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

Abstract

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.

Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents

“…Specifically, the positive impact has focused on (1) social adjustment, that is, the degree to which an adolescent engages in socially competent behaviors, whose purpose is social acceptance; (2) prosocial behavior, defined as voluntary behaviors whose purpose is to benefit others (sharing, caring, comforting or helping); and (3) perceived social efficacy, or the subjective perception of effectiveness in social interactions. These results converge with other previous research papers that analyze the effectiveness of interventions based on the SEM in some socioemotional variables (Perlman, 2010;García-López and Gutiérrez, 2015;Menéndez-Santurio and Fernández-Río, 2016;Méndez-Giménez et al, 2016;González-Víllora et al, 2018;Bessa et al, 2019;Kao, 2019;Luna et al, 2019;Pan et al, 2019). The results of these previous investigations confirm in the variables under consideration, effect sizes between low and moderate, in line with those obtained in this study.…”

“…One of the most relevant contributions of the present study was the use of statistical analysis through ANCOVA, which evaluates the effectiveness of educational interventions as opposed to other statistical methods, such as the use of ANOVA, which evaluates changes or gains. These findings, through appropriate statistical procedures, could enrich research concerning SEM (e.g., Menéndez-Santurio and Fernández-Río, 2016; Kao, 2019;Luna et al, 2019;Pan et al, 2019).…”

“…In this sense, some authors such as Pérez-González and Qualter (2018) recommend the use of analysis of covariance (ANCOVA) where the covariate is the baseline or pretest score, controlling for the possible effect of the pretest score on the results of the posttest. Criteria followed in the present study are in the same line as other authors (e.g., Menéndez-Santurio and Fernández-Río, 2016;Kao, 2019;Luna et al, 2019;Pan et al, 2019).…”

“…The Sport Education Model (SEM) (Hastie and Wallhead, 2016;Bessa et al, 2019;Kao, 2019;Luna et al, 2019;Siedentop et al, 2019) is among the most suitable pedagogical models (Iserbyt et al, 2016) to develop the affective-social dimension of students. This is a model (MsBP) whose purpose is that all students live authentic sports experiences (Siedentop et al, 2019).…”

Efecto del modelo de Educación Deportiva sobre la conducta prosocial en escolares de Educación Primaria (Effect of the Sport Education Model on Prosocial Behavior in Primary Education)

“…Su eficacia también ha sido constatada en el domino afectivo, donde la motivación ha sido una de las dimensiones más estudiadas (ver revisión sistemática Chu & Zhang, 2018). Asimismo, se ha mostrado su eficacia en la mejora significativa del rasgo de inteligencia emocional (Luna et al, 2019) y en la implicación afectiva en el aprendizaje del contenido a través de la autonomía cedida al alumnado (Pereira et al, 2016).…”