Abstract

The purpose of this article is to present the barriers and strategies for dialogic conflict resolution in physical education classes obtained via a study financed by the Ministry of Economy and Competitiveness (National RDI Plan SEJ2007-61757) conducted in 6 learning communities in Catalonia and Euskadi (the Basque Country). In the study, a communicative methodology was chosen, and both quantitative and qualitative information-gathering techniques were used. The communicative analysis of the information enabled us to further explore the aspects that either hinder the prevention and resolution of conflicts (exclusionary dimension) or foster understanding and help overcome conflictive situations (transformative dimension). Worth noting is that to prevent and resolve conflicts, spaces and situations should be promoted in which instructors and students can engage in dialogue to reach agreements, with the participation of other community members as well. In physical education classes, this is attained via interactive groups.