Exploring the Synergy Between Sport Education and In-School Sport Participation

Knowles, Alessandra; Wallhead, Tristan; Readdy, Tucker

doi:10.1123/jtpe.2017-0123

Cited by 39 publications

(29 citation statements)

References 30 publications

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“…This is because individuals adopt a predominant orientation, either towards the task, which rewards effort and personal development, or towards ego, which fosters team member rivalry and the display of personal skill [ 50 ]. With regard to girls, this inverse relationship is stronger because boys are more ego-oriented and less task-oriented than girls, this being explained by the fact that girls tend to work towards intrinsic goals while boys focus on the achievement of extrinsic goals [ 51 , 52 ].…”

Section: Discussionmentioning

confidence: 99%

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

Sánchez

Cuberos

Ubago-Jiménez

et al. 2018

IJERPH

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(1) Background: Society is changing amazingly fast, and this is bringing about changes in the way that people spend their free time. In the 21st century, free time is increasingly spent using technological devices such as video games, thus increasing levels of sedentariness. The aim of the present study was to define an explanatory model for the problematic use of video games, physical activity, motivational climate in sports, and victimization in schoolchildren, and to analyze the relationships between these variables according to gender; (2) Methods: A total of 734 schoolchildren, of both sexes, participated in this research study. They were aged from 10 to 12 and lived in the province of Granada (Spain). The main instruments used were the questionnaires PMCSQ-2, PAQ-C, QERV, and SVS. A multigroup structural equation model was used, which had an excellent fit (χ2 = 319.472; df = 72; p < 0.001; CFI = 0.962; NFI = 0.952; IFI = 0.962; RMSEA = 0.048); (3) Results: The practice of physical activity was related negatively and indirectly to the problematic use of video games ((r = −0.085, boys); (r = −0.081, girls)), and this in turn was related positively and directly to victimization ((r = 0.094, boys); (r = 0.174, girls)). Additionally, task climate was inversely related to the problematic use of video games for girls (r = −0.133), and ego climate was directly related to the use of these devices only with regard to boys (r = 0.250). (4) Conclusions: It must be noted that schoolchildren’s pathological use of video games is closely related to lower levels of physical activity. In addition, those motivational climates in sports that are oriented towards performance exacerbate this pathological behavior, which accentuates the importance of promoting motivational climates that are oriented towards tasks in schoolchildren.

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Section: Discussionmentioning

confidence: 99%

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

Sánchez

Cuberos

Ubago-Jiménez

et al. 2018

IJERPH

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“…The synergy between the practice of physical-sport activity together with physical and psychological health is a gradually growing interest area for education researchers [11,12,13,14]. Moreover, different investigations in the education framework of the evolution of quality physical education have emphasised the need for methodological change [4,15].…”

Section: Introductionmentioning

confidence: 99%

Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model

Luna

Guerrero

Cejudo

2019

IJERPH

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This study aimed to evaluate the impact of a physical-sport education pilot programme on adolescents’ subjective well-being (health-related quality of life, positive affect and negative affect), trait emotional intelligence and social anxiety. The programme was based on the pedagogical sport education model within a quality physical education framework, and approached from the perspective of social and emotional learning. Participants were 113 compulsory secondary education students aged 12–15 years that were assigned to a control group (n = 44) and an experimental group (n = 69). A quasi-experimental design with repeated pre-test and post-test measures was used. Bonferroni correction was applied for multiple comparisons. The preliminary results obtained in this investigation revealed that the physical-sport education pilot programme promoted significant improvements in a specific indicator of subjective well-being and trait emotional intelligence in the experimental group. These encouraging findings support the pedagogical efficiency of the programme with regard to the programme aim. The findings also highlight the feasibility and appropriateness of the programme in terms of an innovative teaching proposal.

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“…The Physical Education curriculum is an overall plan for the total Physical Education program, which is intended to guide teachers in conducting educational activities for a specific group of students [6]. One of the primary goals of physical education is for students to gain the motivation to continue to be physically active outside of curriculum time [7]. For teenagers, physical education is beneficial experiential learning and an indispensable part of the curriculum; it serves as a substantial medium for developing regular exercise habits.…”

Section: Introductionmentioning

confidence: 99%

Development of Team Cohesion and Sustained Collaboration Skills with the Sport Education Model

Kao

2019

Sustainability

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Physical education is crucial to the development of physical and social abilities. Team cohesion, nurtured in physical education, influences team performance and provides skills that students may translate into future social arenas. However, whether teaching strategy in physical education affects the development of team cohesion remains uncertain. The sport education model (SEM) enhances sport skills, rule knowledge, sport etiquette, and affective development through games and competition. The SEM has replaced many conventional physical education curricula in advanced countries. Therefore, this quasi-experimental pretest–post-test study investigated the effects of the SEM on team cohesion. Undergraduate volunteers from a Taiwanese university were divided into experimental and control groups for a 10-week basketball course taught using the SEM or direct instruction, respectively. Pretest and post-test questionnaires utilized a team cohesion scale, with subscales measuring teamwork, team adaptation, and interpersonal interaction. Experimental group (Mpre = 3.35 ± 0.42, Mpost = 3.98 ± 0.50) scores for overall team cohesion and the three subscales were significantly improved after the course; no significant improvement was noticed in the control group (Mpre = 3.23 ± 0.58, Mpost = 3.57 ± 0.57). Furthermore, all post-test scores for the experimental group (M = 3.98 ± 0.50) were higher than those for the control group (M = 3.57 ± 0.57). Therefore, the SEM is a feasible model for improving team cohesion and thus related social skills students may sustain into adulthood.

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Exploring the Synergy Between Sport Education and In-School Sport Participation

Cited by 39 publications

References 30 publications

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model

Development of Team Cohesion and Sustained Collaboration Skills with the Sport Education Model

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