The sport education model in higher education: Innovation in racket sports

Resumen

This experimental study evaluated the impact of the Sport Education Model (SEM) on university teaching of rackets sports on comparison with traditional instruction. A total of 60 students participated, divided into an experimental group (SEM) and a control group, with pretest and post-test measurements of intrinsic motivation, technical-tactical performance, and group cohesion. The SEM intervention was structured as a “season” involving stable teams, rotating roles, and formative competition, fostering cooperative learning and shared responsibility. In contrast, the control group followed conventional teacher-centred classes. Results, based on empirical data presented in two comparative intra- and intergroup tables, showed significantly greater improvements in the SEM group across all three variables: higher intrinsic motivation, greater technical-tactical progress, and a marked increase in team cohesion. The discussion aligns these findings with previous literature, emphasizing that the season-based logic, role rotation, and formative competition inherent to SEM generate a more autonomous, meaningful, and socially integrated learning environment that enhances both performance and student engagement. In conclusion, the adoption of SEM in university racket sports instruction is recommended for its effectiveness in improving motivation, technical-tactical development, and social cohesion.