Performance In Physical Education Research Articles

Improving Performance in Physical Education Through Students’ Enrichment Activity Training (SEAT)

This study aimed to determine the Physical Activity and Students Performance of grade 11 students in Physical Education Class of Baliwasan Senior High School during the school year 2022-2023. The study employed quasi-experimental research design using pre-test and post-test in physical education during the second semester period. The participants of this study were 50 Grade 11 students of GAS A and 50 GAS B students under the GAS strand. A purposive sampling technique was utilized in determining the sample of the study. The findings revealed that the performance of grade 11 students was satisfactory. The pretest for both the control and experimental group was poor. The posttest results of the control and experimental group were satisfactory. The mean gain score of the control and experimental group increased significantly. There was a significant difference in the mean gain score of the control and experimental group. There was a significant difference between the pretest and posttest results in physical education of the control and experimental group. It is highly recommended that the senior high school teachers may use the FITT intervention program and the application of CSPAP strategy approach in teaching physical education. They may also integrate the SEAT in physical education class where the students’ performance was unified in their performance task and the teacher recorded their response and outcome through rubrics.

How Do the STAD Cooperative Learning Model, Conventional Methods, and Student Confidence Affect Football Learning Outcomes?

This study evaluates the impact of the STAD-type cooperative learning model and the conventional model on football learning outcomes among Grade VIII students at Junior High School 2 Sijunjung, specifically considering students' confidence levels. The primary issue addressed is the low football learning outcomes linked to conventional teaching methods, which often result in reduced student engagement. The objectives of this research are clearly defined: to examine the interaction between the learning model and student confidence in relation to learning outcomes, to compare the effectiveness of the two models, and to investigate differences in learning outcomes between high and low confidence students within each model. Using a quasi-experimental method, the study employs qualitative descriptive analysis for measuring confidence and quantitative analysis for assessing football skills. A sample of 82 male students was divided into high and low confidence groups, each receiving instruction through either the STAD or conventional model. Data were collected via confidence questionnaires and football skill tests, then analyzed using two-way ANOVA and Tukey’s test. The findings indicate that the STAD-type cooperative learning model is generally more effective in enhancing football learning outcomes compared to the conventional model. Notably, there is a significant interaction between the learning model and confidence; students with low confidence utilizing the STAD model achieved better learning outcomes, whereas those with high confidence performed better under the conventional approach. This suggests that confidence plays a crucial role in learning outcomes, with lower confidence students benefiting from collaborative learning settings. In conclusion, the study highlights the overall effectiveness of the STAD-type cooperative learning model, especially for students with low confidence. It emphasizes the importance of tailoring teaching methods to align with students’ confidence levels to maximize learning outcomes. Future recommendations include exploring strategies to boost confidence among students, which could further enhance their engagement and performance in physical education.

The influence of physical fitness on self-confidence and its impact on physical education academic achievement. A study on grade V school students

Background and Study Aim. Much of the crisis in the current education system is caused by students’ low physical fitness and self-confidence. This study aims to determine the effect of physical fitness on self-confidence and its impact on the academic achievement of Physical Education of Grade V Primary School students. Materials and Methods. This research is correlational. The subjects were Class V students in elementary schools, with a sample size of 115 students (66 males, 49 females, ages 10-12) selected through random sampling. Academic achievement was measured through Physical Education report card scores, physical fitness through the Indonesian Student Fitness Test (TKSI), and physical self-confidence through a self-confidence scale. Data analysis was performed using regression techniques via SPSS 21. Results. Physical fitness positively affected self-confidence (r = 0.259, p = 0.005 < 0.05) and Physical Education academic achievement (r = 0.513, p = 0.000 < 0.05). Self-confidence also significantly impacted Physical Education academic achievement (r = 0.519, p = 0.000 < 0.05). Conclusion. Better physical fitness enhances students’ self-confidence and positively influences their academic performance in Physical Education.

Physical Education Teaching Quality Assessment Model Based on Gaussian Process Machine Learning Algorithm

Physical education is an integral component of academic curricula focused on promoting overall health and well-being through physical activity and exercise. It encompasses a range of activities designed to enhance students' physical fitness, motor skills, and knowledge of healthy lifestyle habits. In addition to fostering physical development, physical education contributes to the development of social skills, teamwork, and discipline. Students engage in various sports, fitness routines, and educational modules that encourage a lifelong commitment to an active and healthy lifestyle. This demand for improvement in the teaching quality assessment of physical education among the students. Hence, this paper proposed a novel Gaussian Hidden Chain Probabilistic Machine Learning (GHCP-ML). The proposed GHCP-ML model estimates the features for the teaching quality assessment using the Gaussian Hidden Chain model. With the proposed GHCP-ML model features related to the teaching assessment of the physical education are computed. The proposed GHCP-ML model uses the machine learning model for the assessment and computation of the factors related to the teaching quality of students in physical education. With the Gaussian Chain model, the factors related to physical education are evaluated for the classification of the relationship between physical education and teaching quality assessment. Simulation analysis demonstrated that with the proposed GHCP-ML model physical education is improved significantly with teaching quality by ~12% than the conventional techniques. The student physical education performance is improved by more than 80% with the proposed GHCP-ML model compared with the conventional techniques.

CONTEXTUALIZED MODULE IN LAGUNA FESTIVAL DANCES IN ENHANCING STUDENT LEARNING COMPETENCIES AND PERFORMANCE

The main goal of this study was to examine effectiveness of the contextualized module in laguna festival dances in enhancing student learning competencies and performance. Particularly, this would determine the level of validity of the component and features of the contextualized module in festival dances. Also, this would like to identify the student’s learning competencies and performance. Moreover, it sought to prove the significant differences on student’s performance in formative and summative as well as the effect of component and features of festival dances on student’s competencies. This study used a descriptive method in collecting and gathering data. To gather data, the researcher utilized a self-made questionnaire and served as the primary tool distributed among 80 Grade 7 students. Statistical analyses included calculating the mean, standard deviation, frequency, percentage, t-test and Pearson correlation coefficient to assess hypotheses. From the data analysis of the study, it was found that the physical education students perceived the components of contextualized module in festival dances was very high. Also, students perceived the features of module in festival dances as very high and the students rated very high in level of student’s learning competencies. The students showed fairy satisfactory on their level of performance in terms formative while the students showed excellent performance on their summative assessment. Moreover, it was evident that the student’s performance showed significant difference from formative evaluation to summative evaluations. the objectives contextualized learning module showed importance in shaping two of the student’s competency namely cultural empathy and sensitivity as well as well as the cross-cultural collaboration while the majority of the components and features showed no significant. Based on the research finding, it can be concluded that the performance of student’s showed significant differences between formative and summative test results thus signified the rejection of hypothesis as the student’s performance in written examination increased after being exposed in the curriculum delivery through the utilization of contextualized module. The contextualized module showed no significant effects of variables. Since majority of the variables of the components and features of contextualized modules showed no significant effect in student competency thus signified acceptance of the hypothesis. The students enhanced their positive attitude in consideration of other’s ideas, opinion, and practices as they shared expertise in their academic requirement upon understanding the lesson goals and outcome of the discussion. The following recommendations were forwarded: The school may utilize the contextualized module and may practice the use of formative and summative assessment constantly. Also, The teachers may design contextualized learning module, design culminating activities and expose learners to different contextualized learning materials to maintain excellent performance in physical education. The future researchers are advised to study more cultural dances in the different municipality of laguna and its effects to student’s holistic development.

Development of a Novel Evidence-Based Practice-Specific Competency for Doctor of Physical Therapy Students in Clinical Education: A Modified Delphi Approach.

Evidence-based practice (EBP) results in high-quality care and decreases unwarranted variation in practice. Few performance criteria related to EBP are included in physical therapy clinical education (CE) performance measures, despite EBP requirements in Doctor of Physical Therapy education. The purpose of this study was to develop EBP-specific competencies that may be used for Doctor of Physical Therapy students for use throughout CE. Thirteen subject matter experts (SME) participated in this study. Subject matter experts were asked to rank each core EBP competency, from a previously described framework, using a 3-point Likert scale, which included "Not Essential," "Essential," and "Not Sure." A consensus of 70% or greater for the "Essential" rating advanced the competency to the final Delphi round, whereas a consensus of 70% or greater for the "Not Essential" rating was required for competency elimination. Subject matter experts voted to either "Accept" or "Modify" the competencies that had reached the inclusion consensus threshold. All competencies that reached consensus for inclusion after all 3 rounds were included in the final EBP Domain of Competence. Consensus was achieved in round one for 38% (n = 26) of items. In round 2, a consensus was achieved for 20% (n = 8) of items. Of the items remaining after rounds 1 and 2, 6 overarching competencies were identified, and all remaining items served as descriptions and specifications in the final EBP Domain of Competence. The 6 competencies developed from this study constitute the EBP Domain of Competence and may be used throughout CE to assess students' EBP competency in clinical practice.

Construction and Evaluation of an Intelligent Analysis System for Interactive Teaching in Physical Education Classrooms

Abstract With the continuous deepening and progress of the research in the physical education discipline, the school and the state put the landing point on the integration of information technology and the development of the discipline. In this paper, we design the system framework and perform data module design, on the basis of which we conduct detection research on teacher-student interaction behavior. The article employs an intelligent analysis system based on the YOLOv5 model to establish a model of teacher-student interaction behavior. This model is based on the movement and facial observations of both teachers and students in a physical education classroom. The intelligent analysis system, based on the YOLOv5 model and independent t-test, observed the behavior of teacher-student interaction based on the ratio of teacher-student verbal interaction and analyzed it accordingly. In teacher- and student-type speech, the ratio of teacher-direct influence speech is 45.62%, which is higher than indirect influence speech, while the ratio of student-passive speech is 5.54%, which is higher than student-active speech. Finally, the interactive intelligent system was evaluated for teaching and learning to understand students’ feedback on the intelligent analyzing system based on the YOLOv5 model from two parts: physical education test scores and students’ satisfaction surveys. In the physical education classroom, the teacher primarily uses their own words and interacts with the students less frequently. However, the system has the potential to significantly enhance students’ performance in Physical Education, with the majority of students reporting improvements in their PE skills and other areas. In terms of participation in the physical education classroom, 32 students thought that there was a “great improvement,” and 22 students thought that there was an “improvement,” for a total percentage of 98.18%, which is a significant effect.

The Construction of Wisdom Teaching Mode of Physical Education and Training in Colleges and Universities in the Internet Era

Abstract The rise of the intelligent teaching model, relying on artificial intelligence and digital information technology, provides students with personalized and autonomous learning pathways. The model encourages students to learn independently and develop personally by integrating online and offline learning resources, enhancing their innovation and practical skills. Educational innovation has focused on exploring how to effectively incorporate competent teaching resources to improve teaching efficiency and students’ physical education skills. This study designed a new smart teaching mode for physical training science using blended learning theory and artificial intelligence technology. The differences in students’ physical education performance, participation, and satisfaction between the traditional and intelligent teaching modes were analyzed by comparison. The students who used innovative teaching methods in the study were better than those who used conventional teaching methods in 100-meter sprint and basketball shooting accuracy, with an average improvement rate of 15%. According to the study, the intelligent teaching mode can effectively enhance students’ physical education learning efficiency and mastery of movement skills, paving the way for a new development direction in college physical education.

Linear regression analysis of the correlation between students’ physical education performance and academic achievement in the context of smart physical education in colleges and universities

Abstract In this paper, the principles, algorithms and different linear regression models are sorted out and finalized to determine the multiple linear regression model suitable for this study. The different types of regression are synthesized through the elastic net algorithm. Based on the multiple linear regression model, students’ performance in language, mathematics and English was used as the dependent variable Y on behalf of academic performance, and five sports such as physical education and hygiene were used as the independent variable X, to carry out an empirical study on 3,800 students. From this, it was concluded that the contribution rates affecting language achievement were sports attitude, environment, and hygiene in the order of coefficients of 0.548, 0.312, and −0.266. In contrast, exercise habit [B=−0.032, t=−1.574, P=0.116] and sports knowledge [B=0.027, t=1.561, P=0.119] did not pass the test of significance. The contribution of influencing math achievement was in the order of sports environment and attitude with coefficients of 0.402 and 0.327, which were positively correlated with math achievement Y2. The contribution rate affecting English achievement is in the order of sports hygiene, sports attitude and exercise habit, and their coefficients are 0.398, 0.295 and 0.124, all of which are positively correlated with English achievement Y3.

Student Engagement and Teachers’ Pedagogy: Predictors of Students’ Academic Performance in Physical Education 

Student Engagement and Teachers’ Pedagogy: Predictors of Students’ Academic Performance in Physical Education 

Exploring the Impact of Digital Competence and Technology Acceptance on Academic Performance in Physical Education and Sports Science Students

Exploring the Impact of Digital Competence and Technology Acceptance on Academic Performance in Physical Education and Sports Science Students

Research on the Innovation of Smart Teaching Mode of University Physical Education Driven by Digital Technology

Abstract Physical education teaching mode is the link between physical education teaching theory and physical education teaching practice, which has a direct impact on the quality and teaching effect of physical education teaching. In this paper, the recognition algorithm is applied to physical education, and a graph-convolutional neural network is constructed. In order to solve the problem that a graph convolutional neural network can only deal with non-motion graphs, using the Masked Attention mechanism, assigning different weights to neighboring nodes, extracting node features and features between neighboring nodes, thus the graph attention neural network, and introducing the YOLO model to predict the single and multiple postures and correct the students’ technical movements. Through the comparative experimental study in this paper, it was found that the p-values of the four dimensions of students’ attention to athletics, adverse interest in athletics learning, positive interest in athletics learning, and daily athletics exercise were all 0.000<0.05. In the two dimensions of positive interest in athletic learning and daily athletic exercise, the mean values of the students in the experimental group reached 29.11 and 32.89, respectively. In terms of comparing the results of the students in the two groups, the 50-meter Run p=0.021<0.05, Vertical Long Jump p=0.002<0.05, Seated Body Flexion and Sit-ups for girls p=0.000<0.05. Therefore, the data-intelligent physical education teaching model constructed in this paper can increase the degree of students’ interest in physical education, improve students’ participation in physical education classrooms, and optimize students’ physical education achievement and performance.

The Role of Artificial Intelligence in Physical Education and Sports: A Review of Current Applications and Future Potential

Artificial Intelligence (AI) has emerged as a groundbreaking technology with great potential to transform various industries, and the realm of physical education and sports is no exception. This research paper aims to explore the role of AI in enhancing performance and personalization in physical education and sports activities. The paper will provide an overview of AI technologies and their applications in this field, highlighting key advancements and their impact on athletes, coaches, and trainers. The use of AI in physical education and sports offers numerous benefits. AI-powered sensors and wearables can provide real-time feedback on biomechanics, technique, and performance, allowing athletes to identify and correct weaknesses. Machine learning algorithms can analyze vast amounts of data, enabling coaches to design personalized training programs tailored to each athlete’s unique characteristics and needs. AI also facilitates the development of virtual coaching platforms and simulators, providing athletes with immersive and dynamic training experiences. Additionally, AI can assist in injury prevention and management. Intelligent systems can assess an athlete’s physical condition, track fatigue levels, and provide recommendations for recovery and injury rehabilitation. Furthermore, AI can analyze historical data to predict potential injuries or evaluate an athlete’s readiness to return to competition. This proactive approach to injury prevention can significantly reduce the risk and impact of sport-related injuries. However, the implementation of AI in physical education and sports comes with challenges and ethical considerations. Privacy and security issues arise with the collection and analysis of athletes’ personal data. Moreover, the reliance on AI can lead to a lack of human connection and intuition in coaching relationships. These concerns need to be addressed to ensure the responsible and effective use of AI in this context. Overall, this research paper presents a comprehensive analysis of the role of AI in physical education and sports. By leveraging AI technologies, athletes can optimize their performance, trainers can provide personalized coaching, and the overall sports ecosystem can be enhanced. Future research will delve into the practical implications, implementation strategies, and potential ethical implications involved in incorporating AI into physical education and sports.

Influence of Computer Aided Instruction (CAI) on Students Learning Performance in Physical Education

This study aimed to comprehensively evaluate the influence of Computer-Aided Instruction (CAI) on student learning and performance in college physical education. Analyzing cognitive understanding, knowledge retention, skill development, engagement, and adaptability, the study identified specific components of CAI affecting outcomes. Challenges faced by teachers during CAI integration were explored, and a strategic plan for effective implementation was proposed. The research employed a quantitative descriptive design, focusing on Shijiazhuang Information Engineering Vocational College with 669 student respondents. It was found that learners and teachers expressed satisfaction with CAI's adaptive learning pathways, interactive simulations, and progress tracking, indicating its value in enhancing the learning experience, CAI in Physical Education was well-received, demonstrating effectiveness in providing an engaging and enriching educational approach, the integration of CAI positively impacted cognitive understanding, memory retention, and bridging theoretical and practical knowledge in physical education, challenges included limited technical proficiency, insufficient training, access to reliable technology, time constraints, and content customization difficulties, learners coped by seeking assistance, independent exploration, using online resources, adapting learning strategies, and engaging in collaborative work and a proposed course of action addressed challenges through targeted workshops, comprehensive training, infrastructure upgrades, flexible scheduling, and adaptive content development. CAI significantly influences physical education learning, with positive outcomes in engagement, understanding, and performance. Challenges identified underscore the need for tailored interventions. The proposed strategies offer a comprehensive plan for effective CAI utilization, fostering a supportive and technologically equipped learning environment. In conclusion, Computer-Aided Instruction (CAI) significantly influences physical education learning, yielding positive outcomes in engagement, understanding, and performance; the identified challenges underscore the imperative for tailored interventions, and the proposed strategies offer a comprehensive plan for effective CAI utilization, fostering a supportive and technologically equipped learning environment; therefore, educational institutions should implement targeted interventions to enhance CAI integration, teaching faculty should adapt teaching strategies and undergo continuous professional development, IT departments should guide infrastructure upgrades and support initiatives for a reliable technological environment, students should actively engage in seeking assistance, independent exploration, and utilizing online resources, and future researchers should build on identified challenges and coping strategies to explore emerging technologies and assess long-term impacts of CAI in educational settings.

Variation in the Perceived Motor Self-Efficacy of Spanish Students throughout the Different Educational Stages.

Motor self-efficacy is the ability to cope with obstacles, to control them and to solve them in the best possible way. It is closely related to performance in physical education and student health. The aim of this study is to measure the performance of motor self-efficacy in Physical Education in students aged 10 to 18 years, analyzing the differences between students according to their educational level and age. A total of 946 students responded to five socio-demographic questions, in addition to the Motor Self-Efficacy Scale validated in Spanish. The Kolmogorov-Smirnov test was used to determine the assumption of normality, but since this assumption was not met, non-parametric tests were used. In this sense, the Motor Self-Efficacy Scale score and the differences between the different instructional cycles were analyzed using the Kruskal-Wallis test. In addition, a pairwise comparison was performed as part of a post hoc study to examine the differences between the different groups. The relationship between the mean scale score and the variable age was investigated using Spearman's Rho test. Subsequently, the relationship between motor self-efficacy and participants' height, weight and BMI was examined using the direct stepwise regression test. Finally, Cronbach's alpha was used to assess the reliability of the instrument. Significant statistical differences were observed between educational levels and their relationship with BMI, height and weight, highlighting the importance of motor self-efficacy at different stages. Therefore, it would be interesting to introduce educational methodologies that promote active models and improve students' motor self-efficacy.

Enhancing motivation and academic performance through gamified digital game-based learning methodology using the ARCS model

ABSTRACT This study assessed the effects of an educational intervention grounded in gamified game-based learning on attention, relevance, confidence, satisfaction, intrinsic and extrinsic motivation, as well as academic performance, utilizing the ARCS motivational design model. This study involved 384 undergraduates across three physical activity and sport sciences courses. The experimental group, consisting of 287 students, was further divided into competitive (n = 142) and noncompetitive (n = 145) subgroups, while the control group comprised 97 students. Data collection was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ), Instructional Materials Motivation Survey (IMMS), and academic performance assessments. The findings of this study revealed significant disparities in the ARCS dimensions between the intervention and control groups. The experimental groups displayed notably lower scores in attention, relevance, confidence, and satisfaction. The intervention had a significant impact on students’ perceptions of intrinsic goals and task value, and it exerted a moderate influence on extrinsic goals. No statistically significant impact on conceptual knowledge was observed. These findings suggest that integrating the gamified digital game-based learning (DGBL) approach with the ARCS model can effectively enhance students' motivation, academic performance, and practical knowledge in higher physical education.

Assessment of the Attitude and Academic Performance of the Elementary Learners in Physical Fitness: Basis for an Intervention Plan

The current educational landscape is continuously evolving, and with it, so is the role of schools in equipping learners for these changes. This study aimed to evaluate the attitudes and interests of elementary learners towards Physical Fitness in the District of Columbia and its impact on academic performance, to inform the development of an intervention plan. Employing a descriptive-correlational research design, the study assessed the distance learning performance of these learners during the 2021-2022 school year. The findings indicate a generally positive disposition of learners towards using various learning platforms, which facilitated independent practice. It was observed that academic performance in physical education was not significantly influenced by physical fitness tests or by mathematics and reading performance. Conclusions drawn from the study suggest that physical education does not adversely affect academic achievement. Therefore, it is recommended that school administrations continue to support and expand intervention programs in physical education. Collaboration between Physical Education teachers and teachers of other subjects is advised to enhance learner attitudes and develop additional physical activities. Further recommendations include strengthening the Physical Education curriculum, investigating other factors influencing performance in Physical Education, and encouraging learner participation. Future research could expand the scope to include more grades and examine the broader relationship between physical fitness and academic performance for a comprehensive understanding.

Improving Learning Performance in Physical Education through Video-Based Presentations (VBP) Approach

Background: Technology plays a pivotal role in the learning and teaching process. Technology has become a powerful tool for enhancing students' performance in Physical Education. The study aims to assess the effect of video-based presentations on students' physical education learning performance. Objectives: The study aims to assess the effects of video-based presentations as an intervention tool in enhancing students' performance. Specifically, this is to answer the following objectives: (1) mean scores in the pre-test and post-test, (2) significant difference between before and after intervention, and (3) student's experiences in using video-based presentations in the learning performance in physical education. Methods: The researcher used a sequential mixed-method research design with a one-group pre-test and post-test design, which was participated by 52 students in one of the secondary schools in the Philippines and five students in the focus group discussion. Purposive sampling was used to choose the participants to assess the effect of the video-based presentations. JASP Software was used to analyze the data. Results: Based on the result, the study shows that before the intervention, students needed more knowledge and more participation in the discussion. However, utilizing the intervention indicates that the video-based presentation significantly affects students' learning performance, which shows that the video-based presentation has a positive impact on the students' learning performance. Moreover, two themes emerged in the focus group discussion: independent learning and flexible instruction. Conclusion: As education becomes man's equalizer, students must adopt 21st-century skills, and through the intervention used, this will pave the way for developing their capabilities and skills in the education trends. This implies that with the progressive world facing the ever-changing education landscape, teachers must have the desire to build their technological capabilities by upskilling and retooling their innovativeness and creativity in delivering instructions.

The relationship between emotional intelligence, anxiety, and performance in physical education and sport students.

Emotional intelligence (EI) has been recently the main target in research on sports psychology. The objectives of this study were to investigate the relation between self-report measures of emotional intelligence, pre-competitive anxiety, and performance among students during the physical education exam of the high school final year. This cross-sectional study was conducted on a sample of 350 students attending the physical education exam in the year 2021-2022. Analysis of the correlations between the scores of Emotional intelligence and anxiety showed that self-confidence was positively correlated with all dimensions of Emotional intelligence (Beta = 0.524; p = 0.000). Multivariate linear regression analysis showed that the most related items to performance were self-confidence in a positive direction (r = 0.56; p = 0.000) and negatively with somatic anxiety (r = -0, 39; p = 0.000). Considering the Emotional intelligence subscales, hetero-emotional management was significantly positively associated with performance (p = 0.000) however emotional perception was negatively correlated with performance (p = 0.003). These results demonstrate the importance of social and emotional learning programs for improving self-confidence and better management of emotions during physical education and sports.

From knowledge to performance in physical teacher education: A Delphi study and a pretest for the content validation of the test instruments

The basis for evaluating the effectiveness of interventions in the education and continuing professional development of physical education (PE) teachers involves valid, reliable, and objective instruments, which are largely lacking. Content validity is a necessary basis for the development of such instruments. Accordingly, this study presents the content validation of a test for the assessment of (classroom management-related) professional knowledge and the perception, interpretation, and decision-making (PID) of prospective PE teachers. The result is a content-validated knowledge test (110 test items) as well as a video-based test for the assessment of PID (ten vignettes, 217 items). In a next step, the instruments are empirically validated.