An Exploratory Analysis of the Impact of Sports Programming on the Development of Social Emotional Competencies in At-Risk Elementary School Students Public Deposited

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Last Modified
  • March 20, 2019
Creator
  • McVea, Megan
    • Affiliation: School of Education, School Psychology Graduate Program
Abstract
  • The present study examined the effects of an after-school social emotional sports program on the development of social emotional competencies in at-risk elementary school students. The study also explored participants’ experiences in the program to inform the development of future interventions. A paired t-test for dependent samples was used to analyze the effects of the intervention on social emotional development. A hierarchical multiple regression was conducted to determine the best predictors of post intervention prosocial behavior. Mann-Whitney U tests were used to determine differences in program experience based on gender, grade level, and prior participation in the intervention. The results indicated that the intervention did not have a statistically significant impact on social emotional development at the conclusion of the intervention. Ratings on a program survey, demographic variables, and pre-intervention social emotional competency scores significantly predicted post intervention prosocial behavior. No significant differences were found based on gender, grade level, or prior participation on what participants learned from the program. Significant differences were found based on gender and between grades three and five on what aspects of the program participants found important. Continued research is needed to determine whether sports based social emotional interventions have a significant impact on at-risk students’ behavior and academics and to inform the development of future interventions.
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Rights statement
  • In Copyright
Advisor
  • Yi, Pan
  • Evarrs, Sandra
  • Baker, Claire
  • Simeonsson, Rune
  • Knotek, Steven
Degree
  • Doctor of Philosophy
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2016
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