The Sport Education Model in Elementary and Secondary Education: A Systematic Review

Evangelio, Carlos; Sierra-Díaz, Manuel Jacob; González-Víllora, Sixto; Fernández-Río, Francisco Javier

doi:10.22456/1982-8918.81689

Cited by 39 publications

(36 citation statements)

References 19 publications

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“…Regarding the hypotheses, it was proposed that said intervention (based on the SEM) would improve the participants' social competence (H1) and social acceptance among peers (H2). Finally, the impact of the intervention would not show differences, depending on gender (H3) in line with previous studies (Evangelio et al, 2018).…”

Section: Introductionsupporting

confidence: 90%

“…In the same line, some systematic reviews conclude that through interventions based on the SEM, there are improvements in technical-tactical skills (physical and cognitive physical domain), social and emotional development (Evangelio et al, 2018;González-Víllora et al, 2018) and motivational aspects (Chu and Zhang, 2018). In addition, meta-analysis (e.g., Sierra-Díaz et al, 2019) confirms benefits in motivation toward physical and sports activity, belonging and social responsibility, autonomy, and organization.…”

Section: Introductionmentioning

confidence: 96%

“…On the other hand, it is necessary to point out that there are stereotyped preconceptions and sports discrimination based on gender (Leaper, 2011;Parker and Curtner-Smith, 2012). Along these lines, some previous studies on interventions based on SEM have not shown differences in their impact, depending on gender, physical abilities (Araújo et al, 2019) and socio-emotional skills (Evangelio et al, 2018). On the contrary, other researches have shown differences in impact, depending on gender: some studies conclude that boys have greater improvements than girls in social interactions (Brock et al, 2009;Hastie et al, 2009), while other research confirms more significant improvements in girls than in boys in technical-tactical sports knowledge (Mesquita et al, 2012).…”

Section: Introductionmentioning

confidence: 98%

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

Luna

Guerrero²,

Rodrigo-Ruiz

et al. 2020

Front. Psychol.

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This study aims to evaluate the impact of an educational intervention on social competence and social acceptance among adolescents. The participants were 106 adolescents aged 12-15 years (M = 13.41 years; SD = 0.81 years). Participants were randomly assigned to the control group (n = 44) and an experimental group (n = 69). In the experimental group, an intervention based on the Sport Education Model (SEM) was applied. While in the control group, an intervention based on the Traditional Model of Direct Instruction (TM-DI) was carried out. An experimental design with repeated pretest and posttest measurements was developed. The Adolescent Multidimensional Social Competence Questionnaire (AMSC-Q) was used to assess social competence. The Guess Who (GW4) questionnaire was used to assess social acceptance (SA) among peers. The preliminary results showed that the intervention based on the SEM (experimental group) promoted more significant improvements in some indicators of social competence and social acceptance among peers than those obtained with the TM-DI (control group). The results confirm a similar impact of the intervention between boys and girls. These preliminary results suggest the potential of the Sport Education Model with adolescents.

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Section: Introductionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 98%

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

Luna

Guerrero²,

Rodrigo-Ruiz

et al. 2020

Front. Psychol.

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“…[15]. Therefore, despite each model pursuing a main objective, a hybridization between both approaches may mutually complement each other's characteristics, and overcome some of their own limitations [14,16,17]. It has been evidenced that the hybridization of these two models allows for a broader and deeper scope of learning to be achieved than the development of these two pedagogical models separately [16].…”

Section: Se and Tgfu Models In Physical Educationmentioning

confidence: 99%

Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables

et al. 2020

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Grounded in Self-Determination Theory (SDT), this study aims to examine whether the effects of a hybrid Sport Education (SE)/Teaching Games for Understanding (TGfU) a volleyball teaching unit were equally effective on a set of SDT-related variables according to students’ initial motivations. A pre-experimental pre-/post-test design without a control group was conducted in a volleyball teaching unit in Physical Education. A final sample of 49 students (M = 15.50, SD = 0.57), in their fourth year of secondary education, participated in a hybrid SE/TGfU volleyball teaching unit composed of 10 lessons. The structure of this unit was designed according to the characteristics of an SE model, while learning tasks were designed using the TGfU model. Different validated questionnaires on basic psychological need (BPN) support and satisfaction, novelty and variety satisfaction, motivation, and intention to be physically active were completed by students. Three different profiles with different Relative Autonomy Index (RAI) levels (i.e., “high”, “moderate”, and “low”) were identified through cluster analysis before starting the intervention. Although the SE/TGfU of a volleyball teaching unit were effective in improving SDT-related variables in the three profiles identified, a large effect size was observed in profiles with a “moderate” or “low” RAI. The hybridization of these two pedagogical models could be a tool for improving motivational outcomes in students who are less motivated in Physical Education lessons.

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“…Previous research on SE has widely shown its instructional benefits and positive educational implications for students in the context of the school PE [18][19][20][21][22]. Regarding works that have examined the influence of SE on sportsmanship in students, Hastie and Sharpe [23] discovered that the use of a fair play accounting system could develop responsibility and positive social behaviors in elementary school students.…”

Section: Introductionmentioning

confidence: 99%

Sport Education and Sportsmanship Orientations: An Intervention in High School Students

Burgueño

Casaubón

2020

IJERPH

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One of the main goals for physical education is to develop the students’ moral and ethical domain, where sportsmanship promotion is considered a key curricular component to tackle the achievement of this goal. This research aims to examine the influence of sport education on sportsmanship orientations in high school students. The participants were 148 (52.70% female; Mage = 17.04, SDage = 0.99) high school students who were randomized into an experimental group (n = 74), which received 16 basketball lessons under sport education conditions, and a control group (n = 74), which received 16 basketball lessons following a traditional teaching approach. Pre-intervention and post-intervention measures on sportsmanship orientations were collected in both groups. A 2 (time: pre-test and post-test) x 2 (group: Sport Education and Traditional Teaching) multivariate analysis of variance test was performed on the five sportsmanship orientations. The results showed, for time x group interactions, the absence of significant multivariate effects in the level of the five sportsmanship orientations among both groups at pre-test (Pillai’s trace = 0.06, p = 0.145). At post-test, significant multivariate effects were found in the level of each sportsmanship orientation between both groups in favor of the Sport Education group (Pillai’s trace = 0.38, p < 0.001). Furthermore, regarding within-group pre-test to post-test differences, while there were nonsignificant multivariate effects (Pillai’s trace = 0.03, p = 0.469) for the Traditional Teaching group; significant multivariate effects (Pillai’s trace = 0.43, p < 0.001) were found for the Sport Education group, showing an increase in the level of respect for social conventions, respect for rules and referees, and full commitment and respect for opponents. There were also nonsignificant effects across gender (inter-group analysis: Pillai’s trace = 0.08, p = 0.068; time x gender interaction: Pillai’s trace = 0.03, p = 0.497) and after-school sports (inter-group analysis: Pillai’s trace = 0.02, p = 0.776; time x after-school interaction: Pillai’s trace = 0.01, p = 0.981). In conclusion, sport education is an effective pedagogical model to be taken into consideration by physical education teachers in order to optimally promote the high school student’s moral and ethical education via the development of sportsmanship orientations in the context of school physical education.

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The Sport Education Model in Elementary and Secondary Education: A Systematic Review

Cited by 39 publications

References 19 publications

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

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

Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables

Sport Education and Sportsmanship Orientations: An Intervention in High School Students

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