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

Pablo Luna,Miriam Bajo,Juan-Carlos Pérez-González,José A Piqueras,Débora Rodrigo-Ruiz,Javier Cejudo

doi:10.3390/ijerph18157896

Abstract

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.

Highlights

The WHO [1,2] recommends that schools function as an environment of prevention, intervention, and support for students’ mental health, promoting the development of the socio-emotional skills of school-age children as factors of covitality [3,4], and promoting social and emotional well-being [5,6]
The results of the analysis of variance (ANOVA) in the pre-test phase confirmed that, before starting the educational intervention, there were no significant differences in the variables studied, except for the variable interpersonal competence, in which the control group presents scores that are significantly higher, with a small effect size (d = 0.35)
The present study aimed to evaluate the effects of a physical education sports education model (SEM)-based intervention (i.e., MooN Program) in preadolescents, compared to a physical education

Summary

Introduction

The WHO [1,2] recommends that schools function as an environment of prevention, intervention, and support for students’ mental health, promoting the development of the socio-emotional skills of school-age children as factors of covitality [3,4], and promoting social and emotional well-being [5,6]. Emotional education and health education converge on these goals, as does physical education. A close empirical relationship has been observed among the improvement of emotional competence and training in respiratory patterns, in the regulation of heart rate variability, and in physical and sports exercise [7,8]. It seems likely that the development of physical and sports interventions in the educational context can help to optimize socio-emotional competencies that, in turn, contribute to prevent the development of mal- 4.0/).

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Conclusion