Motor Conflict and Gender: Literacy and Active Methodologies to Promote SDGs Through Physical Education

Abstract

This study addresses motor conflict literacy from a gender perspective, which is fundamental for managing interpersonal conflicts equitably and promoting inclusive and respectful education in line with the Sustainable Development Goals (SDGs). Through an active methodology based on the simulation of motor conflicts, 34 students from the Degree in Physical Activity and Sport Sciences created and represented conflict situations in motor contexts. This intervention fostered critical reflection on the management of motor conflicts, gender equity, and peaceful coexistence. The results underscore the effectiveness of these strategies in developing socio-emotional competencies and creating inclusive and equitable educational environments. Physical education emerges as a key tool for improving school coexistence and contributing to the achievement of the SDGs, fostering the development of a more just, empathetic, and respectful citizenship.