Psychological Wellbeing in Physical Education and School Sports: A Systematic Review

Piñeiro-Cossio, Javier; Fernández-Martínez, Antonio; Nuviala, Alberto Nuviala; Ordás, Raquel Pérez

doi:10.3390/ijerph18030864

Cited by 44 publications

(28 citation statements)

References 52 publications

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“…Also, in a systematic review by Hendriks et al (2018), they found that 78.2% of the studies were conducted in Western countries, these being conducted in general highly industrialized countries with highly educated and high‐income populations. Likewise, it has been seen that in general this type of intervention is aimed at the secondary school population (Piñeiro‐Cossio et al, 2021) but interventions are reported at both primary and secondary levels. Also, the literature indicates that interventions aimed at promoting well‐being in the school population present a great variety in terms of duration and the strategies used, reporting, for example, durations ranging from 4 to 30 weeks and reporting from 6 to 18 sessions (Tejada‐Gallardo et al, 2020).…”

Section: Interventions To Promote Subjective Well‐being In the School...mentioning

confidence: 99%

A systematic narrative review of subjective well‐being promotion intervention programmes in the school setting

Chuecas

Alfaro

Benavente

et al. 2022

Review of Education

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Given the growing number of interventions aimed at promoting well‐being in the school setting, this narrative review sought to synthesise available evidence about the characteristics of the interventions: theoretical components, evaluation designs and their reported results. Two electronic databases (EBSCO and Scopus) were searched, and articles published between 2015 and 2020 were included. A total of 1477 articles were identified from these search engines and based on the systematic scrutinising process a total of 55 articles were included in the review. Only one‐third of the studies employed experimental, causal designs. Therefore, the review is unable to make conclusive statements about promising approaches, Nevertheless, the results show that the majority of interventions used to promote school children's well‐being were based on positive psychology, most of which were focused on promoting positive emotions. The studies reviewed also suggest that longer interventions, with a higher number of sessions, which are targeted at multiple components of positive emotions are more likely to yield positive results. Almost all these studies were carried out in developed countries, with only one empirical work in Latin America. Therefore, more robust experimental studies using causal designs are needed, and more empirical work is needed in low‐ and middle‐income countries on effective practices in developing children's subjective well‐being.

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Section: Interventions To Promote Subjective Well‐being In the School...mentioning

confidence: 99%

A systematic narrative review of subjective well‐being promotion intervention programmes in the school setting

Chuecas

Alfaro

Benavente

et al. 2022

Review of Education

View full text Add to dashboard Cite

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“…Similarly, sport participation may have benefits that are unique when compared to other forms of recreational physical activity [ 33 ]. However, limited conclusive evidence examining the contributions of different types of physical activity to wellbeing among adolescents is available [ 34 ], particularly in the context of NZ. Mixed findings from recent research concerning sport and wellbeing in NZ indicate that further investigation to better understand this relationship is warranted [ 35 ].…”

Section: Introductionmentioning

confidence: 99%

The Value of Sport: Wellbeing Benefits of Sport Participation during Adolescence

Wilson

Whatman

Walters

et al. 2022

IJERPH

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Insight into the unique benefits of sport participation above and beyond those associated with participation in other physical activities among adolescents is limited in Aotearoa New Zealand (NZ). The purpose of this study was to examine the association between wellbeing and organised sport participation among adolescents whilst accounting for demographic characteristics and other recreational physical activity. Demographic characteristics (age, gender, ethnicity, deprivation, (dis)ability status), organized sport, recreational physical activity, and wellbeing were assessed in cohorts of NZ adolescents (11–17 years) between 2017 and 2019. After adjusting for demographics, better wellbeing was associated with participation in any recreational physical activity (OR = 2.49, 95%CI = 1.97–3.13), meeting physical activity recommendations (OR = 1.63, 95%CI = 1.47–1.81), and each additional hour of recreational physical activity (OR = 1.03, 95%CI = 1.02–1.04). After adjusting for demographics and overall recreational physical activity participation, better wellbeing was also associated with participation in any organized sport (OR = 1.66, 95%CI = 1.49–1.86), and each additional hour of organized sport (OR = 1.09, 95%CI = 1.07–1.11). Although participation in recreational physical activity appears to be beneficial for wellbeing, organized sport appears to offer unique additional wellbeing benefits. Positive experiences of organized sport participation may offer additional wellbeing value above and beyond other recreational physical activity types in young people who are active.

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“…They also experiment a greater sense of ability and efficiency to perform the tasks and exercises, as well as a feeling of being related and belonging to a group. The literature has made clear the relevance of the satisfaction of basic psychological needs in the physical and psychological health of physical education students ( Vasconcellos et al, 2019 ; Piñeiro-Cossio et al, 2021 ), so it is essential for the teacher to ensure that their students have legitimate perceptions of the corrective feedback granted.…”

Section: Discussionmentioning

confidence: 99%

Quality of the Physical Education Teacher’s Instruction in the Perspective of Self-Determination

et al. 2021

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The teacher’s instructions in physical education class have important implications for the psychological well-being of their students. The aim of this study was to analyze, under the postulates of the Self-Determination Theory (SDT), a model with the following sequence: the perception of the quality of the instructions (task presentation, amount of corrective feedback, and its legitimate perception) generated by the physical education teacher, the satisfaction of the three basic psychological needs and the subjective vitality in young students. The participants were 890 students (462 males and 428 females) of primary level from the metropolitan area of Monterrey, Mexico, between ages 11 and 13 (M = 11.36; SD = 0.49). The structural equation modeling showed positive and significant associations in all model interrelations, that is, task presentation and the amount of corrective feedback (B = 0.88, p < 0.001), and this in turn with legitimate perception (B = 0.81, p < 0.001); the legitimate perception of feedback and the satisfaction of the need for autonomy, competence, and relatedness (B = 0.63, p < 0.001; B = 0.90, p < 0.001; B = 1.01, p < 0.001, respectively); finally, the satisfaction of the three psychological needs and the subjective vitality (B = 0.12, p < 0.01; B = 0.43, p < 0.001; B = 0.24, p < 0.001, respectively). Therefore, the importance of a quality task presentation, as well as providing corrective feedback based on support for autonomy, is evident, so that students perceive it legitimately and thus facilitate the satisfaction of their basic psychological needs and in consequence, indicators of psychological well-being such as subjective vitality.

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Psychological Wellbeing in Physical Education and School Sports: A Systematic Review

Cited by 44 publications

References 52 publications

A systematic narrative review of subjective well‐being promotion intervention programmes in the school setting

A systematic narrative review of subjective well‐being promotion intervention programmes in the school setting

The Value of Sport: Wellbeing Benefits of Sport Participation during Adolescence

Quality of the Physical Education Teacher’s Instruction in the Perspective of Self-Determination

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