Abstract
Physical education is crucial to the development of physical and social abilities. Team cohesion, nurtured in physical education, influences team performance and provides skills that students may translate into future social arenas. However, whether teaching strategy in physical education affects the development of team cohesion remains uncertain. The sport education model (SEM) enhances sport skills, rule knowledge, sport etiquette, and affective development through games and competition. The SEM has replaced many conventional physical education curricula in advanced countries. Therefore, this quasi-experimental pretest–post-test study investigated the effects of the SEM on team cohesion. Undergraduate volunteers from a Taiwanese university were divided into experimental and control groups for a 10-week basketball course taught using the SEM or direct instruction, respectively. Pretest and post-test questionnaires utilized a team cohesion scale, with subscales measuring teamwork, team adaptation, and interpersonal interaction. Experimental group (Mpre = 3.35 ± 0.42, Mpost = 3.98 ± 0.50) scores for overall team cohesion and the three subscales were significantly improved after the course; no significant improvement was noticed in the control group (Mpre = 3.23 ± 0.58, Mpost = 3.57 ± 0.57). Furthermore, all post-test scores for the experimental group (M = 3.98 ± 0.50) were higher than those for the control group (M = 3.57 ± 0.57). Therefore, the SEM is a feasible model for improving team cohesion and thus related social skills students may sustain into adulthood.
Highlights
The Japanese scholar Masakazu Yano once said: “Effective learning experiences in the university could benefit the current income of a person, if such experiences continued in the workplace.” Nurturing students to develop basic abilities, which they may sustain to become a socially competent adult, through physical education is crucial
Post-test scores for teamwork, team adaptation, interpersonal interaction, and the overall team cohesion scale of the participants in the experimental group were all higher than the pretest scores (t = −9.89, −7.51, −8.72, −10.33, ES = 0.70, 0.74, 0.76, 0.83) and showed statistical significance (p < 0.05)
This study revealed that sport education model (SEM) is a feasible approach
Summary
The Japanese scholar Masakazu Yano once said: “Effective learning experiences in the university could benefit the current income of a person, if such experiences continued in the workplace.” Nurturing students to develop basic abilities, which they may sustain to become a socially competent adult, through physical education is crucial. Students learn social skills, such as interpersonal interactions, tolerance, and respect, in addition to team cohesion skills, such as teamwork and team adaptation. With respect to the social responsibility of physical education, Brinkley et al [3] underscored that team sport holds benefits for individual health and for group cohesion and performance and organizational benefits, such as the increased work performance. Cronin et al [4] revealed that physical education can help students develop skills, such as teamwork, goal-setting, time management, emotional skills, interpersonal interaction, social skills, leadership, problem-solving, and decision-making. Physical education that adopts team activities and interactions influences students’ future attitudes. The course design and application of physical education are key elements enhancing team cohesion
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