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<p>Physical Education (PE) provides a privileged context for fostering emotional competence in early childhood, yet empirical research with younger students remains scarce. This study aimed to analyse the effects of a PE-based program on children’s emotional competence and to explore possible gender differences in program outcomes. A quasi-experimental, mixed-methods design was applied with 97 students aged 7–8 years from a public primary school in Alicante (Spain), allocated to experimental (<i>n</i> = 41) and control (<i>n</i> = 56) groups. The intervention consisted of eight 45-minute sessions combining cooperative games, yoga-based relaxation, and motor activities. Data was collected through the Children’s Emotional Adjustment Scale (CEAS), systematic teacher observations using the HSC-EF system, and student-generated pictograms. The experimental group demonstrated significant improvements in mood repair and anxiety control (<i>p</i> &lt; .001), while no significant changes were observed in temperament control or social assertiveness. Observations revealed frequent prosocial behaviours such as dialogue, kindness, and cooperation, though conflict-resolution skills appeared less consistently. Pictograms predominantly expressed joy and illustrated strong associations between sessions and emotional experiences. No significant gender differences emerged. The findings highlight PE as an effective setting for socio-emotional learning in early primary education. Short-term programs can enhance regulation of negative emotions, while more stable traits may require longer interventions. Integrating cooperative and reflective practices into PE strengthens children’s emotional growth in inclusive ways.</p>

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Physical Education as a Tool for Emotional Growth: Insights from a Multidimensional Approach in Early Childhood Education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月6日

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  • Claudia Mira,
  • Olalla García-Taibo,
  • Ricardo Sánchez-Gil Machín,
  • Salvador Baena-Morales

摘要

Physical Education (PE) provides a privileged context for fostering emotional competence in early childhood, yet empirical research with younger students remains scarce. This study aimed to analyse the effects of a PE-based program on children’s emotional competence and to explore possible gender differences in program outcomes. A quasi-experimental, mixed-methods design was applied with 97 students aged 7–8 years from a public primary school in Alicante (Spain), allocated to experimental (n = 41) and control (n = 56) groups. The intervention consisted of eight 45-minute sessions combining cooperative games, yoga-based relaxation, and motor activities. Data was collected through the Children’s Emotional Adjustment Scale (CEAS), systematic teacher observations using the HSC-EF system, and student-generated pictograms. The experimental group demonstrated significant improvements in mood repair and anxiety control (p < .001), while no significant changes were observed in temperament control or social assertiveness. Observations revealed frequent prosocial behaviours such as dialogue, kindness, and cooperation, though conflict-resolution skills appeared less consistently. Pictograms predominantly expressed joy and illustrated strong associations between sessions and emotional experiences. No significant gender differences emerged. The findings highlight PE as an effective setting for socio-emotional learning in early primary education. Short-term programs can enhance regulation of negative emotions, while more stable traits may require longer interventions. Integrating cooperative and reflective practices into PE strengthens children’s emotional growth in inclusive ways.