High School Physical Education Classes Research Articles

The Effectiveness of Physical Education Classes Through Collaborative Learning Methods for the Physical Development of 11th-Grade Students in Vietnam

Abstract Introduction. Collaborative Learning (CL) is a group learning method that involves mutual support and assistance among individual students to achieve learning goals. The purpose of this study is to assess the effectiveness of a 14-week Physical Education (PE) class using the CL method in enhancing the physical development of 11th-grade students. Material and Methods. Eighty healthy students were randomly selected and divided into two groups: the experimental group with 40 students applying the CL method in PE classes, and the control group with 40 students studying PE using conventional methods. In this study, five fitness tests were used such as a 30-s sit-up test, a 30-m sprint test, a 4 × 10-m shuttle run test, a standing long jump test, and a 5-min running field test. Results. After 14 weeks of experimentation, independent t-test results indicated a significant difference in the mean values between the experimental and control groups at the threshold of p < 0.05. Paired t-test results for the mean values before and after the experiment in both groups also showed a difference, with the physical fitness growth rate of the experimental group being higher than that of the control group. Particularly, the control group exhibited a post-experiment value that had a negative significance. Conclusions. This demonstrates that the experimental results serve as an illustration, confirming the effectiveness of the CL method in high school PE classes. Teachers should enhance the use of CL in the future to achieve higher learning goals.

APPROPRIATENESS OF ASSESSMENT MODES IN SENIOR HIGH SCHOOL PHYSICAL EDUCATION LEARNING STANDARDS

<p>This study determines the appropriateness of assessment modes in Senior High School Physical Education Standards. This study utilized both qualitative and quantitative design, specifically the descriptive-correlational survey method with regression analysis. Furthermore, the researchers used a purposive sampling technique to determine respondents of the study that has been conducted in the University of San Jose-Recoletos Senior High School Department since the focus of the study is very prevalent and practiced in the said locale. Findings revealed that the best assessment mode used in senior high school physical education classes for formative assessment is games, while summative assessment is quarterly assessments and performance assessments primarily through demonstration. The researchers recommend that Physical Education teachers integrate games in the assessment modes they utilized to provide interest to the learners and simultaneously increase their academic performance.<strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0013/a.php" alt="Hit counter" /></p>

Characteristics of Students’ Aversion to Junior High School Physical Education Classes

Characteristics of Students’ Aversion to Junior High School Physical Education Classes

Investigation and Research on Physical Education and Health Curriculum of K-12 School in Guizhou Province

The purpose of this study is to investigate the current situation of physical education and health curriculum in primary and secondary schools in Guizhou Province, and to provide reference for promoting the better implementation of physical education and health curriculum in Guizhou Province. In the form of questionnaires, 1549 parents' questionnaires and 254 teachers' questionnaires were collected and statistically analyzed in Guizhou Province, China. Use Excel to summarize and analyze the collected questionnaires. The results found the teaching content could basically meet the needs of students. The satisfaction of primary school students, junior high school students and senior high school students with physical education and health curriculum evaluation was 71.6%, 68.4% and 63.6%, respectively. Students' satisfaction with the content of physical education and health curriculum in senior high school decreased; both students and teachers believed that all students had the opportunity to participate in sports activities in physical education and health classes, but the time for skill learning and physical training in PE classes in primary and secondary schools was less than 20 minutes. The intensity of classroom exercise in 60% of primary and secondary schools was less than 75%. 94.1% of teachers control exercise load according to experience, and only 3.9% of schools use intelligent monitoring devices to monitor. 50.9% of primary and junior high school physical education classes did not meet the required number of class hours. 69.6% of the students were satisfied with the elective items in the physical education courses offered, but their satisfaction with the senior high school dropped to 61.6%. Primary and secondary schools in Guizhou Province should continue to increase the construction and investment of physical education and health curriculum venues, equipment and facilities, and optimize the use and development of existing physical education curriculum resources. Physical education teachers should constantly update teaching concepts, improve teaching methods and improve course teaching ability. Schools and teachers should carry out physical education and health courses according to the requirements of physical Education and Health Curriculum Standards, and actively promote the "Chinese Health physical Education Curriculum Model" put forward by JI Liu professor to ensure a certain exercise load and exercise density.

The influence of perceived feedback behavior on learning outcomes in junior high school physical education classes

The influence of perceived feedback behavior on learning outcomes in junior high school physical education classes

High-intensity interval training in high-school physical education classes: Study protocol for a randomized controlled trial

BackgroundSchool and Physical Education classes (PEC) are privileged spaces, promoters of positive changes for the rest of life. High-Intensity Interval Training (HIIT) is presented as a time-efficient alternative to aerobic training, as it leverages the number of exercise participants, resulting in improvements in health outcomes. Despite the widespread interest in the advantages that the HIIT methodology reveals, there is a lack of randomized controlled studies investigating the impact on adolescents, mainly adressing adolescents’ environment, such as schools. This study aims to evaluate the utility of a HIIT program integrated into high-school PEC, as a strategy that allows students to improve their Physical Fitness, Physical Activity (PA) level, and Motivation for Exercise. MethodsThis study is a two-arm randomized controlled trial design with adolescents from the 10th to 12th grades (15–17 years). The trial will aim to recruit 300 students from 1 secondary school. The HIIT sessions will be applied in the first 10–15 min of each PEC, twice a week, for 16 weeks, ranged from 14 to 20 all-out bouts intervals, adopting a 2:1 work to rest ratio. A cut-point of ≥ 90% of maximal heart rate will be a criterion for satisfactory compliance to high-intensity exercise. A rated perceived exertion scale will be measured in each exercise session to estimate effort, fatigue, and training load. The control group will continue the usual programmed PEC. Study outcomes will be measured at baseline and after the HIIT program. Cardiorespiratory fitness is the primary outcome. Secondary outcomes include: muscular fitness, PA and motivation for exercise. DiscussionHIIT protocols presents wide applicability in PEC and great adaptation to the facilities. The authors aim to provide novel HIIT protocols for schools.

Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes

Physical Education (PE) is recognized for its value in developing personal and social development. However, the instructional approach adopted by the teacher may affect the achievement of positive outcomes. This study aimed to examine the effects of two different teaching approaches, Traditional Teaching (TT) and the Sport Education (SE) model, on students’ empowerment and self-confidence in high school PE classes. A total of 430 high-school students (66.7% male), aged 14–21 years (M = 16.22, SD = 1.03) enrolled in 10th, 11th and 12th grades, participated in this study. A pretest-posttest quasi-experimental design was used across 18 classes. Classes met two times a week during a period of 8 weeks for a total of 1080 min. The Psychological Empowerment Instrument was used to measure empowerment. Students’ self-confidence was measured with the self-confidence sub-scale of the Competitive State Anxiety Inventory-2. The findings of the research revealed that only SE was effective in improving high school students’ empowerment and self-confidence. In the TT group, no gains were found, even decreasing over time. These results reinforce the adequacy of SE in PE as a curricular model to be used by teachers, particularly for the development of students’ empowerment and self-confidence.

Caring Climate, Emotions, and Engagement in High School Physical Education

Purpose: This study evaluated relationships among students’ views of the caring climate, emotions, and engagement in high school physical education (PE) classes utilizing Control-Value Theory of Achievement Emotions. Method: Structural education modeling tested the direct and mediating roles of the caring climate and emotions on engagement in high school PE students (N = 638). Results: The caring climate predicted enjoyment (β = 0.45), boredom (β = −0.44), and shame (β = −0.31), while enjoyment (β = 0.71) and shame (β = 0.12) predicted student engagement, supporting Control-Value Theory of Achievement Emotions assumptions. However, caring climate also predicted student engagement directly, aligning with study hypotheses. Discussion/Conclusion: The findings suggest that a caring climate relates to student emotions and engagement in PE and supports the value of emotions in PE. This highlights the need for training high school PE teachers to facilitate a caring climate in the interest of maximizing optimal student emotions and engagement.

A Qualitative Exploration of Effective Creative/Convergence Type of Class in Middle and High School Physical Education Classes

The purpose of this research was to examine the courses and experiences of middle and high school physical education teachers based on their field experience, suggestions, and school educational environment and to explore in-depth to reflect learner-centered creative/ convergence type of education in physical education classes. To achieve the purpose of the research, four physical education teachers were selected as research participants, and after conducting in-depth interviews, inductive category analysis procedures among qualitative research methods were used to derive the meaning analysis and results of the data. For learner-centered creative/convergence type of classes, first, individual competencies of field teachers will have to be developed first. Second, there will have to be a solution to the problem of conflict of interest between teachers and teachers. Third, there should be case education, organizing, systematizing, and refined models for creative/convergence type of education. Fourth, there should be a realistic and direct approach and support, not an expression as an abstract language. The goals of the physical education subject matter include important parts that represent the direction that physical education should pursue and the learning reach that learners should achieve. Therefore, if education content is presented to solve problems more specifically and creatively, more suitable results will be produced for fostering creative/convergence type of talent.

Assessment of Causal Relationships Between Motivational Climates, Goal Orientations and “Zest for Living” in Junior High School Physical Education Classes*

Assessment of Causal Relationships Between Motivational Climates, Goal Orientations and “Zest for Living” in Junior High School Physical Education Classes*

The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL

This article outlines a junior high school physical education class which teaches basketball in English using the CLIL framework as a case study. The purpose of the article is to consider how and what students learned from the class through students’ class results, basketball skills test, post lesson questionnaire and pre and post lesson teacher interviews. It examines how the teacher’s attitude toward CLIL changes from pre and post lesson interviews. Through this CLIL class led not by English teachers but by a physical education teacher the qualities and abilities necessary for competent CLIL teaching are considered. Regarding students, this CLIL lesson was conducted for the acquisition of physical basketball skills, English expressions and situational English ability. It also aimed to teach 21st-century skills defined by global education. The lesson resulted in students being able to understand both the English target structures and the basketball terms and strategies taught. In addition, students not only learned the content of the lesson, but also co-operated well with the teacher and worked well in teams which made the lesson successful. Before the lesson, the teacher felt that the CLIL lesson would be difficult for the students. However, the lesson was well received and had a great effect on the students and the teacher herself gained confidence. The experience they gained will lead to skills that will help them succeed in a global society in the future.

Mindfulness, Self-Compassion, Executive Functioning, and Stress: Exploring a Process Model in Adolescents

The association of trait mindfulness with emotional well-being has been found to be mediated by executive functioning. However, there is little empirical evidence on this process in adolescents. Therefore, this study tested these associations using an adolescent sample participating in a physical education yoga class. This study extended previous research by also including self-compassion and state mindfulness in addition to trait mindfulness. A prospective design employed a pilot yoga curriculum in a high school physical education class. Adolescents (N = 20) completed assessments of trait mindfulness and self-compassion at baseline, state mindfulness experienced during yoga classes over the 12 week physical education yoga class, and six indices of executive functioning and stress at the end of the 12 weeks. Path analysis was used to test the process model found by Short with the extensions of self-compassion and state mindfulness. Self-compassion directly predicted problems with activity level impulse control and indirectly predicted stress. When self-compassion did not predict specific executive functioning indicators, state mindfulness experienced in yoga predicted stress. This study contributes preliminary evidence that suggests further research into the unique effects of trait and state mindfulness as well as self-compassion on adolescent cognitive and affective outcomes. Results support the use of contemplative practices, such as yoga, in adolescent physical education as a strategy to boost emotion regulation processes.

Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes

The purposes of the study were to examine the students’ learning effects of different physical education curriculum model, which merged Teaching Personal and Responsibility (TPSR), respectively, with the Sport Education Model (SEM) and Traditional Teaching Model (TTM) for better learning effects in high school physical education classes. A pretest-posttest quasi-experimental design was used with an experimental group (TPSR-SEM; 75 students, Mage = 16.78 ± 0.54 years) and a control group (TPSR-SEM; 58 students, Mage = 16.82 ± 0.57 years). Experimental and control group sessions spanned 32 lessons over 16 weeks. Multivariate analysis of covariance was used for statistical analysis. The findings of research showed that the TPSR-SEM experimental group could improve more learning effects than the TPSR-TTM control group in the dependent variables, including sport self-efficacy, sport passion, responsibility, and game performance. We concluded that TPSR-SEM group could improve more learning effects than the TPSR-TTM group in the cognitive, psychomotor, and affective domains for physical education courses. It is worthy to develop TPSR-SEM in the physical education curriculum.

Student Reflections on Urban Physical Education and Involvement in College Physical Activity

The purpose of this study was to understand freshman college students’ reflections on urban high school physical education (PE) programs and to discern the extent to which their experiences influenced college physical activity. Sixteen university freshman students enrolled in a college PE class who had taken at least one high school PE class in an urban school setting were interviewed. Data collection methods included open-ended semi-structured qualitative interviews. Using constant comparative analysis, the reflective findings of the study revealed that students who had positive experiences had increased college physical activity involvement.

Health wearables in adolescents: implications for body satisfaction, motivation and physical activity

ABSTRACT Significant proportions of adolescents do not meet recommended physical activity levels. Finding new ways to motivate adolescents to be active is important for physical and psychological well-being. Health and fitness wearables such as the Fitbit have the potential to motivate young people to be active. The aim of this study is to explore if wearing a Fitbit for 5 weeks impacted adolescents’ (14–15 year olds) body satisfaction, physical activity motivation and objective physical activity. The study was conducted with 62 (38 boys, 24 girls) pupils aged 14–15, from five high school physical education classes, in one high school in the United Kingdom. Pupils wore a Fitbit Charge HR for 5 weeks. Pupils wore an accelerometer for 7 days pre and post the 5-week period to explore changes in physical activity levels. Pupils also completed pre-post-test questionnaires to measure body satisfaction and physical activity motivation. Data were analysed using a repeated measures Multivariate Analysis of Variance to explore differences in scores between time and sex. After wearing the Fitbit, the pupils experienced declines in autonomous motivation and increases in both amotivation and controlled motivation, but these differences were not significant. In line with these negative motivational outcomes, pupils engaged in significantly less moderate to vigorous physical activity after wearing the Fitbit. Significant increases in body satisfaction were also experienced by pupils after wearing the Fitbit. These findings suggest that without support Fitbits may make pupils less motivated to be active and decrease the physical activity levels of adolescents.

Assessment of causal relationships between motivational climates, goal orientations and “Zest for Living” in junior high school physical education classes

Causal relationships among perceived motivational climates in physical education classes, goal orientations, and “Zest for Living” were investigated reciprocally in junior high school students. This longitudinal study involved 1045 junior high school students (mean age = 13.9±0.8 years) who completed questionnaires on 5 occasions at 2-month intervals throughout the academic year. The measures used included a questionnaire on motivational climates in physical education (mastery climate, cooperative climate, and performance climate), a scale assessing goal orientations (student task orientation and student ego orientation), and a scale assessing Zest for Living. The validity of the 5-wave cross-lagged effect model was verified using structural equation modeling. The results of the study suggested the following processes: (1) The mastery climate and cooperative climate had positive causal effects on Zest for Living. (2) The mastery climate and cooperative climate had positive causal effects on Zest for Living through mediation of task orientation, and exhibited a positive cycle. (3) The performance climate had positive causal effects on ego orientation, but negative causal effects on task orientation. In conclusion, to enhance Zest for Living in junior high school students, it is important for teachers to cultivate a mastery climate and cooperation climate in physical education classes. In addition, the performance climate in physical education classes has an indirect negative impact on Zest for Living.

高等学校における「よい体育授業」の有効な評価要因および項目の検討

高等学校における「よい体育授業」の有効な評価要因および項目の検討

The Relationship among High School Physical Education Class Satisfaction, School Life Stress, and School Violence Tendency

The Relationship among High School Physical Education Class Satisfaction, School Life Stress, and School Violence Tendency

Study of the Transfer and Maintenance of the Effects of the TPSR Model in Junior High School Physical Education Classes*

Study of the Transfer and Maintenance of the Effects of the TPSR Model in Junior High School Physical Education Classes*

The ecology of cooperative learning in a high school physical education Pprogramme

The purpose of this study was to describe and interpret the ecology of cooperative learning as an instructional model in two high school physical education classes. One eighth grade (year 9) and one eleventh grade (year 12) class and their teacher were observed during a ten-lesson team handball unit. The following research questions framed the study (a) What were the curricular and organizational characteristics of the handball units? (b) How was the content organized and presented through the instructional tasks? and (c) What were the students' motor responses during the physical education content? A modified version of the task structure observational instrument was used to systematically observe 20 physical education classes (Siedentop, 1994). The ecological analysis demonstrated that both classes had low management time, high engagement time, and a large number of refinements tasks. Students in both classes performed a high number of opportunities to respond in both practice and game situations. Much of the accountability for student performance in managerial and instructional tasks was embedded within the cooperative learning tasks. In addition, the student social system contributed to work in the managerial and instructional task system. Cognitive tasks, which appeared in every lesson, contributed to the students’ understanding of the content and contributed to their selection and implementation of appropriate skills and strategies in the games. Cooperative Learning appears to be a viable instructional model for teaching quality high school physical education.