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

Luna, Pablo; Guerrero, Jerónimo; Rodrigo-Ruiz, Débora; Losada, Lidia; Cejudo, Javier

doi:10.3389/fpsyg.2020.01305

Cited by 20 publications

(27 citation statements)

References 70 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Among the studies examined, the following variables were identified relative to the development of personal and social skills: autonomy (e.g., Cuevas et al, 2015); motivation (e.g., Cuevas et al, 2016), competence, relatedness (e.g., Viciana et al, 2020), enjoyment/satisfaction (e.g., Browne et al, 2004), sportsmanship (e.g., Méndez-Gimenez et al, 2015), physical self-concept (Fernandez-Rio et al, 2013), cooperation (e.g., Viciana et al, 2020), friendship (e.g., Rocamora et al, 2019), group cohesion (e.g., Kao, 2019), self -efficacy, peer social acceptance (Luna et al, 2020a), emotional intelligence, social anxiety, subjective well-being (Luna et al, 2020b), and affect (Perlman, 2010).…”

Section: Findings About the Development Of Students' Personal And Socmentioning

confidence: 99%

What Actually Differs between Traditional Teaching and Sport Education in Students’ Learning Outcomes? A Critical Systematic Review

Bessa¹,

Hastie²,

Ramos³

et al. 2021

jsportscimed

View full text Add to dashboard Cite

This systematic review aimed to examine the main findings concerning to the investigations focused on compare, within Physical Education context, the influence of Sport Education (SE) and Traditional Teaching (TT) on students’ learning outcomes. A literature search was conducted on nine electronic databases (PubMed, Google Scholar, Web of Science, SCOPUS, Academic Search Ultimate, ERIC, Education Source, APA PsycINFO and APA PsycARTICLES). Inclusion criteria were defined before the selection process. Accordingly, were only included articles that (i) were published in peer-reviewed international journals indexed in Journal Citation Reports or Scientific Journal Rankings; (ii) were available in full-text; (iii) were published in English, Portuguese or Spanish; (iv) were performed within Physical Education context; and (v) provided specifically a comparison between the effects of SE and TT on students’ learning outcomes. Globally, twenty-eight studies met the inclusion criteria. The manuscripts’ methodological quality was assessed through Downs and Black checklist, with all studies displaying moderate quality. Results showed that comparisons among SE and TT tend to analyze team sports activities sampling high-school students via quasi-experimental designs, with more than half of them were published over the past five years. Also, these investigations typically focused on the differences between both models on the development of personal and social skills, as well as its impact on the motor and cognitive domains. In this respect, although the results tend to point out increases in both SE and TT, superior values are achieved when SE is implemented. The analysis of the teaching-learning process using alternative research methods and designs (i.e., experimental studies, qualitative data, longitudinal analysis, action-research and case studies), longer units with appropriate planning, and the report of model’s fidelity so that robust findings can endorse the teachers’ praxis, must be a concern in future studies.

show abstract

Section: Findings About the Development Of Students' Personal And Socmentioning

confidence: 99%

What Actually Differs between Traditional Teaching and Sport Education in Students’ Learning Outcomes? A Critical Systematic Review

Bessa¹,

Hastie²,

Ramos³

et al. 2021

jsportscimed

View full text Add to dashboard Cite

show abstract

“…Por tanto, como se menciona anteriormente, la afiliación a un equipo repercute en los comportamientos sociales de los alumnos y puede hacerlo con diferentes matices. Luna et al (2020) enfatizan la idea de que los resultados obtenidos con adolescentes a través de la ED pueden estar más cerca de obtener la eficacia en la interacción social que a la aceptación dentro de un grupo. En cambio, en el presente estudio los resultados muestran como las interacciones surgidas dentro de un grupo concreto permiten la mejora de las relaciones a un nivel más general e incluso se pueden extrapolar fuera del aula.…”

Section: Discussionunclassified

Beneficios de una temporada de Educación Deportiva en las relaciones de género

Reyes

López

Sánchez-Ajofrin

et al. 2021

J. Univers. Mov. Perfom.

View full text Add to dashboard Cite

Las relaciones entre iguales son un factor clave en el desarrollo social de los preadolescentes por ello en el presente trabajo se aborda un estudio sobre las relaciones sociales con especial atención a las relaciones entre ambos géneros. Además, también se estudia la posible repercusión que sobre estas puede tener la implementación de una unidad didáctica (UD) que utiliza como metodología el modelo de Educación Deportiva (ED) en una clase de sexto de Educación Primaria. Para la implementación de esta UD se diseñó un programa compuesto de diez sesiones estructuradas según el modelo de ED y tres actividades complementarias. Del mismo modo, para poder realizar una comparación final de las relaciones entre ambos géneros, se utilizan instrumentos de evaluación en diversos momentos del estudio, antes y después, tales como test sociométricos o entrevistas. Los resultados obtenidos muestran un marcado rechazo inicial entre ambos géneros. Tras la implementación del programa, se refleja una leve mejora en cuanto a la aceptación del género contrario y la disminución de su rechazo, a lo que contribuyen pilares básicos de la ED como son la afiliación o la festividad y siendo los motivos que los alumnos enuncian para aceptar o rechazar al género contrario clasificados dentro de cinco categorías (comportamiento, amistad, compañerismo, dominancia, falta de competencia y otros). Asimismo, se mejoran las relaciones sociales y disminuyen las conductas negativas que se producen en el aula. Para mejorar estos resultados en futuros estudios, es importante que el modelo sea reforzado con el uso de otras técnicas complementarias que favorezcan el trabajo de las relaciones sociales.

show abstract

“…Likewise, these physical and sports activities within physical education are beneficial for students from the integral perspective of the child [22,23]. There is some empirical evidence that physical education could be a significant psychoeducational intervention for developing effective forms of physical/sporting experiences, which will improve students' socio-emotional competencies [24,25]. Physical education promotes a significantly flexible and cooperative environment favoring intrapersonal and interpersonal interactions among students [26].…”

Section: Introductionmentioning

confidence: 99%

“…In recent years, the SEM has generated significant interest in scientific literature, with the publication of different reviews [38][39][40][41][42] and meta-analyses [43]. It is an effective teaching model that shows significant improvements in the educational context, in both students' well-being [44] and socio-emotional development [25,37,40,45]. Similarly, it is an empirically validated model where recent findings, in line with the variables under study, show improvements in social indicators [25,37,[45][46][47], as well as affective or emotional indicators [24,44,48].…”

Section: Introductionmentioning

confidence: 99%

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

Luna

Cejudo

Rodríguez

et al. 2021

IJERPH

Self Cite

View full text Add to dashboard Cite

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.

show abstract

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

Cited by 20 publications

References 70 publications

What Actually Differs between Traditional Teaching and Sport Education in Students’ Learning Outcomes? A Critical Systematic Review

What Actually Differs between Traditional Teaching and Sport Education in Students’ Learning Outcomes? A Critical Systematic Review

Beneficios de una temporada de Educación Deportiva en las relaciones de género

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

Contact Info

Product

Resources

About