Programa de convivência escolar para fortalecer as competências socioemocionais em estudantes atletas do ensino médio
Palavras-chave:
Convivência escolar, Convivência escolar, Competências emocionais, Competências emocionais, Estudantes, Estudantes, Atletas., Atletas.Resumo
Promover o desenvolvimento integral dos estudantes, ao aprimorar a capacidade para gerir emoções, resolver conflitos e relacionar-se de forma empática e respeitosa, é uma das diretrizes fundamentais da pedagogia especializada. Por isso, o objetivo da pesquisa foi demonstrar que a aplicação de um programa de convivência escolar fortalece as competências socioemocionais em estudantes atletas do ensino médio. Trata-se de uma pesquisa quase-experimental com dois grupos independentes homogêneos (Experimental: n=45; Controle: n=45). O grupo experimental foi submetido a uma intervenção com um programa de convivência escolar voltado para o aprimoramento das competências socioemocionais, classificadas em quatro dimensões (Autogestão, Mentalidade de Crescimento, Autoeficácia, Consciência Social). No pré-teste, ambos os grupos apresentaram níveis semelhantes em habilidades socioemocionais, com médias entre 2,40 e 2,60. O grupo controle evidenciou progressos mínimos no pós-teste (por exemplo, autogestão de 2,45 para 2,60), sem relevância estatística (Z de -1,40 a -1,71; p >
0,05; U de 788,5 a 870,0). Por outro lado, o grupo experimental apresentou avanço significativo, com aumentos em aspectos como autogestão de 2,44 para 3,25 e consciência social de 2,58 para 3,35. Em todas as dimensões, os valores de Z oscilaram entre -5,05 e -5,42, com p < 0,001. O teste U de Mann-Whitney também corroborou diferenças importantes (U de 462,5 a 513,5). Um programa de convivência escolar adequadamente estruturado, contextualizado e fundamentado em teorias robustas pode gerar impacto positivo e relevante no desenvolvimento socioemocional dos alunos atletas.
Downloads
Referências
Arce Varela, E., Azofeifa-Mora, C., & Rojas-Valverde, D. (2020). Asociación entre estrés académico, composición corporal, actividad física y habilidad emocional en mujeres universitarias. MHSalud, 17(2), 72-97.
https://doi.org/10.15359/mhs.17-2.5
Arufe-Giráldez, V., Pena García, A., & Navarro Patón, R. (2021). Efectos de los programas de Educación Física en el desarrollo motriz, cognitivo, social, emocional y la salud de niños de 0 a 6 años. Una revisión sistemática. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 7(3), 448-480. https://doi.org/10.17979/sportis.2021.7.3.8661
Calero, S., Villavicencio-Alvarez, V. E., Flores-Abad, E., & Monroy-Antón, A. J. (2024). Pedagogical control scales of vertical jumping performance in untrained adolescents (13–16 years): research by strata. PeerJ, 12, e17298.
https://doi.org/10.7717/peerj.17298
Calero-Morales, S., Suárez-Taboada, C., Villavicencio-Álvarez, V. E., & Mon-Lopez, D. (2023). Análisis del ranking técnico-táctico del voleibol cubano femenino, nivel escolar 2023. Arrancada, 23(45), 151-171. Retrieved Marzo 25, 2025, from https://revistarrancada.cujae.edu.cu/index.php/arrancada/article/view/617/411
Cece, V., Guillet-Descas, E., Tessier, D., & Martinent, G. (2022). Athletes’ motivational and emotional outcomes related to a Need-Supportive intervention in intensive training centers. . Journal of Applied Sport Psychology,
(6),1206-1226. https://doi.org/10.1080/10413200.2021.1941425
da Silva, V. R., de Andrade, M. S., Bicalho, A. V., da Silva Montalvão, A. V., Ferreira, C. E., Costa, D. G., & da Silva Triani, F. (2024). Social representations of physical education students and teachers about judo pedagogic practices: state of knowledge. Retos, 54, 338-347. https://doi.org/10.47197/retos.v54.103205
Espinosa-Albuja, C. E., Haro-Simbaña, J. T., & Morales, S. (2023). Biomechanical difference of arched back stretch between genders in high school students. Arrancada, 23(44), 66-79. Retrieved 14 de Mayo de 2023, from https://revistarrancada.cujae.edu.cu/index.php/arrancada/article/view/541/370
Fierro, A. A., Valdés, M. A., de Carvalho, R. S., & Merellano-Navarro, E. (2024). Emotionality in the post-pandemic primary physical education classroom. Retos: nuevas tendencias en educación física, deporte y recreación, 53, 608-617. https://doi.org/10.47197/retos.v53.100235
Fuentes Torres, B. J., Avellaneda Callirgos, L. R., Rosado Espinoza, J. D., & López Fuentes, K. O. (2023). Cognitive and emotional problems in early childhood in Simón Bolívar Canton. Revista Universidad y Sociedad, 15(5), 450-461. Retrieved Junio 14, 2025, from https://rus.ucf.edu.cu/index.php/rus/article/view/4091
Gómez, M. S. (2020). Inteligencia emocional y rendimiento en docentes: El agotamiento emocional como moderador. Investigación en el ámbito escolar: nuevas realidades en un acercamiento multidimensional a las variables psicológicas y educativas. Madrid: Dykinson.
Hernández, M. M., Lorenzo, M. D., & Morales, S. (2024). Ana Fidelia Quiros Moret, an example for the formation of values from her sporting career. Revista Conrado, 20(97), 189-195. https://conrado.ucf.edu.cu/index.php/conrado/article/view/3647
Kh, I. M. (2020). The possibilities of empathyin preventing interpersonal conflicts in the educational environmentof a higher education institution. Журнал Сибирского федерального университета. Гуманитарные науки, 13(2), 219-233. https://doi.org/10.17516/1997-1370-0553
Khoirunikmah, B., Marmoah, S., & Indriayu, M. (2022). The effect of social skills and emotional intelligence on learning outcomes of elementary school students. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 14(2), 877-894. https://doi.org/10.37680/qalamuna
Laguna-Mengíbar, D., Monfort-Ripollés, P., Lis-Sancerni, R., García-Delafuente, A., Sancerni-Beitia, M. D., Tabarés-Seisdedos, R., & Monfort-Pañego, M. (2025). Aprendizaje Socioemocional en Educación Física: una revisión sistemática en Educación Secundaria. Retos, 63, 74-90. https://doi.org/10.47197/retos.v63.107466
Leyton-Leyton, I. (2020). Convivencia escolar en Latinoamérica: una revisión de literatura
latinoamericana (2007-2017). . Revista Colombiana de Educación, 80, 227-260. https://doi. org/10.17227
rce.num80-8219
Llontop, R. R., Oscco, F. G., Melgar, Á. S., Príncipe, K. M., & Figueroa, A. C. (2020). Programa de desarrollo personal para el desarrollo de habilidades sociales en los estudiantes de secundaria. . PsiqueMag, 9(1), 102-117.
https://doi.org/10.18050/psiquemag.v9i1.2497
Lozano Mas, M. Y., & Hernández Arroyo, S. (2022). La Educación emocional en la legislación educativa: Análisis a partir de los Decretos de contenidos mínimos emanados de la LOMLOE. Revista Internacional de Humanidades., 13(2), 1-17. https://doi.org/10.37467/revhuman.v11.4023
Mainer-Pardos, E., Albalad-Aiguabella, R., Álvarez, V. E., Calero-Morales, S., Lozano, D., & Roso-Moliner, A. (2025). Investigating Countermovement and Horizontal Jump Asymmetry in Female Football Players: Differences Across Age Categories. Journal of Functional Morphology and Kinesiology, 10(3), 1-10. https://doi.org/10.20944/preprints202503.1528.v1
Mainer-Pardos, E., Álvarez, V. E., Moreno-Apellaniz, N., Gutiérrez-Logroño, A., & Calero-Morales, S. (2024). Effects of a neuromuscular training program on the performance and inter-limb asymmetries in highly trained junior male tennis players. Heliyon, 10(5), e27081. https://doi.org/10.1016/j.heliyon.2024.e27081
Mendoza, E. R. (2023). School coexistence in education, a systematic review in Latin American and Caribbean countries. . Sinergias Educativas, 8(2), 1-14. https://doi.org/10.37954/se.v8i2.405
Mendoza, K. M., Burgos, G. D., Rivera, D., & Morales, S. C. (2024). Effects of collaborative strategies on the academic teaching-learning process of pre-youth volleyball players. Retos: nuevas tendencias en educación física, deporte y recreación, 61, 1172-1183. https://doi.org/10.47197/retos.v61.109363
Mesa, M. L., Pérez, L. O., Merino, A. L., & Monzón, N. S. (2025). Emotional intelligence as an influence for improving social skills in primary school students. Universidad y Sociedad, 17(1), e5004-e5004. Retrieved Junio 10, 2025, from https://rus.ucf.edu.cu/index.php/rus/article/view/5004
Mesa., M. L., Pérez, L. O., Merino, A. L., & Monzón, N. S. (2025). Emotional intelligence as an influence for improving social skills in primary school students. Universidad y Sociedad, 17(1), e5004-e5004. Retrieved Junio 20, 2025, from https://rus.ucf.edu.cu/index.php/rus/article/view/5004/4933
Meza, E. N., & Quintal, M. J. (2023). Relación entre las habilidades socioemocionales y rendimiento académico en estudiantes de preparatoria. Revista de Estudios Clínicos e Investigación Psicológica, 13(26), 3-14.
https://doi.org/10.56342/recip.vol13.n26.2023.16
Molina-Martín, J. J., Serrano, C. L., Morales, S., López, D. M., González, C. H., & Ureña, G. D. (2023). Volleyball ball design performance effects on service reception in high-level women. Retos: nuevas tendencias en educación física, deporte y recreación, 50, 711-716.
https://doi.org/10.47197/retos.v50.99540
Mon-D, Zakynthinaki, M. S., & Calero, S. (2019b). Connection between performance and body sway/morphology in juvenile Olympic shooters. Journal of Human Sport & Exercise, 14(1), 75-85. https://doi.org/10.14198/jhse.2019.141.06
Mon-López, D., Moreira da Silva, F., Calero-Morales, S., López-Torres, O., & Lorenzo Calvo, J. (2019). What Do Olympic Shooters Think about Physical Training Factors and Their Performance?. International journal of environmental research and public health., 16(23), 4629.
https://doi.org/0.3390/ijerph16234629
Mon-López., D., Tejero-González, C. M., & Morales, S. (2019). Recent changes in women’s Olympic shooting and effects in performance. PloS one., 14(5), e0216390-e0216390. https://doi.org/10.1371/journal.pone.0216390
Morales., S. C., Vinueza, G. C., Yance, C. L., & Paguay, W. J. (2023). Gross motor development in preschoolers through conductivist and contructivist physical-recreational activities: Comparative research. Sports, 11(3), 61.
https://doi.org/10.3390/sports11030061
Moreno-Apellaniz, N., Villanueva-Guerrero, O., Villavicencio-Álvarez, V. E., Calero-Morales, S., & Mainer-Pardos, E. (2024). Impact of Lower-Limb Asymmetries on Physical Performance Among Adolescent Female Tennis Players. Life, 14(12), 1561. https://doi.org/10.3390/life14121561
Potosí-Moya, V., Paredes-Gómez, R., & Calero-Morales, S. (2025). Effects of Nordic Exercises on Hamstring Strength and Vertical Jump Performance in Lower Limbs Across Different Sports. Applied Sciences, 15(10), 5651.
https://doi.org/10.3390/app15105651
Ramos, V. H., Mancha-Triguero, D., Godoy, S. J., & Buñuel, P. S. (2022). Motivación, inteligencia emocional y carga de entrenamiento en función del género y categoría en baloncesto en edades escolares. Cuadernos de Psicología del Deporte, 22(2), 15-32. https://doi.org/10.6018/cpd.450341
Rojas, V. R., & Calvo, M. L. (2024). La emoción de crear: Artes, aprendizaje socioemocional y discapacidad. Santiago de Chile: Ediciones UC.
Roso-Moliner, A., Gonzalo-Skok, O., Villavicencio-Álvarez, V. E., Calero-Morales, S., & Mainer-Pardos, E. (2024). Analyzing the Influence of Speed and Jumping Performance Metrics on Percentage Change of Direction Deficit in Adolescent Female Soccer Players. Life, 14(4), 466. https://doi.org/10.3390/life14040466
Schoeps, K., de la Barrera, U., & Montoya-Castilla, I. (2020). Impact of emotional development intervention program on subjective well-being of university students. Higher Education, 79(4), 711-729. https://doi.org/10.1007/s10734-019-00433-0
SHI, Y., WANG, Z., & Lipowski, M. (2024). Integrating School Physical Education Into Adolescent Resilience Education in the Context of Integration of Sports and Education in the New Era: A Literature Review Study. US-China Education Review, 14(8), 505-519. https://doi.org/10.17265/2161-623X/2024.08.002
Soto-Romero, O., Venegas-Linares, D., & Medina-Hernández, E. (2023). Incidencia de factores socioemocionales en el rendimiento académico de estudiantes de secundaria. Educación y humanismo, 25(44), 1-25.
https://doi.org/10.17081/eduhum.25.44.5344
Styfanyshyn, I., & Yurko, N. (2020). The implementation of the social and emotional training into the modern educational environment. USA: Primedia eLaunch LLC. https://doi.org/10.36074/pcaifswal.ed-1.01
Suyato, S., Setyawan, H., Sukarti, S. E., Shidiq, A. A., Darmawan, A., HB, G., & Tafuri, F. (2024). The integration of social values in physical education and sport to develop teenage students’character: a systematic review. Retos, 58, 960-968. https://doi.org/10.47197/retos.v58.107763
Thompson, F., Rongen, F., Cowburn, I., & Till, K. (2022). The impacts of sports schools on holistic athlete development: a mixed methods systematic review. Sports medicine, 52(8), 1879-1917. https://doi.org/10.1007/s40279-022-01664-5
Twum-Antwi, A., Jefferies, P., & Ungar, M. (2020). Promoting child and youth resilience by strengthening home and school environments: A literature review. International Journal of School & Educational Psychology, 8(2), 78-89. https://doi.org/10.1080/21683603.2019.1660284
Uribarri, H. G., Lago-Fuentes, C., Bores-Arce, A., Álvarez, V. E., López-García, S., Calero- Morales, S., & Mainer-Pardos, E. (2024). External Load Evaluation in Elite Futsal: Influence of Match Results and Game Location with IMU Technology. Journal of Functional Morphology and Kinesiology, 9(3), 140. https://doi.org/10.3390/jfmk9030140
Varas, M. A., Alcivar, L. R., Alcívar, E. E., & Ruiz, M. F. (2023). Inclusión educativa y diversidad: desarrollo de habilidades sociales y emocionales en estudiantes de educación básica. Conocimiento global, 8(2), 68-81.
https://doi.org/10.70165/cglobal.v8i2.322
Vargas, J. J., Caicedo, A. E., & Mejía, D. U. (2023). La educación ética y en valores para el fortalecimiento de los procesos de convivencia escolar. Sophia, 19(2), 1-13. https://doi.org/10.18634/sophiaj.19v.2i.1192
Villanueva-Guerrero, O., Gadea-Uribarri, H., Villavicencio Álvarez, V. E., Calero-Morales, S., & Mainer-Pardos, E. (2024). Relationship between Interlimb Asymmetries and Performance Variables in Adolescent Tennis Players. Life, 14(8),
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2025 Myrna Elena Morán Ortiz
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Esta revista proporciona un acceso abierto inmediato a su contenido, basado en el principio de que ofrecer al público un acceso libre a las investigaciones ayuda a un mayor intercambio global de conocimiento.
Se aceptan además, trabajos de arbitraje abierto (pre-print), preferentemente desde Research Gate.
