Enhancing coexistence and reducing motor conflict with sporting games in Physical Education: a pilot study

Introduction: School coexistence is a critical issue in modern education, with conflicts affecting students' emotional well-being and learning processes. Physical Education provides a unique context for developing socio-emotional behavior. Objective: This study evaluates the influence of two pedagogical frameworks— Sport Education Model and Motor Conduct Education —on conflict perception and emotional responses in adolescent students. Methodology: A quasi-experimental study was conducted with 76 secondary school students. Participants were divided into a control group (Sport Education Model) and an experimental group (Motor Conduct Education), both engaging in cooperation-opposition motor games based on basketball. Pre- and post-test assessments measured conflict perception (CONFLICT1-AGE, CONFLICT1-RES) and emotional intensity (GES-II). Statistical analyses included paired t-tests and Spearman correlations, with further analyses conducted by sex. Results: The Motor Conduct Education showed a notable decrease in the perception of motor conflicts, while the Sport Education Model group experienced an increase. The Motor Conduct Education approach also led to a more positive conflict response. Emotional intensity differences between groups were not significant. Correlation analyses revealed that conflict perception was strongly associated with emotional responses, particularly in female students. Discussion: Motor Conduct Education effectively reduces conflict perception and enhances constructive conflict responses in Physical Education. Conclusions: These findings highlight its potential to improve school coexistence through structured cooperation-opposition situations.