Efectos de una temporada de Educación Deportiva sobre un Deporte Alternativo en el Clima Escolar, la Inteligencia Emocional y la Competencia Percibida de Estudiantes de Educación Primaria pertencientes a un Contexto Multicultural (Effects of a Sport Education Season of an Alternative Sport on School Climate, Emotional Intelligence, and Perceived Competence of Elementary School Students in a Culturally Diverse Context)
DOI:
https://doi.org/10.47197/retos.v50.99063Palabras clave:
deporte alternativo, educación física, modelo pedagógico, aulas multiculturales, docencia compartidaResumen
Objetivo: El objetivo principal de este estudio ha sido conocer el impacto de una temporada de colpbol basada en el modelo de educación deportiva (MED) sobre la convivencia escolar, la inteligencia emocional y la competencia percibida en alumnado de educación primaria. Método: Participaron 77 estudiantes (64% inmigrantes) de cuarto a sexto curso (Medad = 10.87; DT = 1.09) de un centro ubicado en la zona rural del sur de España. El grupo de sexto asistió a clases en modalidad de docencia compartida, mientras que en los restantes niveles dicha docencia fue impartida de forma tradicional. Las variables dependientes fueron medidas a través de cuestionarios. Resultados: Los resultados mostraron mejoras significativas en el grupo de sexto curso (en todas las variables analizadas) y en quinto curso (competencia percibida y control/regulación emocional), sin observarse cambios en el grupo de cuarto. Discusión: Se evidencia el potencial de la docencia compartida en contextos multiculturales sobre la dimensión psicológica y socio-afectiva del aprendizaje y se corroboran los propósitos del deporte alternativo, así como su efecto añadido al ser conjugado con el MED. El deporte alternativo podría potenciar los principios inclusivos del MED inspirados en el lema de un ‘deporte para todos’.
Palabras clave: deporte alternativo, educación física; modelo pedagógico; aulas multiculturales; docencia compartida.
Abstract. Purpose: The aim of this study was to explore the influence of a Sport Education Model (SEM) season about colpbol on primary education students’ school climate, emotional intelligence, and perceived competence. Method: 77 (42 boys, 35 girls; 64% immigrant) fourth-to-sixth grade students (Mage = 10.87; SD = 1.09) from a southern Spain school took part in this study. Sixth-grade students were taught through co-teaching, while other grades followed traditional teaching. Over a five-week period, students participated in a season of 10 sessions of colpbol. Dependent variables were measured through questionnaires. Results: Results showed significant improvements in sixth-grade students (all analyzed variables) and fifth-grade students (perceived competence and emotional control and regulation). No significant changes were found in fourth-grade students. Discussion: It is shown the positive influence of co-teaching in culturally diverse classrooms on both psychological and socio-affective learning dimensions. Likewise, alternative sports could enhance the inclusive principles of the SEM inspired by the ‘sport for all’ policy.
Keywords: alternative sport, physical education, pedagogical model, culturally diverse classrooms, co-teaching.
Citas
Araújo, R., Mesquita, I., & Hastie, P. A. (2014). Review of the Status of Learning in Research on Sport Education: Future Research and Practice. Journal of Sports Science and Medicine, 13(4), 846-858.
Ardila, J., Jaimes, G., Noy, M., Reina, B., & Martínez, M. (2019). School coexistence through physical education. Revista de Actividad física y deporte, 5(2), 16-39. https://doi.org/10.31910/rdafd.v5.n2.2019.1251
Arikan, N. (2020). Effect of Sport Education Model-Based Social-Emotional Learning Program on Emotional Intelligence. International Education Studies, 13(4), 41-53. https://doi.org/10.5539/ies.v13n4p41
Bailey, R. (2005). Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 57(1), 71-90. https://doi.org/10.1080/0013191042000274196
Bienia, E. J., & Young, N. D. (2020). Co-Teaching in the Arena of Social and Emotional Learning. In N. D. Young, A. C. Fain & T. A. Citro (2020). Mastering the Art of Co-teaching: Building More Collaborative Classrooms (pp. 97-110). Vernon Press.
Calderón, A., Hastie, P. A., & Martínez de Ojeda, D. (2010). Learning to Teach Sport Education: Initial Experience in Elementary Education. Cultura, Ciencia y Deporte, 5, 169-180. https://doi.org/10.12800/ccd.v5i15.103
Calderón, A., & Martínez de Ojeda, D. (2014). Training in-service teachers in Physical Education. A proposal to teach the sport education model. Revista de Educación, 363, 128-153.
Calderón, A., Martínez de Ojeda, D., Valverde, J. J., & Méndez-Giménez, A. (2016). "Now we help ourselves more": Team-teaching and social classroom climate. Experience with Sport Education. RICYDE. Revista Internacional de Ciencias del Deporte, 44(12), 121-136. https://doi.org/10.5232/ricyde2016.04403
Casey, A., & Kirk, D. (2020). Models-Based Practice in Physical Education. Routledge.
Cecchini, J. A., Méndez-Giménez, A., & García-Romero, C. (2018). Validation of the Emotional Intelligence Questionnaire in Physical Education. Revista de Psicología del Deporte, 27(1), 87-96.
Cera, E., Almagro, B., Conde, C., & Sáenz-López, P. (2015). Emotional Intelligence and Motivation in Secondary Physical Education. Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 27, 8-13 (accessed 27 December 2020) https://doi.org/10.47197/retos.v0i27.34336
Cerda, G., Pérez, C., Elipe, P., Casad, J. A., & Del Rey, R. (2019). School Coexistence and Its Relationship with Academic Performance Among Primary Education Students. Psicodidáctica, 24, 46–52. https://doi.org/10.1016/j.psicod.2018.05.001
Del Rey, R., Casas, J. A., & Ortega-Ruiz, R. (2017). The Development and Validation of the Schoolwide Climate Scale. Universitas Psychologica, 16(1), 275-285. https://doi.org/10.11144/Javeriana.upsy16-1.dvec
Dyson, B. (2014). Quality physical education: A commentary on effective physical education teaching. Research Quarterly for Exercise and Sport, 85(2), 144-152. https://doi.org/10.1080/02701367.2014.904155
Evangelio, C., Sierra-Díaz, J. M., González-Víllora, S., & Fernández-Rio, J. (2018). Sport education model in elementary and secondary education: Systematic review. Movimento, 24(3), 931-946. https://doi.org/10.22456/1982-8918.81689
Farias, C., Valerio, C., & Mesquita, I. (2018). Sport Education as a Curriculum Approach to Student Learning of Invasion Games: Effects on Game Performance and Game Involvement. Journal of Sports Science and Medicine, 17(1), 56-65.
Fernández-Espínola, C, & Almagro, B. (2019). Relation between motivation and emotional intelligence in Physical Educa-tion: A systematic review. Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 36, 584-589. https://doi.org/10.47197/retos.v36i36.64968
Fierro-Suero, S., Almagro, B. J., & Sáenz López, P. (2019). Psychological needs, motivation and emotional intelligence in Physical Education. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(2), 167-186. https://doi.org/10.6018/reifop.22.2.345241
Fox, K. R., & Corbin, C. B. (1989). The physical self-perception profile: Development and preliminary validation. Journal of Sport and Exercise Psychology, 11(4), 408-430. https://doi.org/10.1123/jsep.11.4.408
Friend, M., & Cook, L. (2007). Co-teaching. Educational leadership, 64(5), 48-52.
Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: current use, calculations, and interpretation. Jour-nal of Experimental Psychology: General, 141(1), 2-18. https://doi.org/10.1037/a0024338
Gil-Arias, A., Claver, F., Práxedes, A., Villar, F. D., & Harvey, S. (2020). Autonomy support, motivational climate, en-joyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review, 26(1), 36–53. https://doi.org/10.1177/1356336X18816997
Gil-Espinosa, F. J. (2009). Estrategias didácticas para mejorar la convivencia y participación del alumno en educación física (Tesis doctoral). Universidad de Granada.
Goleman, D. (1996). Inteligencia Emocional. Kairos.
Gómez-López, M., & Granero-Gallegos, A. (2020). Predicting emotional intelligence by meeting basic psychological needs in physical education classes. International Journal of Developmental and Educational Psychology. INFAD Revista de Psi-cología, 1(1), 341-350. https://doi.org/10.17060/ijodaep.2020.n1.v1.1790
Guijarro, E., Rocamora, I., Evangelio, C., & González-Víllora, S. G. (2020). Sport Education Model in Spain: a systematic review. Retos, Nuevas Tendencias en Educación Física, Deporte y Recreación, 38(2), 886-894. https://doi.org/10.47197/retos.v38i38.77249
Haerens, L., Kirk, D., Cardon, G., & De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63(3), 321-338. https://doi.org/10.1080/00336297.2011.10483684
Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investi-gations. Journal of Teaching in Physical Education, 33(3), 422-431. https://doi.org/10.1123/jtpe.2013-0141
Hastie, P. A., Martínez de Ojeda, D., & Calderón, A. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103-132. https://doi.org/10.1080/17408989.2010.535202
Hastie, P. A., Ward, J. K., & Brock, S. J. (2017). Effect of graded competition on student opportunities for participation and success rates during a season of Sport Education. Physical Education and Sport Pedagogy, 22(3), 316-327. https://doi.org/10.1080/17408989.2016.1203888
Hellín, P., Moreno, J. A., & Rodríguez, P. L. (2006). The relationship between perceived motor competence and physi-cal/sporting activities. Revista de Psicología del Deporte, 15(2), 219-231.
Hernández, A., Martínez, I., & Carrión, S. (2019). The Colpbol as a means to increase motivation in Primary Educa-tion. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, 36, 348-353. https://doi.org/10.47197/retos.v36i36.70396
Hernández, J. M. (2007). El valor pedagógico de los deportes alternativos. Lecturas: Educación Física y Deportes, Revista Digi-tal, 114. Retrived from http://www.efdeportes.com/efd114/el-valor-pedagogico-de-los-deportesalternativos.htm
Kirk, D. (2013). Educational value and model-based practice in Physical Education. Educational Philosophy and Theory, 45(9), 973-986. https://doi.org/10.1080/00131857.2013.785352
Laborde, S., Dosseville, F., & Allen, M. S. (2016). Emotional intelligence in sport and exercise: A systematic review. Scan-dinavian Journal of Medicine & Science in Sports, 26, 862-874. https://doi.org/10.1111/sms.12510
Lin, Y-C., Chen, A., & Song, Y-C. (2012). Does your intelligence help to survive in a foreign jungle? The effects of cultural intelligence and emotional intelligence on cross-cultural adjustment. International Journal of Intercultural Relations, 36(4), 541-552. https://doi.org/10.1016/j.ijintrel.2012.03.001
Luna, P., Guerrero, J., & Cejudo, J. (2019). Improving Adolescents’ Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model. International Journal of Environmental Re-search and Public Health, 16(10), 1821. https://doi.org/10.3390/ijerph16101821
Martínez de Ojeda, D., Méndez-Giménez, A., & Valverde, J. J. (2016). Sport Education model effects in the social climate classroom, perceived competence and intent to be physically active: an extended study in primary education. SportTK, 5(2), 153-166.
Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The Impact of School Climate and School Iden-tification on Academic Achievement: Multilevel Modeling with Student and Teacher Data. Frontiers in Psychology, 8, 2069. https://doi.org/10.3389/fpsyg.2017.02069
Méndez-Giménez, A., Cecchini, J. A., & García-Romero, C. (2020). Profiles of emotional intelligence and their relation-ship with motivational and well-being factors in physical education. Psicología Educativa, 26(1) 27-36. https://doi.org/10.5093/psed2019a19
Méndez-Giménez, A., & Martínez de Ojeda, D. (2016). Tutoring effect in teachers continuous learning process: a longitu-dinal case study in sports education. Ágora para la educación física y el deporte. 18(2), 133-150.
Méndez-Giménez, A., Martínez de Ojeda, D., & Valverde, J. J. (2017a). Efecto de una temporada de Educación Deportiva dedicada al mimo en la autorregulación (evaluación), la diversión y la competencia del alumnado. EmásF: revista digital de Educación Física, 44, 21-40.
Méndez-Giménez, A., Martínez de Ojeda, D., & Valverde, J. J. (2017b). Emotional Intelligence and Motivational Mediators in a Season of Sport Education Mime. Ágora para la Educación Física y el Deporte, 19(1), 52-72. https://doi.org/10.24197/aefd.1.2017.52-72
Méndez-Giménez, A., Puente-Maxera, F., Martínez de Ojeda, D., & Liarte, J. P. (2019). Examining the motivational ef-fects of an orienteering season on secondary school students. Cultura, Ciencia y Deporte, 14(42), 297-309.
Meroño, L., Calderón, A., & Hastie, P. A. (2015). Effect of a Sport Education season on psychological variables in youth swimmers. Cuadernos de Psicología del Deporte, 15(2), 35-46. https://doi.org/10.4321/S1578-84232015000200005
Mesquita, I., Farias, C., & Hastie, P. A. (2012). The impact of a hybrid sport education-invasion games competence model soccer unit on students’ decision making, skill execution and overall game performance. European Physical Education Re-view, 18(2), 205-219. https://doi.org/10.1177/1356336X12440027
Metzler, M. W. (2017). Instructional models for physical education (3rd ed.). Holcomb Hathaway. https://doi.org/10.4324/9781315213521
Moreno, J. A., Moreno, R., & Cervelló, E. (2007). The physical self-concept as predictor of the intention of being physical-ly active. Psicología y Salud, 17(2), 261-267.
Moreno, J. A., Cervelló, E., Vera, J. A., & Ruiz, L. M. (2007). Physical self-concept of Spanish schoolchildren: Diferences by gender, sport practical levels of sport involvement. Journal of Education and Human Development, 1(2), 1-17.
Moreno-Murcia, J. A., & Vera, J. A. (2011). Model Causal of the Satisfaction with the Life in Adolescent Students of Physi-cal Education. Revista de Psicodidáctica, 16(2), 367-380.
Navarro, R., Barreal, P., & Basanta, S. (2016). Relationship between physical self-concept and enjoyment in physical educa-tion lessons at primary school children. Journal of Sport and Health Research, 8(2), 151-162.
Pellicer, I. (2011). Educación Física Emocional. De la teoría a la práctica. INDE.
Ploessl, D. M., Rock, M. L., Schoenfeld, N., & Blanks, B. (2010). Practical techniques to enhance co-teaching interactions. Intervention in School and Clinic, 45(3), 158-168.
Puente-Maxera, F., Méndez-Giménez, A., & Martínez, D. (2018a). Effects of Sport Education model on interculturality: The student-coach role in elementary school students. Espiral. Cuadernos del Profesorado, 11(22), 1-14. https://doi.org/10.25115/ecp.v11i21.1912
Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2018b). Sport Education model and roles’ dynamics. Effects of an intervention on motivational variables of elementary school students. Cultura, Ciencia y Deporte, 13(39), 281-290.
Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2020). Sport Education and Introduction to Invasion Games in Early Primary Education. Apunts. Educación Física y Deportes, 140, 23-30. https://doi.org/10.5672/apunts.2014-0983.es.(2020/2).140.04
Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2021). Physical activity levels during a Sport Educa-tion season of games from around the world. European Physical Education Review, 27(2), 240–257. https://doi.org/10.1177/1356336X20939591
Puertas, P., González, G., Espejo, T., Pérez, A. J., Zurita, F., & Martínez, A. (2017). The perception of primary education schools on their self-physical concept: descriptive study according to gender and course. REIDOE, 3(1), 4-18.
Ramos, F., & Hernández, A. (2014). Gender discrimination in physical education classes according to contents and groups used. Revista Española de Educación Física y Deportes, 404, 27-38. Retrieved from http://www.reefd.es/index.php/reefd/article/view/44/46
Rivera-Pérez, S., León-del-Barco, B., Fernandez-Rio, J., González-Bernal, J. J., & Iglesias Gallego, D. (2020). Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages. International Journal of Environmental Research and Public Health, 17(14), 5090. https://doi.org/10.3390/ijerph17145090
Ruiz-Ariza, A., Suárez-Manzano, S., López-Serrano, S., & Martínez-López, E. J. (2019). The effect of cooperative high-intensity interval training on creativity and emotional intelligence in secondary school: A randomised controlled tri-al. European Physical Education Review, 25(2), 355–373. https://doi.org/10.1177/1356336X17739271
Sáez, U., Lavega, P., Mateu, M., & Rovira, G. (2014). Positive emotions and education of school life. Contributions of cooperative motor expression. Revista de Investigación Educativa, 32(2), 309-326. https://doi.org/10.6018/rie.32.2.183911
Salvador, C. M. (2012). Influence of emotional intelligence in self-concept. International Journal of Learning and Develop-ment, 2(1), 232-240. https://doi.org/10.5296/ijld.v2i1.1256
Sánchez-Alcaráz, B. J., Gómez-Mármol, A., Valero, A., Esteban, R., & González-Víllora, S. (2018). Design and Validation of an Observational Instrument of Student Misconducts in Physical Education. Estudios sobre Educación, 35, 453-472. https://doi.org/10.15581/004.35.453-472
Serra-Olivares, J. (2017). Examining the Sport Education Model possibilities on school life: An example in La Araucanía (Chile). Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 31, 156-160.
Siedentop, D., Hastie, P. A., & van der Mars, H. (2019). Complete Guide to Sport Education (3rd ed.). Human Kinetics.
Sierra-Díaz, M. J., Evangelio, C., Pérez-Torralba, A., & González-Víllora, S. (2018). Towards a more social and coopera-tive behaviour in physical education: sport education model application. SportTK, 7(2.S1), 83-90. https://doi.org/10.6018/sportk.343281
Teraoka, E., Ferreira, H. J., Kirk, D., & Bardid, F. (2020). Affective learning in physical education: a systematic re-view. Journal of Teaching in Physical Education, 1(aop), 1-14. https://doi.org/10.1123/jtpe.2019-0164
Urrutia-Medina, J., Vera-Sagredo, A., Flores-Rivera, C., Hetz-Rodriguez, K., Pavez-Adasme, G., & Poblete-Valderrama, F. (2023). Perception of physical self-concept in secondary school students in Physical Education classes. Retos, 49, 510–518. https://doi.org/10.47197/retos.v49.98769
Viciana, J., Casado-Robles, C., Pérez-Macías, L., & Mayorga-Vega, D. (2020). A Sport Education teaching unit as a citi-zenship education strategy in Physical Education. A group randomized controlled trial. Retos. Nuevas Tendencias en Educa-ción Física, Deporte y Recreación, 38, 44-52. https://doi.org/10.47197/retos.v38i38.73546
Young, N. D., Fain, A. C., & Citro, T. A. (2020). Mastering the Art of Co-teaching: Building More Collaborative Classrooms. Vernon Press.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Retos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
