Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model
Abstract
:1. Introduction
2. Methods
2.1. Participants
2.2. Procedure
2.3. Measures
2.4. Intervention Programme
2.5. Data Analysis
3. Results
3.1. Reliability
3.2. Effects of the Programme
3.2.1. Effects on Subjective Well-Being
3.2.2. Effects on Trait Emotional Intelligence
3.2.3. Effects on Social Anxiety
4. Discussion
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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n | % | ||
---|---|---|---|
Sex | Male | 64 | 57 |
Female | 49 | 43 | |
Age | 12 | 42 | 37 |
13 | 45 | 40 | |
14 | 23 | 20 | |
15 | 3 | 3 |
Stage | Session | Sport Education Model |
---|---|---|
Initial (Theoretical Sessions) | 1–2 | Introduction and presentation of the Sport Education Model with digital and audio-visual support (ICT). Presentation and distribution of learning resources. Division and organisation of classroom groups in teams (assignment of team names with a didactic and cross curricular theme). Distribution and selection of responsibility roles. |
3 | Explanation for the self-design of learning resources on digital format (ICT). Selection and assignment of anthems, badges, mascots and t-shirts representing a team. | |
Intermediate (Practical Sessions) | 4–7 | Practical implementation of the roles of each member of the teams. Learning of technical-tactical elements and abilities: kicking-off, catching, moving, throwing, defence and attack. Learning game rules. |
8–9 | Warming-up, training and friendly matches. Meetings for comprehension and reflection with intervention of the responsibility roles. | |
10–14 | Regular stage competition (Round Robin). | |
Final (Practical Sessions) | 15–16 | Inter-class groups final competitions (final matches with class groups), final event, giving awards and diplomas. |
Measures | α | CR | AVE | Ω |
---|---|---|---|---|
KIDSCREEN | 0.91 | 0.89 | 0.674 | 0.92 |
PANASN-PA | 0.70 | 0.77 | 0.502 | 0.72 |
PANASN-NA | 0.74 | 0.76 | 0.519 | 0.77 |
TEIQue-ASF | 0.71 | 0.70 | 0.503 | 0.79 |
SAS-T | 0.85 | 0.80 | 0.687 | 0.87 |
Measures | PRE-TEST | POST-TEST | ||||||||
---|---|---|---|---|---|---|---|---|---|---|
EXPERIMENTAL | CONTROL | EXPERIMENTAL | CONTROL | |||||||
Mean (SD) | Mean (SD) | F | p | µ2 | Mean (SD) | Mean (SD) | F | p | µ2 | |
KIDSCREEN | ||||||||||
HRQL | 35.18 (5.84) | 35.09 (6.01) | 1.414 | 0.697 | 0.001 | 36.94 (6.14) | 35.04 (5.99) | 1.975 | 0.018 | 0.072 |
PANASN | ||||||||||
PA | 21.43 (3.90) | 20.02 (4.21) | 3.293 | 0.07 | 0.008 | 21.95 (2.78) | 20.33 (2.88) | 5.438 | 0.017 | 0.144 |
NA | 11.23 (3.54) | 11.58 (3.58) | 0.251 | 0.62 | 0.004 | 9.96 (2.95) | 11.62 (3.86) | 7.044 | 0.010 | 0.123 |
TEIQUE-ASF | ||||||||||
TEI | 4.82 (0.60) | 4.58 (0.64) | 4.368 | 0.04 | 0.009 | 5.02 (0.63) | 4.52 (0.53) | 16.394 | 0.000 | 0.241 |
SAS | ||||||||||
SAS-T | 2.61 (0.67) | 2.64 (0.68) | 0.040 | 0.84 | −0.001 | 2.38 (0.63) | 2.58 (0.62) | 3.419 | 0.062 | 0.014 |
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Luna, P.; Guerrero, J.; Cejudo, J. Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model. Int. J. Environ. Res. Public Health 2019, 16, 1821. https://doi.org/10.3390/ijerph16101821
Luna P, Guerrero J, Cejudo J. Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model. International Journal of Environmental Research and Public Health. 2019; 16(10):1821. https://doi.org/10.3390/ijerph16101821
Chicago/Turabian StyleLuna, Pablo, Jerónimo Guerrero, and Javier Cejudo. 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 Research and Public Health 16, no. 10: 1821. https://doi.org/10.3390/ijerph16101821