Hybrid Pedagogical Intervention can Decrease Impulsivity and Antisocial Behavior and Improve Motor and Cognitive Functions Among Iranian Adolescent

• Published in: Canadian journal of school psychology 2024-09, Vol.39 (3), p.266-285
• Main Authors: Shariati, Sharif, Nazari, Shahram, Norouzi Seyed Hossini, Rasool, Manzano-Sánchez, David, Norouzi, Ebrahim
• Format: Article
• Language: English
• Subjects: Adolescents; Antisocial personality disorder; Behavior; Control Groups; Impulsivity; Pedagogy; Physical Education; Students
• ISSN: 0829-5735; 2154-3984
• DOI: 10.1177/08295735241257017

The present study aimed to investigate the impact of a hybrid pedagogical model consisting of Teaching Games for Understanding (TGFU) and Teaching for Personal and Social Responsibility (TPSR) on the impulsivity, antisocial behaviors, and cognitive function of adolescent students. The study involved 60 male adolescent school students with an average age of 13.32 ± 1.65 years. The research was conducted in four stages: pre-test, teaching game and responsibility through table tennis sessions, post-test, and follow-up. The results of rANOVA indicated a significant decrease in impulsivity and antisocial behaviors from the beginning to the end of the intervention, along with an improvement in responsibility, cognitive, and motor function. Notably, the hybrid pedagogical model participants reported lower scores for impulsivity and antisocial behavior and higher scores for cognitive and motor function than their counterparts in the control group. The findings of the present study provide evidence for the effectiveness of hybrid pedagogical model in adolescent school students and physical education settings. These results suggest that hybrid pedagogical model can be a valuable addition to standard interventions such as psychotherapy, for reducing psychological problems and impulsivity in adolescent students.