Journal of Human Sport and Exercise

Teaching and learning social values: experience of resolution of conflicts in the classroom of physical education across the learning of social skills

Mar Cepero, Mª Nieves Marín Regalado, Juan Torres Guerrero



The main aim of this study has been the application of a sport and social program intervention to solve the daily problems of conviviality in the classroom of physical education, based on the teaching and learning of social values, attitudes and social skills. 24 children between 9-12 years of Guadix (Granada) have taken part in this study, learning social values that allow them to improve the social relations with their mates. In the data collection of information, three instruments were used; an initial and final sociogram (pre-post) was carried out with the objective of know the social relations of the group; two group interviews, in which the students talked about their learning process and the diary of the teacher, in which the teacher analyzed the program and the advance of the students. The results of three used instruments were compared, the analysis of data shows that there had been considerable changes in the attitude of the students, therefore the personal conflicts that were frequent to the beginning of the research, were diminishing in a gradual way along the experience. The students and the teacher showed their satisfaction for the improvement of their social skills and relationships through the sport motor learning.


Learning; Education; Social skills; Values; Attitudes; Auto esteem; Friendship


Bailey, R.P. Teaching physical education: a handbook for primary and secondary teachers. London: Kogan Page; 2001.

Baker, J., Horton, S. A review of primary and secondary influences on sport expertise. High Ability Studies. 2004; 15:211-228.

Callejo, J. El grupo de discusión: introducción a una práctica de investigación. Barcelona: Ariel Practicum; 2001.

Collado Fernández, D. Transmisión y adquisición de valores a través de un programa de Educación Física basado en el juego motor, en un grupo de alumnos/as de primero de Educación Secundaria Obligatoria. Doctoral Thesis. Universidad de Granada; 2005.

Eyre, D. Able children in ordinary schools. London: David Fulton Publishers; 1997.

Freeman, J. Families, the essential context for gifts and talents. In: K. A. Heller, F. J. Monks, R. Sternberg & R. Subotnik (Eds.). International handbook of research and development of giftedness and talent. Oxford: Pergamon Press; 2000. Pp. 573-585.

Kirk, D., Gorely, T. Challenging thinking about the relationship between school physical education and sport performance. European Physical Educational Review. 2000; 6:119-134.

Monjas, M.I., De La Paz González, B. Habilidades sociales en el currículo. CIDE. Centro de Investigación y Documentación Educativa. Ministerio de Educación y Ciencia; 1998.

Rodríguez, A., Morera, D. El Sociograma. El estudio de las relaciones informales en las organizaciones. Madrid: Pirámide; 2001.

Vallés Arándiga, A. Programa de refuerzo de las habilidades sociales I. Cuadernos de recuperación y refuerzo de planos psicoafectivos. Madrid: Método EOS; 1995.


Copyright (c) 2010 Journal of Human Sport and Exercise

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.