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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.
Pablo Luna; Javier Cejudo; José Piqueras; Débora Rodrigo-Ruiz; Miriam Bajo; Juan-Carlos Pérez-González. Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents. International Journal of Environmental Research and Public Health 2021, 18, 7896 .
AMA StylePablo Luna, Javier Cejudo, José Piqueras, Débora Rodrigo-Ruiz, Miriam Bajo, Juan-Carlos Pérez-González. Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents. International Journal of Environmental Research and Public Health. 2021; 18 (15):7896.
Chicago/Turabian StylePablo Luna; Javier Cejudo; José 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." International Journal of Environmental Research and Public Health 18, no. 15: 7896.
This study aims to evaluate the impact of an educational intervention on social competence and social acceptance among adolescents. The participants were 106 adolescents aged 12–15 years (M = 13.41 years; SD = 0.81 years). Participants were randomly assigned to the control group (n = 44) and an experimental group (n = 69). In the experimental group, an intervention based on the Sport Education Model (SEM) was applied. While in the control group, an intervention based on the Traditional Model of Direct Instruction (TM-DI) was carried out. An experimental design with repeated pretest and posttest measurements was developed. The Adolescent Multidimensional Social Competence Questionnaire (AMSC-Q) was used to assess social competence. The Guess Who (GW4) questionnaire was used to assess social acceptance (SA) among peers. The preliminary results showed that the intervention based on the SEM (experimental group) promoted more significant improvements in some indicators of social competence and social acceptance among peers than those obtained with the TM-DI (control group). The results confirm a similar impact of the intervention between boys and girls. These preliminary results suggest the potential of the Sport Education Model with adolescents.
Pablo Luna; Jerónimo Guerrero; Débora Rodrigo-Ruiz; Lidia Losada; Javier Cejudo. Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents. Frontiers in Psychology 2020, 11, 1 .
AMA StylePablo Luna, Jerónimo Guerrero, Débora Rodrigo-Ruiz, Lidia Losada, Javier Cejudo. Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents. Frontiers in Psychology. 2020; 11 ():1.
Chicago/Turabian StylePablo Luna; Jerónimo Guerrero; Débora Rodrigo-Ruiz; Lidia Losada; Javier Cejudo. 2020. "Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents." Frontiers in Psychology 11, no. : 1.
The current study aims to evaluate the effectiveness of an intervention based on the Sport Education model, compared to an intervention based on the traditional model of Direct Instruction in children. The intervention was carried out during school hours for 18 sessions of 50-min each. The sample was made up of 146 children aged 10–12 years (M = 10.78 years; SD = 1.07 years). Participants were randomly assigned to the experimental group (n = 87) and a control group (n = 59). A quasi-experimental design with repeated pretest and posttest evaluations with the control group was implemented. The Positive and Negative Affect Scale for children and adolescents (PANASN) was used to assess the affective component of subjective well-being. The Child and Adolescent Behavior Assessment System (BASC) was used to assess psychosocial adjustment. The results showed significant improvements in the affective component of subjective well-being and a reduction in anxiety in favor of the experimental group. Our current results show the methodological and practical efficacy of a Sport Education intervention.
Pablo Luna; Alba Rodríguez-Donaire; Débora Rodrigo-Ruiz; Javier Cejudo. Subjective Well-Being and Psychosocial Adjustment: Examining the Effects of an Intervention Based on the Sport Education Model on Children. Sustainability 2020, 12, 4570 .
AMA StylePablo Luna, Alba Rodríguez-Donaire, Débora Rodrigo-Ruiz, Javier Cejudo. Subjective Well-Being and Psychosocial Adjustment: Examining the Effects of an Intervention Based on the Sport Education Model on Children. Sustainability. 2020; 12 (11):4570.
Chicago/Turabian StylePablo 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 12, no. 11: 4570.
El presente estudio tiene como finalidad evaluar la eficacia del programa Mindkinder basado en atención plena (mindfulness) sobre la adaptación escolar, los problemas conductuales escolares y los resultados escolares en alumnado de Educación Infantil. Se utiliza un diseño cuasiexperimental de medidas repetidas pretest-postest con grupo de control. Los participantes en el estudio son 118 alumnos y alumnas (el 55.2% eran niñas y el 44.8% eran niños). El alumnado tiene de 5 a 6 años (M = 5.69, DT = .37). El programa se implementa durante las horas lectivas. Los resultados muestran que el programa estimula en los grupos experimentales una mejora significativa en algunas variables de adaptación escolar, problemas conductuales escolares y resultados escolares. Estos resultados sugieren que los programas de atención plena pueden ser eficaces en la promoción de la adaptación escolar y mejora de los resultados escolares en la infancia. Se discuten las implicaciones de estos hallazgos y se realizan recomendaciones para futuras investigaciones. The aim of this study is to assess the effectiveness of the mindfulness Mindkinder-based programme on school adjustment, school behavioural problems and school outcomes in elementary education students. A quasi-experimental design of repeated pretest-posttest measures with control group is used. The participants in the study were 118 students (55.2% were girls and 44.8% were boys). The age of children ranged from 5 to 6 years (M = 5.69, SD = .37). The programme is implemented during school time. The results show that the program promoted in the experimental groups some significant improvement in school adjustment variables, school behavioural problems and school outcomes. These results suggest that mindfulness programmes can be effective in promoting school adjustment and improving school outcomes in childhood. The implications of these findings are discussed and recommendations are formulated for future research.
Alfonso Moreno-Gómez; Pablo Luna; Javier Cejudo. Promoviendo el éxito escolar mediante una intervención basada en atención plena (mindfulness) en Educación Infantil: Programa Mindkinder. Revista de Psicodidáctica 2020, 25, 136 -142.
AMA StyleAlfonso Moreno-Gómez, Pablo Luna, Javier Cejudo. Promoviendo el éxito escolar mediante una intervención basada en atención plena (mindfulness) en Educación Infantil: Programa Mindkinder. Revista de Psicodidáctica. 2020; 25 (2):136-142.
Chicago/Turabian StyleAlfonso Moreno-Gómez; Pablo Luna; Javier Cejudo. 2020. "Promoviendo el éxito escolar mediante una intervención basada en atención plena (mindfulness) en Educación Infantil: Programa Mindkinder." Revista de Psicodidáctica 25, no. 2: 136-142.
The objective of the present study was to experimentally assess the effects of a mindfulness-based intervention (MBI) for the improvement of subjective well-being, trait emotional intelligence (TEI), mental health, and resilience in a sample of women with fibromyalgia (FM). The sample consisted of 104 women, between 29 and 77 years old (M = 47.59; SD = 5.93). The measures used were as follows: Satisfaction with Life Scale (SWLS), Positive and Negative Affection Scale (PANAS), Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF), Mental Health Questionnaire (MH-5), and Resilience Scale (ER-14). A quasi-experimental design of repeated measures with a control group (CG) was used: before and after the application of the treatment and a follow-up assessment 6 months after the completion of the intervention. In order to assess the effect of the program, the participants were randomly assigned to the experimental and control conditions. In the pretest evaluation, a multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) were carried out. In the post-test evaluation, a multivariate analysis of covariance (MANCOVA) of the study variables as a whole was performed. Then, descriptive analyses and analysis of covariance (ANCOVA) of the post-test scores (covariate pretest score) were performed. In the follow-up evaluation, a MANCOVA of the study variables as a whole was performed. Then, descriptive and ANCOVA analyses of the follow-up scores (covariate pretest score) were performed. In addition, the effect size was calculated using partial eta-squared (μ2). The post-test results confirmed statistically significant differences in satisfaction with life (SWL), positive affect (PA), mental health, and resilience. The follow-up results showed statistically significant differences in SWL, PA, TEI, mental health, and resilience. The study provides an effective intervention tool that has been validated experimentally. The general results allow the emphasis of the importance of the implementation of MBIs framed in non-pharmacological treatments in FM.
Javier Cejudo; Francisco-Javier García-Castillo; Pablo Luna; Débora Rodrigo-Ruiz; Roberto Feltrero; Alfonso Moreno-Gómez. Using a Mindfulness-Based Intervention to Promote Subjective Well-Being, Trait Emotional Intelligence, Mental Health, and Resilience in Women With Fibromyalgia. Frontiers in Psychology 2019, 10, 1 .
AMA StyleJavier Cejudo, Francisco-Javier García-Castillo, Pablo Luna, Débora Rodrigo-Ruiz, Roberto Feltrero, Alfonso Moreno-Gómez. Using a Mindfulness-Based Intervention to Promote Subjective Well-Being, Trait Emotional Intelligence, Mental Health, and Resilience in Women With Fibromyalgia. Frontiers in Psychology. 2019; 10 ():1.
Chicago/Turabian StyleJavier Cejudo; Francisco-Javier García-Castillo; Pablo Luna; Débora Rodrigo-Ruiz; Roberto Feltrero; Alfonso Moreno-Gómez. 2019. "Using a Mindfulness-Based Intervention to Promote Subjective Well-Being, Trait Emotional Intelligence, Mental Health, and Resilience in Women With Fibromyalgia." Frontiers in Psychology 10, no. : 1.
This study aimed to evaluate the impact of a physical-sport education pilot programme on adolescents' subjective well-being (health-related quality of life, positive affect and negative affect), trait emotional intelligence and social anxiety. The programme was based on the pedagogical sport education model within a quality physical education framework, and approached from the perspective of social and emotional learning. Participants were 113 compulsory secondary education students aged 12-15 years that were assigned to a control group (n = 44) and an experimental group (n = 69). A quasi-experimental design with repeated pre-test and post-test measures was used. Bonferroni correction was applied for multiple comparisons. The preliminary results obtained in this investigation revealed that the physical-sport education pilot programme promoted significant improvements in a specific indicator of subjective well-being and trait emotional intelligence in the experimental group. These encouraging findings support the pedagogical efficiency of the programme with regard to the programme aim. The findings also highlight the feasibility and appropriateness of the programme in terms of an innovative teaching proposal.
Pablo Luna; Jerónimo Guerrero; Javier Cejudo. Improving Adolescents' Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model. International Journal of Environmental Research and Public Health 2019, 16, 1821 .
AMA StylePablo Luna, Jerónimo Guerrero, Javier Cejudo. Improving Adolescents' Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model. International Journal of Environmental Research and Public Health. 2019; 16 (10):1821.
Chicago/Turabian StylePablo 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." International Journal of Environmental Research and Public Health 16, no. 10: 1821.
The aim of this article has been to evaluate the impact of a physical-sport education programme, based on the pedagogical model of Sport Education within the framework of quality Physical Education and approached from the field of social and emotional learning, on a set of psychological variables: subjective well-being (quality of life related to health, positive affect and negative affect); trait emotional intelligence and social anxiety. A total number of 113 Compulsory Secondary Education students were involved, aged 12 to 15 years old, 44 of whom belonged to the control group (CG) and 69 to the experimental group (EG). A quasiexperimental design of repeated pretest and posttest measures with the CG was used. The results obtained in this investigation revealed that the intervention programme caused significant improvements in the subjective well-being and the trait emotional intelligence for the EG. These findings reinforce the pedagogical efficiency of the programme with regards to the aim that has been set. Likewise, the findings also highlight the suitability and appropriateness in terms of innovative teaching proposals. In the same way, the results showed relevant empirical contributions in this given school context due to its psychological benefits and the encouragement of healthy living.
Pablo Luna; Jerónimo Guerrero; Javier Cejudo. Improving Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model in Adolescents. 2019, 1 .
AMA StylePablo Luna, Jerónimo Guerrero, Javier Cejudo. Improving Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model in Adolescents. . 2019; ():1.
Chicago/Turabian StylePablo Luna; Jerónimo Guerrero; Javier Cejudo. 2019. "Improving Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model in Adolescents." , no. : 1.