Exploring Influences of Sport Experiences on Social Skills in Physical Education Classes in College Students

PE class has been recognized as an ideal environment in school to develop students’ social skills. However, there were few studies conducted to examine the effects of college students’ sport experiences on their social skills in PE classes. In this study, the authors investigated the influences of sport experiences on social skills among Chinese college students in physical education (PE) classes.

First, the authors tested the reliability and validity of the Chinese version of the Experience Scale in University Physical Education Classes (ESUPEC) for examining Chinese college students’ sport experiences in PE classes. Students (n = 366, 194 males, 172 females, mean age = 18.6 years old) from two universities in China completed a survey by using the Chinese version of ESUPEC. And the results of factor analyses and reliability analyses indicated that the structure of the scale was consistent with the original version of ESUPEC, and the reliability and validity of the scale were reasonable well.

Then, the authors administered the Chinese version of ESUPEC and the 11 items of Social Skills Inventory (11-SSI) to 302 freshmen (157 males, 145 females) to examine their sport experiences and social skills in PE classes. The results of correlation analysis and regression analysis revealed that male students’ sport experiences that involved challenge and female students’ sport experiences that involved self-disclosure had a positive influence on their nonverbal skills; female students’ sport experiences that involved enjoyment had a positive influence on their verbal skills.

In conclusion, this study contributed to literature on exploring how college students’ social skills can be developed through learning in PE. The work of the study made a step to provide educators with methods for effective development and efficient implementation of models and programs in PE classes and to provide policy makers with suggestions on curriculum modification and teacher professional training.

Article by Jiandong Ding and Yoshio Sugiyama, from Kyushu University, Fukuoka, Japan.

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