Subjective Well-Being and Psychosocial Adjustment: Examining the Effects of an Intervention Based on the Sport Education Model on Children

Pablo Luna,Débora Rodrigo-Ruiz,Alba Rodríguez-Donaire,Javier Cejudo

doi:10.3390/su12114570

Pablo Luna, Débora Rodrigo-Ruiz + Show 2 more

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https://doi.org/10.3390/su12114570

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Abstract

The current study aims to evaluate the effectiveness of an intervention based on the Sport Education model, compared to an intervention based on the traditional model of Direct Instruction in children. The intervention was carried out during school hours for 18 sessions of 50-min each. The sample was made up of 146 children aged 10–12 years (M = 10.78 years; SD = 1.07 years). Participants were randomly assigned to the experimental group (n = 87) and a control group (n = 59). A quasi-experimental design with repeated pretest and posttest evaluations with the control group was implemented. The Positive and Negative Affect Scale for children and adolescents (PANASN) was used to assess the affective component of subjective well-being. The Child and Adolescent Behavior Assessment System (BASC) was used to assess psychosocial adjustment. The results showed significant improvements in the affective component of subjective well-being and a reduction in anxiety in favor of the experimental group. Our current results show the methodological and practical efficacy of a Sport Education intervention.

Highlights

Subjective well-being encompasses two dimensions [1], the affective dimension, and the cognitive dimension [1,2]
Taking into account the above, the objective of the current study was to evaluate the impact of a Sport Education model (SEM)-based educational intervention in children, compared to an educational intervention based on the traditional model of Direct Instruction (TM-DI) on: (1) subjective well-being in its affective dimension; and (2) psychosocial adjustment with the indicators of depression, anxiety, and social stress
The present study evaluated the impact in children of an educational intervention based on the Sport Education model (SEM), compared to an educational intervention based on the traditional model of Direct Instruction (TM-DI) on: (1) subjective well-being in its affective dimension; and (2) psychosocial adjustment in its clinical indicators: depression, anxiety, and social stress

Summary

Introduction

Subjective well-being encompasses two dimensions [1], the affective dimension (positive and negative affect), and the cognitive dimension (satisfaction with life) [1,2]. McMahon et al [8] argue that physical activity and sport practice are positively related to well-being and negatively related to psychosocial indicators such as anxiety In this line of thought, subjective well-being, as a critical factor in the educational context, is related to variables such as psychosocial adjustment [9,10]. A considerable increase in behavioral and adaptive problems has been observed in children in the family and socio-school environment, being a cause of concern for educational institutions and society in general [11] For this reason, it is essential to promote a positive psychosocial adjustment of the students in order to promote a healthy adaptation to the physical, psychological, social, and affective environments [13], while becoming a beneficial factor for subjective well-being [14]

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