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

Pablo Luna, Javier Cejudo, José A. Piqueras, Débora Rodrigo-Ruiz, Miriam Bajo and Juan-Carlos Pérez-González
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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

IJERPH, 2021, vol. 18, issue 15, 1-17

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.

Keywords: child; adolescent; intervention; physical education; social and emotional learning; emotional education (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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