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Updated: May 11, 2026

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
The Influence of Socio-Affective Relationships Between Adolescents in Educational Experiences of
Paula Pla-Pla1, Silvester Franchi2, Pere Lavega-Burgués3
1Motor Action Research Group (GIAM), Institut de Desenvolupament Social i Territorial (INDEST), National Institute of Physical Education of Catalonia (INEFC), University of Barcelona (UB), Av. de l'Estadi 12-22, Anella Olímpica, E-08038 Barcelona, Spain.
Background/Objectives:
Socio-affective relationships have garnered increasing attention in recent years as a means to enhance coexistence and well-being. Within this context, educational institutions play a pivotal role in shaping peaceful coexistence and promoting well-being among future generations. Physical Education (PE) is particularly significant, because it integrates cooperative-opposition activities, which blend collaboration and competition, fostering socio-emotional development. This systematic review aimed to investigate how PE contributes to coexistence and socio-affective well-being in adolescents aged 12 to 18.
Methods:
Using the PRISMA 2020 framework, 15 empirical studies were analyzed from seven databases. Studies were selected based on PICOS criteria: secondary education students (Population), cooperative-opposition activities (Intervention), control groups or pre-post designs (Comparison), relational and emotional dimensions (Outcomes), and quantitative methodologies (Study design).
Results:
Interventions grounded in the Motor Conduct Education and Sports Education Model significantly reduced interpersonal conflicts and improved social skills and emotional well-being. Positive emotions predominated in these activities, fostering stronger peer relationships within classroom groups. Approaches emphasizing task-oriented pedagogies were less effective than those centered on peer support in eliciting positive emotional responses.
Conclusions:
This review underscores the transformative potential of innovative educational strategies in PE to enhance coexistence and socio-affective well-being. Future research should explore the comparative efficacy of various pedagogical models and their long-term impact. These findings provide valuable guidance for educators and policymakers seeking to promote holistic development in adolescents through PE.
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