SPORT EDUCATION, ROLES AND VULNERABILITY. INFLUENCE ON RESPONSIBILITY AND INTERCULTURAL COMPETENCE

This paper examines the effect of two different roles' strategies (permanent and rotating) on Spanish adolescents' responsibility and intercultural competence levels. Following a quasi-experimental, simple crossover design with repeated measures (pretest-postl-post2), 96 high school students (M-age = 12.2) and one teacher participated part in two consecutive Sport Education-based teaching units of basketball and floorball, respectively. Data was collected through semi-structured interviews and questionnaires. Permanent roles were associated with improvements on social responsibility and intercultural variables (sensibility and behavior), especially in males. There are slightly negative consequences on female' responsibility levels. Findings reveal and emphasize the importance of using permanent roles when dealing with socially vulnerable contexts, as well as first experiences with Sport Education.