The Impact of Physical Education Based on the Adventure Education Programme on Self-Esteem and Social Competences of Adolescent Boys

Agata Korcz,Agata Wiza,Agnieszka Koszałka-Silska

doi:10.3390/ijerph18063021

Agata Korcz, Agata Wiza + Show 1 more

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https://doi.org/10.3390/ijerph18063021

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Abstract

The objective of this study is to analyse the impact of physical education based on the adventure education programme on the social competences of adolescent boys. The participants (n = 70) were 1st grade high school students between 15 and 16 years old. Adolescents’ social competences were measured using the Rosenberg’s Self-Esteem Scale (RSES) and Social Competence Questionnaire (SCQ) before and after the intervention. An experimental repeated-measures design was used, with a comparison group. ANOVA (2 × 2) for interaction group x time showed statistical significance in competences revealed in situations of social exposure (F1, 68 = 5.16, p < 0.05, partial η2 = 0.07) and competences revealed in situations requiring assertiveness (F1, 68 = 4.73, p < 0.05, partial η2 = 0.07). Using the adventure education (AE) programme may be recommended as a way of developing social skill competences revealed in situations of social exposure and competences revealed in situations requiring the assertiveness of adolescents through physical activity that can be easily integrated into the school environment.

Highlights

The first of the study’s hypotheses was partly confirmed: adventure education (AE)-based exercise during physical education (PE) classes influenced the development of social competences related to behaviour in a situation requiring assertiveness and social competences related to behaviour in a situation of social exposure
The results of this study suggest that introducing a 5-month PE based on the AE
The programme does not influence the abilities related to effective behaviour patterns in close interpersonal relations

Summary

Introduction

Researchers broadly agree that there is a need to develop young people’s social competences and that their positive self-esteem plays a very important factor in their lives [1,2,3] This assumption implies the need to create conditions which will facilitate the development of social competences and self-esteem in institutional teaching and education. Both social competences and self-esteem are perceived as factors that determine one’s mental health, as well as positive functioning during adolescence [2,4,5,6] p

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