Abstract
This study aims to evaluate the impact of an educational intervention on social competence and social acceptance among adolescents. The participants were 106 adolescents aged 12–15 years (M = 13.41 years; SD = 0.81 years). Participants were randomly assigned to the control group (n = 44) and an experimental group (n = 69). In the experimental group, an intervention based on the Sport Education Model (SEM) was applied. While in the control group, an intervention based on the Traditional Model of Direct Instruction (TM-DI) was carried out. An experimental design with repeated pretest and posttest measurements was developed. The Adolescent Multidimensional Social Competence Questionnaire (AMSC-Q) was used to assess social competence. The Guess Who (GW4) questionnaire was used to assess social acceptance (SA) among peers. The preliminary results showed that the intervention based on the SEM (experimental group) promoted more significant improvements in some indicators of social competence and social acceptance among peers than those obtained with the TM-DI (control group). The results confirm a similar impact of the intervention between boys and girls. These preliminary results suggest the potential of the Sport Education Model with adolescents.
Highlights
Quality education requires attending to cognitive and affective-social dimensions that facilitate the physical and psychosocial development of students (United Nations Educational Scientific and Cultural Organization [UNESCO], 2015)
To all this, the purpose of the current study was to evaluate the effects of a Sport Education Model (SEM)-based intervention, compared to an intervention based on the Traditional Model of Direct Instruction (TM-decontextualized educational models (DI)), in adolescents on the variables: (1) social competence and (2) social acceptance among peers
The results showed significant improvements in favor of the experimental group in the global index of social acceptance among peers of this variable, with a low-effect size (μ2 = 0.045)
Summary
Quality education requires attending to cognitive and affective-social dimensions that facilitate the physical and psychosocial development of students (United Nations Educational Scientific and Cultural Organization [UNESCO], 2015). The teaching and learning process has an individual and social aspect (Franco et al, 2017), where the search for social objectives can boost school achievement (Elliot et al, 2006; Cecchini-Estrada et al, 2011) To increase this success in the educational context, it is necessary to promote cognitive skills, and to strengthen socio-emotional skills (Greenberg et al, 2003; Payton et al, 2008; Domitrovich et al, 2017; Taylor et al, 2017). It is relevant to promote optimal educational and motivational climates in educational contexts that favor a positive psychosocial adjustment and integral development of the student personality (Bisquerra et al, 2015)
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