Effects of the Sport Education model on adolescents’ motivational, emotional, and well-being dimensions during a school year
Research on the impact of the Sport Education model (SEM) in motivational terms is prolific and consistent; however, studies that jointly address the effects of the SEM on adolescents’ motivational, emotional, and well-being dimensions are scarce. This study aimed to examine the effect of a multi-se...
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| Veröffentlicht in: | European physical education review 2022-05, Vol.28 (2), p.380-396 |
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| creator | Méndez-Giménez, Antonio del Pilar Mahedero-Navarrete, María Puente-Maxera, Federico de Ojeda, Diego Martínez |
| description | Research on the impact of the Sport Education model (SEM) in motivational terms is prolific and consistent; however, studies that jointly address the effects of the SEM on adolescents’ motivational, emotional, and well-being dimensions are scarce. This study aimed to examine the effect of a multi-season SEM-based program on self-determined motivation, basic psychological needs, emotional intelligence, satisfaction with life, and the intention to be physically active on physical education (PE) students during a school year. A total of 212 high school students (M = 13.88; SD = 1.68) from grades 7 and 10 (nine intact groups) participated in this study. A quasi-experimental design, with four measurements (T1, September; T2, December; T3, March; and T4, June), without a control group was carried out. The repeated measures analysis of variance, with time as within-subject factor, and both grade level and gender as between-subject factors, revealed significant effects over time on autonomy F(3, 624) = 12.413, p |
| doi_str_mv | 10.1177/1356336X211047866 |
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This study aimed to examine the effect of a multi-season SEM-based program on self-determined motivation, basic psychological needs, emotional intelligence, satisfaction with life, and the intention to be physically active on physical education (PE) students during a school year. A total of 212 high school students (M = 13.88; SD = 1.68) from grades 7 and 10 (nine intact groups) participated in this study. A quasi-experimental design, with four measurements (T1, September; T2, December; T3, March; and T4, June), without a control group was carried out. The repeated measures analysis of variance, with time as within-subject factor, and both grade level and gender as between-subject factors, revealed significant effects over time on autonomy F(3, 624) = 12.413, p < 0.001, η2 = 0.056, competence F(2.78, 579.09) = 10.733, p < 0.001, η2 = 0.049, emotional control and regulation F(2.74, 569.74) = 7.045, p < 0.001, η2 = 0.033, and emotional empathy F(2.71, 563.71) = 4.248, p < 0.01, η2 = 0.007. Some interactions were also found according to grade level and gender. Between-subject multivariate analysis of variance (MANOVA) showed differences tended to progressively increase over time. Results confirm the potential of the SEM to cushion motivational decline and satisfy the basic psychological needs during adolescence. Furthermore, the SEM was shown to be a useful approach for increasing the emotional intelligence dimensions in the PE context.</description><identifier>ISSN: 1356-336X</identifier><identifier>EISSN: 1741-2749</identifier><identifier>DOI: 10.1177/1356336X211047866</identifier><language>eng</language><publisher>London, England: SAGE Publications</publisher><subject>Emotional Intelligence ; Foreign Countries ; High School Students ; Physical Education ; Predictor Variables ; Psychological Patterns ; Self Determination ; Student Motivation ; Well Being</subject><ispartof>European physical education review, 2022-05, Vol.28 (2), p.380-396</ispartof><rights>The Author(s) 2021</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c354t-5a6159ed6907d44fdd40d9d1b9fa4ee81ae949f165da848ae94fec6185057b533</citedby><cites>FETCH-LOGICAL-c354t-5a6159ed6907d44fdd40d9d1b9fa4ee81ae949f165da848ae94fec6185057b533</cites><orcidid>0000-0003-3579-1116</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/1356336X211047866$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/1356336X211047866$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21798,27901,27902,43597,43598</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1334124$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Méndez-Giménez, Antonio</creatorcontrib><creatorcontrib>del Pilar Mahedero-Navarrete, María</creatorcontrib><creatorcontrib>Puente-Maxera, Federico</creatorcontrib><creatorcontrib>de Ojeda, Diego Martínez</creatorcontrib><title>Effects of the Sport Education model on adolescents’ motivational, emotional, and well-being dimensions during a school year</title><title>European physical education review</title><addtitle>European Physical Education Review</addtitle><description>Research on the impact of the Sport Education model (SEM) in motivational terms is prolific and consistent; however, studies that jointly address the effects of the SEM on adolescents’ motivational, emotional, and well-being dimensions are scarce. This study aimed to examine the effect of a multi-season SEM-based program on self-determined motivation, basic psychological needs, emotional intelligence, satisfaction with life, and the intention to be physically active on physical education (PE) students during a school year. A total of 212 high school students (M = 13.88; SD = 1.68) from grades 7 and 10 (nine intact groups) participated in this study. A quasi-experimental design, with four measurements (T1, September; T2, December; T3, March; and T4, June), without a control group was carried out. The repeated measures analysis of variance, with time as within-subject factor, and both grade level and gender as between-subject factors, revealed significant effects over time on autonomy F(3, 624) = 12.413, p < 0.001, η2 = 0.056, competence F(2.78, 579.09) = 10.733, p < 0.001, η2 = 0.049, emotional control and regulation F(2.74, 569.74) = 7.045, p < 0.001, η2 = 0.033, and emotional empathy F(2.71, 563.71) = 4.248, p < 0.01, η2 = 0.007. Some interactions were also found according to grade level and gender. Between-subject multivariate analysis of variance (MANOVA) showed differences tended to progressively increase over time. Results confirm the potential of the SEM to cushion motivational decline and satisfy the basic psychological needs during adolescence. Furthermore, the SEM was shown to be a useful approach for increasing the emotional intelligence dimensions in the PE context.</description><subject>Emotional Intelligence</subject><subject>Foreign Countries</subject><subject>High School Students</subject><subject>Physical Education</subject><subject>Predictor Variables</subject><subject>Psychological Patterns</subject><subject>Self Determination</subject><subject>Student Motivation</subject><subject>Well Being</subject><issn>1356-336X</issn><issn>1741-2749</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><recordid>eNp9UMtKw0AUHUTBWv0AF8J8gKlzM48kSynxRcGFCu7CNHPTpqSZMpMq3Yi_4e_5JU6MuBFc3XPuOefCPYScApsAJMkFcKk4V88xABNJqtQeGUEiIIoTke0HHPSoNxySI-9XjIGKFR-Rt7yqsOw8tRXtlkgfNtZ1NDfbUne1benaGmxoANrYBn2Jbec_3z_Cvqtfvi26OafY0wHq1tBXbJpojnW7oKZeY-uD5qnZun6jqS-X1jZ0h9odk4NKNx5PfuaYPF3lj9ObaHZ_fTu9nEUll6KLpFYgMzQqY4kRojJGMJMZmGeVFogpaMxEVoGSRqci7Vn4SkEqmUzmkvMxgeFu6az3Dqti4-q1drsCWNEXWPwpMGTOhgy6uvz153fAuYBYBH0y6F4vsFjZrQsF-H8OfgFbCX1l</recordid><startdate>20220501</startdate><enddate>20220501</enddate><creator>Méndez-Giménez, Antonio</creator><creator>del Pilar Mahedero-Navarrete, María</creator><creator>Puente-Maxera, Federico</creator><creator>de Ojeda, Diego Martínez</creator><general>SAGE Publications</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0003-3579-1116</orcidid></search><sort><creationdate>20220501</creationdate><title>Effects of the Sport Education model on adolescents’ motivational, emotional, and well-being dimensions during a school year</title><author>Méndez-Giménez, Antonio ; del Pilar Mahedero-Navarrete, María ; Puente-Maxera, Federico ; de Ojeda, Diego Martínez</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c354t-5a6159ed6907d44fdd40d9d1b9fa4ee81ae949f165da848ae94fec6185057b533</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Emotional Intelligence</topic><topic>Foreign Countries</topic><topic>High School Students</topic><topic>Physical Education</topic><topic>Predictor Variables</topic><topic>Psychological Patterns</topic><topic>Self Determination</topic><topic>Student Motivation</topic><topic>Well Being</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Méndez-Giménez, Antonio</creatorcontrib><creatorcontrib>del Pilar Mahedero-Navarrete, María</creatorcontrib><creatorcontrib>Puente-Maxera, Federico</creatorcontrib><creatorcontrib>de Ojeda, Diego Martínez</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>European physical education review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Méndez-Giménez, Antonio</au><au>del Pilar Mahedero-Navarrete, María</au><au>Puente-Maxera, Federico</au><au>de Ojeda, Diego Martínez</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1334124</ericid><atitle>Effects of the Sport Education model on adolescents’ motivational, emotional, and well-being dimensions during a school year</atitle><jtitle>European physical education review</jtitle><addtitle>European Physical Education Review</addtitle><date>2022-05-01</date><risdate>2022</risdate><volume>28</volume><issue>2</issue><spage>380</spage><epage>396</epage><pages>380-396</pages><issn>1356-336X</issn><eissn>1741-2749</eissn><abstract>Research on the impact of the Sport Education model (SEM) in motivational terms is prolific and consistent; however, studies that jointly address the effects of the SEM on adolescents’ motivational, emotional, and well-being dimensions are scarce. This study aimed to examine the effect of a multi-season SEM-based program on self-determined motivation, basic psychological needs, emotional intelligence, satisfaction with life, and the intention to be physically active on physical education (PE) students during a school year. A total of 212 high school students (M = 13.88; SD = 1.68) from grades 7 and 10 (nine intact groups) participated in this study. A quasi-experimental design, with four measurements (T1, September; T2, December; T3, March; and T4, June), without a control group was carried out. The repeated measures analysis of variance, with time as within-subject factor, and both grade level and gender as between-subject factors, revealed significant effects over time on autonomy F(3, 624) = 12.413, p < 0.001, η2 = 0.056, competence F(2.78, 579.09) = 10.733, p < 0.001, η2 = 0.049, emotional control and regulation F(2.74, 569.74) = 7.045, p < 0.001, η2 = 0.033, and emotional empathy F(2.71, 563.71) = 4.248, p < 0.01, η2 = 0.007. Some interactions were also found according to grade level and gender. Between-subject multivariate analysis of variance (MANOVA) showed differences tended to progressively increase over time. Results confirm the potential of the SEM to cushion motivational decline and satisfy the basic psychological needs during adolescence. Furthermore, the SEM was shown to be a useful approach for increasing the emotional intelligence dimensions in the PE context.</abstract><cop>London, England</cop><pub>SAGE Publications</pub><doi>10.1177/1356336X211047866</doi><tpages>17</tpages><orcidid>https://orcid.org/0000-0003-3579-1116</orcidid></addata></record> |
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| subjects | Emotional Intelligence Foreign Countries High School Students Physical Education Predictor Variables Psychological Patterns Self Determination Student Motivation Well Being |
| title | Effects of the Sport Education model on adolescents’ motivational, emotional, and well-being dimensions during a school year |
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