Previous scientific findings reinforce the importance of traditional sporting games (TSGs) in fostering experiences of integral well-being or multimodal learning (emotional, relational, or decisional). TSGs, such as ball games, skittles games, team games (dodge ball, fox, chicken, snake, cops, and robbers) and tag games are also an excellent resource for PE teachers.
The use of TSGs in PE offers opportunities to educate interpersonal relationships while at the same time contributing to furthering the current curriculum of any educational system. Selecting one game and not another for educational purposes is ultimately a pedagogical decision of great significance, and it is necessary to conduct research to justify this choice. This call for papers follows in the same wake as the previous edition; however, this time it is expected to turn physical education into a laboratory for TSGs experiences. Comparing different TSGs and/or introducing eventual modifications on the same game can provide examples to advance the effective and behavioral profile of the players. TSGs should be considered agents for social transformation, as they contribute to complying with the current curriculum, for their usefulness in identifying and balancing not only gender relations when playing, but also for ensuring balanced participation among players with motor problems, or for transforming learning conflicts into opportunities for social development.
Educational activities that use TSGs to improve physical education participation will be considered. The aim is to make the rigidity of traditional schools of motor thinking more flexible in order to offer a forum for debate necessary to explore the possibilities of TSGs for educational purposes. Enriching and confronting different research approaches along the lines of an approach based on the education of motor conducts, motor communication, and the notion of internal logic, associated with universals (motor communication networks, roles, subroles...) common to all motor culture will be welcome.
We expect to receive manuscripts based on the Teaching Games for Understanding (TGfU) classification in order to find common tactical principles. Studying the perceptual-comprehensive processes of players should play a relevant role in advancing the use of TSGs for educational purposes. On the other hand, the contribution of complex systems by addressing motor variability is also considered relevant to explore the degree of motor learning with TSGs.
We encourage contributors to present their recent studies considering any applied field, theoretical framework, as well as innovative research designs from quantitative, qualitative, or mixed method approaches:
Traditional Sporting Games and Play: Diversity in physical education class:
• TSGs as intangible cultural heritage: a mirror of local culture, through motor actions in physical education classes
• The transformation of TSGs from play to sport: from the local to the global.
Traditional Sporting Games and Play and Emotional Well-Being in physical education class:
• Effects of play and TSGs on emotional states, feelings, and affectivity
• Developing emotional competencies through play and TSGs
• Traits of the TSG and/or traits of the person (motivation, personality, sports background) and its impact on emotional well-being in physical education class.
Traditional Sporting Games and Play for educative purposes: Peace Education, Social Inclusion, and Equal Opportunities:
• Enhancing interpersonal relationships through play and TSGs in physical education class.
• Transforming conflicts through play and TSGs in physical education
• Effects of play and TSGs on social inclusion
• Promoting equal opportunities through play and TSGs: gendered perspectives for educative purposes
Traditional Sporting Games and complexity of decision-making for Learning:
• Complexity and tactic behavior through TSGs at the school
• Compressive learning using teaching games for understanding approaches
• Detection of hidden behavioral patterns of play interaction or decision-making in physical education classes
Previous scientific findings reinforce the importance of traditional sporting games (TSGs) in fostering experiences of integral well-being or multimodal learning (emotional, relational, or decisional). TSGs, such as ball games, skittles games, team games (dodge ball, fox, chicken, snake, cops, and robbers) and tag games are also an excellent resource for PE teachers.
The use of TSGs in PE offers opportunities to educate interpersonal relationships while at the same time contributing to furthering the current curriculum of any educational system. Selecting one game and not another for educational purposes is ultimately a pedagogical decision of great significance, and it is necessary to conduct research to justify this choice. This call for papers follows in the same wake as the previous edition; however, this time it is expected to turn physical education into a laboratory for TSGs experiences. Comparing different TSGs and/or introducing eventual modifications on the same game can provide examples to advance the effective and behavioral profile of the players. TSGs should be considered agents for social transformation, as they contribute to complying with the current curriculum, for their usefulness in identifying and balancing not only gender relations when playing, but also for ensuring balanced participation among players with motor problems, or for transforming learning conflicts into opportunities for social development.
Educational activities that use TSGs to improve physical education participation will be considered. The aim is to make the rigidity of traditional schools of motor thinking more flexible in order to offer a forum for debate necessary to explore the possibilities of TSGs for educational purposes. Enriching and confronting different research approaches along the lines of an approach based on the education of motor conducts, motor communication, and the notion of internal logic, associated with universals (motor communication networks, roles, subroles...) common to all motor culture will be welcome.
We expect to receive manuscripts based on the Teaching Games for Understanding (TGfU) classification in order to find common tactical principles. Studying the perceptual-comprehensive processes of players should play a relevant role in advancing the use of TSGs for educational purposes. On the other hand, the contribution of complex systems by addressing motor variability is also considered relevant to explore the degree of motor learning with TSGs.
We encourage contributors to present their recent studies considering any applied field, theoretical framework, as well as innovative research designs from quantitative, qualitative, or mixed method approaches:
Traditional Sporting Games and Play: Diversity in physical education class:
• TSGs as intangible cultural heritage: a mirror of local culture, through motor actions in physical education classes
• The transformation of TSGs from play to sport: from the local to the global.
Traditional Sporting Games and Play and Emotional Well-Being in physical education class:
• Effects of play and TSGs on emotional states, feelings, and affectivity
• Developing emotional competencies through play and TSGs
• Traits of the TSG and/or traits of the person (motivation, personality, sports background) and its impact on emotional well-being in physical education class.
Traditional Sporting Games and Play for educative purposes: Peace Education, Social Inclusion, and Equal Opportunities:
• Enhancing interpersonal relationships through play and TSGs in physical education class.
• Transforming conflicts through play and TSGs in physical education
• Effects of play and TSGs on social inclusion
• Promoting equal opportunities through play and TSGs: gendered perspectives for educative purposes
Traditional Sporting Games and complexity of decision-making for Learning:
• Complexity and tactic behavior through TSGs at the school
• Compressive learning using teaching games for understanding approaches
• Detection of hidden behavioral patterns of play interaction or decision-making in physical education classes
