Emotional experience in individual and cooperative traditional games. A gender perspective.

Pere Lavega, Unai Sáez-de-Ocáriz, Francisco Lagardera, Jaume March-Llanes, Nuria Puig


This study explored the effect of gender (GE) and group gender composition (GGEC) on men’s and women’s experiences of emotions when taking part in different games. To formulate our hypotheses we used a theoretical framework formed by the theories of Lazarus and Bisquerra on the construct of emotional competence and well-being and their relationship with gender stereotypes, Parlebas’s motor action theory and previous results of empirical research related to games, emotions and gender relations. The participants (218 university students, Mage = 20.3, sd = 2.73) completed twelve sessions of individual games (IG) and cooperative games (CG). The results showed that GE and GGEC were predictors of the experience of positive emotions and that males were more likely to experience negative emotions in both games. The findings highlight gender differences and could help physical education teachers to avoid activities that reinforce the hierarchies and inequalities associated with gender and sex role stereotypes.


Gender; Physical Education; Emotional Stereotypes; Group Gender Composition; Traditional Games

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DOI: http://dx.doi.org/10.6018/analesps.33.3.260811


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