[en] Traditional games are defined as activities that have not been institutionalized and are not sports related. Besides creating positive experiences, other emotional responses are developed such as, self-steem boost and a rise in awareness about emotions and their regulation. A single traditional game can be carried out in various manners due to the implementation of the features and codes that are characteristic from the place in which these games are practiced. The 77/2023 order in the specific competences section, explicitly mentions the requierement of performing traditional games as part of the academical activity, to analyse the effect of the gender-related stereotyping and study the possible mechanisms for avoiding them. To develop this research paper, the game called 'steal the rock' was carried out in two different schools within the Basque Country, with students that come from a medium-to-high socioeconomic class. During this experiment 189 students from 5th and 6th grade participated (85 girls and 104 boys). The main objective of this investigation was to analyse the effect that the traditional games have on the emotions of the participants. For this purpose a GES-C scale was employed, which uses icons as a way to express the intensity of a certain emotion felt throughout the game. Based on the results obtained from the participants, the following results were drawn: positive emotions are felt with higher intensity, joy being the one felt more vividly and in the negative emotions, rage. When categorizing the results obtained in genders it was observed that joy was the emotion felt with higher intensity by the boys and joy and happiness by the girls. Taking all the research into account, the game 'Steal the rock' has been labelled appropriate and interesting to be plamed among primary school students.

[eu] Joko-jolas tradizionalak instituzionalizatu ez diren jarduerak dira, hau da, kirola kontsideratzen ez direnak. Esperientzia positibo desberdinak sorrarazteaz gain, autoestimuaren hobekuntza, emozioen kontzientzia hartzea eta hauen erregulazioa landu ditzakete. Joko-jolas berdina era desberdinetan jolastu daiteke lekuan-lekuko ezaugarri eta kodigoak erabiltzen baitira hauetan parte hartzeko. Konpetentzia espezifikoen atalean, curriculum berriak (77/2023 dekretuan) aipatzen du jolas eta kirol tradizionalei ekitearen inguruan lanketa egin beharra dagoela, izan ere, hauen bidez, genero-estereotipoei buruzko azterketak egin eta hauek saihesteko bideak aztertu daitezkeela ulertzen delako. Ikerketa honen helburua jolas tradizionalek eta haien ezaugarriek Lehen Hezkuntzako ikasleek sentitutako emozioetan zuten eragina aztertzea izan zen. Horretarako, Euskal Herriko bi ikastetxe pribatutako 5. eta 6. mailako 189 ikasle, 85 neska eta 104 mutil, harri lapurreta jolasean 10 minutuz aritu ziren. Sentitutako emozioen intentsitatea Games and Emotions Scale for Children (GES-C) eskalaren euskaraturiko bertsioaren bidez baloratu zen. Parte hartu zuten umeek emandako erantzunen bidez, sentitu zituzten emozio ezberdinen intentsitateen datuak bildu eta hurrengo aurkikuntza eta ondorioak atera ziren: joko-jolas tradizionalek emozio positiboak intentsitate handiagoarekin sentiarazten dituzte, hauetan poza izanez maizen sentiturikoa eta gutxien sentiturikoa afektua, negatiboetan, maizen amorrua eta gutxien beldurra sentitu ziren bitartean. Generoaren arabera, poza mutiletan nabariena izan zen eta nesketan zoriona eta poza sentitu ziren bizikien. Beraz, badirudi Harri lapurreta interesgarria izan daitekeela Lehen Hezkuntzako ikasleekin egiteko.