The Influence of Socio-Affective Relationships Between Adolescents in Educational Experiences of Cooperation–Opposition: A Systematic Review DOI Creative Commons
Paula Pla-Pla, Silvester Franchi, Pere Lavega Burgués

et al.

Children, Journal Year: 2024, Volume and Issue: 12(1), P. 15 - 15

Published: Dec. 25, 2024

Socio-affective relationships have garnered increasing attention in recent years as a means to enhance coexistence and well-being. Within this context, educational institutions play pivotal role shaping peaceful promoting well-being among future generations. Physical Education (PE) is particularly significant, because it integrates cooperative-opposition activities, which blend collaboration competition, fostering socio-emotional development. This systematic review aimed investigate how PE contributes socio-affective adolescents aged 12 18. Using the PRISMA 2020 framework, 15 empirical studies were analyzed from seven databases. Studies selected based on PICOS criteria: secondary education students (Population), activities (Intervention), control groups or pre-post designs (Comparison), relational emotional dimensions (Outcomes), quantitative methodologies (Study design). Interventions grounded Motor Conduct Sports Model significantly reduced interpersonal conflicts improved social skills Positive emotions predominated these stronger peer within classroom groups. Approaches emphasizing task-oriented pedagogies less effective than those centered support eliciting positive responses. underscores transformative potential of innovative strategies Future research should explore comparative efficacy various pedagogical models their long-term impact. These findings provide valuable guidance for educators policymakers seeking promote holistic development through PE.

Language: Английский

The Influence of Socio-Affective Relationships Between Adolescents in Educational Experiences of Cooperation–Opposition: A Systematic Review DOI Creative Commons
Paula Pla-Pla, Silvester Franchi, Pere Lavega Burgués

et al.

Children, Journal Year: 2024, Volume and Issue: 12(1), P. 15 - 15

Published: Dec. 25, 2024

Socio-affective relationships have garnered increasing attention in recent years as a means to enhance coexistence and well-being. Within this context, educational institutions play pivotal role shaping peaceful promoting well-being among future generations. Physical Education (PE) is particularly significant, because it integrates cooperative-opposition activities, which blend collaboration competition, fostering socio-emotional development. This systematic review aimed investigate how PE contributes socio-affective adolescents aged 12 18. Using the PRISMA 2020 framework, 15 empirical studies were analyzed from seven databases. Studies selected based on PICOS criteria: secondary education students (Population), activities (Intervention), control groups or pre-post designs (Comparison), relational emotional dimensions (Outcomes), quantitative methodologies (Study design). Interventions grounded Motor Conduct Sports Model significantly reduced interpersonal conflicts improved social skills Positive emotions predominated these stronger peer within classroom groups. Approaches emphasizing task-oriented pedagogies less effective than those centered support eliciting positive responses. underscores transformative potential of innovative strategies Future research should explore comparative efficacy various pedagogical models their long-term impact. These findings provide valuable guidance for educators policymakers seeking promote holistic development through PE.

Language: Английский

Citations

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