Junior High School Physical Education Research Articles

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

A Study of Learning Physical Fitness Activities Based on Traditional Balinese Sports Games for Students' Physical Fitness

The implementation of traditional game-based learning aimed at improving students' physical fitness is very important to do. Therefore, the purpose of this study was to determine the comparison of learning physical fitness activities based on traditional Balinese sports games for the physical fitness of students in junior high schools in Denpasar City. This study used a survey research design using a quantitative approach with a comparative descriptive design. Where, the sample in this study amounted to 200 junior high school students obtained based on cluster sampling technique. The instrument used was the ACSPFT test for junior high school students. The data analysis used includes descriptive statistics (mean, min, max, category) and inferential statistics using MANOVA followed by the Poshoc Tukey test and independent sample t-test. The integration of local wisdom in this case is traditional games in learning very well, in addition to strengthening and introducing local culture, integrating traditional games into learning will make it easier for teachers to teach the learning they want to teach, especially in Physical Education subjects. Physical education is very compatible with the character of traditional games that make children play, which contains elements of cognitive, affective, psychomotor. Moreover, Physical Education for junior high schools in its implementation must generate student interest in learning Physical Education, so one of the learning methods is by using traditional games. Traditional games can be used as an alternative in junior high school physical education. Because traditional games contain elements of play, they are not bound by many rules such as competition which will improve students' physical fitness. Due to the physical fitness of students will be formed, if physical activity is carried out continuously for a long time and is sustainable.

Improving Knowledge of Sports Games Training Programs for Junior High School Physical Education Teachers in the Purwokerto Region

The preparation of training programs for sports achievement coaching activities in schools, mainly Junior High Schools (SMP) through the Sports Extracurricular program, is an essential factor that coaches and mentor teachers must pay attention to so that the coaching process can run well. The purpose of this Community Service (PKM) activity is to increase the knowledge and skills of coaches and sports extracurricular coaches in preparing training programs. The activity method used is through training, mentoring and activity evaluation. The training was attended by 20 sports extracurricular coaches and teachers in SMP throughout Purwokerto. The training and mentoring results showed that in the initial test, it was found that most of the participants did not understand the preparation of an exercise program so that they were not able to compile an exercise program properly. In contrast, the final test carried out at the end of the activity showed an increase in the participants' understanding of a sports training program's preparation. The participants training participants can compile a game sports training program that will be implemented in school extracurricular activities.

Improving Strategies of College Physical Education Teachers' Core Accomplishment under the Background of Internet+

With the rapid development of the "Internet +" model, it provides opportunities for the development of sports service platforms. As a sports classroom leader, what core qualities should a PE teacher have to better cultivate the core of the student's sports discipline Accomplishment has become a problem that needs to be solved urgently. This article mainly studies the strategies to improve the core literacy of college physical education teachers under the background of Internet +. This research takes the core literacy of college physical education teachers as the research object, and takes physical education teachers as the survey object. It mainly studies the structural model of the core literacy of physical education teachers in my country's colleges and universities and the investigation and analysis of the status quo based on the model construction, and formulates the improvement of the core literacy of physical education teachers in my country. This study uses the Delphi method to screen the indicators of the core literacy index system of ordinary high school physical education teachers in multiple rounds, combined with the basis and principles of the construction of the core literacy indicator system of ordinary high school physical education teachers, and preliminary drafts the core literacy indicator system of ordinary high school physical education teachers Basic framework. The questionnaire survey uses a stratified random sampling method. The questionnaire for physical education teachers is mainly designed from the aspects of school curriculum, teaching, evaluation and teacher ethics. The content validity of the questionnaire adopts expert evaluation method. Using independent sample T test and single factor analysis of variance, the impact of "Internet +" on the core literacy of college physical education teachers is analyzed. The data shows that many teachers have a better understanding of the principle of conscious initiative in physical exercise, and the proportion is the highest, accounting for 77.37% of the total surveyed. The improvement of the core literacy of physical education needs to improve the independent development mechanism of physical education teachers, so as to attract the attention of the government, schools and junior high school physical education teachers themselves, and effectively enhance the core literacy of college physical education teachers.

Effects of Music on Mood During Basketball Play in Junior High School Physical Education

The incorporation of music in the physical education (PE) environment during physical activity has been shown to be beneficial for participants. Karageorghis et al. (1999) created a conceptual framework focusing on asynchronous music, identifying four factors important to a given piece of music: rhythm response, musicality, cultural impact, and association. The purpose of this study was to investigate the effect of two conditions, with and without the incorporation of music, in the PE environment on student moods in 948 junior high school students (501 males, 447 females). The conditions were measured using the Profile of Mood States (POMS) Short Form. Significant differences were observed in the mean scores of POMS between preintervention (without music) and postintervention (with music) for total mood disturbance, tension, anger, fatigue, depression, and confusion (all p values < 0.0001), as well as significantly higher mean scores for esteem-related affect and vigor (p values < 0.0001). Results from this study, and others, provide an impetus for PE teachers and PE teacher education to incorporate music during games/activities for the purpose of improving student moods and subsequent activity levels.

On the Application of Outward Bound Training in Junior Middle School Physical Education

<p>With the development of the new curriculum reform, physical education teaching methods in junior middle schools have changed, but the traditional physical education teaching mode still occupies a dominant position, and the teaching mode is single and the content is tedious, which makes it difficult to arouse students’ interest. Outward bound training is a brand-new form of sports, which can greatly enhance students’ participation and train students’ collective consciousness, and is widely used in physical education. This paper mainly introduces the characteristics of outward bound training, tells the necessity of outward bound training in junior high school physical education, and briefly describes the specific application strategies of outward bound training in physical education.</p>

Facilitators and Barriers to the Implementation of iSPRINT: A Sport Injury Prevention Program in Junior High Schools.

Sport injury is the leading cause of hospitalization in Canadian youth and represents a high burden to the health care system. This study aims to describe the facilitators and barriers to implementation of a sport injury prevention program in junior high school physical education (known as iSPRINT), previously shown to reduce the risk of sport-related injury in youth (age, 11-15 years). Focus group data were mapped onto constructs from the Consolidated Framework for Implementation Research (CFIR). Four schools that implemented iSPRINT participated in this study. Forty-seven key stakeholders (teachers, students, principals) participated in 9 semistructured focus groups and 4 interviews. The CFIR was used to guide the focus group discussions, data coding, and analysis using a qualitative content analysis approach. Of the 22 applicable CFIR constructs, 16 were identified in the transcripts. The most significant facilitators to successful implementation efforts included evidence strength and quality, adaptability, implementation climate, culture, and having a high level of compatibility facilitated successful implementation efforts. Barriers to implementation included intervention complexity, planning, and readiness for implementation. Constructs that acted as both a facilitator and a barrier, depending on the context, were self-efficacy, execution, and individual identification with the organization. Participants in this study reported positive attitudes about implementing iSPRINT, citing evidence strength, adaptability, and constructs related to the organizational setting that contributed to successful implementation. Potential improvements include modifying certain program components, decreasing the number of components, and reducing the equipment required.

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.

The Implementation of Physical Education Learning Evaluation on Junior High School Level

This study was aimed at determining the implementation of evaluation of physical education learning on the Junior High Schools level in Dayun District, Siak Regency. The research was a descriptive research. The data obtained from 12 junior high school physical education teachers in Dayun, Siak Regency. The instrument of this research was a closed questionnaire whose answers had been stated and the respondent had to choose one of the alternative answers using a Likert scale. The conclusion of this study is that the implementation of the evaluation of physical education learning at the junior high school level in Dayun, Siak Regency, has been running very well with the average score of the overall questionnaire is 76.38%.

Junior high school students’ achievement goals, social goals, and self-reported persistence in physical education settings

This study utilized a 2 × 2 achievement goal model to explore a relationship between achievement goals and social goals, and how these goals are associated with junior high school students’ self-reported persistence toward physical activities. A total of 246 students from four junior high schools participated in the study. The results revealed that mastery-approach goals, social responsibility goals, and performance-approach goals were significantly positive predictors of persistence, whereas mastery-avoidance goals, performance-avoidance goals, and social relationship goals were not significant predictors of persistence. Additionally, girls scored significantly higher values on social relationship, social responsibility, and mastery-avoidance goals than boys, whereas boys reported significantly higher values on performance-approach goals than girls. Findings provide empirical support to the view that both achievement goals and social goals should be used to examine student motivation and achievement in junior high school physical education settings while considering gender differences.

Enjoyment of budo in junior high school physical education: A quantitative analysis of the answers to open-ended question

Enjoyment of budo in junior high school physical education: A quantitative analysis of the answers to open-ended question

Ball game education to foster students’ thinking in junior high school physical education

Ball game education to foster students’ thinking in junior high school physical education

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.

Conceptions of learning and learning strategies of students in junior high school physical education

Conceptions of learning and learning strategies of students in junior high school physical education

Physical Activity Levels in Coed and Same-Sex Physical Education Using the Tactical Games Model

This study compared physical activity levels of junior high school physical education students participating in coeducational and same-sex PE classes that followed the Tactical Games Model. A total of 446 students, aged 11 to 16 years old, enrolled in the seventh to ninth grades from one junior high school participated. Each student participated in four team sport units while wearing an accelerometer. All lessons followed the Tactical Games instructional model. Four three-way between-subjects analyses of variance were conducted as a method of evaluating the effect of gender, class setting, and grade on PE students’ PA levels for each sport unit. There was not a significant difference in PA for males by setting or sport unit. During the volleyball, flag football, and soccer unit, there was a nonsignificant difference between female students in the same-sex setting and between female and male students in the coeducational setting for percentage of time spent in MVPA. Results suggest setting does not affect MVPA time of males but does affect that of females depending on sport. Results also suggest that males spend more time in MVPA than females regardless of setting and sport unit. Subscribe to TPE

Does music affect physical activity rates of junior high school physical education students?

"Does music affect physical activity rates of junior high school physical education students?." Journal of Physical Education, Recreation & Dance, 88(4), p. 53

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 influence of the sport education model on an adapted physical education teacher’s conceptions

Physical education teachers implement model-based instruction as their fundamental teaching framework to provide quality physical education (Metzler, 2005). Siedentop et al. (2004) indicated that the Sport Education curriculum model encourages students to become literate, competent, and enthusiastic players. Therefore, the purpose of the current study was to examine the conceptions of a junior high school physical education teacher using the Sport Education curriculum model to teach students with disabilities during a swimming unit. Data were gathered from videotaping of physical education classes, sixteen informal and two formal interviews, lesson plans, and field notes. The results of the study found that the teacher perceived students to be more enthusiastic and interactive with their classmates when participating in the model. In addition, the physical education teacher spent more time preparing for his lessons and modified his teaching method. Team affiliation was the most challenging aspect of using the Sport Education model with the population.

Effects of Music on Physical Activity Rates of Junior High School Physical Education Students

Music is an everyday occurrence in a person’s life. Music is heard in the workplace, in homes, and in the mall. Music can also be heard as a person exercises. Therefore, the purpose of this study was to examine the effects of music on junior high students (n = 305) step counts and time in activity in junior high school physical education classes. In this study, students wore pedometers, and a 2 (conditions: with and without music) × 2 (activities: basketball and volleyball) crossover design was used. It was found that across all grades (7th, 8th, and 9th) and gender, more steps were taken with music in both activities versus without music. No significant differences were noted in time in activity between activities with music (2,839 steps taken in basketball) than without music (2,494 steps taken in basketball). Music is a tool that can assist junior high school physical educators in meeting the objectives of having students in physical activity for a majority of class time. It made students’ physical activity experience enjoyable.