The importance of the emotional body: exploring the experiences of primary school students in physical education

This study evaluates the emotions experienced by primary school students in Physical Education (PE) across different age groups and genders, focusing on their capacity to identify and reflect on these emotions within a specific cultural context. A total of 189 fourth- and sixth-grade students played a popular traditional game (Spanish version of dodgeball). They then completed the Games and Emotions Scale for Children to assess their emotional experiences during the game. The data collected combined quantitative (scale) and qualitative (written explanation) methods. Three key themes were identified: (1) the development of the emotional body, (2) the diverse cultural movement in which emotions are experienced, and (3) the range of emotions experienced in a mixed-gender PE class. First, while most students could identify emotions, some found it difficult to recognise or express them, indicating a gap in emotional awareness. Second, students reported predominantly positive emotions due to the game's collaborative (positive interaction) and opposition (negative interaction) nature and absence of elimination. Third, girls linked emotions to social interactions, while boys focused on competition. The findings emphasise the need for intentional emotional education to foster students’ social and emotional development.