The role of Physical Education and sports in fostering socio-emotional competencies: assessing a Colombian school-based intervention program

Marianella Alicia Suárez Pizzarello; Eduar Antonio Rodríguez Flores; Ciro Ernesto Redondo Mendoza; Sonia Lucía Vargas Amézquita; Carla María Zapata Rueda; José Alexander Velásquez Ochoa · Retos (2026) · DOI: 10.47197/retos.v81.119035

Resumen

Introduction. Physical Education and Sports (PES) could be used to develop socio-emotional competencies among the young generations. The objective of this study is the analysis of the PESCOMSE Colombian school program in terms of content validity and relevancy to improve socio-emotional competence in educational and sport domains. Objective. To assess the content validity of PESCOMSE for socio-emotional competencies in Colombian school-aged populations. Methodology . Expert groups of evaluators (n=20; n=11 primary level, n=9 secondary) evaluated the dimensions of the program using Content Validity Index (CVI). According to international guidelines, emotional competencies including awareness, regulation, autonomy, optimism, assertiveness, prosocial behavior, self-efficacy, and empathy were considered in the context of PES. Results. The results demonstrated satisfactory content validity of the program: global CVI=0.931, PESCOMSE-A=0.988, PESCOMSE-N=0.875. Inter-rater reliability was high (κ=0.82, p<0.001). Qualitative evaluation indicated the need for procedure clarification and cultural specificity of implementation in the context of physical activity and sport events. Conclusions. It could be concluded that the PESCOMSE had a good content validity within school PES settings. Further implementation and evaluation of outcomes are required. Future studies should investigate cultural adaptations, competitive and recreational sports incorporation, and the impact on students.

Instituciones: Universidad Autónoma del Perú