Luna Pablo, Guerrero Jerónimo, Rodrigo-Ruiz Débora, Losada Lidia, Cejudo Javier
Department of Psychology, Faculty of Education, University of Castilla-La Mancha, Ciudad Real, Spain.
Department of Physical Education, Instituto de Enseñanza Secundaria (IES) Lazarillo de Tormes, Toledo, Spain.
Front Psychol. 2020 Jun 11;11:1305. doi: 10.3389/fpsyg.2020.01305. eCollection 2020.
This study aims to evaluate the impact of an educational intervention on social competence and social acceptance among adolescents. The participants were 106 adolescents aged 12-15 years ( = 13.41 years; = 0.81 years). Participants were randomly assigned to the control group ( = 44) and an experimental group ( = 69). In the experimental group, an intervention based on the Sport Education Model (SEM) was applied. While in the control group, an intervention based on the Traditional Model of Direct Instruction (TM-DI) was carried out. An experimental design with repeated pretest and posttest measurements was developed. The Adolescent Multidimensional Social Competence Questionnaire (AMSC-Q) was used to assess social competence. The Guess Who (GW4) questionnaire was used to assess social acceptance (SA) among peers. The preliminary results showed that the intervention based on the SEM (experimental group) promoted more significant improvements in some indicators of social competence and social acceptance among peers than those obtained with the TM-DI (control group). The results confirm a similar impact of the intervention between boys and girls. These preliminary results suggest the potential of the Sport Education Model with adolescents.
本研究旨在评估一项教育干预措施对青少年社交能力和社会接纳度的影响。参与者为106名年龄在12至15岁之间的青少年（平均年龄 = 13.41岁；标准差 = 0.81岁）。参与者被随机分为对照组（n = 44）和实验组（n = 69）。在实验组中，采用了基于运动教育模式（SEM）的干预措施。而在对照组中，则实施了基于传统直接教学模式（TM-DI）的干预措施。制定了一个带有重复前测和后测的实验设计。使用青少年多维社交能力问卷（AMSC-Q）来评估社交能力。使用“猜猜是谁”（GW4）问卷来评估同伴间的社会接纳度（SA）。初步结果表明，与基于传统直接教学模式（TM-DI）（对照组）的干预措施相比，基于运动教育模式（SEM）（实验组）的干预措施在同伴间社交能力和社会接纳度的某些指标上促进了更显著的改善。结果证实了该干预措施对男孩和女孩的影响相似。这些初步结果表明了运动教育模式在青少年中的潜力。
