Enhancing social competence and peer acceptance in adolescents: A randomized trial of the sport education model in physical education

Quality physical education (PE) plays a vital role in adolescent socio-emotional development amid rising mental health concerns. This randomized controlled trial evaluated a 16-session Sport Education Model (SEM) intervention versus traditional direct instruction in 106 adolescents (aged 12-15 years; 52% girls). Using ANCOVA (pretest covariate), the SEM group showed moderate improvements in social adjustment (η² = 0.064), prosocial behavior (η² = 0.078), and perceived social efficacy (η² = 0.072), plus small-to-moderate gains in cooperative peer nominations (η² = 0.027) and global social acceptance (η² = 0.045). No changes occurred in cognitive reappraisal, normative adjustment, or antisocial/leadership perceptions, and no gender differences emerged. These targeted effects align with recent evidence: a 2025 meta-analysis of physical activity interventions reported d = 0.37 overall for social-emotional competence (stronger in structured programs), while a 2025 SEM meta-analysis found g = 0.59 on PE learning outcomes (including psychosocial domains), optimal in secondary students with 2×60-min weekly sessions ≤18 total. The findings support SEM as an inclusive, motivating approach to enhance social competence and peer acceptance key for school success and well-being beyond conventional methods. Results reinforce UNESCO's 2025 Santiago Roadmap emphasis on equitable, inclusive Quality Physical Education. Keywords: Sport Education Model, social competence, peer acceptance, physical education, adolescents, social-emotional learning, gender equity.