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
Revista:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Any de publicació: 2023

Número: 50

Pàgines: 1019-1028

Tipus: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Retos: nuevas tendencias en educación física, deporte y recreación

Resum

Objetivo: El objetivo principal de este estudio ha sido conocer el impacto de una temporada de colpbol basada en el modelo de educación deportiva (MED) sobre la convivencia escolar, la inteligencia emocional y la competencia percibida en alumnado de educación primaria. Método: Participaron 77 estudiantes (64% inmigrantes) de cuarto a sexto curso (Medad = 10.87; DT = 1.09) de un centro ubicado en la zona rural del sur de España. El grupo de sexto asistió a clases en modalidad de docencia compartida, mientras que en los restantes niveles dicha docencia fue impartida de forma tradicional. Las variables dependientes fueron medidas a través de cuestionarios. Resultados: Los resultados mostraron mejoras significativas en el grupo de sexto curso (en todas las variables analizadas) y en quinto curso (competencia percibida y control/regulación emocional), sin observarse cambios en el grupo de cuarto. Discusión: Se evidencia el potencial de la docencia compartida en contextos multiculturales sobre la dimensión psicológica y socio-afectiva del aprendizaje y se corroboran los propósitos del deporte alternativo, así como su efecto añadido al ser conjugado con el MED. El deporte alternativo podría potenciar los principios inclusivos del MED inspirados en el lema de un ‘deporte para todos’.

Referències bibliogràfiques

  • 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.
Fuente de los datos: Dialnet