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

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  • Pablo Luna

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

  • Alba Rodríguez-Donaire

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

  • Débora Rodrigo-Ruiz

    (Department of Research and Diagnostic Methods in Education, Faculty of Education, International University of La Rioja (UNIR), 26006 Logroño,, Spain)

  • Javier Cejudo

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

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.

Suggested Citation

  • Pablo Luna & Alba Rodríguez-Donaire & Débora Rodrigo-Ruiz & Javier Cejudo, 2020. "Subjective Well-Being and Psychosocial Adjustment: Examining the Effects of an Intervention Based on the Sport Education Model on Children," Sustainability, MDPI, vol. 12(11), pages 1-15, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:11:p:4570-:d:366951
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    References listed on IDEAS

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    1. Sonja Lyubomirsky & Heidi Lepper, 1999. "A Measure of Subjective Happiness: Preliminary Reliability and Construct Validation," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 46(2), pages 137-155, February.
    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. 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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    1. Ditzel, Loreto & Casas, Ferran & Torres-Vallejos, Javier & Reyes, Fernando & Alfaro, Jaime, 2022. "Children participating in after-school programs in Chile: Subjective well-being, satisfaction with free time use and satisfaction with the program," Children and Youth Services Review, Elsevier, vol. 132(C).

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