The effective characteristics in PE-based interventions on social behaviours

Sonja Maric, Wayne Cotton, Rachel White, Joel Craddock

Research output: Contribution to journalArticle

Abstract

Background: Social behaviours and social skills have emerged as vital elements of effective schools. Students learning and maintaining social skills has proven to be highly important for successful classrooms and schools have been tasked with helping student develop these highly sought skills. Physical education (PE) classes have become the vessel in which to do this, even though positive social behaviours are highly desirable not just in schools but in life after formal education. PE classes offer students highly unique social benefits and the opportunity to work on developing in many different areas, including the social domain. Methods: 16 studies featuring interventions that take place in PE classes were selected through a systematic review. The characteristics of these studies was evaluated in order to find ‘effective’ characteristics in PE- based intervention design. For this systematic review, we searched ERIC, PsychInfo, Web of Science and SportsDiscuss. All PE-based interventions were included in the study if they were written in English, between January 1st 2000-31st December 2020, were peer reviewed. Studies were included if they featured PE-specialists as facilitators and had to be conducted in PE lessons. Findings: The findings show that there are a multitude of characteristics based on theoretical pedagogy including the SEM, cooperative learning theory and the Teaching Personal and Social Responsibility Model. Further, due to the multicultural and environmental factors that exist in literature worldwide, it can be difficult to gauge whether one approach can is more effective compared to another, if the intervention design is vastly different.
Original languageEnglish
Pages (from-to)83-95
Number of pages13
JournalIELA Education Research Journal
Volume3
Issue number1
Publication statusPublished - 2024

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