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

Author

Listed:
  • Pablo Luna

    (Department of Psychology, Faculty of Education, University of Castilla-La Mancha, 13071 Ciudad Real, Spain)

  • Javier Cejudo

    (Department of Psychology, Faculty of Education, University of Castilla-La Mancha, 13071 Ciudad Real, Spain)

  • José A. Piqueras

    (Department of Health Psychology, Center for Applied Psychology, Faculty of Social and Health Sciences, Campus of Elche, Miguel Hernandez University of Elche (UMH), 03202 Elche, Spain)

  • Débora Rodrigo-Ruiz

    (Faculty of Education, International University of La Rioja (UNIR), 26006 Logroño, Spain)

  • Miriam Bajo

    (Department of Psychology, School of Medicine, University of Castilla-La Mancha, 13071 Ciudad Real, Spain)

  • Juan-Carlos Pérez-González

    (Emotional Education Laboratory (EDUEMO Lab), National University of Distance Education (UNED), 28040 Madrid, Spain)

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.

Suggested Citation

  • Pablo Luna & Javier Cejudo & José A. Piqueras & Débora Rodrigo-Ruiz & Miriam Bajo & Juan-Carlos Pérez-González, 2021. "Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents," IJERPH, MDPI, vol. 18(15), pages 1-17, July.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:15:p:7896-:d:601451
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    References listed on IDEAS

    as
    1. Diana Amado-Alonso & Benito León-del-Barco & Santiago Mendo-Lázaro & Pedro A. Sánchez-Miguel & Damián Iglesias Gallego, 2019. "Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children," Sustainability, MDPI, vol. 11(6), pages 1-11, March.
    2. Chun-Chieh Kao, 2019. "Development of Team Cohesion and Sustained Collaboration Skills with the Sport Education Model," Sustainability, MDPI, vol. 11(8), pages 1-15, April.
    3. Pablo Luna & Jerónimo Guerrero & Javier Cejudo, 2019. "Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model," IJERPH, MDPI, vol. 16(10), pages 1-13, May.
    4. Jose A. Piqueras & Tiscar Rodriguez-Jimenez & Juan Carlos Marzo & Maria Rivera-Riquelme & Agustin E. Martinez-Gonzalez & Raquel Falco & Michael J. Furlong, 2019. "Social Emotional Health Survey-Secondary (SEHS-S): A Universal Screening Measure of Social-Emotional Strengths for Spanish-Speaking Adolescents," IJERPH, MDPI, vol. 16(24), pages 1-16, December.
    5. Yi-Hsiang Pan & Chen-Hui Huang & I-Sheng Lee & Wei-Ting Hsu, 2019. "Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes," Sustainability, MDPI, vol. 11(7), pages 1-15, April.
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