Competence In Physical Education Research Articles

Evaluation of Mastery of Pedagogic Competence of Physical Education, Sports and Health (PJOK)

This study aims to analyze and evaluate the mastery of PJOK teacher pedagogical competencies in the city of Padang. The research method used is qualitative research using the CIPP method. The sampling technique in this study was to use a total sampling technique involving 15 PJOK teachers at State Middle Schools in East Padang District. Data analysis techniques use qualitative research techniques with a data triangulation approach. The results of this study indicate that sports and health physical education teachers in terms of context have approached students so that it makes it easier for teachers to understand the characteristics of students. Evaluation of pedagogic competence in terms of the input that the teacher develops cognitive aspects as well as developing psychomotor aspects and affective aspects. a teacher must have a way to change the behavior of students in a better direction through an approach, providing motivation. Evaluation of teacher competence in terms of process, namely the teacher uses learning strategies depending on the situation and conditions then adapts to the media and demonstrates implementation, this is an obstacle due to the lack of teacher creativity in developing learning media so that the teacher only asks to model students who have talent in the field certain. The teacher also conducts midterm and final semester assessments and makes improvements in oral and written forms. In terms of product, many students have participated in championships at the city, provincial and even national levels. Students who take part in the championship even though they will be given extracurricular activities, they practice more outside, in other words, under the guidance of a club. Overall, the pedagodic competence of sports and health physical education teachers in Padang Timur District, Padang City, needs to be improved and improved in terms of context, input, process, and product.

Evaluation of School Social Behaviors of Students with Special Needs From the Perspectives of Physical Education and Branch Teachers

This study aimed to evaluate the school social behavior of students with special needs from the perspective of physical education and branch teachers. The school social behavior scale was used in this study. The study was carried out by scanning method. The school social behaviors of 218 students in secondary school were evaluated by both their physical education and branch teachers according to their course performances. When the findings obtained in the research were evaluated, no significant difference was detected in the total and sub-dimensions of students' social competence in physical education and branch courses (p>0.05). Students' antisocial behavior, hostile- irritable scores and antisocial-aggressive scores in the physical education course were found to be significantly lower than in other branch courses (p<0.05). No difference was detected in the demanding-disruptive (p>0.05). According to the gender variable, a significant difference was found in favor of female students in the total and sub-dimensions of social competence in both physical education and branch courses (p <0.05). While there was a significant difference in the total and sub-dimensions of social competence of the students participating in school activities in physical education and other branch courses (p <0.05), there was no significant difference in the total and sub-dimensions of antisocial behavior (p>0.05). As a result, it was determined that the school social behaviors of students with special needs were similar in physical education and branch classes. It has been determined that students who participate in school activities have more positive school social behaviors.

Survey on the Availability of Facilities and Infrastructure and Active Participation of Physical Education, Sports and Health Teachers in Teacher Deliberation (MGMP) on Their Performance and Professional Competence at Junior High Schools in Sorong City

This study aims to obtain an overview of the availability of facilities and infrastructure and the active participation of Physical Education, Sports, and Health teachers in Teacher Deliberation (MGMP) on their performance and competence at Junior High Schools in Sorong City. This qualitative descriptive research is quantified. The population of this research was 30 Physical Education, Sports and Health teachers at Junior High Schools teachers in Sorong City. The sample in this study was 30 people who were chosen through total sampling technique. The instrument used was a closed questionnaire distributed through Google form. The results of the research and discussion can be concluded as follows: (1) The classification of facilities and infrastructure with the highest frequency of 18 with the highest relative value of 59.5% shows that the facilities and infrastructure of junior high schools in Sorong City is included in the low category. (2) The classification of active participation of Physical Education, Sports and Health teachers in teacher deliberation (MGMP) by looking at the highest relative frequency of 8 and the highest relative value of 26.67% shows a high category. (3) The classification of the performance of Physical Education, Sports, and Health teachers by looking at the highest relative value of 17 and the frequency of the frequency value of 56.67% shows a very high category. (4) the classification of the professional competence of Physical Education, Sports, and Health teachers based on the highest frequency of 11 and the highest relative value of 36.67% shows a high category. Based on these results, it can be concluded that facilities and infrastructure and Physical Education, Sports, and Health teacher deliberation influence each other on performance and professional competence of Physical Education, Sports, and Health teachers at Junior High Schools in Sorong City with a contribution amount of 55.1%, or it is categorized as low.

PENGUATAN KOMPETENSI GURU PENDIDIKAN JASMANI DI KECAMATAN LEIHITU KABUPATEN MALUKU TENGAH

The performance of Physical Education Sports and Health teachers in the learning process in Leihitu District, Central Maluku Regency is still not optimal. This service activity aims to determine the level of competence of Physical Education, Sports and Health Teachers in Leihitu District, Central Maluku Regency in 2022. The training methods in this community service activity are lectures, discussions and questions and answers. The instrument used to measure the level of teacher competency is the Teacher Performance Assessment Instrument. The subjects in this service were Physical Education, Sports and Health Teachers in Leihitu District, Central Maluk Regency, totaling 40 teachers from 21 schools. Data analysis techniques use descriptive analysis as outlined in the form of percentages. The results of the evaluation of the training materials show that the competency level of Physical Education, Sports and Health Teachers in Leihitu District, Central Maluku Regency is in the "very low" category of 0% (0 teachers), the "low" category is 44.44% (15 teachers), the "medium" category was 25.0% (8 teachers), the "high" category was 19.44% (12 teachers), and the "very high" category was 11.11% (5 teachers)

Activity preferences and key competence in physical education

The aim of this study was to analyze the relationship between the variables of activity preferences in physical education lessons and their power of prediction on the development of basic competences. Based on the contextual isomorphism of teaching and learning situations in physical education, a scale of practice preferences was designed and validated and grouped into families, according to their construct and consequential validity. To do so, we designed and validated a scale of activity preferences in physical education lessons. Two studies were carried out with students between the ages of 12 and 18. The first study was on a sample of 219 participants, where an activity preferences scale was designed and validated. The second study was carried out on a sample of 476 students, and measured activity preferences and the perception of basic competences. The results showed that the activity preferences scale was valid and reliable. When class activities coincided with the students’ preferences it positively predicted basic competences

The Level of Understanding of Pedagogical Competence of Physical Education, Health and Recreation Students of Sports Science Faculty

The study purpose. This study aims to determine the level of understanding of the pedagogical competence ofPhysical Education, Health and Recreation students of the Faculty of Sports Science, Yogyakarta State University, batch 2016.
 Materials and methods. This research method is a survey with a quantitative descriptive approach. The population is 180 physical education students, the sample selection is 52 physical education students using incidental sampling technique. The research instrument is a valid and reliable questionnaire. The data analysis technique is the analysis presented using the percentage.
 Results. The results obtained show that the level of understanding of the pedagogic competence of Physical Education, Health and Recreation students of the Faculty of Sports Science, Yogyakarta State University, class 2016 was “very low” 3.85% (2 students), “low” 67.31% (35 students), “medium” 19.23% (10 students), “high” 9.62% (5 students) and “very high” 0% (0 students).
 Conclusions. Based on the results of the study, it can be concluded that the level of understanding of the pedagogic competence of Physical Education students is in the low category.

Sport Education for Social Competence in K-12 Physical Education

ABSTRACT Physical education is a relevant setting to develop students’ social competence. The sport education model has the potential to promote social competence as it provides students with meaningful socialization opportunities. The purpose of this literature review paper was to (a) describe the inherent structures and characteristics of the sport education model that may promote social competence, and (b) summarize the patterns of the published studies that examined social competence in sport education-based physical education, and then (c) elucidate the effect of sport education on social competence in physical education. We used keywords to search full-text articles related to social competence in sport education and then applied inclusion criteria to identify 31 articles for data analysis. The sport education model has shown usefulness in advancing citizenship education and social relationship. Two essential factors for nurturing students’ social competence in sport education-based physical education are (a) striking an optimal balance between competition and cooperation and (b) promoting inclusiveness. The article concludes with highlighting three research gaps that warrant future research.

Promotion of physical activity-related health competence in physical education: A person-oriented approach for evaluating the GEKOS intervention within a cluster randomized controlled trial

A central goal of physical education (PE) is to empower students to be physically active in a health-enhancing way. Therefore, using a competence-based approach, the objective of the health- and fitness-related PE intervention ‘Promotion of physical activity-related health competence in PE’ (GEKOS) was to address practical and theoretical content regarding training, fitness, and health. The aim of this person-oriented study was to examine differential effects of the GEKOS intervention on control competence and related knowledge, skills, abilities, and motivation. A total of 860 ninth graders were randomly assigned to an intervention or control group. Intervention group students received six PE lessons that combined practical and theoretical content regarding training, fitness, and health. Measurements were taken before, directly after, and with a follow-up after 8–12 weeks. Students completed a knowledge test and a fitness test, and filled out scales considering motivation and perceived control competence. Latent profile analysis and multinomial logistic regression were estimated. Five patterns of outcome measures were found. Intervention group students transitioned significantly more often to patterns with improved outcome values. The intervention was especially effective for a subgroup of students who initially had rather low outcome values. For a small proportion of students, the intervention entailed a loss of health-related motivation. The study indicated that students with low control competence and related knowledge, skills, abilities, and motivation can benefit from the GEKOS intervention. Future studies should investigate modes of actions and interventions that explicitly address motivation and vary the content and methods used in PE.

Evaluation Study On Teacher Competency Physical Education, Sports And Health (PJOK) In Pesawaran District

Based on observations so far, physical education and sports teachers in Lampung in the implementation of their learning have not been effective(Hermawan, 2020), is no exception, of course, in Pesawaran Regency. This study aims to obtain a general description of the competence of physical education and sports teachers in Pesawaran Regency, including pedagogic, professional, personality, and social competencies.Method research used is survey method with qualitative descriptive approach. The population of this research isall PJOK teachers (SD, SMP and SMA/SMK) in Pesawaran Regency, as many as 136 people. Data collection techniques using instrumentsobservations, interviews, documentation and questionnaires. Data analysis usingqualitative descriptive analysis approach through triangulation, and the results of the study can be concluded namely (1) The profile of PJOK teachers in Pesawaran is generally still relatively productive, which is in the range of 31-35 years, namely 37 people (27.21%) and in the age range 41-45 years, namely 36 people (26.47%)especially for elementary school teachers, (2) the pedagogical competence of teachers is in accordance with the provisions of the legislation, namely being able to (a) understand students, (b) make learning designs, (c) carry out conducive learning, and (d) design and carry out evaluations of learning outcomes on an ongoing basis, (3) In terms of personality competencies, teachers have behaviors that can be imitated by students, (4). In terms of social competence, the teachers are able to communicate and interact effectively with various parties, and (5) In terms of professional competition, most of the teachers have obtained certification, namely 94 people (65.12%).

Examination of Lifelong Learning Trends of Physical Education and Sports Teachers on Different Variables

Objective: The aim of this study is to examine the lifelong learning trends of physical education and sports teachers with regard to various variables and to compare them with the literature.
 
 Method: 113 physical education teachers working in secondary schools and high schools in Tokat province and its districts during the 2019-2020 academic year participated in the study. In order to obtain the research data, the “Lifelong Learning Scale” adapted to Turkish by Engin, Kör and Erbay (2016) and the demographic information questionnaire created by the researchers were used. This research is a descriptive study in scanning model. The research data were subjected to normality test and the research data were analyzed according to the results. In the analysis of the data, 0.05 significance level was taken as the criterion. In order to determine the level of lifelong learning competence of physical education and sports teachers, the variables with 2 level were analyzed by using t test statistics, and the variables with 3 or more levels were analyzed by the ANOVA F test statistic.
 
 Conclusion: According to the results of this study which was conducted on different variables, physical education teachers’ lifelong learning tendency scores are high. At the same time; gender, professional seniority and and the lvel of the institution (primary school, high school etc.) are not effective factors on lifelong learning motivations og physical education and sports teachers.

Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active

The aim of this study is to evaluate a theoretical model for analyzing the influence of need satisfaction, need thwarting, motivation, enjoyment, boredom, and exhaustion in physical education on the intention to be physically active. In addition, we examined the mediation effect of motivation between basic psychological needs and the intention to be physically active. The study was based on self-determination theory. To achieve this, 480 students between 12 and 18 years old filled out a questionnaire to measure the satisfaction and thwarting of basic psychological needs, motivation, enjoyment, boredom, exhaustion, and intention to be physically active. The results of path analysis showed the relevance of the satisfaction of the need for competence in physical education in order to increase self-determined motivation, enjoyment, and intention to be physically active. Additionally, intention was positively predicted by enjoyment and negatively predicted by exhaustion. Need thwarting directly predicted negative consequences, such as boredom and exhaustion. Motivation mediated the relationship between basic needs and intention to be physically active. These data highlight the importance of considering basic psychological need thwarting in studies on the promotion of physical activity.

Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students' Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model.

In the present study, a trans-contextual model was applied to examine the relations between students’ perceptions of controlling behavior from teachers, frustration over their basic psychological needs, autonomous motivation toward physical activity in a physical education context, autonomous motivation toward physical activity in an out-of-school context, beliefs and intentions toward future physical activity, and actual participation in physical activity outside of school. We adopted a three-wave prospective study design in which 234 students aged 11–19 years first completed measures of perceived controlling behavior from teachers, frustration over their basic psychological needs, and autonomous motivation toward physical activity in physical education. One week later, their autonomous motivation, beliefs, and intentions toward physical activity outside of school were measured. Students’ self-reported engagement in physical activity outside of school was assessed another five weeks later. Results of the path analysis revealed a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students’ intention toward physical activity outside of school via the proposed motivational sequence of the trans-contextual model. There was also a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students’ self-reported engagement in physical activity outside of school, mediated by the frustration over their need for competence in physical education. Findings emphasize the importance of decreasing controlling behaviors from teachers in a physical education context so as not to inhibit students’ physical activity behavior in an out-of-school context.

Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist.

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

Assessment of Student’s Competence in Physical Education: Approaches and Methodology

The competence in physical education (PE) is an assessment of a person's ability to lead a physically active lifestyle. The lack of an integrated approach to assessing the success of student’s training in PE does not allow a systematic, transparent and effective monitoring of the dynamics of the development of the personality of a competitive specialist, establishing the causes of problems and developing forecasts for the future. The goal of study was to develop and justify a system for assessing the competence of PE of students studying at universities and colleges. A survey of experts (N=82) was conducted to find out the importance of each of the structural elements of competence. The validity of proposed approaches was investigated. Three domains (“Movement Activity and Attitude to It,” “Physical Health and Fitness,” “Knowledge, Skills, and Abilities”) were distinguished in the structure of competence in PE, each of which was divided into 2–4 components. Designed assessment method covers all structural parts of the competence in PE, the goals of student learning, takes into account the list of necessary knowledge and skills in accordance with the requirements of the program, provides the formation of motivation for an active lifestyle, and maintains a level of physical activity sufficient for health. Developed method allows to determine the overall assessment of the formation of competence in PE, as well as a separate component, it gives an opportunity to calculate “critical” components, take into account interests and needs of students, teachers, and university / college administration.

ФОРМИРОВАНИЕ КЛЮЧЕВОЙ ДВИГАТЕЛЬНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ В ПРОЦЕССЕ ФИЗИЧЕСКОГО ВОСПИТАНИЯ КАК ОСНОВЫ ИХ ЗДОРОВЬЯ

Statement of the problem. The depth of information search was 15 years (2003-2018). In accordance with the requirements of the Russian Federal State Education Standard of Higher Education 3++ , the universal competence (UK-7) obliges the university to form the ability of the bachelor to maintain a proper level of physical readiness to ensure full social and professional activity. The result of scientific research helped to analyze the competent approach in education, to identify the key motor competence of the declared approach in physical education of students at the university, to prove the connection of key motor competence and health of students, to develop organizational and pedagogical conditions for formation of key motor competence in physical education at the university as the basis of healthy lifestyle of students. The purpose of the article is to study and introduce organizational and pedagogical conditions of formation of motor competence in the process of physical education at the university as the basis of health of students. Formation of motor competence in the process of physical education at the university was carried out in 4 stages. In the process of formation of key motor competence in physical education at the university as the basis of health of students in educational activity, moderate physical activities are used with minimal risk for the body.

Percepción de competencia física en escolares de España e Irán: un estudio cultural

El objetivo fue analizar la percepción de competencia física en una muestra de escolares españoles e iraníes. Participaron en el estudio 910 escolares (edad 10-12 años) pertenecientes a Castilla la Mancha (España) y Golestan (Irán). La prueba U-Mann Whitney ha puesto de manifiesto que los varones y las mujeres de España obtienen unos valores superiores en los factores de experiencia personal (p< 0.05) y compañeros (p< 0.05). A nivel global, solo los varones españoles presentan una mayor percepción de competencia física que sus homólogos iraníes (p< 0.05). Estos resultados muestran diferencias interculturales en la PCF a favor de los escolares españoles. Conocer la percepción de competencia física permite adecuar el desarrollo de las clases de Educación Física con el fin de influir en la intención de ser físicamente activo y un mayor ajuste psicológico del escolar.

Promotion of physical activity-related health competence in physical education: study protocol for the GEKOS cluster randomized controlled trial

BackgroundOne central goal of physical education in many countries is to empower students to be physically active throughout their lifespan. Physical activity-related health competence (PAHCO) encompasses physical, cognitive, and motivational elements associated with the individuals’ ability to be physically active in a health-enhancing way. To date, there is a lack of empirical evidence concerning effective programs and methods to promote PAHCO in physical education. The purpose of this study is to examine to what extent a health and physical fitness-related program that includes learning tasks integrating theoretical and practical elements promotes students’ PAHCO in physical education.Design/methodsThis study is a cluster randomized controlled trial that compares two physical education intervention programs on health and physical fitness (IG-run, IG-game play) with regular physical education lessons (CG-run, CG-game play) in secondary schools in Germany. Forty-eight physical education classes (ninth grade) were recruited and randomly allocated to the four study groups. The intervention programs include six physical education lessons on health and physical fitness and only differ in the type of physical activity that is executed (running and jumping vs. small-sided games). The students’ PAHCO is examined both pre- and post-intervention and after 8–12 weeks of follow-up. We also determine various process variables during the intervention period to analyze the intervention fidelity.DiscussionThe results of this study provide evidence on whether a combination of theoretical and practical elements in physical education can enhance students’ PAHCO. Beyond that, our process analyses will allow differentiated insights into the mechanism of how the intervention programs work.Trial registrationGerman Clinical Trials Register (DRKS), DRKS-ID: DRKS00016349. Retrospectively registered on 10 January 2019.

Exploration on Formation Process and Constituting Factors of Elementary School Teachers' Teaching Competence in Physical Education

Exploration on Formation Process and Constituting Factors of Elementary School Teachers' Teaching Competence in Physical Education

Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

Body Dissatisfaction, Perceptions of Competence, and Lesson Content in Physical Education.

Significant proportions of young people experience body dissatisfaction, which has implications for psychological and physical well-being. Lesson content and perceived competence may be important variables for the experience of body dissatisfaction, yet these have been underexplored in physical education. The aim of this cross-sectional study is to identify the relationships between body dissatisfaction and perceptions of competence, and to explore whether body dissatisfaction depends on lesson content. A paper-and-pencil questionnaire was completed by 446 (210 boys, 236 girls) 13- to 14-year-old pupils from 37 physical education classes. The questionnaire assessed body dissatisfaction and perceived competence in physical education. Lesson content was also recorded. Twenty-nine of the classes were engaged in team activities, eg, ball games. Eight classes were engaged in individual activities, eg, fitness. Multilevel analysis identified a significant negative association between body dissatisfaction and perceptions of competence in physical education. Lesson content did not significantly predict variations in body dissatisfaction scores. Teachers should focus on enhancing pupils' perceptions of competence in physical education to support the development of body satisfaction.