Domain Of Physical Education Research Articles

Teaching Competency in the Affective Learning Domain of Physical Education Recognized by Pre-service Elementary Teachers

Teaching Competency in the Affective Learning Domain of Physical Education Recognized by Pre-service Elementary Teachers

How does cooperative learning work with students? Literature review in physical education

Cooperative learning stands as a recognized educational approach with potential to facilitate desired learning outcomes. This literature review aims to examine the existing body of scientific literature concerning the effects of cooperative learning on students within the realm of physical education. While a systematic review encompassing the years 2014 to 2019 was previously undertaken (Bores-García et al., 2021), this study provides a more recent overview spanning from 2019 to 2024. Utilizing three prominent databases (ScienceDirect, PubMed, and Scopus), articles pertaining to cooperative learning in physical education were selected in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Following the application of exclusion criteria, a total of 11 articles were identified and categorized. Overall, the findings indicate that cooperative learning proves effective in enhancing students' motivation, participation, social skills, and learning achievements within the domain of physical education. Tailoring cooperative learning strategies to align with specific learning objectives and student characteristics emerges as pivotal in enriching students' educational experiences and accomplishments in this field. Despite the insights gained, limitations inherent in the review are acknowledged, warranting further global exploration through additional literature reviews or mapping studies (including bibliometric and scientometric analyses). Moreover, continued research on the application and impact of cooperative learning is deemed imperative in light of contemporary societal values emphasizing social interaction, dialogue, respect, as well as the significance of physical activity and sports. Keywoard: Learning model, cooperative learning, physical education, students

Mindful Movement Matters: Mindfulness Integration Strategies and Student Stress Intervening Variables in Physical Education

This study employs a descriptive comparative correlational approach with 260 PE students. It explores the realm of techniques for integrating mindfulness and their impact on variables related to stress intervention within the domain of Physical Education (PE). Students’ perspectives on Breathing Awareness, Mindful Movement, Sensory Awareness, Gratitude Practice, and Self-Compassion Practice were evaluated. The results reveal that they had a moderate level of engagement with these strategies. Furthermore, the study examined possible discrepancies in the evaluation of mindfulness integration techniques based on gender and academic discipline. Remarkably, there were no notable disparities observed, indicating a uniform use of mindfulness practices across all demographic groups. Also, the research assessed student participants in relation to stress-related factors, including Rationality, Financial Status, Peer Groups, and Conviction. The factors were rated as being "Moderately Practiced". In a manner akin to the incorporation of mindfulness practices, the evaluation of stress-related variables shown no substantial variations when students were categorized based on their profiles. The correlation matrix of the research yielded a significant result: Breathing Awareness had a modest positive connection with Rationality (r = 0.14; p = 0.025). Nevertheless, the analysis did not reveal any noteworthy associations between Breathing Awareness and other stress-related variables, suggesting that these factors may not exhibit a statistically meaningful correlation.

Integration and learning: a case study of the international higher physical education talent-cultivation model

IntroductionThis study delves into the multifaceted components of talent-training models within China’s physical education domain through Sino-foreign cooperative initiatives. Employing a mixed-methods approach, it systematically evaluates the innovative systems developed by pilot units and outlines their experiential insights.MethodsUsing a mixed-methods approach, this research extensively evaluates the situation of pilot units by collecting and analyzing data from closed-ended and open-ended questionnaires as well as interview responses. The study categorizes and analyzes the data to comprehensively understand cooperative talent-training models.ResultsThe findings are classified into three main themes: Learning, Integration, and Binary Evaluation and Practice Reform. Under the Learning theme, the study observed a selective integration of foreign educational paradigms into the local context, respecting the distinctiveness of Chinese education and aligning with national policies promoting unique educational systems. Additionally, the Integration theme underscores the necessity of meticulously assimilating introduced educational resources into China’s educational fabric, highlighting the need for adaptability when integrating foreign educational elements. Furthermore, the Binary Evaluation and Practice Reform theme reveal the establishment of a dualistic evaluation and reform system tailored to cooperative education specifics, outlining challenges associated with ideological and cultural disparities when integrating certain foreign education aspects into the Chinese context.DiscussionThis research provides insightful exploration into the complexities of collaborative talent-training models in Physical Education. It not only elucidates the assimilation of foreign paradigms but also highlights nuanced challenges and prospects for developing tailored educational systems within specific regional and national contexts.

Optimization of Innovative Path of Physical Education Teaching in Colleges and Universities under Information Integration Technology

Abstract In the era of swift advancements in information technology, the domain of physical education (PE) at colleges and universities stands at the cusp of transformative change, necessitating innovative approaches to teaching methodologies. This paper delves into integrating information fusion technology within PE to refine instructional strategies and bolster student physical health. Through the employment of surface electromyography (EMG) signal collection, Analysis of motion imagery features, and a comprehensive approach to multi-information fusion, this investigation analyzes the EMG data, heart rates, and motion images of 60 students. The findings reveal that information fusion technology serves as an effective tool for monitoring exercise states and physiological metrics in real-time. A notable aspect of the research is using a Dual Stream CNN-ReliefF algorithm, enhancing the precision of interpreting human motion intentions. The study confirms the method’s accuracy and reliability, as the monitored average heart rate, EMG signals, blood pressure, and body temperature align with readings from specialized medical devices. Consequently, adopting information fusion technology in PE teaching significantly enhances educational methodologies and outcomes. This research underscores the potential of technology-driven solutions in redefining physical education, fostering a more effective and scientifically informed learning environment.

Assistance using mobile learning applications to improve skills physical education teacher in the 4.0 era

The aim of this research is to evaluate the effectiveness of support in the utilization of mobile learning applications among 38 Physical Education, Sports, and Health Teachers in Lahat Regency. Employing a quantitative descriptive methodology through a survey approach, the research encompasses pre-test and post-test assessments. During the pre-test phase, the results highlight a deficiency in teachers' knowledge regarding mobile learning applications, specifically in comprehending their purpose and operational functionalities. Nonetheless, the post-test outcomes signify a significant enhancement, revealing that the teachers developed awareness and proficiency in utilizing mobile learning applications. They demonstrated an improved understanding of the applications' objectives and acquired the necessary skills for their effective implementation. The transition from the pre-test to the post-test phase signifies the success of the provided assistance in bridging the knowledge gap among the teachers. This implies that the intervention, likely delivered in the form of training or guidance, positively influenced the participants' comprehension and utilization of mobile learning applications. The research findings underscore the critical role of targeted support in augmenting educators' familiarity with technology, ultimately contributing to the seamless integration of mobile learning tools in educational settings. Consequently, this study makes a noteworthy contribution to the ongoing discourse on the significance of mobile applications in pedagogy, particularly within the domain of Physical Education, Sports, and Health.Key words: mobile learning, physical education, era 4.0.

Physical education learning outcomes: Does it have a correlation with nutritional status, physical activity, and students' cognitive function?

The process of learning physical education in schools is influenced by nutrition, physical activity, and students' cognitive functions. The purpose of this study was to find out how students' nutritional status, physical activity, and cognitive function relate to their performance in physical education classes at school. This type of research is called correlational research. 98,289 junior high school students in Bandung, West Java Province, became the study population. Simple random sampling strategy for sampling 1870 students into the research sample. This study uses primary data provided from students' assessments of nutritional condition, physical activity, and cognitive function and secondary data provided from physical education teachers. The data collection method was in the form of a questionnaire to measure cognitive function, physical activity, and nutritional status, as well as student test scores from teachers to measure learning outcomes. Correlation analysis and multiple regression, as well as the F test, were used as data analysis methods in this study. Data analysis through computerized procedures using the SPSS application The tests needed are the normality test and the linearity test before testing the hypothesis. The findings demonstrate a significant correlation between learning outcomes and nutritional status, physical activity, and cognitive function. However, it is important to note that the research scope was limited to the field of physical education and the selected research subjects. Nonetheless, these results contribute to existing knowledge and can serve as a guide for future studies, particularly in the domain of physical education, aiming to optimise learning outcomes.

Study regarding the development process of motor qualities endurance and strength in physical education lessons during the pandemic period

In 2020, everybody’s life was affected by the general crisis generated by the SARS-CoV-2 Pandemic. The educational system suffered from the transition from face-to-face learning to online learning, and every activity transformed their curricula from living to online. For Physical Education activity, the process was complicated; being a principal practical activity, the online system was not such a generous field for this domain. Our study focused on the effects of the pandemic crisis on the activity of Physical Education students from Sibiu city and how teachers managed to overcome the online difficulties of teaching. As a research method, the questionnaire of opinions was used with ten items and a scale of five levels (starting from 1 that was total disagreement to 5 that was a total agreement with the affirmation). The research subjects were 35 teachers from Sibiu city (age between 22 and 45 years old, 13 females and 22 males), with different experience in the Physical Education domain. The questionnaire results showed that teachers had difficulties in the teaching-learning process during the Pandemic; students’ physical condition and health were also affected. Other conclusions highlighted the idea that the endurance and strength of children were reduced due to physical inactivity. Also, the assessing process in physical education classes was complicated. The last conclusion was that most teachers consider that physical education lessons can contribute decisively to the post-pandemic health of students and can be decisive in the harmonious physical development of students and their optimal level of health.

Controlling the display of videos in a physical education context: effects on learning outcomes and situational interest

ABSTRACT Background Instructional videos are increasingly employed in a physical education domain in order to enhance motor learning and self-motivational beliefs. However, evidence showed that videos are generally ineffective because they often create extraneous loads due to the information transience and passive processing of information. Purpose The current study investigates the effects of controlling the display of video on learning outcomes – expressed in terms of recall and transfer scores – and situational interest in physical education settings. Method 60 tenth-grade students (Mage = 15.90 years, SDage = 1.32 months; 30 boys and 30 girls) were instructed to study using either a continuous video (presented without pauses), a system-controlled video using predefined segments or a self-controlled video where the learner uses ‘stop’ and ‘play’ keys. Then, they were asked to perform the learning tests (i.e. game comprehension test and game performance test) and evaluate the situational interest of the learning materials (i.e. attention demand, challenge, exploration intention, instant enjoyment, novelty). Findings The results from one-way ANOVAs revealed that students performed significantly better on both recall and transfer post-tests when the video was either system-controlled or self-controlled, which suggested that studying a controlled video could decrease irrelevant cognitive load and so yield better learning performances. Concerning the situational interest variable, students in the self-controlled condition scored significantly higher on almost all dimensions of situational interest. Conclusion This study indicates that self-controlled video, as applied in this study, can be integrated in a physical education context to foster learning and enhance situational interest. The discussion advances several options for enhancing the effectiveness of instructional videos during physical education lessons.

Learning Basketball Tactical Actions from Video Modeling and Static Pictures: When Gender Matters.

Recent studies within the physical education domain have shown the superiority of dynamic visualizations over their static counterparts in learning different motor skills. However, the gender difference in learning from these two visual presentations has not yet been elucidated. Thus, this study aimed to explore the gender difference in learning basketball tactical actions from video modeling and static pictures. Eighty secondary school students (Mage = 15.28, SD = 0.49) were quasi-randomly (i.e., matched for gender) assigned to a dynamic condition (20 males, 20 females) and a static condition (20 males, 20 females). Immediately after watching either a static or dynamic presentation of the playing system (learning phase), participants were asked to rate their mental effort invested in learning, perform a game performance test, and complete the card rotations test (test phase). The results indicated that spatial ability (evaluated via the card rotations test) was higher in males than in female students (p < 0.0005). Additionally, an interaction of gender and type of visualization were identified, supporting the ability-as-compensator hypothesis: female students benefited particularly from video modeling (p < 0.0005, ES = 3.12), while male students did not (p > 0.05, ES = 0.36). These findings suggested that a consideration of a learner’s gender is crucial to further boost learning of basketball tactical actions from dynamic and static visualizations.

Dynamic visual support is superior to its static counterpart in learning a series of Judo refereeing gestures

ABSTRACT Recent studies have shown the superiority of dynamic over static visualisations in learning different motor skills in the physical education (PE) domain, due to the activation of the mirror-neuron system. However, these past investigations were based solely on instructional materials with short durations (few seconds). It is yet unknown whether this superiority remains valid in learning from materials with long durations (e.g., more than 2-minutes). We attempted to fill this knowledge gap with the present experiment by exploring the effects of dynamic and static visual supports in learning a series of Judo refereeing gestures and attitudes in PE students. Sixty-seven novice practitioners (Mage = 20.5 years, SD = 0.6 years, 27 males and 40 females) voluntarily participated in the current project. They were randomly exposed to the dynamic or static visual supports (study phase), and asked to rate their mental effort invested, perform a recall-performance test, and indicate their attitudes (in terms of attention, motivation, enjoyment, interestingness, and self-efficacy), immediately following the study phase. The results showed that a dynamic visual support guaranteed better learning outcomes in the students (as evidenced by the more favourable relationship between mental effort investment and recall performances). However, data analysis demonstrated that participants exposed to both visual supports reported similar attitudes. These findings have implications for the effective design of external visual tools in the PE domain and provide confirmation on the superiority of dynamic over static visualisations for learning motor skills (Judo refereeing gestures), even if through instructional materials with long durations.

예비초등교사들의 체육교과 안전영역 교수를 위한 역량 및 직전교사교육과정의 역할 탐색

Purpose: The purpose of this study is to explore the teaching competencies of pre-service elementary school teachers in the safety domain of physical education, and the curriculum’s role in this training.<BR> Method: 20 participants who were enrolled as seniors in an elementary education department during Spring 2020 were recruited to collect data from written assignment as the first survey of this article. Afterwards, six(male: 2 and female: 4) of the 20 participants were selected to collect data from the in-depth interview and lesson plan. For data analysis, a constant comparative method for inductively analyzing data was used at each of the three steps (open, axial, and selective coding) to categorize themes. The authenticity and validity of the data were secured by identifying triangulation, member check, and peer examination.<BR> Results: Two main themes were as follows: 1)‘teaching competencies for the safety domain of physical education’ and 2)‘learning experiences during pre-service teacher education curriculum.’ The sub-themes from the first primary theme were categorized as ‘consideration emphasizing the importance of the safety domain’, fully understanding about the content system of the safety domain’, and ‘the difficulty and limitation about teaching the safety domain.’ The sub-themes from the second main theme included ‘positive learning experiences in developing teaching competencies for the safety domain’, and ‘limited learning experiences in developing teaching competencies for the safety domain.’<BR> Conclusion: The pre-service teacher’s education curriculum needs to provide the content and management of methods course and physical activity courses, which emphasizes cultivating pedagogical content knowledge for the safety domain.

Lifting the Curtain on Motivation in Exercise: Validation of Two Questionnaires for Physical Education and Leisure Time in French and German

The increase of cross-cultural studies and intervention programs, based on the self-determination theory, highlights the urge for validated scales to ensure high-quality research, particularly in the domain of physical education. The present study aimed at evaluating the psychometric properties and measurement invariance of the revised Perceived Locus of Causality Scale (PLOC-R) in physical education and the Behavioral Regulation in Exercise Questionnaire (BREQ-II) during leisure-time translations from English into German and French among youth. Data obtained from 1808 Luxemburgish students supported the five-factor structure of the translated PLOC-R as well as for the BREQ-II and showed good internal reliability as well as concurrent, discriminant, and nomological validity. Measurement invariance analyses across the two languages revealed configural, metric, and partial scalar invariance for both questionnaires. The findings provide promising evidence for the reliability and validity of the translated PLOC-R and BREQ-II and support their use in cross-cultural and physical activity–related motivational research.

Global Games That Are Out of This WORLD—Floorball

The use of global games and global education is certainly not a new concept and one that fits nicely within the domain of physical education. It is the authors’ hope that the addition of global games will provide rich educational opportunities for students. This article will introduce Floorball and sample assessments that can be used in your physical education program as you work to explore and expand your curriculum to have a more global reach.

Optimizing The Training Process Of Students From Physical Education And Sports Department Through Techniques Of Intellectual Work

Projecting the educational and didactical work presumes using certain strict techniques, supported by methods and means of intellectual work. The high demand of education, permanent education, obliges students to revalue their principles, objectives, structure, methodology and work style, to adequately respond to the ever increasing requirements that society brings forward. The main purpose of this paper is identifying the influence of intellectual work techniques on the process of training by scientifically understanding the domain of physical education and sport, the transfer ability of skills in terms of situations and modalities of work within the physical education and sports domain. In this context, the positive results of evaluating distributive attention and psychological fatigue through the Prague Test, the Toulouse Pierron Test and the test for determining self-esteem, all have proven that the methods and techniques of intellectual work used here have been efficient confirming the hypothesis.

Supporting Vocabulary Acquisition in Physical Education Settings

Vocabulary is the basis for all content area learning, including physical education. This article presents several easily implemented vocabulary strategies that support content learning within the cognitive domain of physical education by reinforcing conceptual understanding and relationships. These strategies include: concept circles, list-group-label with concept maps, semantic feature analysis, vocabulary squares (Frayer Model), and word webs. The article will discuss how these strategies can be used within different aspects of lesson planning (e.g., activating prior knowledge or assessment). It will also describe how these strategies can be easily modified for age-group or unit focus. Following discussion of the different strategies, an overview chart is provided for easy reference of the tools and their overarching purpose.

Health Promoting Schools in Kerala, India.

Introduction:Health promoting school (HPS) is a holistic concept where health and learning coexist. The objective of this study was to assess the health promoting standards of schools in Kerala.Methodology:A cross-sectional study was designed in Kerala, India, with schools in Kerala as a study unit. A questionnaire which consisted of 37 items across eight domains of the HPS concept was developed and validated. The schools were then graded into compliant and not compliant categories based on scores obtained. Bivariate and multivariate analysis was also done.Results:Of 120 schools, 90.8% were compliant toward health education domain and only 8.3% were compliant with nutrition services. Majority of schools showed compliance with the other six domains. Average overall scores were 153 (58.8%) with the equal number of schools in both compliant and not compliant categories. There was a significant association between health education and physical education domain with respect to the type of school, i.e., privately managed had six times more chances of being compliant toward health education domain compared to government schools (odds ratio [OR] 6.05; 95% confidence interval [CI] 1.10–33.29). Hence, also private schools had two times more chance of being compliant toward physical education compared to government schools (OR 2.52; 95% CI 1.0 – 4.32). Physical education domain showed a significant association with respect to geographic region, i.e., the schools in North Kerala were found to be three times more compliant compared to South Kerala (OR 3.48; 95% CI 1.05–11.53).Conclusions:Despite the good health and social indicators in Kerala, there is a deficiency in schools promoting health of children. A coordinated effort by the government and the education system can convert existing schools into health promoting.

Perceived Environmental Supportiveness Scale: Portuguese Translation, Validation and Adaptation to the Physical Education Domain

Abstract Aim: Grounded on Self-Determination Theory, this study aimed to translate, adapt and validate the Perceived Environmental Supportiveness Scale (PESS) in a sample of Portuguese physical education students. Methods: The global sample was comprised of 964 students (518 females), divided in two groups: the calibration (n = 469) and the validation one (n = 483), all of them enrolled in two Physical Education (PE) classes/week. Results: The analysis provided support for a one factor and 12 items model, which are in line with the values adopted in the methodology (χ² = 196.123, df = 54, p = <.001, SRMR = .035, NNFI = .943, CFI = .954, RMSEA = .074, 90% CI .063-.085). Results express that the models are invariant in all analysis (i.e., calibration vs. validation, male vs. female, and 3rd vs. secondary cycle; three and single factor models). Conclusion: The present study suggests that the PESS with one factor and 12 items has good psychometric properties and can be used to assess perceived need supportive motivational environments provided by PE teachers. Additionally, invariance analysis showed support for the use of the scale in both genders and in the 3rd and secondary cycles.

Initial Validation of the Psychobiosocial States in Physical Education (PBS-SPE) Scale.

The purpose of this cross-sectional investigation was to examine the item characteristics, factor structure, reliability, convergent validity, and nomological validity of the Psychobiosocial States in Physical Education (PBS-SPE) scale. In Study 1, a sample of 1,030 students (582 girls and 448 boys, 10 to 19-year-olds), drawn from middle or high schools, rated the intensity of the 20 items version of the PBS-SPE scale thinking about the feelings they had usually experienced in physical education classes. In Study 2, an additional sample of 1,025 students (578 girls, 447 boys, 10 to 19-year-olds), rated the 16 items of the final version of the scale. Two subsamples also completed an affective-related measure (i.e., the Physical Activity Enjoyment Scale) and two motivation scales often used in the physical education domain (i.e., the Teacher-Initiated Motivational Climate in Physical Education Questionnaire and the Situational Motivation Scale). Exploratory structural equation modeling and confirmatory factor analyses of the data showed that a two-factor, 16-item solution (i.e., 8 pleasant/functional items and 8 unpleasant/dysfunctional items) of the PBS-SPE scale reached satisfactory fit indices. Multi-group comparisons provided support for measurement and structural invariance across samples, gender, and age. Convergent and nomological validity was also upheld. Overall, the findings offer support for the use of a new instrument in the assessment of PBS-SPE settings.

The instructional benefits of dynamic visualizations in the acquisition of basketball tactical actions

AbstractRecent studies exploring the effects of dynamic visualizations on learning compared with static visualizations have yielded mixed results. Procedural motor learning is one of the few fields in which dynamic representations have shown to be effective. Many of the studies have suggested that this advantage is mainly due to the activation of the “mirror‐neuron system.” This study explores this explanation in physical education domain and analysed the effects of instructional media (video vs. photographs), showing tactical actions in basketball, on learning outcomes (i.e., game understanding and game performance), cognitive load (i.e., mental effort invested and estimated difficulty), and attitudes (i.e., attention, enjoyment, engagement, and challenge) in secondary school students. For all of the indicators, the results show that learning from video was more effective than learning from photographs. These findings have implications for the effective design of instructional media and provide confirmation of the superiority of video for teaching tactical actions involving the entire body.