Abstract
Although most students are conscious of the benefits of physical activity, there is a small proportion that practices sufficiently physical activity. Firstly, our studies aimed to find out the degree of importance of the problematic of no-participation of students in physical education. For this reason, we based our analysis on a questionnaire consisting of eighteen questions that were variables to clarify the latent construct “the no-participation of students”. The value of Cronbach alpha index is 0.723. For this, we had used a questionnaire consisting of eighteen variables in order to find out the degree of importance of the variables associated to the no-participation of students. Our data were collected in the end of the course with 150 physical education student teachers (PE-STs) at the Higher Institute of Sport and Physical Education (ISSEP) in Tunisia. They are all mixed classes of Level 1 and 2 (first and second year of secondary school) teachers. These questions are constructed to give the PE-STs the opportunity to distribute their responses to the no-participation variables such as the physical complex, motivation, hourly, Injury, study sector, teacher Characteristics, external influences, and relationship with other students, infrastructure, lesson content and sport taught. The major response of PE-STs response is in the following order: 1) Teacher Characteristics (72.7%), 2) Relationship with other students and Motivation (69.3%), 3) Relationship with teacher (66.7%).
Highlights
The analysis of the tutorial activity took an interest in the field of professional training (Maela, 2009; Desbiens, How to cite this paper: Bali, N. (2016)
The participants had accepted to participate in this study 150 PE-STs (75 men and 75 girls) were selected from total 321 PE-STs who studied in the Higher Institute of Sport and Physical Education (ISSEP) Tunis is a public Institute in Tunisia
The results reveal that the major variable of no-participation of students in physical education is the teacher characteristics (72.7%) of response divided between important to very important
Summary
The analysis of the tutorial activity took an interest in the field of professional training (Maela, 2009; Desbiens, How to cite this paper: Bali, N. (2016). The No-Participation of Students in Physical Education: A Comparative Study of Tunisian Trainee Teachers. 2009; Perez-Roux, 2012) and in the Higher Institute of Sport and the physical Education (ISSEP) in Tunis (Bali, 2005; Bali, 2013; Bali, 2014; Bali, 2015; Zayed, 2015) but few studies analyzed physical inactivity among students which is already a problem that is growing internationally. According to Cloes (2013), a physically educated person can be recognized as someone who is physically active, who knows the implications and benefits of participating in the physical activity and gives value to physical activity and its contribution to enjoy a healthy lifestyle. According to Lemoyne and Valois (2014), the role of physical education proves to be a key step where students must make important decisions about their lifestyle. Over the last twenty years, it has been shown that regular physical activity provides undeniable benefits to the health of the population (Bouchard & Shephard, 1994)
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