社會情緒學習融入足球課程對幼兒社會情緒發展之影響

Abstract

本研究旨在探討社會情緒學習元素融入在足球課程當中，對四到六歲幼兒的社會情緒能力與問題的影響為何，並透過研究結果提供幼兒教育服務人員在社會情緒教育教學實務上的建議。因此本研究採準實驗研究法「不等組前後測」實驗設計，於台東縣台東市與卑南鄉選取了六間幼兒園，分別設置為SEL足球課程組、一般足球課程組、未參與課程組，共計114人。SEL足球課程與一般足球課程皆由研究者設計並實施，實施期程共十週，每週一堂課、每堂課60至80分鐘。實驗介入前後分別實施社會情緒發展前測與後測，評量分為社會情緒能力與社會情緒問題兩部分，能力層面包含自發性、自我調節、依附關係、適應技巧；問題層面則包含需關注行為、外顯風險、內隱風險。而為確認SEL足球課與一般足球課皆具有足球教學之功能，本研究以幼兒園生活中常見的體能遊戲作為體能測驗，以了解其能力變化，內容包含跑操場（肌耐力）、跑繩梯（身體協調性）、S型盤球（基本盤球能力）。蒐集資料後，在確認三組之間的幼兒背景變項（性別、月齡、家中排行、家庭模式、教養方式）沒有差異後，以共變數分析、二因子變異數分析及獨立樣本T檢定進行分析並得出研究結果如下： SEL足球課程組在「依附關係」、「需關注行為」與「適應風險」的能力顯著提升，其中「依附關係」之進步程度大於一般足球課程組與未參與課程組。另外，本研究從體能測驗中發現，雖然SEL組與一般組都有顯著進步，但是SEL組成效更佳。研究者從研究結果與文獻回應中發現許多值得更進一步探究的議題，並對幼兒教育與社會情緒教育實務提出相關建議與討論。This study aimed to explore the impact of integrating Social and Emotional Learning (SEL) elements into a football curriculum on the social-emotional competencies and behavioral outcomes of children aged four to six. Using a quasi-experimental nonequivalent pretest–posttest control group design, 114 children from six kindergartens in Taitung City and Beinan Township, Taitung County were assigned to one of three groups: SEL football curriculum, regular football curriculum, or non-participating control. Both football curricula were designed and delivered by the researcher over ten weeks, with one 60–80-minute session per week..Social-emotional development was assessed through four competency indicators (Initiative, Self-Regulation, Attachment/Relationships, Adaptive Skills) and three problem indicators (Behavioral Concerns, Externalizing Risks, Internalizing Risks). Physical fitness was evaluated via lap running (muscular endurance), ladder drills (coordination), and S-shaped dribbling (ball control). After confirming no significant group differences in demographic variables, data were analyzed using ANCOVA, two-way ANOVA, and independent samples t-tests.Results revealed that the SEL football group achieved significant gains in Attachment/Relationships, Behavioral Concerns, and Adaptive Risk, with the improvement in Attachment/Relationships exceeding that of both the regular football and control groups. Both SEL and regular football groups improved in physical performance, with the SEL group showing greater overall gains. These findings highlight the potential of embedding SEL within sports curricula to enhance both social-emotional and physical development in early childhood, and practical recommendations for educators are discussed.