How Sport and Art could be Effective in the Fields of Social, Cognitive and Emotional Learning?

Talebzadeh, Fatemeh; Jafari, Parivash

doi:10.1016/j.sbspro.2012.06.871

Cited by 11 publications

(10 citation statements)

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“…It provides positive evidence for schools seeking to implement SEL in physical activity and sports classes. The studies carried out support the research result (Ang, Penney, & Swabey, 2011;Gordon, Jacobs, & Wright, 2016;Talebzadeh & Jarfari, 2012).…”

Section: Discussionsupporting

confidence: 75%

“…Gordon, Jacobs, and Wright (2016) found that BSSM strongly complies with the SEL framework when pedagogical approaches and strategies are applied. In addition, SEL has been stated to be compatible with physical activity and sports, but little work has been done in this area (Ang, Penney, & Swabey, 2011;Gordon, Jacobs, & Wright, 2016;Talebzadeh & Jarfari, 2012). In this study, SEL, which is adapted to a TPSR-based program, was planned to be implemented in physical education and sports courses and focused on the impact of the program on the emotional intelligence levels of the students.…”

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confidence: 99%

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Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

Arikan¹

2020

JEL

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Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation—mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.

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Section: Discussionsupporting

confidence: 75%

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confidence: 99%

Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

Arikan¹

2020

JEL

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“…In this context, it was thought that SEM would be compatible with SEL. In addition, SEL has been stated to be compatible with physical activity and sports, but little work has been done in this area (Ang, Penney, & Swabey, 2011;Gordon, Jacobs, & Wright, 2016;Talebzadeh & Jarfari, 2012).…”

Section: Introductionmentioning

confidence: 99%

Effect of Sport Education Model-Based Social-Emotional Learning Program on Emotional Intelligence

Arikan¹

2020

IES

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In the study, a 16-week SEM-SEL volleyball program was prepared using the Social-Emotional Learning Model (SEL) based on the Sport Education Model (SEM). The goal achievements of SEL are processed and awareness about the goal achievements is provided to the students in the SEM-SEL volleyball program each week. In the study, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week SEM-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Descriptive statistics and Two-way Covariance Analysis (ANCOVA) were used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups; that there was an increase in the emotional intelligence levels of the students in the experiment group and a decrease in the students in the control group. According to ANCOVA, SEI-S final-test total scores were found to have a significant difference in favor of the experimental group and no significant difference in the school type. Consequently, the 16-week SEM-SEL volleyball program was effective in increasing the emotional intelligence levels of the students. Furthermore, it was determined that SEM and SEL were compatible with each other and that SEL had positive results in the field of physical education and sports.

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“…Table (8) and (9) are about significance in difference among different recreational fields in levels of multiple intelligences using LSD Test on the sample. These tables show that there are statistically significant differences at level 0.05 among fields as follows: practitioners of sport recreation excelled in physical intelligence, practitioners of social recreation excelled in social intelligence, practitioners of cultural recreation excelled in linguistic and logical intelligence, practitioners of free recreation excelled in spatial and natural intelligence, practitioners of medical recreation excelled in personal intelligence, practitioners of artistic recreation excelled in musical intelligence and practitioners of commercial recreation excelled in existential intelligence.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Recreational Fields on Multiple Intelligence of Alexandria University's Students

Gomaa

2015

Journal of Applied Sports Science

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This study aims to identify the effect of practicing recreational fields on multiple intelligences for Alexandria University's students. The researcher used the descriptive method with survey as they suit the nature of the study. Sample of the study was selected randomly from practitioners of recreational activities in Alexandria University. The researcher took into account that the sample represents the original community of the study (males and females), in terms of study (scientific and theoretical facultieshigh and low score faculties), in terms of environment (rural and urban) and in terms of socioeconomic standard of students and patterns of recreational activities. Total sample of the study was (1599) students divided into (1521) for the main study and (63) to study first multiple intelligences, (15) for second exploratory study and legalizing the tool of the study. The researcher used multiple intelligences list as a tool of data collection. The researcher did the main study in the period from 19/3/2013 till 27/5/2013. The most important results are various recreational fields practiced by university students. The most practiced recreational fields were: social, commercial and free recreations. Other result is the ability to predict each individual's intelligence pattern by knowing their recreational activity, direction of individuals to suitable recreational activities to their abilities by knowing their intelligence pattern. Females excelled over males in logical, musical, personal and existential intelligences, while males excelled in natural intelligence. There are no statistically significant differences between males and females in linguistic, spatial, social and physical intelligences. Practitioners of sport recreation excelled in physical intelligence. Practitioners of social recreation excelled in the social intelligence. Practitioners of cultural recreation excelled in linguistic and logical intelligence. Practitioners of free recreation excelled in spatial and natural intelligence. Practitioners of medical recreation excelled in spatial and personal intelligence. Practitioners of artistic recreation excelled in musical intelligence. Practitioners of commercial recreation excelled in existential intelligence. Introduction: n every stage in his life, man needs to satisfy a lot of his desires and needs. This can be done through practicing different types of activities in which he can express himself and find personal happiness and joy. Workers in the recreational field agreed that these activities are called recreational activities.

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How Sport and Art could be Effective in the Fields of Social, Cognitive and Emotional Learning?

Cited by 11 publications

References 0 publications

Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

Effect of Sport Education Model-Based Social-Emotional Learning Program on Emotional Intelligence

The Effect of Recreational Fields on Multiple Intelligence of Alexandria University's Students

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