社會情緒學習融入幼兒足球課程之成效

The Effects of Integrating Social and Emotional Learning into a Preschool Soccer Curriculum

本研究探討社會情緒學習（Social and Emotional Learning, SEL）融入幼兒足球課程之成效。以臺東縣114名幼兒為對象，分為SEL足球組、一般足球組與未參與組，進行十週介入。結果顯示，兩組足球課程幼兒在適應能力與需關注行為上皆呈現較明顯的正向變化；依附/關係指標呈現顯著時間與組別交互作用，SEL足球組後測分數顯著高於其他兩組。此外，SEL足球組在足球相關體能上亦呈現進步，顯示融入SEL元素後仍可維持足球課程之運動學習成效。研究發現，將結構化SEL活動融入足球課程，可能有助於支持幼兒部分社會情緒能力的發展；未來可透過課堂觀察、錄影或訪談，進一步探討其作用歷程。

This study examined the effects of integrating Social and Emotional Learning (SEL) into a preschool soccer curriculum. A total of 114 children in Taitung County participated in a 10-week intervention involving an SEL-integrated soccer group, a regular soccer group, and a non-participation group. Both soccer groups showed more positive changes in adaptive functioning and behavioral concerns. A significant time-by-group interaction emerged for attachment/relationships, with the SEL-integrated group scoring significantly higher than the other groups at posttest. The SEL-integrated group also showed favorable progress in soccer-related physical outcomes. Overall, integrating structured SEL activities into soccer may support young children’s social-emotional development alongside improvements in soccer-related physical outcomes. Future research using observations, video analyses, or interviews could further examine the processes underlying these effects.