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

Abstract

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.

Conceptual Framework of Applied Holistic Education in Physical Education and Sports: A Systematic Review of Empirical Evidence

“…From the 15 selected papers, mostly were experimental research as illustrated in Fig. 2, namely 73% or 11 articles (Cañabate et al, 2020;Kolovelonis et al, 2023;Koszałka-Silska et al, 2021;Luna et al, 2021;Meijer et al, 2022;Melero-Cañas et al, 2021;Mullender-Wijnsma et al, 2019;Pirrie & Lodewyk, 2012;Wawrzyniak et al, 2022), followed by correlational 13% or 2 articles (Gwon & Shin, 2023;Morita et al, 2016), explanatory 7% or 2 articles (Jeon et al, 2021;Rillo-Albert et al, 2021).…”

“…Competition is also important element to be considered in HEPE. According to sports education model (SEM), meaningful competition is necessary to provide stimulation and positive motivation (Luna et al, 2021). The last shared element is playfulness, meaning that learning should be fun and engaging.…”

“…By fostering a sense of teamwork and collaboration, PE classes can also help students build positive relationships with their peers and address issues such as bullying and social isolation. Luna et al (2021) and Goudas et al (2006) point out that physical activity and sports can promote, both directly and indirectly, student's social and emotional well-being. School physical education is suitable context for student to learn physical and socioemotional skill simultaneously.…”

“…As a result, in addition to being able to improve or retain physical fitness, students are also able to increase their lifeskill capacity through goal setting orientation. Meanwhile, Luna et al, (2021) initiated an educational intervention based on The Sports Education Model (SEM) to study the effect on social and emotional wellbeing. SEM is a teaching and learning approach that aims to provide students with a more holistic and comprehensive sports experience.…”

Analysis of Socio-Emotional Competencies as a Key Dimension for Sustainability in Colombian Elite Athletes

“…Athletes, due to the characteristics of their training, should have a high mastery of socio-emotional competencies and, therefore, should acquire skills to grow with future prospects and life skills. In fact, sports activities are a vehicle of emotional education for the socio-emotional improvement of young people [11][12][13]. In addition, Magrum and McCullick [14] argue that the ability to recognize and understand one's own emotions as well as those of others and the possible outcomes of their interactions makes coaches more successful.…”