IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v18y2021i15p7896-d601451.html
   My bibliography  Save this article

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
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/18/15/7896/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/1660-4601/18/15/7896/
    Download Restriction: no
    ---><---

    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. 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.
    3. 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.
    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.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Chun-Chin Liao & Chien-Huei Hsu & Kuei-Pin Kuo & Yu-Jy Luo & Chun-Chieh Kao, 2023. "Ability of the Sport Education Model to Promote Healthy Lifestyles in University Students: A Randomized Controlled Trial," IJERPH, MDPI, vol. 20(3), pages 1-11, January.
    2. 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.
    3. Agnès Ros-Morente & Miriam Farré & Carla Quesada-Pallarès & Gemma Filella, 2022. "Evaluation of Happy Sport, an Emotional Education Program for Assertive Conflict Resolution in Sports," IJERPH, MDPI, vol. 19(5), pages 1-11, February.
    4. Armando Cocca & Jovanny Edmundo Carbajal Baca & Germán Hernández Cruz & Michaela Cocca, 2020. "Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?," IJERPH, MDPI, vol. 17(15), pages 1-11, July.
    5. Isabel Mercader-Rubio & Nieves Gutiérrez Ángel & Nieves Fátima Oropesa Ruiz & Pilar Sánchez-López, 2022. "Emotional Intelligence, Interpersonal Relationships and the Role of Gender in Student Athletes," IJERPH, MDPI, vol. 19(15), pages 1-6, July.
    6. Armando Cocca & Francisco Espino Verdugo & Luis Tomás Ródenas Cuenca & Michaela Cocca, 2020. "Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children," IJERPH, MDPI, vol. 17(13), pages 1-13, July.
    7. Mark Anthony B. Rosario, 2023. "Perception of Athletes in the Coaching Behavior and Leadership Style of Metro Manila Coaches," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(11), pages 726-734, November.
    8. Yuejun Lawrance Cai, 2023. "Strengthening perceptions of virtual team cohesiveness and effectiveness in new normal: A hyperpersonal communication theory perspective," Asian Business & Management, Palgrave Macmillan, vol. 22(4), pages 1649-1682, September.
    9. Rafael Burgueño & Jesús Medina-Casaubón, 2020. "Sport Education and Sportsmanship Orientations: An Intervention in High School Students," IJERPH, MDPI, vol. 17(3), pages 1-16, January.
    10. Javier Conde-Pipó & Eduardo Melguizo-Ibáñez & Miguel Mariscal-Arcas & Félix Zurita-Ortega & Jose Luis Ubago-Jiménez & Irwin Ramírez-Granizo & Gabriel González-Valero, 2021. "Physical Self-Concept Changes in Adults and Older Adults: Influence of Emotional Intelligence, Intrinsic Motivation and Sports Habits," IJERPH, MDPI, vol. 18(4), pages 1-15, February.
    11. Aaron Rillo-Albert & Unai Sáez de Ocáriz & Antoni Costes & Pere Lavega-Burgués, 2021. "From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games," Sustainability, MDPI, vol. 13(13), pages 1-19, June.
    12. Manuel Tomás Abad Robles & Benjamín Navarro Domínguez & José Antonio Cerrada Nogales & Francisco Javier Giménez Fuentes-Guerra, 2021. "The development of respect in young athletes: A systematic review and meta-analysis," PLOS ONE, Public Library of Science, vol. 16(6), pages 1-15, June.
    13. Gian Karl L. Roncesvalles & Jed I. Bete & Johnruf Niño C. Nuñala, 2024. "Social Competence and Civic Volunteerism of Senior High School Students in Davao City," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 11(8), pages 453-469, August.
    14. David Manzano-Sánchez & Sixto González-Víllora & Alfonso Valero-Valenzuela, 2021. "Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students," IJERPH, MDPI, vol. 18(6), pages 1-14, March.
    15. Sara Vila & Raquel Gilar-Corbí & Teresa Pozo-Rico, 2021. "Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century," IJERPH, MDPI, vol. 18(10), pages 1-20, May.
    16. Víctor Arufe-Giráldez & Félix Zurita-Ortega & Rosario Padial-Ruz & Manuel Castro-Sánchez, 2019. "Association between Level of Empathy, Attitude towards Physical Education and Victimization in Adolescents: A Multi-Group Structural Equation Analysis," IJERPH, MDPI, vol. 16(13), pages 1-13, July.
    17. 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.
    18. Mathilde Marie Duville & Luz María Alonso-Valerdi & David I. Ibarra-Zarate, 2021. "Mexican Emotional Speech Database Based on Semantic, Frequency, Familiarity, Concreteness, and Cultural Shaping of Affective Prosody," Data, MDPI, vol. 6(12), pages 1-34, December.
    19. David Melero-Cañas & Vicente Morales-Baños & Daniel N. Ardoy & David Manzano-Sánchez & Alfonso Valero-Valenzuela, 2021. "Enhancements in Cognitive Performance and Academic Achievement in Adolescents through the Hybridization of an Instructional Model with Gamification in Physical Education," Sustainability, MDPI, vol. 13(11), pages 1-14, May.
    20. Dapeng Yang & Eung-Soo Oh & Yingchun Wang, 2020. "Hybrid Physical Education Teaching and Curriculum Design Based on a Voice Interactive Artificial Intelligence Educational Robot," Sustainability, MDPI, vol. 12(19), pages 1-14, September.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:18:y:2021:i:15:p:7896-:d:601451. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.