The role of Physical Education and sports in fostering socio-emotional competencies: assessing a Colombian school-based intervention program
DOI:
https://doi.org/10.47197/retos.v81.119035Keywords:
Physical education and sports, socio-emotional competencies, content validity, expert judgment, primary and secondary education, Colombian context, athletic and motor developmentAbstract
Introduction. Physical Education and Sports (PES) could be used to develop socio-emotional competencies among the young generations. The objective of this study is the analysis of the PESCOMSE Colombian school program in terms of content validity and relevancy to improve socio-emotional competence in educational and sport domains.
Objective. To assess the content validity of PESCOMSE for socio-emotional competencies in Colombian school-aged populations.
Methodology . Expert groups of evaluators (n=20; n=11 primary level, n=9 secondary) evaluated the dimensions of the program using Content Validity Index (CVI). According to international guidelines, emotional competencies including awareness, regulation, autonomy, optimism, assertiveness, prosocial behavior, self-efficacy, and empathy were considered in the context of PES.
Results. The results demonstrated satisfactory content validity of the program: global CVI=0.931, PESCOMSE-A=0.988, PESCOMSE-N=0.875. Inter-rater reliability was high (κ=0.82, p<0.001). Qualitative evaluation indicated the need for procedure clarification and cultural specificity of implementation in the context of physical activity and sport events.
Conclusions. It could be concluded that the PESCOMSE had a good content validity within school PES settings. Further implementation and evaluation of outcomes are required. Future studies should investigate cultural adaptations, competitive and recreational sports incorporation, and the impact on students.
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