Participation In Physical Education Research Articles

Effectiveness of Experiential Learning Approaches (ELA) in enhancing students’ active participation in physical education

Background: Active participation in physical education (PE) is essential for students’ development yet remains challenging in many schools. Research Objectives: This study aimed to assess the effectiveness of experiential learning approaches, including role-playing and interactive simulations, in enhancing students’ willingness and ability to actively participate in PE at Gabas Integrated School (GIS). Methods: This study utilised a one-group pretest-posttest design in which 34 Grade 9 GIS students participated. A researcher-made survey questionnaire patterned from the Students’ Participation Survey and the Motivation in Physical Education Survey and a checklist tool were used to gather data. Education experts reviewed the survey questionnaire to ensure content validity and conducted a pilot test. The collected data were analysed using Jeffrey’s Amazing Statistics Program (JASP). Findings/Results: The study revealed that the students’s willingness to participate was initially moderately willing, which increased to extremely willing after the intervention. The student’s ability to participate improved from a participative rating to a highly participative rating after the intervention. The Wilcoxon signed-rank test further revealed significant differences between the students’ willingness and ability to participate before and after the intervention. Conclusion: These findings concluded that an experiential learning approach effectively enhances students’ active participation in terms of their willingness and ability to participate in PE classes. Thus, the Department of Education must encourage teachers to use ELA to transform students from passive spectators to active participants. Physical education teachers must also consider incorporating performance-based learning and real-life scenarios that allow students to apply their skills in meaningful contexts to their physical education teaching.

What is the meaning of PE? Exploring the influence of an educational curriculum approach on students’ participation and non-participation in physical education

There is evidence that the longstanding multi-activity sport-based approach to physical education (PE) limits the opportunities for students to participate in and learn from PE. Furthermore, studies of educational approaches to PE have identified a willingness to re-orientate and re-structure PE by exploring diverse ways of learning in, through and about movement. This study endeavours to advance this issue through an empirical analysis of how an educational PE curriculum approach influences student engagement. Using the concept of the landscape of practice, it explores how students’ participation or non-participation in PE is moulded by various communities of practice (CoPs), with a specific emphasis on the school as a learning community. The study is based on a qualitative single case study in a state school in Denmark. Data generation included weekly observations of PE lessons taught with an educational approach and focus groups with a total of 33 students from the seventh and ninth grades (13–15 years old). The material was processed using Massey's model for thematic analysis. Our analysis reveals that an educational approach supports student engagement with a broader landscape of PE that is no longer solely associated with communities of sport and physical recreation, but with the school as a community of learning. Such new articulations of PE, which were constructed on the boundaries between multiple CoPs, influenced the students’ willingness to participate in and learn from PE, depending on their positions within the landscape. We discuss the implications for the future design and development of a PE curriculum.

Dose-response associations between physical activity and mental health among USA adolescents

Abstract Background Adolescent mental health is a critical public health concern. Physical activity has been shown to reduce risk of negative mental health outcomes. However, in adolescents little is known about the dose-response nature of this relationship. This study aims to fill this gap by examining the association between varying levels of self-reported physical activity and the odds of reporting depressive symptoms and poor mental health, among US high school students. Methods This is a cross-sectional study using data from the 2021 Youth Risk Behavior Survey. Physical activity exposure was assessed as students’ self-reported weekly frequency of ≥ 60min moderate-to-vigorous physical activity (MVPA), as well as frequency of participation in muscle-strengthening activities, sports teams, and physical education (PE) classes. For the dose-response analysis three categories were created for each item. Depressive symptoms and poor mental health were measured using established survey items. Multivariate logistic regression risk models were used. Results A total of 8,015 high-school students were included. Depressive symptoms were reported by 43% of students, and 28% reported poor mental health. Moderate doses (1-4 days) of muscle-strengthening activities reduced the odds of depressive symptoms by 23% and the odds of poor mental health by 38% compared to low doses (0 days). Higher reductions were observed for higher doses (5-7 days). Similar results were observed for sports teams (1 vs 0 teams). Moderate doses (1-4 days) of MVPA ≥60min showed a significant reduction in the odds for poor mental health (38%) but not depressive symptoms compared to low doses (0 days). No effect was observed for any dose of PE attendance. Conclusions The findings suggest a dose-response pattern in the association between physical activity and mental health in adolescents. Any increase in physical activity levels among young adults would be valuable in preventing poor mental health. Key messages • A dose-response pattern was observed between self-reported mental health and physical activity exposure in adolescents. • Moderate levels of physical activity significantly reduced the risk of self-reported poor mental health among adolescents.

Peer Relations and Class Participation in PE

The study assessed how Chinese students’ peer relationships influence physical education (PE) class participation. The results showed positive assessments of peer relationships and class participation. Among the domains of peer relationships, intimacy, trust, and insight were identified as predictors of class participation. The findings suggest that teachers can enhance class participation by fostering student-peer relationships.

Investigating the Correlation between Participation in School-Based Physical Education and the Development of lifelong Fitness Habits in Adulthood

Investigating the Correlation between Participation in School-Based Physical Education and the Development of lifelong Fitness Habits in Adulthood

Quantifying physical activity, physical education and active travel in children and adolescents with visual Impairments

BackgroundMeeting the physical activity (PA) guidelines for children, as set out by the World Health Organisation (WHO), has a range of physical and mental health benefits. For children who are blind or vision impaired (BVI), additional benefits include social inclusion and reduced falls risk. While previous research has demonstrated low PA levels across most demographics, little research has been done in the Irish context to quantify PA in children who are BVI. Two potential methods of increasing PA levels, active travel (AT) and physical education (PE), have additionally never been assessed in this group. MethodsConsenting parents of children who are BVI (n = 53, 55 % boys, mean age of children 12.92 ± 2.76 years) completed a questionnaire regarding PA levels, and participation in AT and PE. ResultsPA levels were low, with 9.6 % achieving WHO guidelines (60 min MVPA/day). There was no statistically significant differences between genders completing either no PA in the last week (p = 1.00) or MVPA on each of the last 7 days (p = 0.157). 14.4 % used AT to get to school. Mean PE times in minutes/week were lower than the general population (58.63 min), with a low proportion of respondents meeting PE guidelines (32.1 %). Regarding barriers to PA, 17.0 % of respondents stated they were very likely to be “too tired after school to be active”. 13.5 % stated they were very likely to feel “my day is so busy now I just do not think I can make time to include PA in my regular schedule”. ConclusionThis study provides a valuable insight into the low levels of PA that prevail amongst BVI children. Increasing PA levels would provide individual benefits (including physical and mental health benefits) as well as population benefits (including reduced health expenditure). Future qualitative research should seek to gain a deeper understanding of the PA barriers, motivators and facilitators in this cohort.

‘Like putting a puzzle piece in the wrong spot’: Transgender and non-binary experiences of physical education

ABSTRACT Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered ‘ideals’ raise the potential for exclusion for those who do not ‘fit’. This paper explores the reflective experiences of thirty TNB individuals (aged 18–25 years) and identifies the barriers to/facilitators of their participation in PE. It presents data collected from an online survey and semi-structured interviews with TNB young adults. Findings show that both the implicit and explicit curriculum are strongly binary, making it hard for students who do not conform to dualistic expectations to negotiate the setting. While these findings support the broader view that TNB young people can feel excluded from PE, there is much to learn from the participants’ experiences. The paper closes by discussing the implications for shaping more inclusive practice.

Analisis Peran Pembelajaran Berbasis Permainan dalam Meningkatkan Partisipasi Siswa pada Pelajaran PJOK

Physical Education, Sport and Health (PJOK) is an important part of the school curriculum that aims to improve students' physical fitness, motor skills and mental health. Monotonous learning can affect student participation and academic achievement. One approach that has gained attention is game-based learning. This study aims to analyze the role of game-based learning in increasing students' participation in physical education. The research method used is qualitative research. Data were collected through observations, interviews with PJOK teachers, and group discussions with students. Data analysis was conducted by identifying patterns in students' participation, students' responses to game-based learning, and its impact on students' interest in PJOK learning. Preliminary findings show that game-based learning has a positive impact on students' interest and participation. Students are more enthusiastic and actively involved in learning when using this approach. Students explained that the games made the lessons more fun. In addition, teachers also noted an increase in student participation and peer interaction during learning. Game-based learning can play a significant role in increasing students' interest and participation in PJOK subjects. The implication is that it is important to integrate this approach into learning practices in schools to enhance students' learning experiences and

College Students’ Level of Participation in Physical Education & Sports, Towards Enhanced Learning Program

College Students’ Level of Participation in Physical Education & Sports, Towards Enhanced Learning Program

Secondary School Students’ Participation in Physical Education, Physical Activity, and Sports in Aotearoa, New Zealand

Secondary School Students’ Participation in Physical Education, Physical Activity, and Sports in Aotearoa, New Zealand

Perceived Participation to Kindergartens, Teachers, and Parents of Physical Education in Xi’an, Shaanxi Province, China

Background and Aim: This study addresses the scarcity of empirical evidence on children's participation in Physical Education (PE) and the perspectives of teachers and parents within the Chinese context. The study aims to determine the level of student engagement in PE and identify factors influencing their participation. It also seeks insights into how teachers and parents view PE's importance in children's well-being. Materials and Methods: Conducted in Xi'an, Shaanxi Province, China, the study involved 201 kindergartens, 200 parents, and 65 teachers. Analytical methods included tables, frequencies, percentages, mean proportion analysis, standard deviation proportion analysis, confidence interval analysis, one-sample z-score test for proportion, two-sample z-score test for proportion, and correlation analysis. The research also led to the development of a guide for creating a kindergarten's physical literacy model. Results: Kindergartens exhibit a moderate perception of PE, with males generally having a higher perception than females. Teachers view PE positively, considering it moderately beneficial for physical and mental development. However, barriers to teaching PE include limited event space, security concerns, venue and equipment issues, weather-related inconveniences, and parents' lack of sports proficiency. Parents have a favorable view of PE, acknowledging its positive impact. Barriers for parents include safety concerns, extracurricular workloads, limited interest in after-school sports, venue limitations, and academic pressures. Kindergartens express enthusiasm for sports like basketball and football, but challenges may reduce physical activity and lead to frustration. Conclusion: The perception of physical education in kindergartens varies among different stakeholders, with gender differences and positive attitudes from teachers and parents. However, numerous barriers, including space limitations and safety concerns, need to be addressed to ensure a more effective and enjoyable PE experience for children in this educational setting.

INVESTIGATION AND RESEARCH ON PARENTS' PARTICIPATION IN CHILDREN'S PHYSICAL EDUCATION OF INTELLECTUALLY HANDICAPPED CHILDREN PHYSICAL EDUCATION OF INTELLECTUALLY HANDICAPPED CHILDREN

With the development of special education, the education of exceptional children has also received more and more attention. Generally, the education and training of parents of special children brand behavioral intervention are keys to helping special children. The ecological theory of child development believes that parents are the critical factors influencing the development of exceptional children; children' learning occurs in the natural environment and runs through daily life activities. The family is the earliest environment for children, and parents are children's first teachers. Education must start from the family; the first person to build a bridge for children can only be parents.In China, the participation of parents of children with intellectual disabilities in their children's physical education has not received enough attention, and the physical education of most children with intellectual disabilities has not been fully implemented to address this phenomenon. This article uses literature methods, field surveys, expert interviews, data statistics, questionnaires, and other methods to research and investigate the attitudes, current situation, and approaches of parents of children with intellectual disabilities in Maoming City about how to participate in their children's physical education. It was found that there are constraints such as insufficient understanding of participation in children's physical education, low overall level of participation in children's physical education, participation in children's physical education as a formality, insufficient depth of participation, and traditional participation in children's physical education. This was discussed and proposed. Practical suggestions for modifications. This study is of great value in providing reference literature for developing family education for the mentally handicapped in the future. There needs to be a higher overall level of participation in children's physical education as a formality, insufficient depth of participation, and traditional participation in physical education. This was discussed and proposed. Practical suggestions for modifications. This study is of great value in providing reference literature for developing family education for the mentally handicapped in the future

Physical Education Teaching Quality Evaluation Method Using Mobile Edge Computing in the Online and Offline Environment

The development of different technology has impacted the different stages of human life. Additionally, with the implication of computing technology sports and physical education can be improved. The use of mobile edge technology aids in gathering precise data related to physical education. Therefore, a specific improvement is possible. This following analysis has looked into the factor of mobile edge computing that aids in the evolution of physical education teaching. Moreover, the study has focused on developing an appropriate path for the integration of MEC into PE education. By utilising Mobile Edge Computing (MEC) technologies in both online and off-line learning contexts, this study offers a thorough way for assessing the quality of sports teaching. The suggested approach integrates multiple characteristics and performance measures to evaluate the efficacy of physical education instruction and participation, taking into consideration the changing educational landscape.

Primary school teachers’ views on language-responsive physical education

Language-responsive teaching aims to promote pupils’ participation opportunities by enabling them to acquire general academic language skills. It is assumed that the acquisition of academic language competencies must be accompanied and supported by the entire school and all school subjects. Yet, the idea of language-responsive Physical Education (PE) seems to be taken up only reluctantly in the current subject didactic and academic discourse. Thus, it is the aim of this article to contribute to bringing this topic into focus. The possibilities and limitations of language-responsive teaching in PE are examined from the teachers’ point of view. Special attention is paid to pupils facing language-barriers, as it is essential for this group to receive extra support to avoid educational disadvantages. Language education in PE has been a rather marginalized topic – much in contrast to the more recent discourse on general education and its crucial role for long-term academic and socio-economic success. It has been argued that the potential for language-building in PE has not been exploited satisfactorily. The observation that the idea of language-responsive PE has received little attention, despite its promising potential, begs the question of possible reasons. The following inquiry therefore investigates the perspectives of PE teachers on language-responsive teaching. The study consisted of 26 qualitative interviews with primary school teachers and aimed to generate insights into the importance attached to language teaching in PE in general (a), and its relevance for pupils’ participation in PE as well as for creating equal educational opportunities (b). Moreover, the study explores subject-specific potentialities and challenges for language-responsive teaching faced by teachers with respect to pupils with special needs in language and communication or non-native speakers who have difficulties in understanding the language of instruction (c).

Participation in physical education classes and social isolation among adolescents: A harmonized analysis with 266,156 participants from 69 countries

ObjectiveTo analyze the association between participation in physical education (PE) classes and social isolation among adolescents. MethodsWe used data from the Global School-based Health Survey, comprising 266,156 adolescents from 69 countries/territories. Participation in PE classes (days/week) was reported by the students. Social isolation was assessed through questions regarding the number of friends and loneliness perception. Poisson regression models were used to identify the association of weekly participation in PE classes with social isolation, and harmonized meta-analyses were used to estimate a summary association. Results were expressed through prevalence ratios (PR) and their respective confidence intervals (95%CI). ResultsAdolescents who participated in PE classes on one [PR:0.87 (95%CI:0.83; 0.92)], two [0.84 (0.79; 0.89)], and three or more days per week [0.77 (0.73; 0.82)] had a lower prevalence of having a low number of friends than their peers with no PE classes. The loneliness perception was lower among those who participated in PE classes on one [0.86 (0.81; 0.90)], two [ 0.93 (0.87; 0.98)], and three or more days per week [0.94 (0.90; 0.98)] than among those who did not participate in PE classes. Participation in PE classes was also associated with lower social isolation (combined indicator: a low number of friends + loneliness perception) [1 PE day/wk: 0.88 (0.85; 0.92); 2PE days/wk: 0.88 (0.84; 0.92); ≥3 PE days/wk: 0.85 (0.82; 0.89)]. ConclusionsParticipating in at least one PE class per week is associated with a lower perception of social isolation among adolescents. Countries should seek to promote student participation in PE classes as a way of reducing social isolation.

Association Between Participation in Physical Education Classes and Physical Activity Among 284,820 Adolescents: A Progressive Exposure Gradient Analysis.

The purpose of this study is to analyze the associations between participation in physical education (PE) classes and days with ≥60minutes of moderate- to vigorous-intensity physical activity (MVPA) using different reference categories for participation in PE. We used self-reported data from 284,820 adolescents. When no participation in PE was the reference, participation on 1 (prevalence ratio [PR] = 1.15 [1.12-1.18]), 2 (PR = 1.24 [1.20-1.27]), 3 to 4 (PR = 1.32 [1.28-1.36]), and ≥5days per week (PR = 1.8 [1.33-1.43]) increased frequency of days of ≥60minutes of MVPA. Participating in PE on 2 (PR = 1.07 [1.02-1.09]), 3 to 4 (PR = 1.15 [1.12-1.18]), and ≥5days per week (PR = 1.18 [1.15-1.22]) increased the days of ≥60minutes of MVPA when participation in PE classes on 1days per week was the reference. When participation in PE on 2days per week was the reference, participation in PE classes on 3 to 4 (PR = 1.07 [1.04-1.09]) and ≥5days per week (PR = 1.12 [1.09-1.15]) increased the days of ≥60minutes of MVPA. Participating in PE classes on ≥5days per week increased the days of ≥60minutes of MVPA (PR = 1.05 [1.03-1.07]) when participation on 3 to 4days per week was the reference. For those with no participation in PE classes, the addition of any PE classes could positively impact the weekly frequency of days of ≥60minutes of MVPA. Even in countries/territories with large coverage of participation in PE classes, promoting more PE classes could be useful to increase physical activity.

Assessment of Factors Influencing Students’ Participation in Physical and Health Education in Secondary Schools in The Federal Capital Territory

This quantitative research study aims to understand the factors that influence the participation of secondary school students and teachers in Physical and Health Education (PHE) in public schools located in the Federal Capital Territory. The study involved a sample of 150 students and 20 PHE teachers, selected using a stratified random sampling technique to ensure diversity in the participant groups. Data collection was primarily done through a structured four-point Likert scale questionnaire, which evaluated level of participation, factors and barriers to engagement in PHE programmes. Descriptive and inferential statistical analyses were conducted to summarise and analyse the data obtained. ANOVA was used to test for significant impacts of different factors on student participation in PHE, including student-related, teacher-related, and institution-related factors. The findings of the study indicate that teacher-related and institution-related factors have a significant impact on participation in physical and health education among secondary school students, while student-related factors were not found to be determinants. The study also found that the perceived importance of physical and health education, availability of facilities, and support from teachers and peers were the key factors influencing students’ participation in the subject. Based on these findings, the study recommends enhancing the importance of PHE in the curriculum, improving facilities and resources for physical and health education, and fostering greater collaboration between teachers and students to promote participation. Implementing these recommendations could potentially enhance student engagement and overall participation in physical and health education in secondary schools.

Physical Education and Sports for enhancing professional life of engineering students – An initiative towards implementing National Education Policy in Engineering Education

Engineers today need not only intellectual abilities but also physical fitness and proper health which is defined by World Health Organization as the combination of Physical, Mental and Social Wellbeing. In this connection, we made an initiative of introducing Sports and Games as a mandatory course for students. The students of 3rd B.Tech have undergone the course for duration of 3 months and the outcomes of the course were assessed through a customized questionnaire which also accepted suggestions from the students for students pursuing engineering education. The experiment revealed fruitful outcomes in the form of benefits which the students gained by active participation in theory and practical classes. Qualities such as motivation, leadership, concentration, teamwork, relaxation, stress management etc. were found to be developed among the students and the students have expressed the support gained for their professional growth through this course. The academics of students were also taken into consideration which explained that the academics were nowhere disturbed due to participation in physical education and sports activities. Key Words: Life skills, Virtues, extra-curricular, cocurricular.

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.

Psychological Benefits of Physical Education

This study examines the psychological benefits garnered from engaging in regular physical education (PE) programs. Physical education has long been recognized for its role in promoting physical health, but its impact on psychological well-being is equally significant. Drawing upon a comprehensive review of existing literature, this paper synthesizes the current understanding of how participation in PE positively influences various psychological domains. The findings highlight that PE interventions contribute to improved self-esteem, reduced stress and anxiety, enhanced mood, and better cognitive function. Moreover, the social interactions inherent to PE settings foster the development of teamwork, communication skills, and a sense of belonging among participants. The paper underscores the importance of designing PE curricula that not only prioritize physical fitness but also incorporate strategies to maximize the psychological benefits reaped by individuals of all ages. By acknowledging the symbiotic relationship between physical and psychological health, educators, policymakers, and practitioners can optimize the potential of PE as a holistic approach to fostering overall well-being. The research paper explores the multifaceted psychological benefits of incorporating physical education (PE) into educational curricula. This study synthesizes existing literature to provide an overview of the positive impacts of PE on various psychological aspects of individuals, particularly in the context of academic institutions. The paper underscores how regular participation in PE contributes to enhanced mental well-being, stress reduction, improved self-esteem, and increased cognitive function. Moreover, it investigates the potential of PE to foster social skills, teamwork, and self-discipline, thus positively influencing interpersonal relationships and personal development. By shedding light on these psychological advantages, this research advocates for the continued integration and prioritization of PE within educational systems, emphasizing its pivotal role in nurturing both physical and mental health among students.