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

Abstract

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.

Effects of the Sport Education model on adolescents’ motivational, emotional, and well-being dimensions during a school year

“…Regarding ability EI, results showed significant increases over time in two dimensions: regulation and control, and emotional empathy. These results align with the scarce previous research (Arikan, 2020;Luna et al, 2019;Méndez-Giménez et al, 2017) and support hypothesis 3 (significant increases in students' EI). Various structures of the model, such as permanent teams, festive environment during competition, and fair play, provide opportunities for students to empathize and to be aware of their emotions and those of their peers and rivals during the game.…”

“…Luna et al (2019) revealed that a 16-session SEM pilot program of ringo (an alternative sport) promoted significant improvements in trait EI, and in a specific indicator of subjective well-being of the experimental group (grades 7–9). More recently, Arikan (2020) developed and applied a 16-week volleyball program combining the Socio-Emotional Learning framework and the SEM. The analysis of covariance (ANCOVA) showed significant post-test differences in students’ EI levels in favor of the experimental group.…”

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

“…The effective implementation of PMs in classrooms increases student motivation and even their emotional intelligence, enhancing the development of more equitable and inclusive classroom environments [ 32 , 50 ]. In order to do so, the PE approach based on PMs must be linked to the interests of the learner.…”

“…In order to do so, the PE approach based on PMs must be linked to the interests of the learner. In addition, providing students with achievement goals that are processed and facilitated on a frequent basis will increase their awareness of their own successes and achievements [ 50 ]. This will support the potential transfer of sport education experiences to physical activity settings beyond PE [ 32 ].…”

Emotional intelligence and learning outcomes: Study in physical education

“…This is proven by several previous studies which explain that emotional intelligence can improve one's sports achievement (Galarraga et al, 2020). Another research conducted by Arikan (2020) explains that virtual learning can improve students' emotional intelligence. This can be seen from the development of education that encourages emotional intelligence such as Singapore and Tasmania are developed countries in the world and in their curriculum have developed a physical education syllabus so that students must acquire the right knowledge, skills, attitudes, social emotional, and values for life (Ang & Penney, 2013).…”