Building respect, fairness, and collaboration through physical education: A primary school intervention
This study evaluates the effectiveness of a primary school intervention designed to foster fair-play, respect, and inclusion through physical education. Grounded in social learning theory and structural-developmental teaching, the program aimed to enhance students’ moral decision-making, social beha...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-08-01
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| Series: | Acta Psychologica |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691825005001 |
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| author | Gabriele Russo Valentina Paganelli Andrea Ceciliani |
| author_facet | Gabriele Russo Valentina Paganelli Andrea Ceciliani |
| author_sort | Gabriele Russo |
| collection | DOAJ |
| description | This study evaluates the effectiveness of a primary school intervention designed to foster fair-play, respect, and inclusion through physical education. Grounded in social learning theory and structural-developmental teaching, the program aimed to enhance students’ moral decision-making, social behavior, and physical activity levels. Sixty-four students (aged 9–10 years) participated in the seven-month intervention, which integrated classroom lessons and physical activities. Mixed-methods data collection included validated questionnaires (PAQ-C, FPPEQ, AMDM-Q, RSEQ, PSE) and interviews with students and teachers. Findings revealed significant increases in physical activity levels, particularly in non-active students, alongside enhanced respect, collaboration, and self-esteem. Teachers noted improvements in emotional regulation, self-regulation, and rule adherence. Despite occasional inappropriate behaviors, this study highlights the potential of combining physical education with social-emotional learning strategies to support psychosocial development in primary school children. These results underscore the importance of integrating such programs into educational curricula. |
| format | Article |
| id | doaj-art-e36e97e19d544251845aa28d1a22167d |
| institution | DOAJ |
| issn | 0001-6918 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Acta Psychologica |
| spelling | doaj-art-e36e97e19d544251845aa28d1a22167d2025-08-20T02:50:03ZengElsevierActa Psychologica0001-69182025-08-0125810518710.1016/j.actpsy.2025.105187Building respect, fairness, and collaboration through physical education: A primary school interventionGabriele Russo0Valentina Paganelli1Andrea Ceciliani2Department of Economics, Engineering, Society, and Business Organization, University of Tuscia, Largo dell’Università, Viterbo, 01100, Italy; Department of Education and Human Sciences, University of Modena and Reggio–Emilia, V.le Timavo, 93, Reggio - Emilia, 42121, Italy; Department for Life Quality Studies, University of Bologna, C.so D’Augsuto, 237, Rimini, 47921, Italy; Corresponding author at: Department of Economics, Engineering, Society, and Business Organization, University of Tuscia, Largo dell’Università, Viterbo, 01100, Italy.Department of Education and Human Sciences, University of Modena and Reggio–Emilia, V.le Timavo, 93, Reggio - Emilia, 42121, ItalyDepartment for Life Quality Studies, University of Bologna, C.so D’Augsuto, 237, Rimini, 47921, ItalyThis study evaluates the effectiveness of a primary school intervention designed to foster fair-play, respect, and inclusion through physical education. Grounded in social learning theory and structural-developmental teaching, the program aimed to enhance students’ moral decision-making, social behavior, and physical activity levels. Sixty-four students (aged 9–10 years) participated in the seven-month intervention, which integrated classroom lessons and physical activities. Mixed-methods data collection included validated questionnaires (PAQ-C, FPPEQ, AMDM-Q, RSEQ, PSE) and interviews with students and teachers. Findings revealed significant increases in physical activity levels, particularly in non-active students, alongside enhanced respect, collaboration, and self-esteem. Teachers noted improvements in emotional regulation, self-regulation, and rule adherence. Despite occasional inappropriate behaviors, this study highlights the potential of combining physical education with social-emotional learning strategies to support psychosocial development in primary school children. These results underscore the importance of integrating such programs into educational curricula.http://www.sciencedirect.com/science/article/pii/S0001691825005001Moral decisionFair-playSelf-esteemPhysical self-efficacyInterventionMixed-methods |
| spellingShingle | Gabriele Russo Valentina Paganelli Andrea Ceciliani Building respect, fairness, and collaboration through physical education: A primary school intervention Acta Psychologica Moral decision Fair-play Self-esteem Physical self-efficacy Intervention Mixed-methods |
| title | Building respect, fairness, and collaboration through physical education: A primary school intervention |
| title_full | Building respect, fairness, and collaboration through physical education: A primary school intervention |
| title_fullStr | Building respect, fairness, and collaboration through physical education: A primary school intervention |
| title_full_unstemmed | Building respect, fairness, and collaboration through physical education: A primary school intervention |
| title_short | Building respect, fairness, and collaboration through physical education: A primary school intervention |
| title_sort | building respect fairness and collaboration through physical education a primary school intervention |
| topic | Moral decision Fair-play Self-esteem Physical self-efficacy Intervention Mixed-methods |
| url | http://www.sciencedirect.com/science/article/pii/S0001691825005001 |
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