| 英文摘要 |
Following the COVID-19 pandemic, students’social-emotional learning (SEL) has become a critical concern, particularly for students in underserved populations who experienced limited access to educational services and support resources. Prior research suggests that school-based afterschool programs that integrate SEL, academic support, and structured physical activity may promote students’social-emotional development. This pilot study used a single-group pre- and post-test design to explore the feasibility and preliminary trends of an 8-week sports-based afterschool program. Grades 1-5 students from two Title I elementary schools (N = 21) in the United States completed this program and were assessed for grit, academic self-efficacy, sense of belonging, emotional regulation, and perceived academic performance. Results indicated that trends observed in the descriptive data suggested modest upward trends in grit and emotional regulation. The preliminary findings of this study highlight the logistical feasibility of sports-based afterschool programming as an accessible and prevention-oriented approach. As an exploratory effort, this study provides foundational evidence and critical guidance for future large-scale research aimed at supporting students’social-emotional development in underserved communities. |
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