Effects of a Sport Education Season of an Alternative Sport on School Climate, Emotional Intelligence, and Perceived Competence of Elementary School Students in a Culturally Diverse Context

Abstract

Purpose: The aim of this study was to explore the influence of a Sport Education Model (SEM) season about colpbol on primary education students’ school climate, emotional intelligence, and perceived competence. Method: 77 (42 boys, 35 girls; 64% immigrant) fourth-to-sixth grade students (Mage = 10.87; SD = 1.09) from a southern Spain school took part in this study. Sixth-grade students were taught through co-teaching, while other grades followed traditional teaching. Over a five-week period, students participated in a season of 10 sessions of colpbol. Dependent variables were measured through questionnaires. Results: Results showed significant improvements in sixth-grade students (all analyzed variables) and fifth-grade students (perceived competence and emotional control and regulation). No significant changes were found in fourth-grade students. Discussion: It is shown the positive influence of co-teaching in culturally diverse classrooms on both psychological and socio-affective learning dimensions. Likewise, alternative sports could enhance the inclusive principles of the SEM inspired by the ‘sport for all’ policy. Keywords: alternative sport, physical education, pedagogical model, culturally diverse classrooms, co-teaching.