Abstract

In the study, a 16-week SEM-SEL volleyball program was prepared using the Social-Emotional Learning Model (SEL) based on the Sport Education Model (SEM). The goal achievements of SEL are processed and awareness about the goal achievements is provided to the students in the SEM-SEL volleyball program each week. In the study, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week SEM-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Descriptive statistics and Two-way Covariance Analysis (ANCOVA) were used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups; that there was an increase in the emotional intelligence levels of the students in the experiment group and a decrease in the students in the control group. According to ANCOVA, SEI-S final-test total scores were found to have a significant difference in favor of the experimental group and no significant difference in the school type. Consequently, the 16-week SEM-SEL volleyball program was effective in increasing the emotional intelligence levels of the students. Furthermore, it was determined that SEM and SEL were compatible with each other and that SEL had positive results in the field of physical education and sports.

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