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Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes

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  • Cristiana Bessa

    (Centre for Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, 4200-450 Porto, Portugal)

  • Peter Hastie

    (School of Kinesiology, Auburn University, Auburn, AL 36849-0001, USA)

  • António Rosado

    (Faculty of Human Kinetics, University of Lisbon, 1495-751 Cruz Quebrada, Lisbon, Portugal)

  • Isabel Mesquita

    (Centre for Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, 4200-450 Porto, Portugal)

Abstract

Physical Education (PE) is recognized for its value in developing personal and social development. However, the instructional approach adopted by the teacher may affect the achievement of positive outcomes. This study aimed to examine the effects of two different teaching approaches, Traditional Teaching (TT) and the Sport Education (SE) model, on students’ empowerment and self-confidence in high school PE classes. A total of 430 high-school students (66.7% male), aged 14–21 years (M = 16.22, SD = 1.03) enrolled in 10th, 11th and 12th grades, participated in this study. A pretest-posttest quasi-experimental design was used across 18 classes. Classes met two times a week during a period of 8 weeks for a total of 1080 min. The Psychological Empowerment Instrument was used to measure empowerment. Students’ self-confidence was measured with the self-confidence sub-scale of the Competitive State Anxiety Inventory-2. The findings of the research revealed that only SE was effective in improving high school students’ empowerment and self-confidence. In the TT group, no gains were found, even decreasing over time. These results reinforce the adequacy of SE in PE as a curricular model to be used by teachers, particularly for the development of students’ empowerment and self-confidence.

Suggested Citation

  • Cristiana Bessa & Peter Hastie & António Rosado & Isabel Mesquita, 2021. "Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes," Sustainability, MDPI, vol. 13(2), pages 1-14, January.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:2:p:578-:d:477497
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    References listed on IDEAS

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    1. Ashforth, Blake E., 1989. "The experience of powerlessness in organizations," Organizational Behavior and Human Decision Processes, Elsevier, vol. 43(2), pages 207-242, April.
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    Cited by:

    1. Evelia Franco & Carlota Tovar & Alba González-Peño & Javier Coterón, 2021. "Effects of a Sport Education Model-Based Teaching Intervention on Students’ Behavioral and Motivational Outcomes within the Physical Education Setting in the COVID-19 Scenario," Sustainability, MDPI, vol. 13(22), pages 1-15, November.
    2. Cabanting, Alliah Pearl R. & Francisco, Rheynelda Hizel Faye R. & Espilla, Alissah Joy E. & Basa, Shicainah Glory M. & Abongan, Nica T. & Barreza Kyla Jane B. & Cruda Rommel L. & Bataller, Maricae C. , 2025. "The Relationship Between Personal Values and Organizational Values on the Attitudes of the Secondary School Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3), pages 1785-1804, March.
    3. Huilin Wang & Xiao Zheng & Yang Liu & Ziqing Xu & Jingyu Yang, 2022. "Alleviating Doctors’ Emotional Exhaustion through Sports Involvement during the COVID-19 Pandemic: The Mediating Roles of Regulatory Emotional Self-Efficacy and Perceived Stress," IJERPH, MDPI, vol. 19(18), pages 1-13, September.
    4. Yanwen Ouyang & Xizheng Xu & Zirui Ouyang, 2023. "Confidence in the Future and Adolescent Problem Behavior," Sustainability, MDPI, vol. 15(6), pages 1-10, March.

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