Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents

The effect of the Sport Education Model in physical education on student learning attitude: a systematic review

BACKGROUND

Evidence indicates that the Sport Education Model (SEM) has demonstrated effectiveness in enhancing students' athletic capabilities and fostering their enthusiasm for sports. Nevertheless, there remains a dearth of comprehensive reviews examining the impact of the SEM on students' attitudes toward physical education learning.

PURPOSE

The purpose of this review is to elucidate the influence of the SEM on students' attitudes toward physical education learning.

METHODS

Employing the preferred reporting items of the Systematic Review and Meta-analysis (PRISMA) statement guidelines, a systematic search of PubMed, SCOPUS, EBSCOhost (SPORTDiscus and CINAHL Plus), and Web of Science databases was conducted in mid-January 2023. A set of keywords associated with the SEM, attitudes toward physical education learning, and students were employed to identify relevant studies. Out of 477 studies, only 13 articles fulfilled all the eligibility criteria and were consequently incorporated into this systematic review. The validated checklist of Downs and Black (1998) was employed for the assessment, and the included studies achieved quality scores ranging from 11 to 13. The ROBINS-I tool was utilized to evaluate the risk of bias in the literature, whereby only one paper exhibited a moderate risk of bias, while the remainder were deemed to have a high risk.

RESULTS

The findings unveiled significant disparities in cognitive aspects (n = 8) and affective components (n = 12) between the SEM intervention and the Traditional Teaching (TT) comparison. Existing evidence suggests that the majority of scholars concur that the SEM yields significantly superior effects in terms of students' affective and cognitive aspects compared to the TT.

CONCLUSIONS

Nonetheless, several issues persist, including a lack of data regarding junior high school students and gender differences, insufficient frequency of weekly interventions, inadequate control of inter-group atmosphere disparities resulting from the same teaching setting, lack of reasonable testing, model fidelity check and consideration for regulating variables, of course, learning content, and unsuitable tools for measuring learning attitudes. In contrast, the SEM proves more effective than the TT in enhancing students' attitudes toward physical learning.

SYSTEMATIC REVIEW REGISTRATION

( https://inplasy.com/ ) (INPLASY2022100040).

Relations between Prosociality and Psychological Maladjustment in Chinese Elementary and Secondary School Students: Mediating Roles of Peer Preference and Self-Perceived Social Competence

Despite empirical findings that prosociality can prevent elementary and secondary school students from developing psychological maladjustment, little is known about the underlying mechanisms. The goal of the present study was to examine the mediating effects of peer preference and self-perceived social competence on the associations between prosociality and psychological maladjustment (i.e., depressive symptoms and loneliness). Participants were 951 students (Mage = 11 years, 442 girls) in Grades 3~7 from Shanghai, China. They completed peer nominations of prosociality and peer preference and self-report measures of self-perceived social competence, depressive symptoms, and loneliness. Multiple mediation analyses revealed that: (a) both peer preference and self-perceived social competence mediated the relations between prosociality and psychological maladjustment, and (b) a serial indirect pathway (i.e., prosociality → peer preference → self-perceived social competence → psychological maladjustment) emerged when controlling for age group and gender. These findings point to potential targets in the prevention and intervention of Chinese students' internalization of problems.

Readiness for return-to-work model-based analysis of return-to-work perception of young and middle-aged colorectal cancer patients with stoma in the early postoperative period: a descriptive qualitative study

PURPOSE

With an increase in the number of young and middle-aged colorectal cancer (CRC) patients with stoma, understanding their perception about return to work (RTW) in the early postoperative period can guide medical professionals to provide appropriate rehabilitation strategies, which can eventually improve patients' readiness for return to work (RRTW) and enable them to achieve final rehabilitation. The present study aimed to investigate the RTW-related perceptions and considerations of young and middle-aged CRC patients with stoma after surgery.

METHODS

From 2021 to 2022, we conducted a basic interpretive qualitative study involving semi-structured interviews with 17 CRC patients with stoma in two grade 3A hospitals in China. This study was based on the RRTW model. Data collection was continued until data saturation was reached, and all data were transcribed verbatim and analyzed by Colaizzi's phenomenological method.

RESULTS

The following three key themes were identified: (1) self-efficacy; (2) decision balance; and (3) change process. Eight subthemes were formulated that were included within the respective main themes.

CONCLUSION

In light of the current low self-efficacy and unsatisfactory willingness of patients with stoma about RTW, we suggest that medical staff should implement cognitive intervention and supportive interventions to improve self-efficacy, actively enhance the motivation of patients for RTW, and simultaneously resolve the pertinent difficulties; this could help patients to accept the positive change process and enable their successful transition from a change process to RTW.

Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents

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: M = 10.76; standard deviation: SD = 0.73). Participants were randomly assigned to the experimental group (SEM; n = 87) and the active control group (TM-DI; n = 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.

From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

The education of pleasant interpersonal relationships is one of the great challenges of modern physical education. Learning to live together sustainably is also learning to transform conflicts and the negative emotions elicited by them. The aim of this study was to determine the effect of the GIAM pedagogical model (of the Motor Action Research Group) through cooperation-opposition traditional sporting games with competition in the presence of motor conflicts (conflict transformation; relational well-being) and on emotional regulation (management of negative emotions; emotional well-being). Empirical research was carried out using an associative strategy (explanatory study) involving 222 secondary school students (Mage = 14.86; SD = 0.65). A seven-session pedagogical intervention was carried out based on a championship using the Marro (Prisoner’s Bar) game. The students answered two validated questionnaires of socio-emotional well-being, the Games and Emotions Scale (GES-II) and the Motor Conflict Questionnaire (MCQ), at three phases during the experience (beginning, middle, and end). The findings showed that, through the GIAM model, motor conflicts and the intensity of negative emotions were reduced. It was found that conflicts and negative emotions are part of the same phenomenon and that through an appropriate pedagogical program it is possible to turn them into experiences of socio-emotional well-being.

What Actually Differs between Traditional Teaching and Sport Education in Students' Learning Outcomes? A Critical Systematic Review

This systematic review aimed to examine the main findings concerning to the investigations focused on compare, within Physical Education context, the influence of Sport Education (SE) and Traditional Teaching (TT) on students' learning outcomes. A literature search was conducted on nine electronic databases (PubMed, Google Scholar, Web of Science, SCOPUS, Academic Search Ultimate, ERIC, Education Source, APA PsycINFO and APA PsycARTICLES). Inclusion criteria were defined before the selection process. Accordingly, were only included articles that (i) were published in peer-reviewed international journals indexed in Journal Citation Reports or Scientific Journal Rankings; (ii) were available in full-text; (iii) were published in English, Portuguese or Spanish; (iv) were performed within Physical Education context; and (v) provided specifically a comparison between the effects of SE and TT on students' learning outcomes. Globally, twenty-eight studies met the inclusion criteria. The manuscripts' methodological quality was assessed through Downs and Black checklist, with all studies displaying moderate quality. Results showed that comparisons among SE and TT tend to analyze team sports activities sampling high-school students via quasi-experimental designs, with more than half of them were published over the past five years. Also, these investigations typically focused on the differences between both models on the development of personal and social skills, as well as its impact on the motor and cognitive domains. In this respect, although the results tend to point out increases in both SE and TT, superior values are achieved when SE is implemented. The analysis of the teaching-learning process using alternative research methods and designs (i.e., experimental studies, qualitative data, longitudinal analysis, action-research and case studies), longer units with appropriate planning, and the report of model's fidelity so that robust findings can endorse the teachers' praxis, must be a concern in future studies.