Physical Education And Sport Research Articles

The impact of physical education and sports lessons on physical activity competence

In this study, it is aimed to compare the Physical Activity (PA) proficiency of 12th-grade students in Bingöl Province who take and do not take Physical Education and Sports (PES) lesson in the 2023-2024 academic years. A total of 231 12th-grade students (105 girls and 126 boys), with an average age of 17.51±0.57 years, height of 169.49±9.42 cm, and weight of 60.05±11.94 kg, participated in the study. Of these students, 149 were enrolled in PES lesson at two different Anadolu high schools, while 82 were not enrolled in PES lesson at two different vocational and technical Anadolu high schools. The Physical Activity Proficiency Scale (PAAS), developed by Campbell et al. in 2016 and adapted into Turkish by Saygın et al. in 2017, was applied to the participants to assess their physical activity proficiency. The obtained data were analyzed using the Mann-Whitney U test. The level of statistical significance (α error level) was accepted as p<0.05. A significant difference in favor of students who take PES lessons was found between the students who take and do not take PES in the second item of the "Physical Activity at School" dimension and the third item of the "Physical Activity in Transportation" dimension (p<0.05). Although no significant differences were found in other dimensions and items, participants who took PES lesson scored higher than their peers who did not take PES. In the data obtained based on gender, no statistically significant difference was found between male students who take and do not take PES lesson. In females, a statistically significant difference was found in favor of participants who take PES lesson in the first, second, third, and sixth items of the "Physical Activity at School" dimension (p<0.05). Based on the data obtained, 12th-grade students who take PES lessons have more confidence in their physical activity proficiency. In conclusion, by encouraging students to engage in physical activity, it can be said that promoting exercise habits in children will not only enhance their academic success but also help them integrate exercise into their lives after their education, leading to a healthier body.

Physical Education and Sport (PES) For Quality Teacher Education

Physical Education and Sport (PES) For Quality Teacher Education

Evaluation of Sports Learning Methods of SD IT Haudhin Ilma Langkat City

Physical education and sports (PES) play a crucial role in the holistic development of individuals, particularly in physical, mental, and social health. Primary schools (SD) serve as an ideal setting for instilling healthy and active lifestyles through effective sports education. At SD IT Haudhin Ilma Kota Langkat, serious attention is given to this aspect. Therefore, an evaluation of the sports education methods employed in the school is essential to ensure the achievement of desired physical education goals. This study employs a qualitative method with an observational analysis approach to assess the sports education process at SD IT Haudhin Ilma Kota Langkat. The research aims to provide a deeper understanding of the effectiveness of sports education methods applied at SD IT Haudhin Ilma Kota Langkat. Consequently, it is anticipated that this study will contribute positively to the development and enhancement of sports education processes at the primary school level.

Applied biomechanics within the Kinesiology discipline in higher education

Background and Study Aim. Biomechanics is a fundamental component of Kinesiology, offering critical insights into the mechanics of human movement. As the demand for comprehensive educational programs in Kinesiology grows, understanding the role and effectiveness of biomechanics within these programs becomes increasingly important. The aim of the study is to investigate and highlight the role and importance of biomechanics in the context of higher education, with an emphasis on the discipline of Kinesiology. Material and Methods. This study involved 71 students from the Department of Physical Education and Sport at Pitești University Center. It included 43 students specializing in Physical Education and Sport (PES) and 28 in Sports and Motor Performance (SMP). The research utilized the university's e-learning platform to monitor teaching and evaluation activities within the Kinesiology discipline. The evaluation of fundamental Kinesiology knowledge was assessed through various indicators. Google Forms-Questionnaire sought to gauge student opinions on the thematic content of Biomechanics as applied to Kinesiology and to evaluate the teaching staff. The nonparametric Kruskal-Wallis Test was employed to analyze differences in means across the groups. Results. The study revealed a diverse interest in sports across the Physical Education and Sport (PES) and Sports and Motor Performance (SMP) programs. Soccer, basketball, and handball were the most popular among students. Comparative analysis of academic performance showed no significant differences between the groups in various assessments (p>0.05). The overall student feedback on the "Fundamentals of Biomechanics of Physical Activities and Sports" course was predominantly positive. Over 50% of the students rated it as very good. Areas for improvement in teaching methods were also identified to enhance the academic experience. Conclusions. This study highlights the effective integration of biomechanics within the Kinesiology discipline at the higher education level. Findings suggest that well-structured educational programs can enhance students' understanding and application of biomechanics. This contributes positively to their academic and professional development in sports sciences. Continuous curriculum assessment and refinement are crucial for maintaining the relevance and effectiveness of such programs.

Yoga, a mindfulness therapy to prevent PTSD as to encompass athletes' performance.

Yoga is one of the physical and mental activities used in elite sports training for risk prevention and medical rehabilitation in case of injuries caused by overtraining or accidents. This study examined the opinions of Romanian elite athletes and coaches on the feasibility of incorporating yoga practice into training regimens for purposes of injury prevention and medical recovery. This study surveyed a group of 500 athletes, coaches, and medical personnel from three universities in Romania, all of which are part of the Faculty of Physical Education and Sport (PES). An online survey was administered which evaluates athletes' experience of yoga integration in pre/post training and its positive effects on reducing posttraumatic stress disorder (PTSD). The data were then analyzed with a structural equation model utilizing SmartPLS software. According to the survey, Romanian athletes use yoga both before and after competitions to improve their focus, balance, muscle, and joint elasticity, foster a winning mindset, control their emotions and PTSD, visualize their competition performance, and see themselves as winners. The survey also found that yoga is seen as useful for cardiac rehabilitation, neuropathic pain, pulmonary disease, orthopedic illness, muscle strain, and managing symptoms of Posttraumatic Stress Disorder (PTSD). This study contributes to enhancing athletes' mindfulness and health, offering valuable insights to trainers and athletes interested in incorporating yoga into professional sports activity. The results support the notion that yoga integration in training activity promises to positively influence athletes' performance and reduce collateral side effects of competitions. The results are also in line with the objectives of the Global Action Plan on Physical Activity 2018-2030 (GAPPPA) - with the theme of "being more efficient to prevent than to treat" - which places special emphasis on the demands for certain programs and services, sports coverage, and healthy workplace initiatives. The study further indicates that Romanian elite athletes and coaches support the use of yoga is an effective method for enhancing athletic training and medical therapy for post-traumatic illnesses and stress disorders.

The Perception of Quality Physical Education in China

Promoting quality physical education (QPE), regarded as the best way to induce quality learning among children and adolescents, has received widespread attention. This study contributes to the discourse on QPE by conducting a study in mainland China that involved 437 physical education (PE) professionals from six administrative divisions of 30 provinces. The research adopted the questionnaire initially developed by the QPE research team from the International Society for Comparative Physical Education and Sport in 2018. Results indicated an overall mean of 7.39 in the QPE development. The highest mean score was 7.73 in the Skill Development and Bodily Awareness (SDBA) dimension, and the lowest was 7.14 in Plans for Feasibility and Accessibility of PE (PFAPE). PE professionals with less work experience scored higher on the overall development of QPE and the eight dimensions. The QPE scores of East China and Central South China in all eight dimensions were significantly higher than those of Northwest China. These findings indicate the importance of enhancing cognitive functioning strategies in developing QPE in mainland China. Recommendations include using a resource-input and intentional intervention model to investigate the differences in QPE development among the regions in China.

Modelling the associations between academic engagement, study process and grit on academic achievement of physical education and sport university students

ObjectiveThe present study examined the impact of academic engagement, study processes, and grit on the academic achievement of physical education and sport university students. MethodsAn internet-based survey recruited 459 university students aged 19–25 years (M = 21 ± 1.3) in physical education and sports (PES) to fill out questionnaires on Physical Education-Study Process Questionnaire (PE-SPQ), Physical Education-Grit (PE-Grit), academic engagement (A-USEI), and Grade Point Average (GPA). A path analysis was carried out to understand variable relationships.ResultsData from each variable exhibited symmetrical and normal distribution, as indicated by the skewness and kurtosis values. The model’s fit indices showed sufficient Comparative Fit Index (CFI = 0.92), Tucker-Lewis Index (TLI = 0.90), Goodness of Fit Index (GFI = 0.99) and Normed Fit Index (NFI = 0.90) and showed acceptable levels. The results indicated a statistically significant positive impact of engagement (β = 0.299, p < 0.001) and study processes (β = 0.397, p < 0.001) on academic achievement. However, the effect of grit on achievement was non-significant.ConclusionsAcademic engagement as well as study processes are two important factors predicting academic achievement while grit seems to be not a major predictor. Hence, physical education and sport faculty and university administrators should prioritize student engagement as a determinant of academic outcomes by reforming or redesigning physical education and sport curriculum modules that can facilitate engagement.

Carrying out the methodological approach of the scientific research in the Physical Education and Sport Science field

Background and Study Aim. The scientific research activity at the level of academic studies aims to acquire fundamental basic and deontological knowledge. The purpose of the study was to determine the progress of the scientific research approach in the field of Physical Education and Sport Science. Material and Methods. This scientific approach was carried out in the ”Research methodology” discipline, in the bachelor’s degree for the Physical Education and Sport (PES) specialization, Sport and Motor Performance (SMP) and in the master’s degree - Sport Performance (SP). The research participants were 104 students of the Physical Education and Sport department of the University of Pitești: 82 in bachelor’s degree (48 at PES, 34 at SMP) and 22 in master’s degree (PS). The didactic activity was conducted offline and online; the monitoring was performed by means of the university e-learning platform. The research results were centralized using digital technologies. The continuous evaluation of the performance criteria was made in accordance with the requirements of the subject matter program and the instructions on the credit system and class book filling. The requirements of the activity in seminar were 3 reports, respecting the path of the work assignments. Report no. 1 – method of bibliographic study (Google academic); Report no. 2 –sociological survey (survey method, questionnaire, Google forms) and Report no. 3 –experimental research (personal contributions, scientific argumentation). Results. The results of knowledge evaluation in bachelor’s degree reveal 3.3% better level at PES; the other indicators have a better level of success in SMP (p&gt;0.05); the master’s degree highlights 15.25% better activity in the seminar, involvement of 82.3% in the elective and mandatory activity and 87.75% success in the final evaluation. Regarding the weight of sports disciplines in achievement of the scientific approach: 65% improved the title of the assignments (an evolution of the titles) and 35% kept the same title, but with different content. At the master’s degree, everyone respected the requirements of the discipline. Conclusions. The scientific research approach was carried out by methodologically going through the stages of addressing the work assignments within the bibliographic study, sociological survey analysis and scientific argumentation. The theoretical knowledge was applied in accordance with the current specialized literature, the analysis of the opinions of the specialists and the use of the personal experience in the applied and development scientific research.

The Future of Physical Education and Sports in Light of the Crisis of Playgrounds in Schools in the Republic of Djibouti

The teaching of Physical Education and Sports (PES) is increasingly compromised in Djibouti, as most of the new middle and secondary schools built in the past two decades do not have playgrounds. This situation has meant that some students have never had access to physical and sports activities as part of their school curriculum. They consequently suffer the detrimental consequences of this situation, particularly on health, well-being, and overall development. To carry out this research, we have analyzed several data sources, such as internal reports and statistical directories of the national education system. We have also studied legislative documents, articles, reports, and chapters on the evolution of school education in Djibouti, as well as ethnographic surveys. Through descriptive analyses, the purpose of this article is to highlight the disparities that exist among different schools in terms of playground equipment and, by extension, access to physical and sports activities. Ultimately, this article emphasizes the urgent need to address the crisis of playgrounds in schools to ensure a better future for PES and enable students to benefit from the physical, social, and educational advantages associated with engaging in physical and sports activities.

Theoretical and applied perspectives of the kinesiology discipline in the field of physical education and sports science

Background and Study Aim. The study intends to estimate the theoretical and applied perspectives of the Kinesiology discipline in the field of Sport and Physical Education science.&#x0D; Material and Methods. A total number of 127 subjects (students of the Physical Education and Sport Department in the University of Pitești) participated in this research. There are 59 students in Physical Education and Sport (PES), 37 in Sport and Motor Performance (SMP) and 31 in Physical Education and Sport Conversion (PESC). The research was conducted during COVID-19 pandemic, in the academic year 2021-2022. The teaching and evaluation activity in the Kinesiology discipline was carried out online by means of Zoom program. The monitoring of the teaching activity was done with the help of the university e-learning platform. The opinions of the subjects on the discipline taught and the assessment of the teaching staff by the students were analyzed using Google Forms questionnaire. The fundamental basic knowledge in Kinesiology was evaluated using the following indicators: S1 (periodically evaluated activities) = A1 (40%) +A2 (20%), final evaluation (FE) – examination (40%), S2 – sum of the fractions of grade obtained at the periodic evaluations and those from the final verification.&#x0D; Results. The analysis of the subjects’ opinions regarding the topic of the discipline taught reveals 5% moderate opinions, 16% - good and 79% very good ones. The evaluation of the basic fundamental knowledge in Kinesiology highlights the following values of the indicators: A1 (40%) – an average of 8.05 points between groups (p&lt;0.01); A2 (20%) - an average of 7.95 points (p&gt;0.05); S1 – an average of 4.81 points (p&lt;0.05). The final evaluation (40%) in the exam shows an average of 3.36 points (p&lt;0.01); S2 has 8.17 points (p&lt;0.01); the final grade between groups has an average of 8.29 points, with differences of rounding in student’s favor (p&lt;0.05). The analysis of students’ opinions concerning the teaching activity in Kinesiology discipline shows that 76% rate it as excellent, 14% - very good, 6.7% - good, 1.9% - satisfactory and 1.4% unsatisfactory (extracurricular activity).&#x0D; Conclusions. There were shown the subjects’ opinions on the Kinesiology discipline topics and the weight of meeting the minimum and maximum performance standards. The preferred or practiced sports chosen in the researched study programs were presented. The results of the evaluation of the basic fundamental knowledge highlight the value of the averages between groups for the evaluated indicators. These results also reveal the opinions of the students about the didactic activity carried out by the professor in the discipline studied.

The Role of Physical Education and Sports in Modern Society Supported by IoT—A Student Perspective

The COVID-19 pandemic in recent years and the massive presence of information technology generate one of the biggest challenges facing humanity, namely the technological challenge. In this context, educational technologies have a positive impact on the correct and effective teaching and learning of physical education and sports (PES), with a great positive impact on future sustainable higher education (HE). Thus, various innovative techniques could be of interest, such as the use of social networks and fitness sites, e-learning platforms, computer games, and telephone applications involving video analysis and age-specific images of students and the skills taught. This study aims to establish the main means used by technology, through which it can improve the teaching, learning, and practice of PES. This paper demonstrates the positive effects of technology on the PES field in modern society through a regression model, applied to data collected from 260 students from 2 Romanian PES Universities. The pedagogical and educational elements of our model also highlight the role of technology as a facilitator of knowledge, functioning as a tool that comes to the aid of specialists in the PES field.

Fair Play in a Context of Physical Education and Sports Behaviours.

The study examined prosocial behaviour and the perception of fair play in the context of physical education and sport (PES) in adolescents participating in sports, and those not undertaking sports at all. The aim of this study was to explore and indicate potential associations between an understanding of the concept of fair play and selected behaviours (e.g., abiding by the rules, obeying decisions of the referee and sportsmanship) in youth. In total, 1257 secondary school students, aged 16.1 ± 0.87 years (627 girls and 600 boys), were recruited. For assessing the level of fair play awareness (L), the Fair Play Moral Dimensions Concept Scale (FPMDCS) was used. To measure the declared level of prosocial behaviours of students, the survey My Physical Education Class (MPEC) was used. Participants were divided into groups in relation to training experience (no sports, amateur sports, professional sports) and subgroups, with levels according to their understanding of the Fair Play concept (L1 to L3). The results show significant difference in all dilemmas in various groups in relation to scores in subgroup L3 (p = 0.056; p = 0.012; p = 0.003) with regard to subgroups L2 and L1 in the level of understanding fair play. Overall, the percentage of respondents who view fair play only in the context of sport (L1) is 69%. Far fewer are those (31%) who understand it more broadly as a principle that applies to everyday life situations (L3). It seems to be crucial to promote moral development during PES activities, especially the value of respect.

Olympic Education in France: A Legacy Issue or the Promotion of a Model in Crisis?

Both the promoters of Olympism and the organisers of the Olympic Games regularly employ the term legacy. In this context, the use of education as a tool constitutes an important stake. We have analysed the position of French actors in education with regard to Olympism and the measures implemented. In this respect, we have studied, on the one hand, the texts of the IOC and OCOGs from the 1960s to those concerning Paris 2024, in order to identify the concepts of education. On the other hand, we have focused on the professional texts of Physical Education and Sport (PES) teachers. Finally, in order to complete this analysis, we have examined the contents of projects labelled as part of the “Olympic Class” scheme, designed as one of the main channels for rolling out Olympic education in schools. This study has made it possible to identify the ways in which PES teachers engage in and take ownership of the concept of Olympic education, sometimes to the point of validating its ideological foundations or transforming them. Our study thus ponders the means used to make Olympism a universal subject and demonstrates that, far from offering real pedagogical treatment of Olympic facts, current practices aim rather to form generations of spectators attached to Olympism and guarantee the success of future Olympiads.

The Impact of Agile Management and Technology in Teaching and Practicing Physical Education and Sports

The context of the COVID-19 pandemic has caused educational institutions and sports clubs to change their management strategy. Due to the modernization of computer technology, physical education and sports (PES) teachers decided to include this technology in their teaching activity to help students and athletes to acquire PES-specific transversal skills and digital skills, and also to increase the attractiveness of the lessons. The present research aims at assessing the challenges and opportunities of technology and adopting an Agile Management style to improve the teaching, learning, and practice of PES. Therefore, a survey was conducted on PES teachers and trainers, as they have a clear perspective on the field and their views are therefore very important and relevant to our study, even if they do not have solutions for all the challenges facing them. They were asked to share their professional opinions regarding the implementation of digital methods and applications on the sportive results of performance sportsmen, athletes, and students. The survey, conducted on 144 respondents, contained mostly multiple-choice questions rated on a Likert scale and open-ended questions allowing respondents to offer solutions and express their opinion freely. This article demonstrates the positive influence of Agile Management in the choice and implementation of technology dedicated to PES.

Does One More Time Verbalization’s Sequence Increases the Progression of Motor Learning

This work studies the effect of the verbalization sequences constructed by the pupils during a cycle of eight basketball sessions in Physical Education and Sport (PES) on motor learning for a mixed class of Tunisian high school pupils. On the one hand, we compare the effects of pupil’s discursive productions after a first and a second sequence of verbalization. On the other hand, we consider the differences in the action projects between the language interactions of girls, boys and mixed groups. The observation is used as data collection instruments. The didactic interaction is studied by exercising the quantitative approach to identify hidden intentions. The measured parameters are: played balls, shots and scored baskets. The results of the experiments showed that the practice of learning in condition with verbalization brings positive effects in terms of behavioral modification. The addition of a second sequence of verbalization during the same session is more effective for the learning than the practice under condition of a single sequence application. We suggest to Tunisian PES teachers to give more time to verbalization, pupils learn better after identifying the mechanisms that lead to the success of their action projects and have a more pronounced rate of learning.

Editorial

Editorial

Strategies and methods for teaching values transference from physical education to the classroom and home: A case study

ABSTRACT Many studies in recent years have shown the effectiveness of Physical Education and Sports (PES) as a vehicle for teaching values and personal development among youth. However, despite research showing values transference is crucial for optimal learning, a gap in the literature remains regarding the strategies and methods underlying values transference beyond the PES context. The purpose of the present study was to identify the strategies and methods that facilitate the transfer of values learned in Physical Education (PE) to the classroom and home settings. A preliminary needs assessment was conducted with two PE teachers and one youth sport coach who had received PES values-based training. The results led to the development of a five-week intervention programme that was used in the present study. In particular, two PE teachers, two Character and Citizenship Education (CCE) teachers, and two parents were required to simultaneously teach and transfer values to their students/children. Individual semi-structured interviews were conducted with the aforementioned participants. Results suggested that the collaborative work between the stakeholders was an important strategy in teaching and transferring values beyond PE. Practical implications are addressed to enhance the learning and transfer of values in PE to the classroom and home settings.

ОЦІНКА ЕФЕКТИВНОСТІ ОРГАНІЗАЦІЇ ДИСТАНЦІЙНОГО НАВЧАННЯ МАЙБУТНІХ ФАХІВЦІВ З ФІЗИЧНОЇ КУЛЬТУРИ

Мета. Вивчити ефективність організації дистанційного навчання з використанням платформиMoodle при підготовці фахівців зі фізичної культури. Методи. В опитуванні взяли участь 365 студентівфакультету фізичного виховання та спорту Чернігівського національного університету імені ПетраМогили. Використано методи аналізу та узагальнення наукових джерел, нормативних документів,методи математичної статистики. Результати. З’ясовано, що більшість студентів використовуютьрізні компоненти навчальних курсів. Так, з текстами лекцій дистанційної платформи навчання працює25% студентів, робочу навчальну програму аналізує 17%; екзаменаційні питання та тести – 12,19%.Студенти (10,6%) невдоволені змістом та рівнем складності завдань окремих навчальних дисциплін, атакож оперативністю викладачів щодо перевірок виконаних навчальних завдань студентів. Зміст таобсяг навчальних матеріалів, необхідних для вивчення дисциплін 7,2% студентів вважає незадовільним.Значна кількість студентів (38,7%), при виконанні завдань самостійної роботи користується Інтер-нет-ресурсами, 16,5% – звертаються по допомогу до одногрупників, друзів, родичів, 14,6% консуль-туються з викладачем, 11,8% користуються послугами бібліотеки, 8,2% виконують завдання власноруч.Висновок. Отже, можна констатувати, що якість дистанційного навчання в університетах залежитьвід адміністративної підтримки, змісту методичних матеріалів, дизайну платформи дистанційногонавчання, технологічної підтримки. Підготовка фахівців з фізичної культури потребує збільшення годинна опанування комп’ютерними технологіями. Бажано забезпечити оперативність щодо перевірок вико-наних завдань, а також систематично удосконалювати зміст та якість навчального матеріалу.Ключові слова: дистанційне навчання,студенти, платформа Moodle.

Editorial

Editorial

Philosophical Foundations of Physical Education and Sport Applied to University Students of Central Areain Iraq According to the Social Understanding

The study objectives: To recognize the reality of understanding the members of the research community incentral Iraq for physical education and sports. Building foundations for the philosophy of physical educationand sports in Iraq according to the social understanding. Research hypotheses: There is a possibility toidentify the reality of understanding the members of the research community for physical education andsports of universities in central area in Iraq. The research methodology included, where the researchers usedthe descriptive approach and survey studies for their suitability to the research problem and its objectives. Theresearch sample consisted of (200) male and female students from the Iraqi Middle Euphrates universitiesafter distributing a questionnaire to the research sample consisting of (60) questions to solve the problemnoting that the questionnaire is scientifically evaluated and it has been proven. After collecting the answersof the research sample, the researchers presented these results by using statistical means, analyzing thoseresults, and then discussing it , and the research objectives were fully achieved.