Junior High School Physical Education Research Articles

中学校の体育授業における TPSR モデルの効果の転移及び保持に関する検討

中学校の体育授業における TPSR モデルの効果の転移及び保持に関する検討

English

The tacitly sanctioned practice of publicly picking teams in physical education has been categorized as instructionally inappropriate, yet its practice persists. Therefore, the purpose of this two-study article was to examine its effects on achievement goals orientations and motivational profiles of male junior high school physical education students (n = 233). Students were assigned to one of two conditions (publicly picked teams or confidential draft) in four sports and across four trials. Unexpectedly, findings revealed no significant differences between groups across sports or within trials in (a) goals orientation or (b) self-determined motivation. However, follow-up interviews revealed insights into (a) selection motives, (b) differentiation in conceptions of abilities, and (c) a sense of empathy for peers vulnerable to the practice. Despite nonsignificant findings in survey results, the qualitative data revealed nuances associated with this practice that have allowed us to make specific recommendations against the continued use of this practice.

Composition of study notebooks for the criterion-referenced evaluation based on Judo skills in Junior High School Health and Physical Education

Composition of study notebooks for the criterion-referenced evaluation based on Judo skills in Junior High School Health and Physical Education

RELATIONSHIPS AMONG PHYSICAL EDUCATION TEACHERS’ PSYCHOLOGICAL CAPITAL, WORK STRESS, AND CREATIVE TEACHING

The purpose of this study was to explore the relationships among physical education teachers’ psychological capital, work stress, and creative teaching at junior and senior high school levels. The questionnaire was distributed to 58 schools in Taiwan and research sample were junior and senior high school physical education teachers. 395 questionnaires were distributed, 369 questionnaires were valid for statistical analysis. Hierarchical regression was used to test the impact of teachers’ psychological capital on their work stress and creative teaching. The findings showed that while self-efficacy, hope, and optimism of psychological capital significantly influenced teachers’ creative teaching positively, personal interaction and professional knowledge of work stress express negative impacts. In addition, it was found that teachers with higher personal interaction stress and higher professional knowledge stress had lower creative teaching. The study suggests to increase physical education teachers’ psychological capital and enhance teachers’ creative teaching and students’ satisfaction. Key words: psychological capital, work stress, creative teaching, physical education teachers.

Urban and Rural School Physical Education Development Status Research Under the Horizon of China Dream

Sports has various functions on students' education, it contains profound connotations and huge potentials. Sports course core problem lies in school's physical education; school education results directly affect contemporary youth physical quality and value orientation. For contemporary physical education course, it has bodybuilding, education, entertainment and other functions, but as sports most basic function, it should be inheritance of Chinese excellent sports culture, through transmitting sports cultural achievements to flowers the future of motherland with physical education course, developing students' practical ability and meeting students' body and mind experiences in entertainment and bodybuilding, and then let students to develop in all-around way. The paper carries out comparative analysis of cities and towns as well as villages' teaching conditions targeted at school physical education situation under the horizon of China dream, in towns and villages' primary schools' sports practice course larger frequency are respectively 72.29%� 55.42% and 45.78%. These proportions are obvious higher than that in cities. In junior high schools' sports practice course, rural proportions are obvious more than cities' junior high school physical education course sports activity practice course, but strength quality and speed quality are correspondingly increasing, but compare to cities, there are still some shortage. As senior high school physical education course, villages and towns' sports practice course proportions are nearly the same as that in cities.

Russian

The effect of straight-forward step shooting practice and sideways prefix on the accuracy of penalty kicks on soccer extracurricular members in Junior High School, Health and Recreation Physical Education Study Program, 2015, 103 pages. This research is motivated by the level of accuracy or accuracy of student kicks in soccer games is still low. This is evidenced by students shooting or kicking not in accordance with the target or target, the kick out and the direction is not certain. This is evidenced from the results of the accuracy of the penalty kick test with the lowest score of 7, the highest score of 15 and obtaining an average of 10.133 including the category still low with interval distance 5 - 11. The purpose of this study is to compare data on the results of the initial step shooting exercise straight with a sideways prefix on the accuracy of penalty kicks on soccer extracurricular members in junior high. The population in this study were 30 students participating in soccer extracurricular activities in junior high school. The sampling technique used was total sampling by determining the population to be used as research samples so that students from the extracurricular football teams in junior high school were numbered 30 students. The data collection technique used is the test of shooting the ball to the target (shooting). The data analysis technique in this study is the normality test and hypothesis test (t test) which is used to compare data from the effect of the prefix straight step shooting practice with a sideways prefix on the accuracy of penalty kicks on soccer extracurricular members in junior high school. Based on the results of statistical testing with t test obtained t hit (14,669)> t daf (1,70), then accept Hi means that there is a comparison of the effect of the prefix straight step shooting exercise with a sideways prefix on the accuracy of penalty kicks on soccer extracurricular members in junior high. The conclusion of this study is that there is a comparison of the effect of the prefix straight-step shooting practice with the sideways prefix on the accuracy of penalty kicks on soccer extracurricular members in junior high school.

Development of junior high school students' fundamental movement skills and physical activity in a naturalistic physical education setting

Background: There is evidence showing that fundamental movement skills and physical activity are related with each other. The ability to perform a variety of fundamental movement skills increases the likelihood of children participating in different physical activities throughout their lives. However, no fundamental movement skill interventions implemented with junior high school students have yet been reported. Purpose: To investigate the changes in students' locomotor, manipulative, and balance skills and their level of self-reported physical activity during the specific intervention program aiming to increase students' fundamental movement skills in Finnish junior high school physical education. Participants and setting: 446 Finnish Grade 7 students (∼13 years old) from Central Finland. Research design: A quasi-experimental intervention study with pre-, middle-, post-, and retention tests was used. The experimental group consisted of 199 students taught by 4 teachers and the control group included 247 students taught by 6 teachers. The intervention consisted of 33 sessions, 25 minutes of each, and included training of fundamental movement skills within naturalistic physical education classes during one academic year. Data collection: There were four waves of measurement for fundamental movement skill tests and self-reports of physical activity. Data analysis: Repeated measures MANOVAs were conducted to analyze interactions between condition (experimental/control) and time (four measurement points). In cases with an interaction between condition and time, follow-up post hoc tests were performed to examine which group means differed from each other. Findings: Results indicated significant condition × time interaction in static balance, dynamic balance, balance skills sum score, movement skills sum score, and self-reported physical activity. The experimental group demonstrated more positive development of these variables compared to the control group. Conclusions: This study revealed that it is possible to develop junior high school students' fundamental skills through physical education. These changes seem to be more obvious when focusing on students' balance skills. Although further longitudinal investigation is needed, the fundamental movement skill intervention seemed also to prevent the typical decline in physical activity within junior high school students.

The Influence of Relative Age Effect in the Assessment of High School Students in Physical Education in the United Kingdom

The common practice of annually age grouping children in education, likely done under the assumption of similarly aged children sharing similar abilities and learner characteristics, may actually undermine equity and fairness in student assessments. This strategy has received criticism for (dis) advantaging those older children born closer to the “cut off” date for entry into an academic year and for promoting the existence of relative age effects (RAEs). This paper explores the possibility that RAEs may be prevalent in the end-of-year attainment levels of junior high school physical education (PE) students. The PE end-of-year attainment scores were collected from 582 students in grades 7, 8 and 9 (aged 11–14 years) in the United Kingdom (UK). The results from a one-way analysis of variance (ANOVA) indicated a significant main effect for month of birth (p = .001) and gender (p = .001). Follow up interviews with heads of PE (HoPE) revealed a lack of awareness of RAEs and inconsiderate assessment strategies, which deviated from the requirements of the formal curriculum. The implications of RAEs in school PE assessment and possible recommendations are discussed.

Impact of Pedometer Use and Self-Regulation Strategies on Junior High School Physical Education Students’ Daily Step Counts

The aim of this study was to determine the impact of pedometer use and self-regulation strategies on adolescents' daily physical activity. Junior high school students (n=113) enrolled in seventh- and eighth-grade physical education classes (52 girls, 61 boys) volunteered to participate in a 5-week study to assess daily step counts. Ten physical education classes were randomly assigned to 1 of 3 groups: (a) self-regulation, (b) open, and (c) control. A repeated-measures, mixed-model analysis of variance revealed a significant 3x4 (Group by Time) interaction effect, F6,290=2.64, P<.02. Follow-up analyses indicated participants in the self-regulation group took 2071 to 4141 more steps/d than the control. No other significant differences emerged among groups on step counts. It appears that having access to and charting daily step counts (ie, self-regulatory strategies) positively influenced young adolescents to attain a higher number of steps/d.

Results of Questionnaire Survey of Trichophyton tonsurans Infection in Judo Clubs Registered Under the All Japan Judo Federation

It has been seven years since an outbreak of Trichophyton tonsurans infection occurred in Japan. We have examined the state of T. tonsurans infection by a hairbrush test of athletes and a questionnaire survey of doctors' experience in its treatment, but have not completely grasped the actual state of infection at the sites of judo matches and its treatment or application of preventive measures. The questionnaire was distributed to the leaders of all judo clubs (10,077 clubs) registered under the All Japan Judo Federation, and responses recovered from 1,199 clubs (11.9%) were analyzed. These leaders were asked about (1) members of the club, (2) recognition of the infection, (3) experience of the breakout of infection at present and in the past, (4) present state of preventive measures, and (5) their opinions and requests. A higher percentage of the leaders of junior high school physical education judo clubs and primary school judo clubs responded they "did not know" about the infection, as compared with leaders of the other age groups. The answer regarding the "experience of the outbreak of infection" was "yes" in responses from 371 clubs (30.9%) , with a significantly higher percentage of leaders of senior high school judo clubs replying in the affirmative. Concerning preventive measures such as providing shower rooms, 540 clubs (45.1%) answered "no measures taken", which was more frequent in junior high school and primary school judo clubs. Since T. tonsurans infection is expected to spread to younger age groups in the future, a nationwide campaign by the All Japan Judo Federation for the education of risk of infection is urgently needed.

Baseline Fitness and Health Data in a Nationally Recognized Junior and Senior High School Physical Education Program

Baseline Fitness and Health Data in a Nationally Recognized Junior and Senior High School Physical Education Program

A one-year intervention in 7th grade physical education classes aiming to change motivational climate and attitudes towards exercise

Objectives: To assess the effects of a year-long intervention in Greek junior high school physical education on motivational climate, goal orientations and attitudes towards exercise and healthy diet. Design: One-year pre-post experimental trial. Method: Eighty-eight daily lessons aiming to facilitate task-involvement were developed with 262 students in an intervention group and 521 acting as controls. All were at the first year of junior high school (7th grade). The intervention was assessed through questionnaires at the beginning and end of the school year and 10 months after the end of the intervention. Participants completed the measures of motivational climate, goal orientations and attitudes. Results: Confirmatory factor analyses, and reliability and correlation analyses, supported the psychometric properties of the questionnaires. Covariance analysis results revealed that, after adjusting for initial differences on the assessed constructs, students who took part in the intervention, compared with the control group: (1) had more positive attitudes towards exercise and healthy eating, (2) had lower ego and higher task orientation scores, and (3) perceived that their teacher gave more emphasis on task-involvement and less emphasis on ego-involvement. Conclusions: Physical educators can create a positive motivational climate facilitating students’ task orientation and attitudes towards exercise.  2002 Elsevier Science Ltd. All rights reserved.

Implementing a Game Sense Approach to Teaching Junior High School Basketball in a Naturalistic Setting

Traditional approaches to teaching and learning in physical education classes have concentrated on the development of so-called ‘fundamental sport skills’ rather than account for the contextual nature of games in which those skills are to be employed. In an attempt to overcome the shortcomings of the traditional approach, Bunker and Thorpe have proposed a way of teaching games which focuses on the development of game sense through the early immersion of students into modified game situations. Such an approach attempts to integrate the cognitive and contextual dimensions of learning in the physical domain. This paper reports on a study that investigated, using a qualitative research process, the implementation of a game sense conceptualization for teaching games into the naturalistic setting of a junior high school physical education programme. The study found that there were a number of issues in a school context which influence the degree of success of implementing a game sense approach and these are discussed in the paper.

The Try-Out of a Team Sport Performance Assessment Procedure in Elementary and Junior High School Physical Education Classes

The purpose of this study is to describe the results of a try-out of Gréhaigne, Godbout, and Bouthier’s (1997) team sport performance assessment procedure in elementary and junior high school physical education classes and to expose issues related to its potential implementation. Six elementary and junior high school teachers were asked to use this assessment procedure with their Grade 5 to 8 class-groups for a 6-week period in order to gather data for the establishment of performance norms. As it was developed for peer assessment purposes, the teachers instructed their students in observing and coding. Teachers and their students then proceeded to collect team sport performance data. Following this process, interviews were conducted in order to gather the teachers’ perceptions and opinions regarding the potential integration of this assessment procedure. From the collected data, topics focusing on the possible applications in a team sport teaching-learning context are presented and discussed.

The Effects of Student Attitude toward Physical Education Class and Student Motor Skill on Teacher-Student Verbal Behavior

The purpose of this study was to analyze the effects of the student attitude level toward physical education class and the student motor skill level on the teacher-student verbal behavior. The subjects were 521 students in 15 physical education classes instructed by 6 junior high school physical education teachers and 2 senior high school physical education teachers.Main findings were as follows;1) The teacher-student verbal behavior was affected by the student attitude toward physical education class.2) The students of high level on the attitude toward physical education class tended to increase the verbal behavior to teacher with the improvement of motor skills.3) The teacher-student verbal behavior was affected by the student motor skill level.4) The students of high level on the motor skill tended to increase the teacher-student verbal behavior in the management activity.

Sex-Role Stereotyping Behaviors among Elementary, Junior, and Senior High School Physical Education Specialists

Six physical education specialists—two elementary, two junior high, and two high school (three males and three females)—were studied in an attempt to discern possible sex-role stereotyping in their classes. Data were triangulated from teacher observations, a sex-role inventory, and junior and senior high school student perceptions of teacher treatment in physical education classes. Results revealed that the female teachers used more managerial cues in their classes and called boys by name more frequently than did male teachers. Two male teachers were classified as being gender typed, but results from students of both sexes revealed no perceived differential treatment in class. From this teacher sample, the results suggest that perhaps the gymnasium is not quite the bastion of gender typing as is often assumed. Due to the small sample size, results were not generalized to a larger population and thus additional research is recommended.

Planning for Learning—Theory into Practice?

This study determined and compared the planning models taught in preservice physical education (theoretical) with those practiced in junior high school physical education (reality). Empirical and ethnographic data were collected through a survey of college professors (n = 59), close-ended (n = 36) and open-ended surveys of teachers (n = 28), and a nonparticipant observation study (n = 4). The results indicated that the theoretical model focused on planning for student learning whereas the reality model focused on planning for teaching. The personal philosophy of the teachers, coaching commitments, the teachers’ routines of planning and teaching, and the students’ reactions were major influences on how teachers planned and why they planned. Reasons for lack of transfer of the planning model from theory into practice are discussed and suggestions for further investigation are made.

Accidents in Junior High School Physical Education Programs

Abstract This study investigated the incidence, resultant injuries, and prevalent causes of accidents in 207 public junior high schools. Data evinced that three-fifths of the 1,626 accidents occurred either in physical education or in activities related directly to this field. Activities responsible for the greatest percentage of accidents to both sexes and of accidents to boys only were basketball, football, Softball, and baseball. Uppermost for girls were basketball, volleyball, and stunts and tumbling. Accidents pervading interscholastic practice, interschool games, and intramurals induced higher severity indexes than did accidents in the physical education classroom. Activities incurring the most severe student injuries were wrestling, football, and track. Diagnosed in the highest percentage of cases were the sprain, fracture, and bruise. The extremities were the parts of the body involved most frequently. Prevalent immediate causes of injury were falling, striking, or being struck by play equipment, and collision. Evidence relating to predisposing cause proved inconclusive.

The Implementation of Research Findings in the Junior High School Physical Education Program

(1959). The Implementation of Research Findings in the Junior High School Physical Education Program. Journal of Health, Physical Education, Recreation: Vol. 30, No. 2, pp. 23-62.

Typical Junior High School Physical Education Period

(1934). Typical Junior High School Physical Education Period. The Journal of Health and Physical Education: Vol. 5, No. 5, pp. 32-59.