**1. Introduction**

In the education field, physical education is a subject that can contribute to improving the well-being and health of children and adolescents. The concept of quality physical education, which is understood as an interrelated system of inclusive and active teaching and learning, must be considered a key framework for integral approaches (i.e., education and health) [1]. It can also be seen as a physically active teaching and learning experience that can positively impact students' psychomotor abilities, cognitive comprehension and social and a ffective aptitudes [2]. Moreover, in our view, quality physical education could be grouped in the social and emotional learning category.

Quality physical education aims to achieve an integral education commitment [3,4] that allows students to be physically literate [5,6]. Physical literacy is the pillar of quality physical education, and can be defined as the motivation and cognitive, physical and a ffective competence necessary to encourage and preserve an active attitude in life, enabling a positive development of the aptitude to achieve, understand and use decisions about one's health e fficiently [7]. Students who are physically literate intrinsically value their own psychomotor capabilities, as well as the contribution of these abilities to well-being and health [6].

The connection between health and physical activity is widely accepted [8,9]. However, the e ffects of physical activity on health in the educational context should be deepened through experimental studies. Designing teaching and learning processes in this area will support physical, psychological, emotional and social development [10].

The synergy between the practice of physical-sport activity together with physical and psychological health is a gradually growing interest area for education researchers [11–14]. Moreover, different investigations in the education framework of the evolution of quality physical education have emphasised the need for methodological change [4,15]. Several pedagogical models share the same features [16].

This study is based on quality physical education, manifested through a specific sport education model [17]. Sport education is a pedagogical model that uses essential features of sports (seasons, competitions, membership, data register, culminating event and festivity), and aims to achieve the inclusive goal of all students living real and meaningful sport experiences in physical education. In addition, this model aspires to develop competence, enthusiasm and a physical-sport culture in students [18].

The pedagogical potential of the sport education model, if correctly implemented [19], results in benefits at a physical level [20–22]. Similarly, it has been shown to have a positive impact on psychological variables in adolescents. These positive benefits include: basic psychological needs [23]; improvement in competence [24] and the feeling of belonging to a group [25]; decrease in attitudes towards violence and improvements in social responsibility and participants' relationships [25,26]; more self-determined behaviour [27]; improvements in friendship and sport goals [24]; decrease in aggressive behaviour and improvements in friendship relationships [25,28]; positive changes in the perception of the social climate [29]; improvement in social relationships [30]; improvement in trait emotional intelligence and motivational mediators [31]; and improvement in sport culture and enthusiasm. However, no benefits in terms of life satisfaction have been found [32]. By making use of sport, these studies provide evidence of a meaningful and positive impact on the psychological and physical development of the school-age population [11,33].

Health is generally determined by several physical–biological, psychological and social indicators [34]. Therefore, good health is a fundamental dimension in personal and social progress, and an important sphere in quality of life [35]. Approached from the perspective of positive health, a state of wellness encourages individuals to reach complete social and psychological development [36].

The World Health Organization (WHO) aims to promote physical and psychological health [34] that supports a good quality of life [37]. The construct of subjective well-being is among the factors that affect health. Consequently, research on the influence of subjective well-being in different social and educational contexts has received increasing attention in recent decades [38]. Subjective well-being comprises two main factors: a cognitive aspect (satisfaction with one's own life) and an affective aspect (positive and negative affect) [39,40]. The cognitive side of well-being reflects the assessment of how individuals process information in their lives [41]. The affective side of well-being implies a hedonistic individual balance; that is, how often individuals experience positive and negative emotions [39,40].

Recent research has focused on studying the effects of positive psychological variables on personal and social development [42]. These studies have been categorised as positive psychology [43]. Emotional intelligence is a positive variable that currently has broad support because of its close connections to subjective well-being and physical and mental health [38,44,45].

Variables such as social anxiety have a negative effect on subjective well-being [46]. In this sense, social anxiety can be defined as a person's constant fear of one or more social or performance situations, in which they are exposed to unknown persons or the possible scrutiny of other people [47]. Social anxiety has a negative impact on subjective well-being in adolescents because of the anguish individuals may feel [48], which in turn may negatively affect the quality of their interpersonal relationships [49,50].

We consider that education should promote social and emotional learning, which the WHO defines as a heterogeneous set of life skills, as this is a potential factor that supports and encourages mental health [51]. Scholars in favour of this teaching proposal argue that emotional education may also promote public health [52,53], because it's ultimate goal is improvement of the general quality of health and well-being in citizens. In the school context, many researchers claim that a key purpose of education is to improve peoples' lives so that they can reach an optimal degree of personal happiness and well-being in adulthood [54]. This suggests that a healthy pedagogical and psychological school environment may facilitate students' positive adjustment; therefore, such an environment is essential for the development of well-being in children and adolescents [55].

The theoretical and practical justification for this study was rooted in the work of various authors who developed educational interventions based on the sport education model and recommended that further research should evaluate the impact of this model on the promotion of optimal personal and social development [25,26,56,57]. In this sense, Metzler's [16] contributions are very relevant, stating that a sports model teaching program is mainly focused on di fferent domains [16]: a ffective, cognitive and motor. In line with this statement, our study focuses on the a ffective domain. We agree with several previous authors [39,40] that subjective well-being is a key variable that influences balanced personal and social development. In addition, the existing relationship between subjective well-being and trait emotional intelligence suggests that it is necessary to further explore this topic. Social anxiety generates inappropriate social relationships in adolescents [46,48]. Given the positive e ffects of the sport education model on social relationships [30], it is possible that such interventions may reduce social anxiety.

This study aimed to evaluate the impact of a pilot programme based on the sport education model on the three variables: subjective well-being, trait emotional intelligence and social anxiety. The hypotheses focused on the assumptions that the programme will result in improvements in our participants' subjective well-being (Hypothesis 1), trait emotional intelligence (Hypothesis 2) and social anxiety (Hypothesis 3).
