Socioemotional Learning in Physical Education, a systematic review in Secondary School
DOI:
https://doi.org/10.47197/retos.v63.107466Keywords:
adolescence, affective aspects, social development, educational models, fidelityAbstract
Introduction: Current epidemiological studies highlight the severity of mental health problems in adolescents. The role of education as a coping strategy and as a need for comprehensive education is determinant, however, it has received little scientific attention.
Objective: To review research with educational interventions for the development of social and emotional competences in physical education in secondary education (11-18 years old) in order to know its current status.
Methodology: The quality of the studies, the pedagogical models underpinning the interventions and their content and evaluation instruments were analysed. The search was carried out from 2013 to March 2024 in the Web of Science and PubMed databases using the PRISMA method, excluding studies with an exclusively qualitative design.
Results: The number of included studies was 11. The analysis indicated a low level of study quality and a great diversity of educational models, measurement instruments, variables to be studied and types of intervention. All studies indicated improvements in participants' social-emotional competencies. Sport education, social emotional and social responsibility and cooperative learning models, as well as problem-solving activities, were the most effective interventions.
Conclusions: The development of this line of research requires following the quality criteria analysed in this study, greater depth in the description and evaluation of the fidelity of globalised interventions that develop the five key social-emotional competencies.
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Copyright (c) 2024 Daniel Laguna-Mengíbar, Pablo Monfort-Ripollés, Rosa Lis-Sancerni, Alberto García-Delafuente, María Dolores Sancerni-Beitia, Rafael Tabarés-Seisdedos, Manuel Monfort-Pañego
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