Effect of an intervention program in the development of emotional, motor and cognitive skills of 5th-6th graders

Journal of Physical Education Pub Date : 2024-01-28 DOI:10.4025/jphyseduc.v34i1.3443

Anastasia Magkou, E. Zetou, F. Filippou, Nikolaos Vernadakis

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Abstract

The aim of this study was to investigate the effect of literature program on development emotional and motor skills of students aged 10-12 in the sport of volleyball. Students from 5th and 6th grade (Ν=257, 123 boys and 134 girls), participated in the research. The students were randomly divided into two groups. The first group (n=173) followed a 4 months literature program using the literary book "The Knight in Rusty Armor" and the second group (n=84) followed the typical Physical Education program. The teaching of emotional skills was combined with a program of learning the Volleyball cognitive backhand skill. Social-emotional intelligence was assessed with the questionnaire "Emotional Quotient-Inventory: Youth Version (EQ-I:YV)" by Bar-On and Parker, while the cognitive assessment of backhand service was carried out with criteria sheet 4 (p. 65) of the Physical Education book of the 5th-6th grade teacher. The non-parametric Friedman test – K related samples and the non-parametric Wilcoxon signed-rank test were used to evaluate the effect of the literature intervention. The results showed that the intervention program was effective with the students of the experimental group showing a significant improvement in terms of emotional skills: intrapersonal (P=0.290, Df(1), χ2: 1.119), empathy (P=0.128, Df(1), χ2: 2.312), social responsibility (P=0.610, Df(1), χ2: 0.261), adaptability (P=0.006, Df(1), χ2: 7.615), stress control (P=0.000, Df(1), χ2: 53.161) and general mood (P=0.790, Df(1), χ2:0.071). There was also an improvement in the cognitive of the back-hand service technique skill, (P=0.000, Df(2), χ2: 61.843). In contrast, students in the control group did not show any improvement in emotional skills and performance of cognitive backhand service skill. Therefore, the findings support the positive contribution of literature to the improvement of emotional and motor skills through the practice of the intervention program.

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干预计划对五至六年级学生情绪、运动和认知技能发展的影响

本研究旨在调查文学课程对 10-12 岁学生在排球运动中的情感和运动技能发展的影响。来自五、六年级的学生（Ν=257，男生 123 人，女生 134 人）参与了研究。这些学生被随机分为两组。第一组（人数=173）使用文学书籍《穿锈甲的骑士》进行为期 4 个月的文学课程，第二组（人数=84）使用典型的体育课程。情感技能教学与排球认知反手技能学习课程相结合。社会情感智力通过 "情商量表 "进行评估：而反手发球的认知评估则采用了五至六年级教师体育书中的标准表 4（第 65 页）。非参数弗里德曼检验（K 相关样本）和非参数 Wilcoxon 符号秩检验用于评估文学干预的效果。结果表明，干预计划是有效的，实验组学生在情感技能方面有显著提高：人际交往（P=0.290，Df（1），χ2：1.119）、移情（P=0.128，Df（1），χ2：2.312）、社会责任感（P=0.610，Df（1），χ2：0.261）、适应能力（P=0.006，Df（1），χ2：7.615）、压力控制（P=0.000，Df（1），χ2：53.161）和一般情绪（P=0.790，Df（1），χ2：0.071）。反手服务技巧的认知能力也有所提高（P=0.000，Df（2），χ2：61.843）。相比之下，对照组学生在情绪技能和反手发球技术认知表现方面没有任何改善。因此，研究结果表明，通过干预项目的实践，文学作品对情感和运动技能的提高有积极的促进作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Journal of Physical Education

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