School coexistence programme to strengthen socio-emotional competencies in upper secondary student athletes
Keywords:
School coexistence, School coexistence, Emotional Competencies, Emotional Competencies, Students, Students, Athletes., Athletes.Abstract
Promoting the holistic development of students by enhancing their ability to manage emotions, resolve conflicts, and engage empathetically and respectfully with others is one of the core goals of specialized pedagogy. Accordingly, the objective of this research was to demonstrate that implementing a school coexistence program strengthens socioemotional competencies in high school student-athletes. This quasi-experimental study involved two homogeneous independent groups (Experimental: n=45; Control: n=45). The experimental group received an intervention based on a school coexistence program aimed at improving socioemotional skills across four dimensions: Self-management, Growth Mindset, Self-efficacy, and Social Awareness. During the pretest, both groups displayed similar levels of socioemotional skills, with average scores ranging from 2.40 to 2.60. In the posttest, the control group showed minimal progress (e.g., self-management from 2.45 to 2.60), without statistical significance (Z between -1.40 and -1.71; p > 0.05; U between 788.5 and 870.0). In contrast, the experimental
group achieved significant improvements, such as an increase in self-management from 2.44 to 3.25 and in social awareness from 2.58 to 3.35. Across all dimensions, Z-values ranged from -5.05 to -5.42, with p < 0.001. The Mann-Whitney U test also confirmed significant differences (U between 462.5 and 513.5). A well-structured, contextually relevant school coexistence program grounded in robust theoretical frameworks can have a substantial and positive impact on the socioemotional development of student-athletes.
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