The role of classroom sports activities in promoting the psychological and social development of students
DOI: https://doi-001.org/1025/17682337162470
Dr. Maireche Tawfiq1, Dr. Malki Mohamed2, Dr. Alliliche Aissa3, Dr. Taibi Tayeb4, Phd. Fassih Karim5
1University Tissemsilt, Laboratory of interdisciplinary Research program in Sport Science and Human Movement, Algeria, Email: toufikmaireche38@gmail.com
2University Tissemsilt, Laboratory of interdisciplinary Research program in Sport Science and Human Movement, Algeria, Email: m.malki@univ-tissemsilt.dz
3University Tissemsilt, Laboratory of interdisciplinary Research program in Sport Science and Human Movement, Algeria, Email: a.allilich@univ-tissemsilt.dz
4University Tissemsilt, Laboratory of interdisciplinary Research program in Sport Science and Human Movement, Algeria, Email: t.taibi@univ-tissemsilt.dz
5University Center Nour Bachir– El Bayadh, Algeria, Email: k.fassih@cu-elbayadh.dz
Received : 19/12/2025 ; Published: 12/01/2026
Abstract:
The current study aimed to find out the role of classroom sports specialization in achieving psychosocial growth. We participated in our study on the analytical descriptive method as it is suitable for this type of study. As for the sample, 90 individuals were selected, including secondary school teachers in education and sports from some secondary schools in the state of Tissemsilt, We confirmed the questionnaire as a tool for monitoring data from the sample members, and the study reached a set of results, which are: Recreational sports activity has a role in developing psychosocial growth, as it protects them from psychological problems such as isolation and introversion, and helps them to establish relationships between participants and give up some harmful behaviors. Instilling a sense of community and cooperation, harnessing the individual’s unique strengths during this positive guidance phase.
Keywords: classroom sports activities, psychological development, social development.
Introduction and Research Problem:
There is no doubt that the aspects of the human personality are integrated, and each affects and is affected by the others. From a person’s infancy until he reaches maturity and his growth is complete, the elements of his composition interact, and mutual influence occurs between them, sometimes obviously and sometimes subtly.
There is a close connection between the spirit and the body. The spirit affects the body, and the body affects the spirit. There is no separation between the two. We find that physical growth affects the other aspects of mental, psychological, and social development and is affected by them. Physical growth is affected by the psychological and social environment in which the child lives within his family. As a result of nervous tension, emotions, and psychological anxiety, his physical growth may be affected, and he may suffer from some diseases and ailments that have a neuro-psychological origin but affect the body’s biological and physiological functions and lead to the obstruction of the physical growth.
Health, strength, and physical fitness contribute directly or indirectly to an individual’s mental development, the integration of his personality, and his success in life. The famous Greek saying, “A sound mind in a sound body,” establishes a general health principle that we observe in our lives. The source of human happiness lies in the well-being of both the mind and the body. A person suffering from
illness cannot benefit from his intelligence and mental abilities; he is a prisoner of his ailing body and a captive of his diseases and ailments.
classroom sports activities plays an important and central role in building the individual’s personality in all; physical, moral, psychological, and social aspects. Physical sports activity is one of the practices that lead to directing the physical and psychological development of the individual using physical exercises, health measures, and some psychological and moral methods, and thus psychological and social development. It has become difficult to ignore the social significance of this prominent human activity. Perhaps the best illustration of this status is the interest of thinkers in this aspect and the emergence of what is called the sociology of sport or the psychology of sport.
classroom sports activities is considered a field for adolescents to assert themselves, which is one of the psychological crises leading to problems and delinquency. Adolescents can also perceive their social status and that of others through playing and practicing classroom sports activities.
In secondary school, adolescents engage in classroom sports activities that aim to achieve overall health, including physical, mental, and psychosocial health. Mohammad Hassan Allawi says, “Play gives and reflects the child’s psychological life, as it is considered the only outlet that the child takes in order to discharge all pressures, grudges, and repressed instincts.”
Based on the above, our research came to shed light on an important aspect of the aspects that physical sports activity seeks to develop. In light of the above, we raise the following general question:
- Does classroom sports activities have a role in achieving psycho-social development among secondary school students?
Sub-questions:
- Does classroom sports activities have a role in achieving psychological development among secondary school students?
- Does classroom sports activities have a role in achieving social development among secondary school students?
General Hypothesis:
- classroom sports activities has a role in achieving psycho-social development among secondary school students.
Partial Hypotheses:
- classroom sports activities has a role in achieving psychological development among secondary school students.
- classroom sports activities a role in achieving social development among secondary school students.
1.2 Research Objectives: This research aims to:
- Identify the role that classroom sports activities play in developing the psycho-social development of secondary school students.
- Uncover the psychological and social characteristics of secondary school students.
- Understand the nature of psychological and social development during the secondary school stage.
- Determine the type of impact that occurs in students through participation in classroom sports activities Identify the relationship between educational classroom sports activities and the psycho-social development of secondary school adolescents.
3. Definition of Terms:
classroom sports activities:
Classroom-based physical sports activity is defined as a set of organized physical movements and exercises practiced during physical education and sports lessons within the school environment, under the supervision of the teacher. It aims to develop physical and motor abilities, enhance psychological and
social growth, and instil educational values in learners, in accordance with their age characteristics and the educational objectives of the curricula.
Psychological Development:
Al-Qusi defines it as complete or integrated compatibility between different psychological functions with the ability to face the normal psychological crises that occur to a person with a positive feeling of happiness and adequacy. (Al-Ala, 1992, p.165)
Social Development:
It means the individual’s ability to live with others, interact with them, understand their behaviors and patterns of conduct, and gain their love, respect, and cooperation with them in forming a healthy social environment, through which they practise their happy lives for their benefit and the benefit of the society in which they live. (Zaki, 1983, p.25)
Secondary Education Stage:
It is the stage that follows the preparatory or intermediate education stage in most countries of the world. Secondary education is divided into general secondary education, which often qualifies for higher education. (Youssef, 1998, p. 315)
3. Previous Studies:
- A study by J. Zarotis and W. Tokarski (2020) entitled: “The Impact of classroom sports activities on Human Health.” The results of their research concluded that the impact of team sports on human health not only improves physical fitness but also enhances psychological and social well-being. Continuous adaptation to changing life circumstances is necessary, and classroom sports activities can be considered a support for quality of life. The researchers used the experimental method.
- A study by Steptoe and Neville Butler (1996) entitled: “Sports Participation and Emotional Well-being in Adolescents.” This study aimed to highlight the role of sports participation and well-being on human health. The sample consisted of 10 teams of adolescent participants. The
- researchers followed the descriptive method according to the nature of the study and used the General Health Questionnaire. The most important results were that mental health is positively correlated with the extent of participation in sports and classroom sports activities.
- A study by Ziani Zakaria (2021) entitled: “The Importance of classroom sports activities in Developing Psychological and Social Values for Adolescent Students.” This study aimed to reveal the relationship between psychological and social adjustment. The researchers relied on the descriptive method, which is suitable for the nature of the study. The researcher used Mahmoud Attia’s personality test on a sample of 137 practicing students in some middle schools. The results showed that recreational sports activity has a role in developing human values in students due to the integration of adolescents in the school environment.
- Methodological Procedures Followed in the Study:
1.3 Method and Tools:
- Method Used: The researchers relied on the descriptive method, as it is the appropriate method for studying human phenomena. The descriptive method is defined as being concerned with describing and interpreting what exists and is concerned with identifying the conditions and relationships that exist between facts. It is considered a form of organized scientific analysis and interpretation to describe the phenomenon under study, classify it, and subject it to careful study. (Sami, 2000, p. 370)
- Exploratory Study:
Daliou Foudil (2021) believes that “the pilot study is to deepen knowledge of the proposed research topic, both theoretically and practically, and to collect observations and views on the set of phenomena related to the research, as well as to identify the importance and determine its hypotheses and begin to set the first points for planning the research.”
In our research, we conducted a pilot study, which is of great importance and is considered the basic foundation on which researchers build their initial perceptions about their study and its field of
application. We contacted and approached third-year students from some secondary schools in the Wilaya of Tissemsilt. Questionnaire forms were distributed to a sample of (30) physical education and sports teacher, who were chosen randomly so as not to belong to the main study sample, on 04/10/2025.
- Sample and Selection Methods:
Talaat Al-Hammam (2021) believes that the sample is “a partial group of the study population that is chosen in a specific way, and the study is conducted on it, and then the results are extracted and generalized to the study population.” In our research, we relied on a random sample that included 90 including secondary school teachers in education and sports from some secondary schools in the State of Tissemsilt.
- Study Fields: The main study consisted of two fields:
- Spatial Field: The research was conducted in some secondary schools in Tissemsilt.
- Temporal Field: The study was conducted from 02/11/2025 to 30/11/2025.
- Study Tools: The researchers designed a questionnaire directed to secondary school students in Tissemsilt.
- Scientific Foundations of the Tool: The psychometric properties of the study tool were as follows:
- Validity:
To ensure the validity of the study tool, we used content validity The questionnaire in its preliminary form was presented to 05 experts from physical education and sports teachers at the Institute of Sciences and Techniques of Physical and Sports Activities at the University of Tissemsilt to express their opinion on the questions and statements of the questionnaire and their suitability for the study. The majority of the professors agreed to rephrase some statements, and the questionnaire in its final form became ready for application.
- Reliability:
Table No. (01): Reliability of the test according to Cronbach’s Alpha.
| Variables | Cronbach’s Alpha Method |
| Psychological Development | 0.84 |
| Social Development | 0.78 |
| classroom sports activities | 0.88 |
Source: Prepared by the researcher (2025), based on the outputs of the SPSS statistical program.
We observe from Table NO (01) that the reliability coefficient for the axes has acceptable values that can be statistically taken into account. The reliability coefficient for the psychological development axis was (0.84), and the value for the social development axis was (0.78), and the for the classroom sports activities (0.88).
Validity: Two types of validity were used (expert validity, internal consistency validity).
- Calculation of Expert Validity:
Table No. (02): Represents the percentages of the opinions of experts and judges on the proposed research axes (n=5).
| Axis | Axis Title | Number of Experts | Percentage | Number of Statements |
| 1 | Psychological développent | 05 | 100% | 07 |
| 2 | Social Développements | 05 | 80% | 07 |
| 3 | classroom sports activities | 05 | 85% | 07 |
| Total | / | 21 | ||
Source: Prepared by the researcher (2025), based on the outputs of the SPSS statistical program.
From Table No (02): The percentage of experts’ agreement on the questionnaire axes ranged from (80% – 85% – 100%). The relative weight for each axis was determined by having each expert assign a score to each axis according to its relative importance to the total questionnaire form, such that the total scores assigned to the total axes is 100 points. Then, the average scores for each axis were taken relative to the number of experts.
B/ Internal Consistency Validity:
Table No (03): Represents the correlation coefficients between the score of each item and its axis.
| Questionnaire with its Axes | |||||
| First Axis Psychological développent | Second Axis Social Développements | ||||
| Item No. | Correlation Coefficient | Significance Level | Item No. | Correlation Coefficient | Significance Level |
| Q1 | **0.5617 | 0.002 | Q8 | **0.602 | 0.000 |
| Q2 | *0.694 | 0.000 | Q9 | **0.706 | 0.000 |
| Q3 | *0.659 | 0.000 | Q10 | 0.799 | 0.000 |
| Q4 | * 0.624 | 0.000 | Q11 | 0.885 | 0.000 |
| Q5 | 0.680 | 0.000 | Q12 | 0.667 | 0.000 |
| Q6 | 0.601 | 0.000 | Q13 | 0.666 * | 0.000 |
| Q7 | 0.711 | 0.000 | Q14 | 0.843 | 0.000 |
| Third Axis classroom sports activities | |||||
| Item No | Correlation Coefficient | Significance Level | |||
| Q15 | 0.823 | 0.000 | |||
| Q16 | 0.643 | 0.000 | |||
| Q17 | 0.666 | 0.000 | |||
| Q18 | 0.773 | 0.000 | |||
| Q19 | * 0.674 | 0.000 | |||
| Q20 | **0.566 | 0.000 | |||
| Q21 | 0.680 | 0.000 | |||
Source: Prepared by the researcher (2025), based on the outputs of the SPSS statistical program.
We observe from Table No (03): that most of the correlation coefficients for the items of each of the three axes were strong at a significance level of (0.000, 0.001)
- Results of the Field Study:
Table No (04): Presents the results of the psychological development of the students.
| Statements | Statement 01 | Statement 02 | Statement 03 | Statement 04 | Statement 05 | Statement 06 | Statement 07 | ||
| Response Options | Yes | Frequency | 84 | 79 | 80 | 78 | 81 | 56 | 81 |
| Percentage | 93.33% | 87.77% | 88.88% | 86.66% | 90% | 62.22% | 90% | ||
| No | Frequency | 00 | 00 | 04 | 03 | 03 | 04 | 03 | |
| Percentage | 00% | 00% | 04.44% | 03.33% | 03.33% | 04.44% | 03.33% | ||
| Sometimes | Frequency | 06 | 11 | 06 | 09 | 06 | 30 | 06 | |
| Percentage | 06.66% | 12.22% | 06.66% | 10% | 06.66% | 33.33% | 06.66% | ||
| Calculated Chi-Square (χ²) | 146.4 | 92.36 | 125.06 | 115.80 | 154.20 | 45.06 | 130.20 | ||
| Table Chi-Square (χ²) | 05.991 | ||||||||
| Statistical Significance | Statistically Significant | ||||||||
Source: Prepared by the researcher (2025), based on the outputs of the SPSS statistical program.
Analysis and Discussion of Results:
Table (04) shows that for statements (01, 02, 03, 04, 05, 06, 07), the percentages for “yes” ranged from (62.22% to 93.33%) For statements (03-06), the percentages for “waiting” ranged from
(10% -33.33%). The percentages for “no” in the remaining statements were also significant. The chi-square (χ²) results for all statements were significant, ranging from (45.06 – 146.40).
The chi-square (χ²) results for all statements were significant, ranging from (45.06 – 146.40).
which were statistically significant. We conclude: The majority of third-year secondary school students participate in classroom sports activity in an organized manner, and there is no reluctance. This is to achieve psychological development in terms of their inclination to achieve and satisfy their desires, based on the results obtained in the table above.
The massive growth NO(01) represents the history of the psychological development of pupils
Regarding the percentage (95% – 63.4%) specific statements (01) to (07) relating to the role of classroom sports activity in their increased psychological development:
The results obtained, ranging from (95% – 63.4%) reflect a significant impact on teachers regarding the enrichment program for classroom sports. Teachers indicated that encouraging participation in classroom sports activities is fundamental to increasing student advocacy, which positively affects their well-being and psychological comfort during class.
This relativity is also the share of classroom sports activity because it is effective in reducing anxiety and worry, as organized exercises help to release emotional charges, and share in the psychological difference it has The students’ psychological well-being. In addition, the students confirmed that practicing classroom sports activities develops a spirit of cooperation and teamwork among them, through group activities and sports games that require positive interaction and communication.
The results highlight that physical activity is particularly effective in regulating emotions and influencing behavior, which contributes to a positive societal development and helps build balance. A large number of teachers also shared their experiences of happiness and joy during physical activity, which in turn leads to increased self-confidence and self-esteem.
In general, this view of the effective role of classroom sports activities in the social and well-being of students is viewed relatively lightly, and its importance and effective educational value within the social environment is acknowledged, especially when support and motivation are provided by the teacher.
Table No (05): Presents the results of the social development of the students.
| Statements | Statement 08 | Statement 09 | Statement 10 | Statement 11 | Statement 12 | Statement 13 | Statement 14 | |||
| Responses Options | Yes | Frequency | 81 | 72 | 77 | 82 | 71 | 84 | 48 | |
| Percentage | 90% | 80% | 85.55% | 91.11% | 78.88% | 93.33% | 53.33% | |||
| No | Frequency | 03 | 03 | 03 | 04 | 03 | 00 | 06 | ||
| Percentage | 3.33% | 03.33% | 3.33% | 04.44% | 03.33% | 00% | 06.66% | |||
| Sometimes | Frequency | 06 | 15 | 10 | 04 | 16 | 06 | 46 | ||
| Percentage | 06.66% | 16.66% | 11.11% | 04.44% | 17.77% | 06.66% | 51.11% | |||
| Calculated Chi-Square (χ²) | 111.04 | 33.20 | 110.96 | 46.79 | 86.86 | 116.23 | 28.33 | |||
| Table Chi-Square (χ²) | 05.991 | |||||||||
| Statistical Significance | Statistically Significant | |||||||||
Source: Prepared by the researcher (2025), based on the outputs of the SPSS statistical program.
Table (05) shows that for statements (08, 09, 10, 11, 12, 13, 14), the percentages for “yes” ranged from (90% – 53,33%) For statements (09, 12, 14), the percentages for “waiting” ranged from
(16,66% -51,11%). The percentages for “no” in the remaining statements were also significant. The chi-square (χ²) results for all statements were significant, ranging from (28,33 – 116,23).
We conclude: The majority of third-year secondary school students participate in various classroom sports activities in different forms to strengthen their social relationships and build a balanced personality in society, based on the results obtained in Table No (05).
The massive growth NO (02) represents the history of the social development of pupils.
The results obtained from statements (8-14) show that the percentage of positive responses ranges between (55.3% – 94.7%) which are high percentages because they establish the importance of classroom sports activities in various aspects of social life in developing countries. The highest percentage of agreement was recorded for participation in a distinctive sports activity that increases social interaction among participants, This demonstrates the effective role of physical education classes in creating an interactive space that contributes to building strong social relationships and bonds between learners.
It also produces and enhances social communication skills, most notably the positive effects of classroom sports activity, as it provides students with opportunities for self-actualization, dialogue, and teamwork, which helps them acquire basic social skills such as cooperation, They exchanged players, for another reason. This outcome is consistent with the group nature and the nature of sports activities, which require interaction between team members.
On the other hand, she pointed out that adhering to the rules of its fans within classroom sports activity clearly contributes to promoting the values of tolerance and acceptance of others, as they learn the rules of organization, accept defeat, and acknowledge the efforts of others, which is reflected positively in controlling them within and outside the social community.
Therefore, based on the above, it can be said that the results confirm that continuous classroom sports activity is an effective educational tool in their social development, through developing communication skills, consolidating the values of cooperation, tolerance, and social effectiveness, which contributes to preparing a balanced individual, capable of leadership within the school community.
Table No (06): Presents the results of the classroom sports activities development of the students.
| Statements | Statement 15 | Stateme 16 | Statement 17 | Statement 18 | Statement 19 | Statement 20 | Statement 21 | ||
| Responses Options | Yes | Frequency | 78 | 75 | 72 | 80 | 86 | 85 | 81 |
| Percentage | 86.66% | 94% | 80% | 88.88% | 95.55% | 94.44% | 90% | ||
| No | Frequency | 03 | 08 | 02 | 02 | 01 | 02 | 06 | |
| Percentage | 03.33% | 03% | 02.22% | 02.22% | 01.11% | 02.22% | 06.66% | ||
| Sometimes | Frequency | 09 | 07 | 16 | 08 | 03 | 03 | 03 | |
| Percentage | 10% | 03% | 17.77% | 08.88% | 03.33% | 03.33% | 03.33% | ||
| Calculated Chi-Square (χ²) | 115.80 | 101.26 | 34.26 | 122.79 | 156.86 | 151.46 | 130.20 | ||
| Table Chi-Square (χ²) | 05.991 | ||||||||
| Statistical Significance | Statistically Significant | ||||||||
Source: Prepared by the researcher (2025), based on the outputs of the SPSS statistical program.
Table (05) shows that for statements (15, 16, 17, 18, 19, 20, 21), the percentages for “yes” ranged from (94,44% – 86,66%) For statements (15, 17), the percentages for “waiting” ranged from
(10% -17,77%). The percentages for “no” in the remaining statements were also significant. The chi-square (χ²) results for all statements were significant, ranging from (34,26 – 156,86).
We conclude: The majority of third-year secondary school students participate in various classroom sports activities in different forms to strengthen their social relationships and build a balanced personality in society, based on the results obtainedin Table No(06).
The massive growth NO (03) represents the history of the classroom sports activities of the of pupils
They considered classroom sports activities a fundamental pillar of the educational process, given their effective role in developing the individual’s personality—a development that not only encompasses physical aspects but also includes psychological and emotional empathy, in accordance with the students’ age and social needs.
On a psychological level, classroom sports activities contribute to improving students’ mental health, helping them release pent-up emotions and alleviate anxiety and stress caused by the heat. They also foster a sense of joy and contentment, rather than negativity We foster self-confidence and self-esteem through success in physical performance and the acquisition of various athletic skills. Furthermore, classroom sports activities help regulate emotions and negative feelings, positively impacting behavior both inside and outside the classroom.
On a social level, classroom sports activities effectively promote social cooperation among participants, teaching them the values of cooperation, teamwork, rules, and acceptance of others. They also contribute to the development of social communication skills, its relationships are linked to the fabric of crime and tolerance, which produces a sense of belonging to the school community and warrants behaviors such as isolation and aggression.
In conclusion, engaging in overt physical activity in the classroom contributes to common psychological problems among all parties, and a variety of effective educational tools can help prepare a psychologically and socially balanced generation capable of interacting with their overall environment, Of particular importance is the comprehensive membership within educational programs, which is an integral part of comprehensive education.
Discussion of Hypotheses:
After presenting the results, we will discuss and interpret each hypothesis separately to determine the extent to which they are verified.
- Regarding the first hypothesis:
“classroom sports activities has a role in achieving psychological development among secondary school students.”
Based on the responses of the research sample members, ” classroom sports activities has a role in achieving psychological development among secondary school students.” The results of Table No (04) showed in statements (01, 02, 03, 05, 06, 07) that there is complete agreement among the students about their participation in classroom sports activities and their benefits from a psychological perspective. It also benefits the individual in particular and society in general. It is considered a good opportunity to establish social relationships and friendships between students, communicate, and interact with others, taking into account the diversity and renewal of sports activities in various forms. This is done regularly, taking into account the improvement of human health in all aspects. This is confirmed by the study by Steptoe andNeville Butler (1996) entitled: “Sports Participation and Emotional Well-being in Adolescents,” which aimed to highlight the role of sports participation and well-being on human health. The most important results were that mental health is positively correlated with the extent of participation in classroom sports activities And the study by Ziani Zakaria (2021), the results of which showed that classroom sports activities has a role in developing human values in students due to the integration of adolescents in the school environment. Before and after engaging in physical activity, the results recommend paying attention to classroom sports activities. Students who participate in classroom sports activities have a higher level of psychosocial adjustment than non-participants. Based on the results obtained, we say that the second hypothesis has been verified.
- Regarding the second hypothesis:
“classroom sports activities has a role in achieving social development among secondary school students.”
Based on the responses of the research sample members related to “recreational sports activity has a role in achieving social development among secondary school students,” and after presenting the data and
converting it statistically, it was found in the results of Table No(05) that it was statistically significant. There is a consensus among the students that they participate in recreational sports activities
in an organized manner, with a request to increase participation whenever possible and sufficient time, especially outside of school hours, except for statement 11, which was not statistically significant. A large percentage of students supported the idea of increasing participation in various recreational sports activities because of their great importance in terms of forming relationships and building a balanced
Personality in society. This is consistent with the study by Ziani Zakaria (2021), the results of which showed that recreational sports activity has a role in developing human values in students due to the integration of adolescents in the school environment.
Comparing the results obtained in our study with the previously mentioned study, we conclude that students have a great desire to participate in classroom sports activities, which indicates that it has an effective role in achieving social development. Based on the results obtained in the table, we say that the second hypothesis has been verified.
- Reading the Third hypothesis:
“classroom sports activities has a role in achieving psycho-social development among secondary school students”
it becomes clear that the role of classroom sports activity is not only limited to developing the physical abilities of students, but rather it is an effective educational tool that contributes fundamentally to enhancing their psychological and social development, Through regular practice of sports activities within the department, the student gains self-confidence, learns to control emotions, respect rules, and the values of cooperation and teamwork, which reflects positively on his behavior and interaction with others. Therefore, integrating classroom sports activity into the educational process contributes to building a psychologically and socially balanced personality, and promotes a positive school climate that supports students’ success and integrated development in its various dimensions.
Classroom sports activity is one of the most important educational means that contribute effectively to enhancing psychological and social development among students, as many theories and scientific studies confirm its pivotal role in building a balanced and healthy personality. Jean Piaget pointed out that learning based on activity and movement helps the child adapt psychologically and socially through interaction with the environment, which is clearly achieved in classroom sports activities that provide the student with opportunities for experimentation, cooperation, and problem solving within a group.
Vygotskyalso believes that social learning occurs through interaction with others, and classroom sports activity is a fertile field for developing social skills such as communication, respect for rules, acceptance of others, and teamwork. For his part, Erik Erikson asserts in his theory of psychosocial development that childhood and school are crucial in forming self-confidence and a sense of competence, which sports activities enhance through success in performance, a sense of accomplishment, and self-esteem. Bandura’sstudies on social learning also indicate that students acquire positive behaviors through observation and imitation, which appears in the classroom sports context where they learn moral values such as cooperation, discipline, and sportsmanship, In addition, educational psychology research has proven that practicing regular physical activity reduces stress and anxiety, and contributes to improving the emotional state of students, which reflects positively on their social relationships within school. Accordingly, classroom sports activity is not just a means of entertainment or physical development, but rather represents a fundamental pillar in promoting psychological and social development and building an integrated personality capable of positive adaptation to the requirements of school and community life.
4. Conclusion:
Classroom sports activities in secondary school are important in the prescribed curricula. However, it has characteristics and features that make it address the student in the components of his personality, such as the sensory-motor aspect, the emotional aspect, and the social aspect, as well as the speed of development in its various aspects. It is known that the first attention it receives is from the family, as the student absorbs the values and customs of his society and acquires behaviours that help him adapt to his society.
Based on this, participating in recreational sports activity in secondary school gives students complete freedom to practice their activities, discover their abilities and inclinations, integrate into the group, and develop a spirit of cooperation. Through this, we reached the following results:
- classroom sports activities has an effective role in achieving psychological development among third-year secondary school students.
- classroom sports activities has an effective role in achieving social development among third-year secondary school students.
- classroom sports activities has an effective role in building a balanced personality among third-year secondary school students.
1.4 Conclusions and Recommendations:
Since classroom sports activities is primarily an educational and classroom sports activities tool that benefits students both psychologically and socially, through our study, we noticed that students are interested in participating in classroom sports activities, and some are involved in sports clubs and sports associations In light of the results of this study, the researchers recommend the following:
- Increase the hours of classroom sports activities to meet the needs of the student.
- Integrate students during physical activity and focus on team games.
- Encourage students and urge them to participate in classroom sports activities.
- Encourage participation in classroom sports activities outside of school hours.
- Invest in this age group to build a balanced personality in society.
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