Developing Social Skills in Schools via Physical Education Programs: The Case of Israeli Male High School Students
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Jan 10, 2023
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Abstract
This research proposal aims at studying the development of social skills among high school students through a multidisciplinary program that incorporates physical education and socialization lessons. The study will pursue a multidisciplinary approach by incorporating physical education classes and sports on the one hand with education for social skills on the other. Are students who are active or even participate in physical education classes more prone to develop their social skills than students who do not take part, or tend to remain passive or in these classes? Social skills include students’ ability to develop social communication, cooperation in a teamwork, self-discipline, assertiveness and social adaptation skills as influenced by their level of activity in physical education and sports classes. Students are also engaged in reflexive sports mediation. Reflexive mediation takes place during or after a sport session, during which students reflect (discuss and analyze) about events that took place during the sports session, and whether the action and reaction could or should have been done differently.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Amiel, N., & Abalașei, B. (2023). Developing Social Skills in Schools via Physical Education Programs: The Case of Israeli Male High School Students. Sociologie Românească, 20(2), 27-48. https://doi.org/10.33788/sr.20.2.2
References
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Allen, M., Greenlees, I., & Jones, M. (2013). Personality in sport: A comprehensive review, International Review of Sport and Exercise Psychology, 6(1), 184-208.
Beauchamp, M. H., & Anderson, V. (2010). SOCIAL: an integrative framework for the development of social skills, Psychological bulletin, 136(1), 39-53.
Cardinal, B. J. (2016). Physical Activity Education's Contributions to Public Health and Interdisciplinary Studies: Documenting More than Individual Health Benefits, Journal of Physical Education, Recreation & Dance, 87(4), 3-5. doi:10.1080/07303084.2016.1142182.
Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature, Quest, 67(1), 56-72.
Cecchini, J. A., & Carriedo, A. (2020). Effects of an interdisciplinary approach integrating mathematics and physical education on mathematical learning and physical activity levels, Journal of teaching in Physical Education, 39(1), 121-125.
Davies, M. D., Cooper, G., Kettler, R. J., & Elliott, S. N. (2014). Developing social skills of students with additional needs within the context of the Australian curriculum, Australasian journal of special education, 37-55.
Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement, Preventive Medicine, 52, S36-S42.
Ericsson, I. (2017). Effects of physical activity and motor skills acquisition on executive functions and scholastic performance: a review, 71-104.
Escartí, A., Gutiérrez, M., Pascual, C., & Marín, D. (2010). Application of Hellison's teaching personal and social responsibility model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school, The Spanish journal of psychology, 13(2), 667-676.
Hanushek, E. A., & Jackson, J. E. (2013). Statistical methods for social scientists, Academic Press.
Hasni, A., Lenoir, Y., & Alessandra, F. (2015). Mandated Interdisciplinarity in Secondary School: The Case of Science, Technology, and Mathematics Teachers in Quebec, Issues in Interdisciplinary Studies, 33, 144-180.
Kaittani, D., Kouli, O., Derri, V., & Kioumourtzoglou, E. (2017). Interdisciplinary teaching in physical education, Arab Journal of Nutrition and Exercise (AJNE), 91-101.
Klieme, E., Hartig, J., & Rauch, D. (2008). The concept of competence in educational contexts. In J. Hartig & D. L.E. Klieme (Eds.), Assessment of competencies in educational contexts, Seatle, WA: Hogrefe & Huber Publishers, 3-22.
Lopes, D. C., Gerolamo, M. C., Del Prette, Z. A. P., Musetti, M. A., & Del Prette, A. (2015). Social skills: A key factor for engineering students to develop interpersonal skills. International Journal of Engineering Education, 31(1), 405-413.
Merrell, K. W., & Gimpel, G. (2014). Social skills of children and adolescents: Conceptualization, assessment, treatment, Psychology Press.
Neely, K., & Holt, N. (2011). Positive youth development through sport: A review, Revista Iberoamericana de Psicologia de Ejercicio y el Deporte, 2, 299-316.
Polvi, S., & Telama, R. (2000). The use of cooperative learning as a social enhancer in physical education. Scandinavian journal of educational research, 44(1), 105-115.
Riggio, R. E. (1986). Assessment of basic social skills, Journal of Personality and social Psychology, 51(3), 649.
Roger-Rees, C. (1990). Do high school sports build character? A quasi-experiment on a national sample, The Social Science Journal, 27(3), 303-315.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence, Imagination, cognition and personality, 9(3), 185-211.
Samson, G. (2014). From writing to doing: The challenges of implementing integration (and interdisciplinarity) in the teaching of mathematics, sciences, and technology, Canadian Journal of Science, Mathematics and Technology Education, 14(4), 346-358.
Solomon, J., & Murata, N. M. (2008). Physical education and language arts: An interdisciplinary teaching approach, Strategies, 21(6), 19-23.
Spintzyk, K., Strehlke, F., Ohlberger, S., Groeben, B., & Wegner, C. (2016). An Empirical Study Investigating Interdisciplinary Teaching of Biology and Physical Education, 25, 35-42.
Stuij, M. (2015). Habitus and social class: A case study on socialisation into sports and exercise. Sport, Education and Society, 20(6), 780-798.
Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. S. (Eds.), Defining and selecting key competencies (pp.). Seattle, WA: Hogrefe & Huber Publishers, 45-65.
Allen, J., Drane, D. D., Byon, K. K., & Mohn, R. S. (2010). Sport as a vehicle for socialization and maintenance of cultural identity: International students attending American universities, Sport Management Review, 13(4), 421-434.
Allen, M., Greenlees, I., & Jones, M. (2013). Personality in sport: A comprehensive review, International Review of Sport and Exercise Psychology, 6(1), 184-208.
Beauchamp, M. H., & Anderson, V. (2010). SOCIAL: an integrative framework for the development of social skills, Psychological bulletin, 136(1), 39-53.
Cardinal, B. J. (2016). Physical Activity Education's Contributions to Public Health and Interdisciplinary Studies: Documenting More than Individual Health Benefits, Journal of Physical Education, Recreation & Dance, 87(4), 3-5. doi:10.1080/07303084.2016.1142182.
Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature, Quest, 67(1), 56-72.
Cecchini, J. A., & Carriedo, A. (2020). Effects of an interdisciplinary approach integrating mathematics and physical education on mathematical learning and physical activity levels, Journal of teaching in Physical Education, 39(1), 121-125.
Davies, M. D., Cooper, G., Kettler, R. J., & Elliott, S. N. (2014). Developing social skills of students with additional needs within the context of the Australian curriculum, Australasian journal of special education, 37-55.
Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement, Preventive Medicine, 52, S36-S42.
Ericsson, I. (2017). Effects of physical activity and motor skills acquisition on executive functions and scholastic performance: a review, 71-104.
Escartí, A., Gutiérrez, M., Pascual, C., & Marín, D. (2010). Application of Hellison's teaching personal and social responsibility model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school, The Spanish journal of psychology, 13(2), 667-676.
Hanushek, E. A., & Jackson, J. E. (2013). Statistical methods for social scientists, Academic Press.
Hasni, A., Lenoir, Y., & Alessandra, F. (2015). Mandated Interdisciplinarity in Secondary School: The Case of Science, Technology, and Mathematics Teachers in Quebec, Issues in Interdisciplinary Studies, 33, 144-180.
Kaittani, D., Kouli, O., Derri, V., & Kioumourtzoglou, E. (2017). Interdisciplinary teaching in physical education, Arab Journal of Nutrition and Exercise (AJNE), 91-101.
Klieme, E., Hartig, J., & Rauch, D. (2008). The concept of competence in educational contexts. In J. Hartig & D. L.E. Klieme (Eds.), Assessment of competencies in educational contexts, Seatle, WA: Hogrefe & Huber Publishers, 3-22.
Lopes, D. C., Gerolamo, M. C., Del Prette, Z. A. P., Musetti, M. A., & Del Prette, A. (2015). Social skills: A key factor for engineering students to develop interpersonal skills. International Journal of Engineering Education, 31(1), 405-413.
Merrell, K. W., & Gimpel, G. (2014). Social skills of children and adolescents: Conceptualization, assessment, treatment, Psychology Press.
Neely, K., & Holt, N. (2011). Positive youth development through sport: A review, Revista Iberoamericana de Psicologia de Ejercicio y el Deporte, 2, 299-316.
Polvi, S., & Telama, R. (2000). The use of cooperative learning as a social enhancer in physical education. Scandinavian journal of educational research, 44(1), 105-115.
Riggio, R. E. (1986). Assessment of basic social skills, Journal of Personality and social Psychology, 51(3), 649.
Roger-Rees, C. (1990). Do high school sports build character? A quasi-experiment on a national sample, The Social Science Journal, 27(3), 303-315.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence, Imagination, cognition and personality, 9(3), 185-211.
Samson, G. (2014). From writing to doing: The challenges of implementing integration (and interdisciplinarity) in the teaching of mathematics, sciences, and technology, Canadian Journal of Science, Mathematics and Technology Education, 14(4), 346-358.
Solomon, J., & Murata, N. M. (2008). Physical education and language arts: An interdisciplinary teaching approach, Strategies, 21(6), 19-23.
Spintzyk, K., Strehlke, F., Ohlberger, S., Groeben, B., & Wegner, C. (2016). An Empirical Study Investigating Interdisciplinary Teaching of Biology and Physical Education, 25, 35-42.
Stuij, M. (2015). Habitus and social class: A case study on socialisation into sports and exercise. Sport, Education and Society, 20(6), 780-798.
Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. S. (Eds.), Defining and selecting key competencies (pp.). Seattle, WA: Hogrefe & Huber Publishers, 45-65.