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

Abstract

Research on the impact of the Sport Education model (SEM) in motivational terms is prolific and consistent; however, studies that jointly address the effects of the SEM on adolescents’ motivational, emotional, and well-being dimensions are scarce. This study aimed to examine the effect of a multi-season SEM-based program on self-determined motivation, basic psychological needs, emotional intelligence, satisfaction with life, and the intention to be physically active on physical education (PE) students during a school year. A total of 212 high school students ( M = 13.88; SD = 1.68) from grades 7 and 10 (nine intact groups) participated in this study. A quasi-experimental design, with four measurements (T1, September; T2, December; T3, March; and T4, June), without a control group was carried out. The repeated measures analysis of variance, with time as within-subject factor, and both grade level and gender as between-subject factors, revealed significant effects over time on autonomy F(3, 624) = 12.413, p < 0.001, η2 = 0.056, competence F(2.78, 579.09) = 10.733, p < 0.001, η2 = 0.049, emotional control and regulation F(2.74, 569.74) = 7.045, p < 0.001, η2 = 0.033, and emotional empathy F(2.71, 563.71) = 4.248, p < 0.01, η2 = 0.007. Some interactions were also found according to grade level and gender. Between-subject multivariate analysis of variance (MANOVA) showed differences tended to progressively increase over time. Results confirm the potential of the SEM to cushion motivational decline and satisfy the basic psychological needs during adolescence. Furthermore, the SEM was shown to be a useful approach for increasing the emotional intelligence dimensions in the PE context.

Emotional Intelligence as a Predictor of Motivation, Anxiety and Leadership in Athletes

“…The results of this study show a direct and positive relationship for some questions but a negative relationship for others. Thus, focusing on the results that show a direct and positive correlation, we found a relationship between emotional intelligence and motivation, as other studies already showed [ 12 , 13 , 14 ].…”

“…The same situation is found for the self-concept of athletes; we found a direct and positive relationship between self-concept and the levels of emotional intelligence [ 10 ]. As with motivation, studies showed that high levels of emotional intelligence have a continuous and existing correlation with self-concept [ 11 , 12 , 13 , 14 ].…”

Emotional Intelligence, Interpersonal Relationships and the Role of Gender in Student Athletes

“…These results are important, drawing attention to the differences that may exist in this case according to gender and EQ and gender and self-determination theory, which coincide with previous research, which, like our work, has highlighted the fact that high levels of emotional intelligence correlate with higher satisfaction of the three basic psychological needs [ 16 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 ].…”

“…Furthermore, it has been shown that in the case of motivation, there is a positive correlation with EQ [ 11 , 12 , 13 , 14 ]. However, there is not much agreement on the differences established between sexes in this regard [ 10 , 15 , 16 , 17 ].…”

Emotional Intelligence and Its Relationship to Basic Psychological Needs: A Structural Equation Model for Student Athletes

“…However, the results obtained in this work demonstrate, in our case, that emotional intelligence favors the positive development of aspects such as competence and decision making in athletes. This is along the same lines as other studies that have attempted to determine the relationship between self-determination theory and emotional intelligence, the results of which also corroborate that high levels of emotional intelligence are associated with greater satisfaction of the three basic psychological needs [ 45 , 46 , 47 , 48 , 49 ].…”