Aim The effectiveness of Values-based Education through Physical Education (VbE-PE) depends on methods and strategies applied (Koh & Camiré, 2015), positive effects derived from the use of a person-centred and active-learning pedagogical approach (McCuaig et al., in press). This research aimed to evaluate the effect of a specific VbE-PE program on empathy, classroom climate, prosocial behaviours and awareness of equity in school-aged children. Methods Eighty-seven students (47 male, 40 female, mean age = 12.4 ±0.5 yrs) participated in the study. Forty-four students (experimental group) took part in eleven game-based workshops (60 minutes each) during 8 weeks. Activities were developed using active learning strategies (problem based learning, case studies, cooperative learning…). All students filled in a pre-test and post-test questionnaires package to evaluate Affective and Cognitive Empathy dimensions, Classroom Climate Perception and Prosocial Behaviours and to collect a fidelity measure of the intervention program. The package included a qualitative investigation with five open-ended questions to evaluate knowledge and awareness about equity. Teachers filled in questionnaires about Students’ Prosocial Behaviours and fidelity. Results At baseline males reported significant lower values in Affective Empathy (p<.001) and in both students’ Prosocial Behaviours self-reported (p<.05) and teacher reported (p<.01). Analysis of covariance (ANCOVA), using pre-test values as covariate, showed in experimental group a significant increase on Affective Empathy, F(1,79) = 4.36, p<.05; R2=.34 and on Students’ Prosocial Behaviours reported by teachers, F(1,84) = 31.14, p<.001; R2=.54. Conclusions Results sustain the idea that implementation of a specially designed educational program can enhance some facets of values education through a game-based approach. Even if the program seems to contribute to improve Empathy and Prosocial Behaviours, we suppose that a longer intervention is needed to affect Classroom Climate. Further analysis will cross qualitative with quantitative data for a deeper comprehension of the program impact. References Koh KT, Camirè M (2015) Strategies for the Development of Life Skills and Values through Sport Programmes. In Leng HK, ed. Emerging Trends and Innovation in Sports Marketing and Management in Asia (pp. 241-256). USA: IGI Global. McCuaig L, Marino M, Gobbi E, Carraro A, & Macdonald D (in press) Taught not caught: values based education through physical eduction and school sport. A literature review.
Values-based education through physical education: the effect of a program implementation in middle-school
E. Gobbi;
2016
Abstract
Aim The effectiveness of Values-based Education through Physical Education (VbE-PE) depends on methods and strategies applied (Koh & Camiré, 2015), positive effects derived from the use of a person-centred and active-learning pedagogical approach (McCuaig et al., in press). This research aimed to evaluate the effect of a specific VbE-PE program on empathy, classroom climate, prosocial behaviours and awareness of equity in school-aged children. Methods Eighty-seven students (47 male, 40 female, mean age = 12.4 ±0.5 yrs) participated in the study. Forty-four students (experimental group) took part in eleven game-based workshops (60 minutes each) during 8 weeks. Activities were developed using active learning strategies (problem based learning, case studies, cooperative learning…). All students filled in a pre-test and post-test questionnaires package to evaluate Affective and Cognitive Empathy dimensions, Classroom Climate Perception and Prosocial Behaviours and to collect a fidelity measure of the intervention program. The package included a qualitative investigation with five open-ended questions to evaluate knowledge and awareness about equity. Teachers filled in questionnaires about Students’ Prosocial Behaviours and fidelity. Results At baseline males reported significant lower values in Affective Empathy (p<.001) and in both students’ Prosocial Behaviours self-reported (p<.05) and teacher reported (p<.01). Analysis of covariance (ANCOVA), using pre-test values as covariate, showed in experimental group a significant increase on Affective Empathy, F(1,79) = 4.36, p<.05; R2=.34 and on Students’ Prosocial Behaviours reported by teachers, F(1,84) = 31.14, p<.001; R2=.54. Conclusions Results sustain the idea that implementation of a specially designed educational program can enhance some facets of values education through a game-based approach. Even if the program seems to contribute to improve Empathy and Prosocial Behaviours, we suppose that a longer intervention is needed to affect Classroom Climate. Further analysis will cross qualitative with quantitative data for a deeper comprehension of the program impact. References Koh KT, Camirè M (2015) Strategies for the Development of Life Skills and Values through Sport Programmes. In Leng HK, ed. Emerging Trends and Innovation in Sports Marketing and Management in Asia (pp. 241-256). USA: IGI Global. McCuaig L, Marino M, Gobbi E, Carraro A, & Macdonald D (in press) Taught not caught: values based education through physical eduction and school sport. A literature review.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
