Department of Psychology, Faculty of Education, University of Castilla-La Mancha, 13071 Ciudad Real, Spain.
Department of Health Psychology, Center for Applied Psychology, Faculty of Social and Health Sciences, Campus of Elche, Miguel Hernandez University of Elche (UMH), 03202 Elche, Spain.
Int J Environ Res Public Health. 2021 Jul 26;18(15):7896. doi: 10.3390/ijerph18157896.
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: = 10.76; standard deviation: = 0.73). Participants were randomly assigned to the experimental group (SEM; = 87) and the active control group (TM-DI; = 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.
很少有研究通过体育干预来分析情感教育体验。本研究的目的是评估基于运动教育模式（SEM）的体育干预（即 MooN 计划）对青少年前社会情感能力的影响，与基于直接指导传统模式（TM-DI）的体育干预进行比较。样本由 170 名 10 至 13 岁的学生组成（平均年龄： = 10.76；标准差： = 0.73）。参与者被随机分配到实验组（SEM； = 87）和积极对照组（TM-DI； = 83）。在实验组中，实施了基于 SEM 的干预，而在积极对照组中，制定了基于 TM-DI 的干预。采用准实验设计，进行重复的前测和后测以及积极对照组。使用多元智能自我效能感量表（IAMI-40）评估儿童的社会情感能力。应用儿童完美主义量表评估自我要求完美主义的努力。结果证实，MooN 计划（SEM 干预）促进了社会情感能力的显著提高。这些发现支持了这种体育教学模式作为青少年学生社会情感改善的情感教育途径的潜力。
