Effects on empathy and emotional intelligence of a Teaching Personal and Social Responsibility programme in physical education  (Efectos de un programa de Responsabilidad Personal y Social sobre la empatía y la inteligencia emocional en educación física)

Rosado, Pablo; Grao‐Cruces, Alberto; Ayllón-Negrillo, Ester; Ordás, Raquel Pérez

doi:10.47197/retos.v44i0.90760

Cited by 4 publications

(10 citation statements)

References 30 publications

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“…The aforementioned community engagement methodologies should include one more, TPSR, whose effectiveness has been checked with randomly selected experimental and control groups in different studies (Arikan, 2020a; Pozo Rosado et al, 2021). TPSR encourages students to develop correctly in their social environment (social responsibility respecting others’ feelings and rights), and learn to be responsible to themselves and others (Arikan, 2020a; Caballero Blanco et al, 2013; Pozo Rosado et al, 2021). This model is developed on five levels: respect for others and creating a good environment, participation and effort, personal autonomy, help and leadership, and transference.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, these studies reinforced the idea of rearranging a curriculum to improve EI and combining some programs in PE (Arikan, 2020a). Pozo Rosado et al (2021) proposed an intervention based on SEM in an elementary education sample randomly divided into control (traditional activity) and experimental experiences (a program based on TPSR). These results showed significant improvements for children in the experimental group in emotional attention, clarity, and repair (Pozo Rosado et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…1 1 1 0 0 0 1 1 1 7/10 Murillo and Mateos (2021) 0 1 1 1 0 0 0 1 1 6/10 Pozo Rosado et al (2021) 1 1 1 0 0 0 0 1 1 6/10 Ruiz- Ariza et al, (2018) 1 1 1 1 1 0 1 1 1 9/10 Ruiz-Ariza et al, (2019) 1 1 0 1 1 1 1 1 1 9/10 articles found, this literature was divided into (i) correlational studies, (ii) studies that followed pre-test and post-test methodology.…”

Section: Discussionmentioning

confidence: 99%

“…In the field of education, different required curriculum subjects have been considered as a home for curricula to develop students’ EI; among these has been physical education (PE) (Castillo-Viera et al, 2020; González-Hernández et al, 2019; Luna et al, 2019; Malinauskas & Malinauskiene, 2021; Murillo & Mateos, 2021; Pozo Rosado et al, 2021; Rivera-Pérez, del Barco, et al, 2020; Ruiz-Tendero et al, 2013). In fact, PE settings have been highlighted as suitable places for students to socialize and face conflicts that help them learn to manage emotions and adapt behavior interpersonally (Castillo-Viera et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Developing Emotional Intelligence through Physical Education: A Systematic Review

Rico-González

2023

Percept Mot Skills

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The development of Emotional Intelligence (EI) has gained importance in the context of goals to spur a new generation of people intent upon improving human health. Physical education (PE) is a suitable curriculum subject in which to train EI. Therefore, our aim in this review is to summarize existing literature pertaining to EI within PE, while seeking particular guidance on how to best teach EI. We systematically reviewed PubMed, ERIC, Education Database, Scopus, SPORTDiscus, Cochrane, and FECYT (i.e., Web of Sciences, CCC, DIIDW, KJD, MEDLINE, RSCI, and SCIELO) databases up to January 24, 2022. From 248 studies initially located, 28 were included in a final qualitative synthesis. These 28 studies were sub-divided into (i) correlation and (ii) intervention studies with an intervention group, possibly a control group, and with pre-test and post-test outcome measures. There was a clear correlation between EI-motivation and EI-psychological needs, and there emerged the following types of educational programs for developing EI within PE: (a) pedagogical models based on corporal expression and relaxation, (b) Cooperative Learning (e.g., the Sport Education Model), (c) community engagement interventions (e.g., Social-Emotional Learning, the Teaching Personal and Social Responsibility model, and Service Learning), and (d) augmented reality games. Most successful EI programs included themes of collaborative work, concern for others, and social welfare. Including EI as a PE goal will require developing students’ personality and encouraging PE teachers to focus on EI within pedagogical models based on community engagement.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Developing Emotional Intelligence through Physical Education: A Systematic Review

Rico-González

2023

Percept Mot Skills

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“…De esta forma, el presente estudio pretende analizar los efectos de una intervención de MRPS, en el área de EF, sobre la Importancia de la EF, Motivación Educativa y Clima Prosocial del alumnado participante a través de un programa llevado a cabo durante los últimos dos meses de curso escolar 2022-23, aplicando una serie de estrategias a lo largo de 16 sesiones, intervención que cuenta con una mayor duración que otras propuestas realizadas con anterioridad (Pozo-Rosado et al, 2022;Prat et al, 2019).…”

Section: Introductionunclassified

<p>Influence of a personal and social responsibility model intervention on educative motivation, prosocial environment and Physical Education importance on secondary school students <sub>[Influencia de una intervención basada en el Modelo de Responsabilidad personal y Social sobre la Motivación Educativa, Clima Prosocial y la Importancia de la Educación Física en alumnado de Educación Secundaria]</sub></p>

Hoyo-Guillot,

Ruiz-Montero

2023

ESPIRAL

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El propósito del estudio ha sido aplicar un programa basado en el Modelo de Responsabilidad Personal y social en estudiantes de primer curso de ESO (n=135) divididos en grupo control (n=55) y grupo experimental (n=130) valorando la influencia que tiene dicho programa sobre la Motivación, el Clima Prosocial y la Importancia de la Educación Física. Para ello, todos los discentes cumplimentaron 3 cuestionarios referidos a cada una de las variables antes de comenzar la intervención (pretest) en clase de Educación Física. Mientras que el alumnado perteneciente al grupo control recibió una metodología tradicional, en el grupo experimental se han aplicado diferentes estrategias pertenecientes a los niveles establecidos por Hellison en su modelo en las 16 sesiones (8 semanas) que duró el programa para, una vez finalizada la intervención, valorar las posibles mejoras producidas, volviendo el alumnado a rellenar los diferentes cuestionarios (postest). Los resultados obtenidos arrojaron mejoras significativas en cuanto a los niveles de amotivación del alumnado, así como en aspectos prosociales como la capacidad para dejar objetos, así como en la de autorregularse, un aspecto fundamental relacionado con la autonomía personal. La intervención emprendida ha conseguido definir efectos positivos en las variables sometidas a estudio, si bien sus limitaciones temporales han impedido amplificar y consolidar las mismas. Abstract The purpose of the study was to apply a program based on the Personal and Social Responsibility in first grade secondary education students (n=135) divided into a control group (n=55) and an experimental group (n=130), assessing the influence the program on Motivation, Prosocial Climate and the Importance of Physical Education for the students. All students completed 3 questionnaires referring to each variables before beginning the intervention (pretest) in PE class. The control group received a traditional methodology while in the experimental group different strategies belonging to the levels established by Hellison in his model have been applied in the 16 sessions (8 weeks) of the program. Once the intervention, assess the possible improvements produced, returning the students to fill out the different questionnaires (posttest). The results obtained showed significant improvements in terms of the students' amotivation levels, as well as in prosocial aspects such as the ability to leave objects, as well as the ability to self-regulate, a fundamental aspect related to personal autonomy. The intervention undertaken has managed to define positive effects on the variables under study, although its temporal limitations have prevented them from being amplified and consolidated.

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The role of executive functions, social cognition and intelligence in predicting social adaptation of vulnerable populations

Schulte

Trujillo

Rodríguez-Villagra

et al. 2022

Sci Rep

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This study sought to evaluate the roles of and interactions between cognitive processes that have been shown to exhibit impact from socioeconomic status (SES) and living conditions in predicting social adaptation (SA) in a population of adults living in socially vulnerable conditions. Participants included 226 people between the ages of 18 and 60 who have been living in vulnerable contexts throughout life in Santiago, Chile. Data was collected through a battery of psychological assessments. A structural equation model (SEM) was implemented to examine the interrelationships among cognitive and social variables. Results indicate a significant relationship between executive function (EF) and SA through both social cognition (SC) and intelligence. Theory of Mind (ToM), a component of SC, was shown to exhibit a significant relationship with affective empathy; interestingly, this was negatively related to SA. Moreover, fluid intelligence (FI) was found to exhibit a positive, indirect relationship with SA through crystallized intelligence (CI). Evaluation of these results in the context of research on the impacts of SES and vulnerable living conditions on psychological function may allow for the development of more effective clinical, political, and social interventions to support psychosocial health among socially vulnerable populations.

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Effects on empathy and emotional intelligence of a Teaching Personal and Social Responsibility programme in physical education (Efectos de un programa de Responsabilidad Personal y Social sobre la empatía y la inteligencia emocional en educación física)

Cited by 4 publications

References 30 publications

Developing Emotional Intelligence through Physical Education: A Systematic Review

Developing Emotional Intelligence through Physical Education: A Systematic Review

The role of executive functions, social cognition and intelligence in predicting social adaptation of vulnerable populations

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