Use of Pedagogical Interventions to Improve Well-Being in Physical Education: A Pilot Study

Abstract

Living in society requires establishing social relationships, which often lead to disagreements and conflicts. To promote well-being among secondary school students, a quasi-experimental study evaluated two pedagogical interventions. Using a pre-post-test design, data were collected from four natural groups: two engaged in a Motor Conduct Education focused on socio-affective skills, while the other two followed a Sport Education approach lacking social interaction emphasis. The results indicated significant improvements in conflict management and positive emotional intensity among participants in the Motor Conduct Education group, particularly benefiting females in emotional stability and males in conflict perception. These findings suggest that integrating socio-affective education effectively enhances both emotional well-being and conflict resolution skills in secondary school students.