Emotional Intelligence and Collaborative Learning in Physical Education

The development of emotional intelligence in Primary Education emerges as a key tool for fostering essential skills in students. Integrating this dimension with active

methodologies such as cooperative learning, particularly in the context of Physical

Education, can significantly transform the teaching and learning process.

This approach is based on a theoretical review that delves into the fundamental concepts of emotional intelligence, including its definition, theories, and prominent models. It emphasizes the role of emotions in learning and highlights the positive impact of developing competencies such as empathy, Emotional regulation, motivation, and interpersonal skills. Additionally, the essential role of educators is underscored—not only as conveyors of knowledge but also as active models of emotional management for their students. Cooperative learning is analyzed as an active methodology that encourages teamwork, shared responsibility, and student interaction. This approach, rooted in group dynamics,

not only enhances academic performance but also fosters cooperation, mutual respect, and the development of key social skills. The relationship between emotional intelligence and cooperative learning reveals a powerful synergy for creating more inclusive and effective educational environments. The proposed educational initiative targets second-cycle Primary Education students and

is specifically designed to be integrated into Physical Education classes. Under the title The Game and Emotions, the project comprises a series of activities organized into weekly sessions spanning six weeks. Each sesión combines curricular competencies in Physical Education with dynamics focused on emotional management and collaboration. Activities include cooperative games, relaxation techniques, and self-reflection exercises aimed at fostering both intrapersonal and interpersonal skills.

Sample Activities

Activity: Creating Smiles

Students form a circle and pass a ball to one another. When the teacher says "stop" and announces a letter, the student holding the ball must say something they admire or like about a peer whose name starts with that letter. The goal is to create a smile on that person’s face. The activity continues until everyone has had a turn with the ball and shared something positive about a classmate.

Activity: Inside Out

This activity is inspired by the concept of associating emotions with colors: yellow

for joy, red for anger, black for fear, blue for sadness, and green for calmness. The class is divided into five groups, each assigned to one emotion.

1. Each group rotates through the stations, where they find a poster with questions like:

⁻ How is this emotion expressed?

⁻ What does this emotion mean to you?

⁻ When do you feel this way? Can you give an example?

2. Students answer the questions together and help each other understand the emotion.

3. Each station also includes a physical challenge related to teamwork, such as tossing a ring onto a cone after answering the questions.

Results and Outcomes

This educational model aims to teach students to identify and manage their emotions,develop teamwork skills, and build self-esteem. Additionally, it promotes a physicallyactive and healthy lifestyle through engaging games. The proposed activities are inclusive and tailored to the specific needs of students, ensuring their participation and holistic development.

Conclusion

The presented work highlights the importance of integrating emotional intelligence development and cooperative learning into classrooms, particularly in the domain of Physical Education. This combined approach serves as a key pedagogical strategy to address current educational challenges. It not only fosters students' emotional well-being but also strengthens their ability to manage emotions, work in teams, resolve conflicts, and develop essential interpersonal and intrapersonal skills.The educational initiative, structured through dynamic activities such as The Game and Emotions, demonstrates how active learning and play can effectively promote emotional competencies in early education. This approach aligns with curricular objectives while addressing broader needs related to students’ overall development, such as fostering empathy, self-esteem, and problem-solving skills. Moreover, the research underscores the necessity of training educators in emotional intelligence, as teachers play a crucial role as guides and role models for their students. Implementing active methodologies that accommodate diversity and adapt to the characteristics of each group reinforces the idea that education must prioritize people, not just academic content. In conclusion, this approach offers a comprehensive vision of education, emphasizing not only academic achievement but also the emotional and social preparation of students to successfully face future challenges. Embracing this methodology contributes to the development of more resilient, collaborative, and emotionally intelligent individuals, capable of building a more empathetic and cohesive society.