EMOTIONS AS A LEARNING FACTOR: AN EXPERIENCE IN GYMNASTIC SKILLS

In the case of physical activity and sport and, specifically, within the field of gymnastic and acrobatic skills, emotions can be considered a relevant component in the initial learning process of them, taking into account the nature of this type of abilities. For these reasons, the objective of the study was to analyse the first emotions that arise in students of Physical Activity and Sports Sciences during the initial session of the subjects of Gymnastic and Artistic Skills, in order to determine what reasons could influence favour or disfavour the initial process of teaching-learning of the student. This research is carried out in a descriptive context and with a qualitative framework. The instrument for collecting information has been an open survey of emotions where the student, within a specific environment, could point to up to four emotions, of which two are determined to be favourable (interest/enthusiasm and joy/satisfaction) for learning, and two are considered unfavourable (anger/impotence and insecurity/fear) for this development process. Likewise, the students could, freely, indicate the causes or factors that could cause these emotions. The analysis of qualitative data was carried out with the AQUAD 7 computer program, which allowed the assessment of the different categories. The results indicate that in the initial session of acrobatics, the emotions referred to the interest/enthusiasm and the joy/satisfaction are indicated by the students and that they arise above all because of the novel content of the subject, for the achievement of new learning, as well as for feeling able to perform certain movements. On the other hand, unfavourable emotions for learning, such as insecurity and / or fear and anger and / or impotence, are associated with students' perceptions of the possible physical risks that may arise, given that they are unable or weak, and the difficulty of the contents. Therefore, the teachers for a better and more appropriated approach should take the emotions detected initially into account into the content of the subject.