Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents

International Journal of Environmental Research and Public Health

José A. Piqueras¹  Pablo Luna²  Javier Cejudo²  Miriam Bajo³  Juan-Carlos Pérez-González⁴  Débora Rodrigo-Ruiz⁵ 

[1] Department of Health Psychology, Center for Applied Psychology, Faculty of Social and Health Sciences, Campus of Elche, Miguel Hernandez University of Elche (UMH), 03202 Elche, Spain;Department of Psychology, Faculty of Education, University of Castilla-La Mancha, 13071 Ciudad Real, Spain;Department of Psychology, School of Medicine, University of Castilla-La Mancha, 13071 Ciudad Real, Spain;Emotional Education Laboratory (EDUEMO Lab), National University of Distance Education (UNED), 28040 Madrid, Spain;Faculty of Education, International University of La Rioja (UNIR), 26006 Logroño, Spain;

关键词: child;    adolescent;    intervention;    physical education;    social and emotional learning;    emotional education;   

DOI  :  10.3390/ijerph18157896

来源: DOAJ

【 摘 要 】

Few studies have analyzed emotional educational experiences through physical education interventions. The objective of this study was to evaluate the effects on socio-emotional competencies of a physical education intervention (i.e., the MooN program) based on the instructional model known as the sports education model (SEM), compared to a physical education intervention based on the traditional model of direct instruction (TM-DI) in preadolescents. The sample consisted of 170 students between 10 and 13 years old (mean age: M = 10.76; standard deviation: SD = 0.73). Participants were randomly assigned to the experimental group (SEM; n = 87) and the active control group (TM-DI; n = 83). In the experimental group, the SEM-based intervention was applied, while in the active control group, an intervention based on the TM-DI was developed. A quasi-experimental design with repeated pre-test and post-test measures and an active control group was used. The self-efficacy inventory for multiple intelligences (IAMI-40) was used to assess the children’s socio-emotional competencies. The child perfectionism inventory was applied to evaluate the self-demand perfectionist efforts. The results confirmed that the MooN program (SEM intervention) promoted significant improvements in socio-emotional competencies. These findings support the potential of this physical education instructional model as an emotional education pathway for the socio-emotional improvement of preadolescent students.

【 授权许可】

Unknown