres del curso dependiendo del grupo en concreto.
En cada una de las sesiones se abordaron una serie de actividades de enseñanza – aprendizaje para el desarrollo de las cinco competencias emocionales mediante el juego, el cuerpo y la acción motriz. Las sesiones siempre se iniciaban con una actividad de conciencia emocional y se cerraban con una actividad destinada a la regulación emocional, aspecto fundamental debido a las emociones que experimentan los estudiantes por las exigencias académicas del bachillerato.
Como se observa en la tabla 2, la intervención se desarrolló en ocho sesiones. Cada una de ellas era de una hora y media de duración.
Sesión | Conciencia | Regulación | Autonomía | Competencia Social | Habilidades de vida |
1 | CDE-SEC | Respiración completa | La persona más... | Creaciones corporales | Fusión de los gestos |
2 | Juegos elegidos por el alumnado de toma de conciencia | Scanner corporal | Los paquetes generosos | Pillabrazos | Alfombra mágica |
3 | Saco de emociones | Relajación global | Me acepto | Déjate guiar | Jugamos y ¿nos divertimos? |
4 | Imágenes emocionales | Relajación progresiva de Jacobson | Destacar lo positivo. Opción 3. | Figura integrada | Tú ganas, yo gano, todos ganamos. |
5 | Diccionario emocional | El masaje relajante | Superando obstáculos | ¿Cómo me comunico? | Expresando conflictos |
6 | Stop emocional | La ducha emocional | El globo y tú. | Canales de comunicación | Los lobos |
7 | Terremoto emocional | El mar en movimiento | Mi movimiento | Sillas compartidas | Un paseo por las nubes |
8 | Contagiando emociones | Pizarra táctil | Los paquetes generosos. Opción 3. | Danza de las telas | ¿Qué queremos los humanos? |
Tabla 2. Programa del Educación Física Emocional.
Las actividades que configuran este programa se pueden encontrar detalladas en Pellicer (2011).
4. RESULTADOS, CONCLUSIONES Y PROSPECTIVA
Como principal resultado de la experiencia realizada podemos afirmar que los participantes mejoraron su conciencia emocional y también su capacidad de regulación. Asimismo podemos comentar que los resultados recogidos mediante un cuestionario de valoración global realizado anónimamente por los estudiantes al finalizar la unidad didáctica ponen de relieve un alto nivel de satisfacción con la misma y señalan que los aprendizajes realizados resultan considerablemente transferibles a su vida personal.
A pesar de que la coyuntura no permitió desarrollar más que ocho sesiones, en total se desarrollaron cuarenta actividades cuyos efectos en el crecimiento interno de los participantes queda claro en algunas de las reflexiones extraídas de los diarios emocionales que el alumnado realizaba al finalizar las sesiones y que reproducimos a continuación:
“Sensación de tener la mente en blanco, no pensar en absolutamente nada” E. D. R. (2011)
“He aprendido que todavía no he encontrado tiempo para mi y que lo necesito” M.R.E. (2011)
“He aprendido a ponerle buena cara a lo que sería una adversidad o una frustración” R.S.R. (2011)
“He aprendido que si das, recibes mucho más y que si cambio seré más feliz” C.G.M. (2011)
“El contacto próximo y sincero entre los compañeros y cosas que parecen solo juegos nos acercan mucho a todos” B.S.A. (2011)
“He aprendido a saber valorar que decir lo que sientes es muy importante” J.C.S. (2011)
“La convivencia, las maneras de liberar tensiones, el compañerismo y el amor es algo que voy aprendiendo a valorar a lo largo de las tardes de educación emocional” C.D.P. (2011)
Creemos que sin duda, estas afirmaciones demuestran que la Educación Física se puede centrar en el estudio y desarrollo del cuerpo en movimiento, entendiendo el cuerpo en su globalidad. No sólo como un conjunto de músculos, huesos, articulaciones y su biomecánica conexión, sino como un cuerpo que piensa, que siente, que escucha, que comunica, que expresa, etc. y que sólo se puede concebir a partir de la conjunción de estas tres dimensiones: la mental a través de los pensamientos; la emocional mediante los sentimientos y las emociones y la física, cómo el medio ideal que permite aflorar la esencia de cada ser humano.
5. CUESTIONES O CONSIDERACIONES PARA EL DEBATE
A nivel de consideraciones para el debate se proponen:
1. ¿Es suficiente con una intervención de 12 horas de duración?
2. ¿Podría diseñarse un programa a lo largo de todo el curso de primero de bachillerato?
3. ¿Cómo podría trabajarse conjuntamente la educación emocional coordinadamente con otras materias?
6. BIBLIOGRAFIA
Bisquerra, R. (2000). Educación Emocional y bienestar. Madrid: Cisspraxis.
Bisquerra, R. (2009). Psicopedagogía de las emociones. Madrid: Síntesis.
Blázquez, D. y Sebastiani, E. M. (2009). Enseñar por competencias en Educación Física. Barcelona: Inde.
Damasio, A. R. (1996). El error de Descartes. Barcelona: Crítica.
Decreto 143/2007 DOGC núm. 4915. Currículum Educación Secundaria Obligatoria. [en línea] [Disponible en http://phobos.xtec.cat/edubib/intranet/file. php?file=docs/ESO/ed_fisica_eso.pdf][Consulta: 10 de Agosto, 2010]
Lagardera, F. (2007). La conducta motriz: un nuevo paradigma para la educación física del siglo XXI. Revista Conexões, v. 5, n. 2, 2007.
Ley orgánica de Educación 2/2006, de 3 de Mayo, [en línea] [Disponible en http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2006-7899][Consulta: 10 de Agosto, 2010]
Lowen, A. (1972). Respiración, Sentimiento y Movimiento. [en línea] [Disponible en http://www.bioenergeticasaab.com/pdf/Respiracion_sentimiento_movimiento.pdf][Consulta: 20 de Abril, 2011]
Mateu, M. (2003). El sentir expresivo y comunicativo. [en línea] [Disponible en: http://www.expresiva.org/Zamora/MERCEMATEU.pdf] [Consulta: 3 de Marzo, 2011]
Motos, T. (2003). Cerebro emocional, educación emocional y expresión corporal. Actas I Congreso Internacional de Expresión Corporal y Educación. Universidad Europea de Madrid. Salamanca: Amarú Ediciones.
Pérez-Escoda, N. y Pellicer, I. (2009). Necesidad de desarrollo emocional en la adolescencia. [en línea] [Disponible en http://issuu.com/eprat.ice.ub/docs/necesidad_de_desarrollo_emocional_en_la_adolescenc.[en línea] [Consulta: 5 de Mayo, 2010]
Reich, W. (1978). Escucha, pequeño hombrecito. Barcelona: Síntesis.
Ruano, K. (2004). La influencia de la expresión corporal sobre las emociones: un estudio experimental. [en línea] [Disponible en http://oa.upm.es/451/1/ KIKI_RUANO_ ARRIAGA.pdf] [Consulta: 17 de Junio, 2010]
Tolle, E. (2004). El poder del ahora. Barcelona: Editorial Viena.
[1] Las autoras agradecen el apoyo de l’ajut per a grups de recerca 2010 i 2011 otorgados por la Agrupació de recerca en Ciències de l'Educació de la Universitat de Barcelona (ARCE)
Emotional Physical Education.
A new approach to the subject of Physical Education.
Irene Pellicer Royo (irenepellicer@gmail.com)
Núria Pérez Escoda (nperezescoda@ub.edu) [1]
1. SUMMARY
In this paper we present the results obtained after implementation of an emotional physical education program of twelve hours, with students in the first year of high school. Emotional Physical Education is the development of emotional skills through motor action, because their potential offers practical and experiential. The program is raised through the activities of teaching - learning, aimed at developing each of the five emotional competencies: awareness, emotional regulation and autonomy, social competence and powers of life and wellbeing, through the work of the dimension body.
2. OBJECTIVES
The main objective this proposal was seeking to enhance the emotional development of students through the motor action.
To facilitate planning sessions, the overall objective spelled out in more operational objectives:
- Increase emotional awareness of students.
- Improve the level of emotion regulation.
- Develop self-awareness, self-esteem and confidence of participants.
- Provide resources and strategies for the management of personal welfare.
3. STATEMENT OF WORK
Theoretical Framework
The proposal presented here focuses on the development of the essence of the person through the motor action, because of all the potential that this wakes up the fact that practice, ie, a space where students feel, experience .
This approach of the model Bisquerra emotional education (2000, 2009). In the physical education program to systematize emotional emotional development from the field of Physical Education, according to the current Organic Law 2/2006 of Education and as a means of taking the different blocks of content that the educational curriculum mark and competencies basic characteristic of the field of Physical Education, which indicate:
"A) The contents of the subject intended to respond to needs that lead to personal wellness and promote a healthier lifestyle and better quality. Competition in the practice of healthy habits regularly and continuously helps to feel good about the body, improving self-esteem and the development of well-being.
b) Communicative competence is achieved with the testing of body and movement as tools of expression and communication, expression and communication of feelings and emotions individual and shared through the body, gesture and movement and critical assessment of the uses expressive and communicative body.
c) This course also develops social competence focused on interpersonal relationships through the acquisition of values such as respect, acceptance and cooperation, to be transferred to everyday activity (games, sports, outdoor activities, etc. .) The expressive possibilities of the body and motor activity potentiate creativity and the use of body language to convey feelings and emotions that humanize personal contact. "(Decree 143/2007 DOGC. 4915. Page 1)
An analysis of the same, we conclude that the XXI century physical education is required to go further and take the needs of today's society are claiming.
You are required to develop the personal, by improving personal skills: to develop healthy lifestyles, which enhances students' self-esteem, which contributes to the development of the tight emotional expression, etc.. Also, is asked to intervene in social welfare, helping to create healthy relationships that will be reflected in greater harmony among the citizens of society.
Currently, there are many contributions that provide the physical and the emotional side of human being as indivisible. One comes from the hand of Damasio (1996) that addresses all three dimensions: the link body - mind, feeling the link - the link body and body - higher order thinking.
Referring to the link body - mind, is the work of Tolle (2004:45-46) who asserts that emotion "is the body's reaction to your mind ... For example, an attack thought or a hostile thought will create a buildup of energy in the body we call anger. The body prepares to fight. The idea that you are threatening, physically or psychologically, causes the body to contract, and this is the physical aspect of what we call fear. Research has shown that these powerful emotions cause changes in the biochemistry of the body. "
Meanwhile Reich (1978) reveals that there is equivalence in terms of the functionality of the psyche of a person and his voluntary muscles, indicating that the mental blockages have corresponded with chronic muscle contractions. An example would be a person who feels fear, which presents tensions in the muscles of the thighs and the shoulder permanently because it is the way your body is prepared to protect your head and run, logical reaction against a hazard.
A second contribution is the link Damasio feeling - body. The essence of a feeling is direct perception of body language. Supports the link between the limbic system, the prefrontal cortex and the brain receptors of signals from the body.From this we can say that the feelings are a direct information on the status, structure and regulation of the body.
Already in the 70's, Towen (1972:21) stated that "... a person can only feel in your body. One can feel the atmosphere except through their effect on the body. In reality then, you feel how the body reacts to the environment or external objects and projects the perception of this sentiment on the stimulus. So when I realize that your hand is warm to put it down on my arm, which is how I'm feeling my body heat is affected by your hand. All our feelings are perceptions of the body. How we feel and how deeply we feel is a function of self-knowledge (self-awareness).The self-knowledge means knowledge of the body. The individual who knows himself is in contact with your body. He realizes what is happening in every part of your body is, in other words, in touch with himself. "
In relation to this connection feeling - body, Lagardera (2007:7) comments that "it is now known that not only the memory of the cerebral cortex which is able to retain an experience, but it is all over who endorses: retains the skin tactile sensations, foot and leg sensations associated with the movement, sentiments and emotions heart, kidneys temperature changes, bones and muscles feelings of weakness and strength ... and so on therefore all life is so systemic that involved in each motor action. "
Ruano's vision (2004:62) states that "the body does not work only by addressing the physical, but the emotions and mind are associated with its operation and is impossible to separate" so that "the body always passes bill from our emotional states (fear, anxiety or stress). The close relationship between the tonic muscle function, postural attitudes, mental processes, and emotions are a result. The musculature reflects our emotional state, contracts, relax, move freely depending on the situation that we face. "
This same perspective is supported by Castillo Vora (in Motos, 2003) which states that these emotions that the body experiences contain all the information you need to know about ourselves, but sometimes it is not known see, read or interpret, so , we must learn to become aware of our emotions, rather than conceal or ignore them.
The third dimension addresses Damasio is the link body - higher order thinking.Gelpi (in Pellicer 2011:35) summarizes this concept through the idea: "the soul breathes through the body, and suffering, and begins in the skin or in the mental image, takes place in the flesh."
Through confirmed Damasio's theory, as well as contributions from various authors is well demonstrated that the relationship between body, movement and emotions have sufficient strength and weight, to assume the size that matter can Physical Education and should achieve.
Practical Experience
The work presented was carried out during the course 2010 - 2011 with the first-year baccalaureate students of the Colegio Caspe - Jesuitas de Educación, the city of Barcelona.
As a prelude to the implementation of the program conducted a needs analysis through implementation of CDE-SEC (excited Education Questionnaire for Secondary Education) Perez, Alvarez and Bisquerra that provides information on the level of development of emotional competence total and each of its five dimensions according to the model of emotional competence Bisquerra and Perez (2007).
The following table presents the main results of the five first-class high school course, with a total of 107 students. From these results we designed the intervention program.
Table 1. Student Needs Assessment 2010-11 by 1 º Baccalaureate courses.
This proposal was part of the annual program of physical education, the teaching unit being held in one of the three trimesters of course depending on the particular group.
In each of the sessions addressed a series of learning activities - learning for the development of the five emotional competencies through play, body and motor action. Sessions always began with an activity of emotional awareness and closed with an activity to emotional regulation, which is essential because of the emotions experienced by students for the academic demands of school.
As shown in Table 2, the operation was conducted in eight sessions. Each of these was of one hour and a half hours.
Table 2. Emotional Physical Education Program.
The following table presents the main results of the five first-class high school course, with a total of 107 students. From these results we designed the intervention program.
TOTAL 1º Bachillerato | 1º A | 1º B | 1º C | 1º D | 1º E | |
Conciencia Emocional | 6,81 | 7,04 | 6,73 | 6,73 | 6,68 | 6,57 |
Regulación Emocional | 5,24 | 5,79 | 5,18 | 5,18 | 5,19 | 4,90 |
Autonomía Emocional | 5,46 | 5,85 | 5,47 | 5,48 | 4,96 | 5,24 |
Competencias Sociales | 5,91 | 6,20 | 5,97 | 5,97 | 6,17 | 5,61 |
Competencias de vida y bienestar | 6,48 | 6,83 | 6,40 | 6,41 | 6,34 | 6,21 |
Total competencia emocional | 5,93 | 6,30 | 5,90 | 5,91 | 5,83 | 5,66 |
N | 107 | 27 | 17 | 17 | 11 | 35 |
This proposal was part of the annual program of physical education, the teaching unit being held in one of the three trimesters of course depending on the particular group.
In each of the sessions addressed a series of learning activities - learning for the development of the five emotional competencies through play, body and motor action. Sessions always began with an activity of emotional awareness and closed with an activity to emotional regulation, which is essential because of the emotions experienced by students for the academic demands of school.
As shown in Table 2, the operation was conducted in eight sessions. Each of these was of one hour and a half hours.
Sesión | Conciencia | Regulación | Autonomía | Competencia Social | Habilidades de vida |
1 | CDE-SEC | Respiración completa | La persona más... | Creaciones corporales | Fusión de los gestos |
2 | Juegos elegidos por el alumnado de toma de conciencia | Scanner corporal | Los paquetes generosos | Pillabrazos | Alfombra mágica |
3 | Saco de emociones | Relajación global | Me acepto | Déjate guiar | Jugamos y ¿nos divertimos? |
4 | Imágenes emocionales | Relajación progresiva de Jacobson | Destacar lo positivo. Opción 3. | Figura integrada | Tú ganas, yo gano, todos ganamos. |
5 | Diccionario emocional | El masaje relajante | Superando obstáculos | ¿Cómo me comunico? | Expresando conflictos |
6 | Stop emocional | La ducha emocional | El globo y tú. | Canales de comunicación | Los lobos |
7 | Terremoto emocional | El mar en movimiento | Mi movimiento | Sillas compartidas | Un paseo por las nubes |
8 | Contagiando emociones | Pizarra táctil | Los paquetes generosos. Opción 3. | Danza de las telas | ¿Qué queremos los humanos? |
The activities that make up this program can be found detailed in Pellicer (2011).
4. FINDINGS, CONCLUSIONS AND PROSPECTS
The main result of the experience made we can say that the participants improved their emotional awareness and regulation capacity. We may also remark that the results collected through a questionnaire completed anonymously overall assessment by students at the end of the teaching unit highlights a high level of satisfaction with it and point out that the learning achieved are considerably transferable to their personal lives.
Although the situation is not created more than eight sessions, a total of forty developed activities whose effects on internal growth of the participants is clear in some of the insights drawn from the emotional day that students performed at the end of the sessions and which is reproduced below:
"The feeling of having a blank mind, not thinking about anything" E. D. R. (2011)
"I learned that I still have not found time for me and I need" MRE (2011)
"I learned to put a good face on what would be a hardship or frustration" RSR(2011)
"I've learned that if you give, you get much more and you'll be happier if I change" CGM (2011)
"The close contact between partners and sincere and just play things that seem very close to us all" BSA (2011)
"I have learned to value to say what you feel is very important," JCS (2011)
"Living together, ways to relieve stress, companionship and love is something I'm learning to appreciate over the evening of emotional" CDP (2011)
We believe that without a doubt, these statements show that physical education can focus on the study and development of the body in motion, understanding the body as a whole. Not only as a set of muscles, bones, joints and biomechanics connection, but as a body that thinks, feels, listening, communicating, expressing, etc.. and that can only be conceived from the conjunction of these three dimensions: the mind through the thoughts, the emotional through feelings and emotions and physics, how the ideal medium that allows revealing the essence of each human being.
5. ISSUES OR CONSIDERATIONS FOR DISCUSSION
In terms of considerations for discussion are proposed:
1. Is it sufficient intervention 12 hours?
2. Could you design a program throughout the course of the first high school?
3. How can emotional education worked together in coordination with other subjects?
6. BIBLIOGRAPHY
Bisquerra, R. (2000). Emotional education and welfare. Madrid: Cisspraxis.
Bisquerra, R. (2009). Psychology of emotions. Madrid: Synthesis.
Blázquez, D. and Sebastiani, E. M. (2009). Competency Teaching in Physical Education. Barcelona: Inde.
Damasio, A. R. (1996). Descartes' Error. Barcelona: Critical.
Decree 143/2007 DOGC. 4915. Secondary Education Curriculum. [Online] [Available http://phobos.xtec.cat/edubib/intranet/file. php file = docs / ESO / ed_fisica_eso.pdf] [Accessed August 10, 2010]
Lagardera, F. (2007). Motor behavior: a new paradigm for the twenty-first century physical education. Conexões magazine, v. 5, no. 2, 2007.
Organic Law on Education 2/2006 of 3 May, [Online] [Available http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2006-7899] [Accessed 10 August 2010]
Lowen, A. (1972). Breathing, Feeling and Movement. [Online] [Available http://www.bioenergeticasaab.com/pdf/Respiracion_sentimiento_movimiento.pdf] [Accessed 20 April 2011]
Mateu, M. (2003). The expressive and communicative feel. [Online] [Available at: http://www.expresiva.org/Zamora/MERCEMATEU.pdf] [Accessed March 3, 2011]
Motorcycles, T. (2003). Emotional brain, education, emotional and physical expression. Proceedings First International Conference on Body Language and Education. European University of Madrid. Salamanca: Ediciones Amaru.
Perez-Escoda, N. and Pellicer, I. (2009). Need for emotional development in adolescence. [Online] [Available http://issuu.com/eprat.ice.ub/docs/necesidad_de_desarrollo_emocional_en_la_adolescenc. [Online] [Accessed 5 May 2010]
Reich, W. (1978). Listen, little man. Barcelona: Synthesis.
Ruano, K. (2004). The influence of the physical expression of emotions: an experimental study. [Online] [Available KIKI_RUANO_ http://oa.upm.es/451/1/ ARRIAGA.pdf] [Accessed 17 June 2010]
Tolle, E. (2004). The Power of Now. Barcelona: Editorial Vienna.
[1] The authors acknowledge the support of l'ajut grups of recerca per a 2010 i 2011 awarded by the Agrupació for Research in Ciències de l'Education of the Universitat de Barcelona (ARCE)
No hay comentarios:
Publicar un comentario