Effects of a Sport Education Season of an Alternative Sport on School Climate, Emotional Intelligence, and Perceived Competence of Elementary School Students in a Culturally Diverse Context

  1. Federico Puente-Maxera 1
  2. Diego Martínez de Ojeda 2
  3. Antonio Méndez-Giménez 1
  4. Juan José Valverde 2
  5. Isabel Jiménez-Martínez 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Regional Ministry of Education, Region of Murcia, Spain
Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726 1988-2041

Year of publication: 2023

Issue: 50

Pages: 1019-1028

Type: Article

More publications in: Retos: nuevas tendencias en educación física, deporte y recreación

Abstract

Purpose: The aim of this study was to explore the influence of a Sport Education Model (SEM) season about colpbol on primary education students’ school climate, emotional intelligence, and perceived competence. Method: 77 (42 boys, 35 girls; 64% immigrant) fourth-to-sixth grade students (Mage = 10.87; SD = 1.09) from a southern Spain school took part in this study. Sixth-grade students were taught through co-teaching, while other grades followed traditional teaching. Over a five-week period, students participated in a season of 10 sessions of colpbol. Dependent variables were measured through questionnaires. Results: Results showed significant improvements in sixth-grade students (all analyzed variables) and fifth-grade students (perceived competence and emotional control and regulation). No significant changes were found in fourth-grade students. Discussion: It is shown the positive influence of co-teaching in culturally diverse classrooms on both psychological and socio-affective learning dimensions. Likewise, alternative sports could enhance the inclusive principles of the SEM inspired by the ‘sport for all’ policy.

Bibliographic References

  • Araújo, R., Mesquita, I., & Hastie, P. A. (2014). Review of the Status of Learning in Research on Sport Education: Future Research and Practice. Journal of Sports Science and Medicine, 13(4), 846-858.
  • Ardila, J., Jaimes, G., Noy, M., Reina, B., & Martínez, M. (2019). School coexistence through physical education. Revista de Actividad física y deporte, 5(2), 16-39. https://doi.org/10.31910/rdafd.v5.n2.2019.1251
  • Arikan, N. (2020). Effect of Sport Education Model-Based Social-Emotional Learning Program on Emotional Intelligence. International Education Studies, 13(4), 41-53. https://doi.org/10.5539/ies.v13n4p41
  • Bailey, R. (2005). Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 57(1), 71-90. https://doi.org/10.1080/0013191042000274196
  • Bienia, E. J., & Young, N. D. (2020). Co-Teaching in the Arena of Social and Emotional Learning. In N. D. Young, A. C. Fain & T. A. Citro (2020). Mastering the Art of Co-teaching: Building More Collaborative Classrooms (pp. 97-110). Vernon Press.
  • Calderón, A., Hastie, P. A., & Martínez de Ojeda, D. (2010). Learning to Teach Sport Education: Initial Experience in Elementary Education. Cultura, Ciencia y Deporte, 5, 169-180. https://doi.org/10.12800/ccd.v5i15.103
  • Calderón, A., & Martínez de Ojeda, D. (2014). Training in-service teachers in Physical Education. A proposal to teach the sport education model. Revista de Educación, 363, 128-153.
  • Calderón, A., Martínez de Ojeda, D., Valverde, J. J., & Méndez-Giménez, A. (2016). "Now we help ourselves more": Team-teaching and social classroom climate. Experience with Sport Education. RICYDE. Revista Internacional de Ciencias del Deporte, 44(12), 121-136. https://doi.org/10.5232/ricyde2016.04403
  • Casey, A., & Kirk, D. (2020). Models-Based Practice in Physical Education. Routledge.
  • Cecchini, J. A., Méndez-Giménez, A., & García-Romero, C. (2018). Validation of the Emotional Intelligence Questionnaire in Physical Education. Revista de Psicología del Deporte, 27(1), 87-96.
  • Cera, E., Almagro, B., Conde, C., & Sáenz-López, P. (2015). Emotional Intelligence and Motivation in Secondary Physical Education. Retos, 27, 8-13 https://doi.org/10.47197/retos.v0i27.34336
  • Cerda, G., Pérez, C., Elipe, P., Casad, J. A., & Del Rey, R. (2019). School Coexistence and Its Relationship with Academic Performance Among Primary Education Students. Psicodidáctica, 24, 46–52. https://doi.org/10.1016/j.psicod.2018.05.001
  • Del Rey, R., Casas, J. A., & Ortega-Ruiz, R. (2017). The Development and Validation of the Schoolwide Climate Scale. Universitas Psychologica, 16(1), 275-285. https://doi.org/10.11144/Javeriana.upsy16-1.dvec
  • Dyson, B. (2014). Quality physical education: A commentary on effective physical education teaching. Research Quarterly for Exercise and Sport, 85(2), 144-152. https://doi.org/10.1080/02701367.2014.904155
  • Evangelio, C., Sierra-Díaz, J. M., González-Víllora, S., & Fernández-Rio, J. (2018). Sport education model in elementary and secondary education: Systematic review. Movimento, 24(3), 931-946. https://doi.org/10.22456/1982-8918.81689
  • Farias, C., Valerio, C., & Mesquita, I. (2018). Sport Education as a Curriculum Approach to Student Learning of Invasion Games: Effects on Game Performance and Game Involvement. Journal of Sports Science and Medicine, 17(1), 56-65.
  • Fernández-Espínola, C, & Almagro, B. (2019). Relation between motivation and emotional intelligence in Physical Educa-tion: A systematic review. Retos, 36, 584-589. https://doi.org/10.47197/retos.v36i36.64968
  • Fierro-Suero, S., Almagro, B. J., & Sáenz López, P. (2019). Psychological needs, motivation and emotional intelligence in Physical Education. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(2), 167-186. https://doi.org/10.6018/reifop.22.2.345241
  • Fox, K. R., & Corbin, C. B. (1989). The physical self-perception profile: Development and preliminary validation. Journal of Sport and Exercise Psychology, 11(4), 408-430. https://doi.org/10.1123/jsep.11.4.408
  • Friend, M., & Cook, L. (2007). Co-teaching. Educational leadership, 64(5), 48-52.
  • Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: current use, calculations, and interpretation. Jour-nal of Experimental Psychology: General, 141(1), 2-18. https://doi.org/10.1037/a0024338
  • Gil-Arias, A., Claver, F., Práxedes, A., Villar, F. D., & Harvey, S. (2020). Autonomy support, motivational climate, en-joyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review, 26(1), 36–53. https://doi.org/10.1177/1356336X18816997
  • Gil-Espinosa, F. J. (2009). Estrategias didácticas para mejorar la convivencia y participación del alumno en educación física (Tesis doctoral). Universidad de Granada.
  • Goleman, D. (1996). Inteligencia Emocional. Kairos.
  • Gómez-López, M., & Granero-Gallegos, A. (2020). Predicting emotional intelligence by meeting basic psychological needs in physical education classes. International Journal of Developmental and Educational Psychology. INFAD Revista de Psicología, 1(1), 341-350. https://doi.org/10.17060/ijodaep.2020.n1.v1.1790
  • Guijarro, E., Rocamora, I., Evangelio, C., & González-Víllora, S. G. (2020). Sport Education Model in Spain: a systematic review. Retos, Nuevas Tendencias en Educación Física, Deporte y Recreación, 38(2), 886-894. https://doi.org/10.47197/retos.v38i38.77249
  • Haerens, L., Kirk, D., Cardon, G., & De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63(3), 321-338. https://doi.org/10.1080/00336297.2011.10483684
  • Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investi-gations. Journal of Teaching in Physical Education, 33(3), 422-431. https://doi.org/10.1123/jtpe.2013-0141
  • Hastie, P. A., Martínez de Ojeda, D., & Calderón, A. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103-132. https://doi.org/10.1080/17408989.2010.535202
  • Hastie, P. A., Ward, J. K., & Brock, S. J. (2017). Effect of graded competition on student opportunities for participation and success rates during a season of Sport Education. Physical Education and Sport Pedagogy, 22(3), 316-327. https://doi.org/10.1080/17408989.2016.1203888
  • Hellín, P., Moreno, J. A., & Rodríguez, P. L. (2006). The relationship between perceived motor competence and physi-cal/sporting activities. Revista de Psicología del Deporte, 15(2), 219-231.
  • Hernández, A., Martínez, I., & Carrión, S. (2019). The Colpbol as a means to increase motivation in Primary Educa-tion. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, 36, 348-353. https://doi.org/10.47197/retos.v36i36.70396
  • Hernández, J. M. (2007). El valor pedagógico de los deportes alternativos. Lecturas: Educación Física y Deportes, Revista Digi-tal, 114.
  • Kirk, D. (2013). Educational value and model-based practice in Physical Education. Educational Philosophy and Theory, 45(9), 973-986. https://doi.org/10.1080/00131857.2013.785352
  • Laborde, S., Dosseville, F., & Allen, M. S. (2016). Emotional intelligence in sport and exercise: A systematic review. Scan-dinavian Journal of Medicine & Science in Sports, 26, 862-874. https://doi.org/10.1111/sms.12510
  • Lin, Y-C., Chen, A., & Song, Y-C. (2012). Does your intelligence help to survive in a foreign jungle? The effects of cultural intelligence and emotional intelligence on cross-cultural adjustment. International Journal of Intercultural Relations, 36(4), 541-552. https://doi.org/10.1016/j.ijintrel.2012.03.001
  • Luna, P., Guerrero, J., & Cejudo, J. (2019). Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model. International Journal of Environmental Re-search and Public Health, 16(10), 1821. https://doi.org/10.3390/ijerph16101821
  • Martínez de Ojeda, D., Méndez-Giménez, A., & Valverde, J. J. (2016). Sport Education model effects in the social climate classroom, perceived competence and intent to be physically active: an extended study in primary education. SportTK, 5(2), 153-166.
  • Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The Impact of School Climate and School Iden-tification on Academic Achievement: Multilevel Modeling with Student and Teacher Data. Frontiers in Psychology, 8, 2069. https://doi.org/10.3389/fpsyg.2017.02069
  • Méndez-Giménez, A., Cecchini, J. A., & García-Romero, C. (2020). Profiles of emotional intelligence and their relation-ship with motivational and well-being factors in physical education. Psicología Educativa, 26(1) 27-36. https://doi.org/10.5093/psed2019a19
  • Méndez-Giménez, A., & Martínez de Ojeda, D. (2016). Tutoring effect in teachers continuous learning process: a longitu-dinal case study in sports education. Ágora para la educación física y el deporte. 18(2), 133-150.
  • Méndez-Giménez, A., Martínez de Ojeda, D., & Valverde, J. J. (2017a). Efecto de una temporada de Educación Deportiva dedicada al mimo en la autorregulación (evaluación), la diversión y la competencia del alumnado. EmásF: revista digital de Educación Física, 44, 21-40.
  • Méndez-Giménez, A., Martínez de Ojeda, D., & Valverde, J. J. (2017b). Emotional Intelligence and Motivational Mediators in a Season of Sport Education Mime. Ágora para la Educación Física y el Deporte, 19(1), 52-72. https://doi.org/10.24197/aefd.1.2017.52-72
  • Méndez-Giménez, A., Puente-Maxera, F., Martínez de Ojeda, D., & Liarte, J. P. (2019). Examining the motivational ef-fects of an orienteering season on secondary school students. Cultura, Ciencia y Deporte, 14(42), 297-309.
  • Meroño, L., Calderón, A., & Hastie, P. A. (2015). Effect of a Sport Education season on psychological variables in youth swimmers. Cuadernos de Psicología del Deporte, 15(2), 35-46. https://doi.org/10.4321/S1578-84232015000200005
  • Mesquita, I., Farias, C., & Hastie, P. A. (2012). The impact of a hybrid sport education-invasion games competence model soccer unit on students’ decision making, skill execution and overall game performance. European Physical Education Re-view, 18(2), 205-219. https://doi.org/10.1177/1356336X12440027
  • Metzler, M. W. (2017). Instructional models for physical education (3rd ed.). Holcomb Hathaway. https://doi.org/10.4324/9781315213521
  • Moreno, J. A., Moreno, R., & Cervelló, E. (2007). The physical self-concept as predictor of the intention of being physical-ly active. Psicología y Salud, 17(2), 261-267.
  • Moreno, J. A., Cervelló, E., Vera, J. A., & Ruiz, L. M. (2007). Physical self-concept of Spanish schoolchildren: Diferences by gender, sport practical levels of sport involvement. Journal of Education and Human Development, 1(2), 1-17.
  • Moreno-Murcia, J. A., & Vera, J. A. (2011). Model Causal of the Satisfaction with the Life in Adolescent Students of Physi-cal Education. Revista de Psicodidáctica, 16(2), 367-380.
  • Navarro, R., Barreal, P., & Basanta, S. (2016). Relationship between physical self-concept and enjoyment in physical educa-tion lessons at primary school children. Journal of Sport and Health Research, 8(2), 151-162.
  • Pellicer, I. (2011). Educación Física Emocional. De la teoría a la práctica. INDE.
  • Ploessl, D. M., Rock, M. L., Schoenfeld, N., & Blanks, B. (2010). Practical techniques to enhance co-teaching interactions. Intervention in School and Clinic, 45(3), 158-168.
  • Puente-Maxera, F., Méndez-Giménez, A., & Martínez, D. (2018a). Effects of Sport Education model on interculturality: The student-coach role in elementary school students. Espiral. Cuadernos del Profesorado, 11(22), 1-14. https://doi.org/10.25115/ecp.v11i21.1912
  • Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2018b). Sport Education model and roles’ dynamics. Effects of an intervention on motivational variables of elementary school students. Cultura, Ciencia y Deporte, 13(39), 281-290.
  • Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2020). Sport Education and Introduction to Invasion Games in Early Primary Education. Apunts. Educación Física y Deportes, 140, 23-30. https://doi.org/10.5672/apunts.2014-0983.es.(2020/2).140.04
  • Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2021). Physical activity levels during a Sport Educa-tion season of games from around the world. European Physical Education Review, 27(2), 240–257. https://doi.org/10.1177/1356336X20939591
  • Puertas, P., González, G., Espejo, T., Pérez, A. J., Zurita, F., & Martínez, A. (2017). The perception of primary education schools on their self-physical concept: descriptive study according to gender and course. REIDOE, 3(1), 4-18.
  • Ramos, F., & Hernández, A. (2014). Gender discrimination in physical education classes according to contents and groups used. Revista Española de Educación Física y Deportes, 404, 27-38.
  • Rivera-Pérez, S., León-del-Barco, B., Fernandez-Rio, J., González-Bernal, J. J., & Iglesias Gallego, D. (2020). Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages. International Journal of Environmental Research and Public Health, 17(14), 5090. https://doi.org/10.3390/ijerph17145090
  • Ruiz-Ariza, A., Suárez-Manzano, S., López-Serrano, S., & Martínez-López, E. J. (2019). The effect of cooperative high-intensity interval training on creativity and emotional intelligence in secondary school: A randomised controlled trial. European Physical Education Review, 25(2), 355–373. https://doi.org/10.1177/1356336X17739271
  • Sáez, U., Lavega, P., Mateu, M., & Rovira, G. (2014). Positive emotions and education of school life. Contributions of cooperative motor expression. Revista de Investigación Educativa, 32(2), 309-326. https://doi.org/10.6018/rie.32.2.183911
  • Salvador, C. M. (2012). Influence of emotional intelligence in self-concept. International Journal of Learning and Develop-ment, 2(1), 232-240. https://doi.org/10.5296/ijld.v2i1.1256
  • Sánchez-Alcaráz, B. J., Gómez-Mármol, A., Valero, A., Esteban, R., & González-Víllora, S. (2018). Design and Validation of an Observational Instrument of Student Misconducts in Physical Education. Estudios sobre Educación, 35, 453-472. https://doi.org/10.15581/004.35.453-472
  • Serra-Olivares, J. (2017). Examining the Sport Education Model possibilities on school life: An example in La Araucanía (Chile). Retos, 31, 156-160.
  • Siedentop, D., Hastie, P. A., & van der Mars, H. (2019). Complete Guide to Sport Education (3rd ed.). Human Kinetics.
  • Sierra-Díaz, M. J., Evangelio, C., Pérez-Torralba, A., & González-Víllora, S. (2018). Towards a more social and coopera-tive behaviour in physical education: sport education model application. SportTK, 7(2.S1), 83-90. https://doi.org/10.6018/sportk.343281
  • Teraoka, E., Ferreira, H. J., Kirk, D., & Bardid, F. (2020). Affective learning in physical education: a systematic re-view. Journal of Teaching in Physical Education, 1(aop), 1-14. https://doi.org/10.1123/jtpe.2019-0164
  • Urrutia-Medina, J., Vera-Sagredo, A., Flores-Rivera, C., Hetz-Rodriguez, K., Pavez-Adasme, G., & Poblete-Valderrama, F. (2023). Perception of physical self-concept in secondary school students in Physical Education classes. Retos, 49, 510–518. https://doi.org/10.47197/retos.v49.98769
  • Viciana, J., Casado-Robles, C., Pérez-Macías, L., & Mayorga-Vega, D. (2020). A Sport Education teaching unit as a citi-zenship education strategy in Physical Education. A group randomized controlled trial. Retos. Nuevas Tendencias en Educa-ción Física, Deporte y Recreación, 38, 44-52. https://doi.org/10.47197/retos.v38i38.73546
  • Young, N. D., Fain, A. C., & Citro, T. A. (2020). Mastering the Art of Co-teaching: Building More Collaborative Classrooms. Vernon Press.