# Different Effects of Two Interventions Based on Cooperative Learning and PREBULLPE on Social and Emotional Competencies and Motivation in Physical Education

## TL;DR

This study compares two educational approaches in physical education to see how they affect students' social, emotional skills, and motivation, finding that one is more effective overall.

## Contribution

The study introduces the PREBULLPE program as a novel approach to improve socio-emotional competencies and motivation in PE while addressing bullying.

## Key findings

- The PREBULLPE program improved socio-emotional competencies and motivation in PE.
- Cooperative learning mainly increased motivation but had limited effects on socio-emotional skills.
- PREBULLPE incorporated psychosocial strategies that helped prevent bullying and enhance student well-being.

## Abstract

Bullying remains one of the major challenges in education, and physical education (PE) can play a key role in its prevention while promoting students' socio‐emotional and motivational development. This study examined the effects of the Prevention Bullying in Physical Education (PREBULLPE) programme and cooperative learning pedagogical practice on social and emotional competencies and student motivation in PE classes. The evaluation of both educational programmes was conducted with a total of 330 primary and secondary school students (aged 11–16 years), divided into three groups: the control group (CG, n = 116, M = 13.24 and SD = 1.92), the cooperative learning experimental group (CL, n = 104, M = 12.98 and SD = 1.79), and the PREBULLPE experimental group (PB, n = 110, M = 13.92 and SD = 1.92). A quasi‐experimental design was used, with two time point measurements conducted. The Social and Emotional Competencies Questionnaire (SEC‐Q) and the Motivation Questionnaire in PE (MQPE) were used. A paired‐samples t‐test was applied to evaluate within‐group differences, and an analysis of covariance (ANCOVA) was performed to detect possible between‐group differences, assuming baseline values as covariates. Results showed that social and emotional competencies improved only with the PREBULLPE programme, although there were no significant differences among groups. Autonomous motivation in PE classes improved in both programmes, showing significant differences from the control group. In conclusion, PREBULLPE is effective in improving socio‐emotional competencies and autonomous motivation in PE. Cooperative learning, although not enhancing these competencies, contributes to increasing motivation. These findings highlight the need to implement specific PE programmes to prevent bullying and foster students' holistic development.

The PREBULLPE programme was effective in improving both socio‐emotional competencies and motivation in physical education lessons.Cooperative learning mainly influenced motivational aspects but showed limited effects on socio‐emotional competencies.PREBULLPE incorporated specific psychosocial strategies that enhanced socio‐emotional development and bullying prevention.Findings highlight the potential of PREBULLPE to promote student well‐being and improve the school climate.

The PREBULLPE programme was effective in improving both socio‐emotional competencies and motivation in physical education lessons.

Cooperative learning mainly influenced motivational aspects but showed limited effects on socio‐emotional competencies.

PREBULLPE incorporated specific psychosocial strategies that enhanced socio‐emotional development and bullying prevention.

Findings highlight the potential of PREBULLPE to promote student well‐being and improve the school climate.