Article RETRACTED due to malpractice Impact of sport education model on psychological empowerment and self-confidence among adolescents: An experimental study
DOI:
https://doi.org/10.47197/retos.v82.116825Palabras clave:
Sport Education Model, Psychological Empowerment, Self-Confidence, Physical Education, High School StudentsResumen
Introducción: El modelo de Educación Deportiva (EE) ha sido reconocido por su potencial para mejorar la participación estudiantil y el desarrollo personal en entornos de educación física. Este estudio explora el impacto del modelo en el empoderamiento psicológico y la autoconfianza de estudiantes de secundaria en Padang, Indonesia.
Objetivo: Este estudio examinó el impacto del modelo EE en el empoderamiento psicológico y la autoconfianza de estudiantes de secundaria en Padang, Sumatra Occidental, Indonesia.
Metodología: Este estudio empleó un diseño cuasiexperimental con un total de 100 estudiantes, quienes fueron asignados aleatoriamente a un grupo experimental que recibió instrucción mediante el modelo EE o a un grupo control que siguió un enfoque de enseñanza tradicional. Durante un período de intervención de 12 semanas, se recopilaron datos utilizando la Escala de Empoderamiento Psicológico y el Perfil de Autopercepción para Adolescentes, administrados antes y después del programa.
Resultados: Los hallazgos indican que los estudiantes expuestos al modelo de Educación Física (EE) mostraron mejoras significativamente mayores en empoderamiento psicológico (p < 0,001, d = 1,23) y autoconfianza (p < 0,001, d = 1,05) en comparación con sus compañeros del grupo control. Un análisis de covarianza (ANCOVA), controlando las puntuaciones iniciales, confirmó aún más la eficacia del modelo de EE para promover estos constructos psicológicos.
Discusión: Estos hallazgos sugieren que el modelo de EE ofrece una valiosa alternativa pedagógica para la educación física, fomentando el crecimiento personal y el desarrollo psicológico.
Conclusiones: Cabe concluir que, de manera importante, el estudio aporta la creciente evidencia que respalda la aplicabilidad del modelo de EE en diversos contextos culturales y educativos, en particular en entornos no occidentales como Indonesia.
Referencias
Astuti, Y., Zulbahri, Z., Lawanis, H., Erianti, E., & Damrah, D. (2023). Self-confidence conceptual model development in volleyball learning courses. Retos, 50, 1085–1090. https://doi.org/10.47197/retos.v50.100423
Aulia, P., Puspasari, D., Maharani, P., Safitri, S. N., Yulitri, S., Rahmah, J. H., … Dani, F. R. (2025). The effectiveness of self-talk to increase self-confidence, emotional regulation and motivation in athletes. Retos, 65, 285–292. https://doi.org/10.47197/retos.v65.112325
Babbie, E. R. (2020). The practice of social research (15th ed.). Cengage Learning. https://www.scirp.org/reference/referencespapers?referenceid=3920225
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817
Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan. https://psycnet.apa.org/record/1997-08589-000
Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press. https://www.scirp.org/reference/referencespapers?referenceid=1948986
Casey, A., Goodyear, V. A., & Armour, K. M. (2021). Digital technologies and learning in physical education. Abingdon: Routledge. https://doi.org/10.4324/9781315670164
Chow, J. C. (2024). Quasi-Experimental Designs. In Research Methods in Special Education (pp. 149–164). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003526315-9/quasi-experimental-designs-jason-chow
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Houghton Mifflin. https://www.scirp.org/reference/referencespapers?referenceid=1954051
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications. https://www.scirp.org/reference/referencespapers?referenceid=2969274
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Ennis, C. D. (2014). What goes around comes around … or does it? Disrupting the cycle of traditional, sport-based physical education. Kinesiology Review, 3(1), 63–70. https://doi.org/10.1123/kr.2014-0039
Fairclough, S., & Stratton, G. (2005). 'Physical education makes you fit and healthy.' Physical education's contribution to young people's physical activity levels. Health Education Research, 20(1), 14–23. https://doi.org/10.1093/her/cyg101
Farias, C., Hastie, P. A., & Mesquita, I. (2017). Towards a more equitable and inclusive learning environment in Sport Education: Results of an action research-based intervention. Sport, Education and Society, 22(4), 460-476. https://doi.org/10.1080/13573322.2015.1040752
Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage Publications. https://us.sagepub.com/en-us/nam/discovering-statistics-using-ibm-spss-statistics/book285130
Fraenkel, J., Wallen, N., & Hyun, H. (2018). How to design and evaluate research in education (10th) ed.). https://www.scirp.org/reference/referencespapers?referenceid=1046940
Gravetter, F. J., & Wallnau, L. B. (2017). Statistics for the behavioral sciences 10th. https://pubhtml5.com/dhqc/utpn/Statistics_for_the_Behavioral_Sciences_10th_Edition/
Gustian, U., Saputra, D. R., Rakhmat, C., Yustiana, Y. R., & Primayanti, I. (2024). Physical education and its scope: A literature review of empirical studies with a holistic perspective teaching practices in Indonesia. Indonesian Journal of Physical Education and Sport Science, 4(2), 171-186. https://doi.org/10.52188/ijpess.v4i2.729
Handrianto, C., Jusoh, A. J., Rashid, N. A., Imami, M. K. W., Wahab, S., Rahman, M. A., & Kenedi, A. K. (2023). Validating and testing the teacher self-efficacy (TSE) scale in drug education among secondary school teachers. International Journal of Learning, Teaching and Educational Research, 22(6), 45-58. https://doi.org/10.26803/ijlter.22.6.3
Harter, S. (2012). Self-perception profile for adolescents: Manual and questionnaires. Denver, CO: University of Denver, Department of Psychology, pp. 31–45. https://doi.org/10.1037/t05703-000
Harvey, S., Kirk, D., & O'Donovan, T. M. (2014). Sport education as a pedagogical application for ethical development in physical education and youth sport. Sport, Education and Society, 19(1), 41–62. https://doi.org/10.1080/13573322.2011.624594
Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33(3), 422–431. https://eric.ed.gov/?id=EJ1035780
Hastie, P. A., & Sinelnikov, O. A. (2006). Russian students' participation in and perceptions of a season of sport education. European Physical Education Review, 12(2), 131-150. https://doi.org/10.1177/1356336X06065166
Hastie, P. A., Martínez de Ojeda, D., & Calderón, A. (2011). A review of research on sport education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103-132. https://doi.org/10.1080/17408989.2010.535202
Hazizah, N., Rusdinal, R., Ismaniar, I., Handrianto, C., & Rahman, M. A. (2024). Warrior kids` games on improving the self-efficacy abilities and fine motor skills of 5-6 years old children. Retos, 56, 639–647. https://doi.org/10.47197/retos.v56.104892
Jusoh, A. J., Imami, M. K. W., Handrianto, C., Isa, A. N. M., Omar, S. Z., Abdullah, A., & Wahab, S. (2023). Verification the reliability and validity of a Malaysian version of rathus assertiveness schedule as drug prevention scale. Islamic Guidance and Counseling Journal, 6(2), 1-16. https://doi.org/10.25217/0020236369700
Kinchin, G. D. (2006). Sport Education: A view of the research. In D. Kirk, D. Macdonald, & M. O'Sullivan (Eds.), The Handbook of Physical Education (pp. 596–609). Sage Publications. https://www.scirp.org/reference/referencespapers?referenceid=727516
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge. https://doi.org/10.4324/9781003117452
Perlman, D. (2012). The influence of the sport education model on developing autonomous instruction. Physical Education and Sport Pedagogy, 17(5), 493–505. https://doi.org/10.1080/17408989.2011.594430
Peterson, N. A., Lowe, J. B., Hughey, J., Reid, R. J., Zimmerman, M. A., & Speer, P. W. (2006). Measuring the intrapersonal component of psychological empowerment: Confirmatory factor analysis of the sociopolitical control scale. American Journal of Community Psychology, 38(3-4), 287–297. https://doi.org/10.1007/s10464-006-9070-3
Retamal-Muñoz, C., Urrutia-Gutierrez, S., Luis-de Cos, I., Luis-de Cos, G., & Arribas-Galarraga, S. (2024). Emotional physical education: impact of a program on the subjective well-being of university students. Retos, 61, 685–694. https://doi.org/10.47197/retos.v61.107268
Saputra, M., Arsil, A., Okilanda, A., Febrian, M., Resmana, R., Igoresky, A., … Festiawan, R. (2025). The influence of leg muscle power, waist flexibility and self-confidence on soccer long passing ability. Retos, 62, 335–340. https://doi.org/10.47197/retos.v62.109072
Schiff, N. T., & Supriady, A. (2023). Sports education model (SEM) on students' motivation and physical activity in classroom: A literature review. Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 9(1), 40-58. https://doi.org/10.29407/js_unpgri.v9i1.19067
Sieber, J. E. (1998). Planning ethically responsible research. Handbook of Applied Social Research Methods, 127-156.
Siedentop, D. (1994). Sport education: Quality pe through positive sport experiences. Human Kinetics. https://www.scirp.org/reference/referencespapers?referenceid=727530
Silva, R., Farias, C., Ramos, A., & Mesquita, I. (2021). Implementation of game-centered approaches in physical education: A systematic review. Journal of Physical Education and Sport, 21(6), 3246-3259. https://doi.org/10.7752/jpes.2021.s6443
Smith, J. A. (2024). Qualitative psychology: A practical guide to research methods. https://us.sagepub.com/en-us/nam/qualitative-psychology-a-practical-guide-to-research-methods/book263225
Soemardiawan, S., Hariyanto, F. A., Wangi, S. P., Primayanti, I., & Gustian, U. (2025). Effectiveness of soccer-based programs for community development: a systematic review and meta-analysis. Retos, 67, 206–215. https://doi.org/10.47197/retos.v67.111492
Speer, P. W. (2000). Intrapersonal and interactional empowerment: Implications for theory. Journal of Community Psychology, 28(1), 51–61. https://doi.org/10.1002/(SICI)1520-6629(200001)28:1<51::AID-JCOP6>3.0.CO;2-6
Spittle, M., & Byrne, K. (2009). The influence of sports education on student motivation in physical education. Physical Education and Sport Pedagogy, 14(3), 253–266. https://doi.org/10.1080/17408980801995239
Sunarti, V., Rahman, M. A., Handrianto, C., Syuraini, S., Putri, L. D., Azizah, Z., & Nor Azhar, N. F. (2024). Understanding women’s empowerment through exercise: Insights from a study on physical activity and self-efficacy. Retos, 58, 227–237. https://doi.org/10.47197/retos.v58.106803
Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson. https://scirp.org/reference/referencespapers?referenceid=3132273
Tremblay, M. S., LeBlanc, A. G., Kho, M. E., Saunders, T. J., Larouche, R., Colley, R. C., Goldfield, G., & Gorber, S. C. (2011). Systematic review of sedentary behaviour and health indicators in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 8(1), 1–22. https://doi.org/10.1186/1479-5868-8-98
Wallhead, T., & O'Sullivan, M. (2005). Sport Education: Physical education for the new millennium? Physical Education and Sport Pedagogy, 10(2), 181–210. https://eric.ed.gov/?id=EJ819845
Ward, P. (2013). The role of content knowledge in conceptions of teaching effectiveness in physical education. Research Quarterly for Exercise and Sport, 84(4), 431–440. https://doi.org/10.1080/02701367.2013.844045
Waty, E. R. K., Nengsih, Y. K., Handrianto, C., & Rahman, M. A. (2024). The quality of teacher-made summative tests for Islamic education subject teachers in Palembang Indonesia. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 43(1), 192-203. https://doi.org/10.21831/cp.v43i1.53558
Wichstrøm, L. (1995). Harter's self-perception profile for adolescents: Reliability, validity, and evaluation of the question format. Journal of Personality Assessment, 65(1), 100-116. https://doi.org/10.1207/s15327752jpa6501_8
Zimmerman, M. A. (2000). Empowerment theory: Psychological, organizational and community levels of analysis. In Handbook of Community Psychology (pp. 43–63). Boston, MA: Springer US. https://doi.org/10.1007/978-1-4615-4193-6_2
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Irmawita Irmawita, Vevi Sunarti, Wirdatul Aini, Ary Kiswanto Kenedi, Rostika Srihilmawati
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
