Effects of Sport Education Model and Physical Fitness on Motivation and Prosociality for a Healthy Approach in Secondary Students Using an Experimental Design.

Abstract

Purpose: This study aims to demonstrate the value of physical education (PE) in fostering prosociality and academic motivation through active approaches derived from the sports education model (SEM), in contrast with the traditional methodology (TM). One of the new features introduced is based on an approach focused on physical fitness and health that goes beyond sports practice.

Method: A 10-week intervention was conducted with a sample of 127 students (n = 127). In total, 63 students (n = 63) received an SEM-based intervention and 64 (n = 64) received traditional teaching. The effect of these methodologies on motivation, prosocial climate, and the perceived importance of PE has been verified, based on a fitness-oriented proposal.

Results: The findings indicate improvements in the SEM group's prosociality (giving, p = 0.015; verbal comfort, p = 0.019; solidarity, p = 0.039). Additionally, the TM group showed increased importance attributable to PE, though a deterioration in prosocial values was also observed. No evidence was found regarding changes in motivation.

Discussion/conclusion: The implementation of SEM has positive effects on students' prosociality, whereas the opposite effect can be observed when employing TM. The non-inclusion of sports activities can affect the motivation variable.