The Influence of Socio-Affective Relationships Between Adolescents in Educational Experiences of Cooperation–Opposition: A Systematic Review
Background/Objectives: Socio-affective relationships have garnered increasing attention in recent years as a means to enhance coexistence and well-being. Within this context, educational institutions play a pivotal role in shaping peaceful coexistence and promoting well-being among future generation...
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MDPI AG
2024-12-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/12/1/15 |
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| author | Paula Pla-Pla Silvester Franchi Pere Lavega-Burgués Unai Sáez de Ocáriz |
| author_facet | Paula Pla-Pla Silvester Franchi Pere Lavega-Burgués Unai Sáez de Ocáriz |
| author_sort | Paula Pla-Pla |
| collection | DOAJ |
| description | Background/Objectives: Socio-affective relationships have garnered increasing attention in recent years as a means to enhance coexistence and well-being. Within this context, educational institutions play a pivotal role in shaping peaceful coexistence and promoting well-being among future generations. Physical Education (PE) is particularly significant, because it integrates cooperative–opposition activities, which blend collaboration and competition, fostering socio-emotional development. This systematic review aimed to investigate how PE contributes to coexistence and socio-affective well-being in adolescents aged 12 to 18. Methods: Using the PRISMA 2020 framework, 15 empirical studies were analyzed from seven databases. Studies were selected based on PICOS criteria: secondary education students (Population), cooperative–opposition activities (Intervention), control groups or pre-post designs (Comparison), relational and emotional dimensions (Outcomes), and quantitative methodologies (Study design). Results: Interventions grounded in the Motor Conduct Education and Sports Education Model significantly reduced interpersonal conflicts and improved social skills and emotional well-being. Positive emotions predominated in these activities, fostering stronger peer relationships within classroom groups. Approaches emphasizing task-oriented pedagogies were less effective than those centered on peer support in eliciting positive emotional responses. Conclusions: This review underscores the transformative potential of innovative educational strategies in PE to enhance coexistence and socio-affective well-being. Future research should explore the comparative efficacy of various pedagogical models and their long-term impact. These findings provide valuable guidance for educators and policymakers seeking to promote holistic development in adolescents through PE. |
| format | Article |
| id | doaj-art-a6cc83e71839438aaa0ba8a41d2877ec |
| institution | Kabale University |
| issn | 2227-9067 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
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| series | Children |
| spelling | doaj-art-a6cc83e71839438aaa0ba8a41d2877ec2025-01-24T13:26:59ZengMDPI AGChildren2227-90672024-12-011211510.3390/children12010015The Influence of Socio-Affective Relationships Between Adolescents in Educational Experiences of Cooperation–Opposition: A Systematic ReviewPaula Pla-Pla0Silvester Franchi1Pere Lavega-Burgués2Unai Sáez de Ocáriz3Motor Action Research Group (GIAM), Institut de Desenvolupament Social i Territorial (INDEST), National Institute of Physical Education of Catalonia (INEFC), University of Barcelona (UB), Av. de l’Estadi 12-22, Anella Olímpica, E-08038 Barcelona, SpainMotor Action Research Group (GIAM), University of West Santa Catarina (UNOESC), Joaçaba E-89600, BrazilMotor Action Research Group (GIAM), Institut de Desenvolupament Social i Territorial (INDEST), National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), Partida la Caparrella s/n, E-25192 Lleida, SpainMotor Action Research Group (GIAM), Institut de Desenvolupament Social i Territorial (INDEST), National Institute of Physical Education of Catalonia (INEFC), University of Barcelona (UB), Av. de l’Estadi 12-22, Anella Olímpica, E-08038 Barcelona, SpainBackground/Objectives: Socio-affective relationships have garnered increasing attention in recent years as a means to enhance coexistence and well-being. Within this context, educational institutions play a pivotal role in shaping peaceful coexistence and promoting well-being among future generations. Physical Education (PE) is particularly significant, because it integrates cooperative–opposition activities, which blend collaboration and competition, fostering socio-emotional development. This systematic review aimed to investigate how PE contributes to coexistence and socio-affective well-being in adolescents aged 12 to 18. Methods: Using the PRISMA 2020 framework, 15 empirical studies were analyzed from seven databases. Studies were selected based on PICOS criteria: secondary education students (Population), cooperative–opposition activities (Intervention), control groups or pre-post designs (Comparison), relational and emotional dimensions (Outcomes), and quantitative methodologies (Study design). Results: Interventions grounded in the Motor Conduct Education and Sports Education Model significantly reduced interpersonal conflicts and improved social skills and emotional well-being. Positive emotions predominated in these activities, fostering stronger peer relationships within classroom groups. Approaches emphasizing task-oriented pedagogies were less effective than those centered on peer support in eliciting positive emotional responses. Conclusions: This review underscores the transformative potential of innovative educational strategies in PE to enhance coexistence and socio-affective well-being. Future research should explore the comparative efficacy of various pedagogical models and their long-term impact. These findings provide valuable guidance for educators and policymakers seeking to promote holistic development in adolescents through PE.https://www.mdpi.com/2227-9067/12/1/15well-beingmotor conflictemotional dimensionrelational dimensionmotor conductphysical education |
| spellingShingle | Paula Pla-Pla Silvester Franchi Pere Lavega-Burgués Unai Sáez de Ocáriz The Influence of Socio-Affective Relationships Between Adolescents in Educational Experiences of Cooperation–Opposition: A Systematic Review Children well-being motor conflict emotional dimension relational dimension motor conduct physical education |
| title | The Influence of Socio-Affective Relationships Between Adolescents in Educational Experiences of Cooperation–Opposition: A Systematic Review |
| title_full | The Influence of Socio-Affective Relationships Between Adolescents in Educational Experiences of Cooperation–Opposition: A Systematic Review |
| title_fullStr | The Influence of Socio-Affective Relationships Between Adolescents in Educational Experiences of Cooperation–Opposition: A Systematic Review |
| title_full_unstemmed | The Influence of Socio-Affective Relationships Between Adolescents in Educational Experiences of Cooperation–Opposition: A Systematic Review |
| title_short | The Influence of Socio-Affective Relationships Between Adolescents in Educational Experiences of Cooperation–Opposition: A Systematic Review |
| title_sort | influence of socio affective relationships between adolescents in educational experiences of cooperation opposition a systematic review |
| topic | well-being motor conflict emotional dimension relational dimension motor conduct physical education |
| url | https://www.mdpi.com/2227-9067/12/1/15 |
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