Physical Education Research Articles

HUBUNGAN KECERDASAN EMOSIONAL DENGAN KECERDASAN INTELEKTUAL PADA MAHASISWA PENJASKESREK

The aim of the research is to determine the relationship between emotional intelligence and intellectual intelligence in Physical Education students at the Faculty of Teacher Training and Education, Abulyatama University. The research hypothesis is that there is a relationship between emotional intelligence and intellectual intelligence in Physical Education students at the Faculty of Teacher Training and Education, Abulyatama University. Correlation research method. The population is all Penjaskesrek FKIP Abulyatama University students, while the sample taken was 38 students. Data collection techniques through questionnaires distributed via Google Form. The data analysis technique uses a correlation formula. The results of the research showed that the average value and standard deviation of emotional intelligence were 83 and 2.30 and intellectual intelligence were 3.36 and 0.22. The correlation calculation result (r) is 0.73 and the t test calculation result is 6.44. To prove the results, the t-count was 6.44 and the t-table at the 95% significance level was 1.68 (t-count = 6.44 > t-table = 1.68), so the proposed research hypothesis was accepted as correct. This means that there is a relationship between emotional intelligence and intellectual intelligence in Physical Education and Physical Education students Faculty of Teacher Training and Education Abulyatama University

Students’ psychological needs’ frustration in Physical Education and intention to be physically active from a person-centred approach

Students’ psychological needs’ frustration in Physical Education and intention to be physically active from a person-centred approach

The influence of health education through physical education on the healthy living behavior of elementary school students

The influence of health education through physical education on the healthy living behavior of elementary school students

Teachers’ Psycho-Demographic Dynamics and Students’ Academic Performance in Physical and Health Education in Ogun State

Teachers’ Psycho-Demographic Dynamics and Students’ Academic Performance in Physical and Health Education in Ogun State

An ergonomic assessment of British Army Infantry career training courses to identify opportunities for evidence-based interventions to enhance role-related physical fitness

An ergonomic assessment was conducted to quantify the activities and physical demands during the British Army’s 8-week Platoon Sergeant and Section Commander Battle Courses (PSBC, SCBC). Twenty PSBC and 18 SCBC male infantry soldiers volunteered. Body Mass (BM) was measured pre- and post-course, with course physical activity levels (PAL), energy expenditure (EE) and sleep profiles quantified using tri-axial accelerometery. The courses were predominately field-based, involving slow and rapid load carriage tasks, digging and moving casualties. Average daily EE (SCBC = 4020 ± 599 vs. PSBC = 3876 ± 525 kcal.day−1; p>0.05) and BM decreases were similar (SCBC = −3.9 ± 2.9 vs. PSBC = −2.0 ± 2.7 kg; p>0.05). Daily PAL was higher for SCBC than PSBC (2.1 ± 0.3 vs. 2.0 ± 0.3, p=0.041), likely due to greater moderate-vigorous activity levels (p=0.003). Daily sleep durations were variable, but similar across courses (≈5.1 hr.day−1; p>0.05). These data confirm these courses are arduous and can be used to inform course-specific physical screening tests and training to increase course success.

Analysis on the online microteaching practice among undergraduate physical education students’ competence

Analysis on the online microteaching practice among undergraduate physical education students’ competence

Analysis of the development of physical qualities characteristic of school students' static activities

Analysis of the development of physical qualities characteristic of static activities of students of Grades 5-7 consists in learning. A number of scientific sources on the impact of static exercises on the body of school-age children, the development of physical qualities characteristic of their static activities, and the possibility of using static exercises in physical education lessons to achieve high results in improving work capacity has analyzed. Comparing the pedagogical experiment results shows that, The indicators of static balance in the experimental group improved significantly compared to the control group. The relative growth in the 5th grade of the experimental group was 13.05%, while in the control group it was 6.24%. In the 6th grade, the relative growth in the experimental group was 14.26%, and in the control group it was 6.59%. In the 7th grade, the relative growth in the experimental group was 16.10%, and in the control group it was 7.25%. At the end of the experiment, static endurance increased more in 6th-grade students - by 2.99 s, in 7th-grade students - by 2.54 s, and in 5th-grade schoolchildren, this indicator changed by a small amount - by 2.31 s. The relative growth was 15.28% in 5th-grade students in the experimental group, and 5.42% in the control group. In the 6th grade of the experimental group, it was 15.70%, and in the control group it was 5.32%. In the 7th grade of the experimental group, it was 17.03%, and in the control group it was 6.39%. Among the indicators that grew during the pedagogical experiment, the most reliable result was related to static endurance.

How can Physical Education teachers’ high directiveness impact students’ experiences of enjoyment and boredom?

How can Physical Education teachers’ high directiveness impact students’ experiences of enjoyment and boredom?

A Comparative Study of Physical Education and Health Outcomes in China, Japan, and India

A Comparative Study of Physical Education and Health Outcomes in China, Japan, and India

Physical education curriculum systematizing based on action research: a collaborative network between teacher-researchers from public schools in Quixadá — Ceará, Brazil

Physical education curriculum systematizing based on action research: a collaborative network between teacher-researchers from public schools in Quixadá — Ceará, Brazil

Factors Associated with Dental Trauma First-Aid Knowledge of Physical Education Teachers

Factors Associated with Dental Trauma First-Aid Knowledge of Physical Education Teachers

중학생의 성별과 운동 빈도에 따른 체육수업 행복과 만족도 분석

Objectives The purpose of this study was to analyze the differences in happiness and satisfaction in physical edu cation classes based on gender and frequency of exercise among middle school students. Methods To achieve this purpose, a questionnaire was distributed to 256 middle school students in Sejong City to measure the variables related to happiness and satisfaction with physical education classes based on gender and frequency of exercise. After excluding unreturned, insincere, or incomplete responses, 252 questionnaires were selected for analysis. The returned data underwent reliability analysis, exploratory factor analysis, and bi variate analysis using SPSS 27.0. Results The results of the study using the aforementioned methods were as follows: First, a bivariate analysis of happiness in physical education classes by gender and exercise frequency revealed no significant difference in ex ercise frequency, but a significant difference by gender. There was no interaction effect. Second, a bivariate analy sis of satisfaction with physical education classes indicated no significant difference by frequency of exercise, but a significant difference by gender. Again, there was no interaction effect. Conclusions The study found that differences in exercise frequency were not related to happiness and satisfaction with physical education classes; however, significant differences were observed by gender. In particular, girls re ported lower levels of happiness and satisfaction compared to boys. Therefore, it was recommended to consider gender-specific class programs to encourage middle school girls, many of whom were not interested in physical activity, to enjoy and participate more actively in physical education classes.

Unveiling Current and Future Trends in the Implementation of Teaching Games for Understanding in Primary School: A Bibliometric Analysis

Unveiling Current and Future Trends in the Implementation of Teaching Games for Understanding in Primary School: A Bibliometric Analysis

Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, Colombia

Objectives. This study aimed to provide a specific analysis of social representations on the curriculum in physical education teachers. Materials and methods. The study focuses on a sample of 25 physical education teachers from Copacabana, Antioquia, using a multi-method approach with a predominance of grounded theory. Data were collected through in-depth interviews, sociodemographic surveys, and natural semantic networks. Results. Qualitative analysis using ATLAS.ti revealed four emerging categories in this group: dynamic and situated curriculum, curriculum for comprehensive training, flexible and contextualized curriculum, and prescriptive curriculum. Quantitative analysis identified a central core of representation composed of concepts such as planning, instructions, and education. The results indicate that physical education teachers conceive the curriculum in a multidimensional way, reflecting the particularities of their discipline. A tension is observed between adherence to prescriptive curricular structures and the need for flexibility to address the specific demands of physical education. Conclusions. The study concludes that these representations are strongly influenced by the practical context of teaching physical education, suggesting the need for curricular approaches adapted to this area.

Examining the mediating role of motivation in the relationships between teacher-created motivational climates and quality of engagement in secondary school physical education.

Grounded in Duda's integrated model of the motivational climate, the current study examined the hypothesized mediating role of motivation quality in the relationships between empowering and disempowering teacher-created motivational climates and indicators of quality engagement in secondary school physical education (PE). The hypothesised model was tested cross-sectionally and longitudinally in two separate samples of students. Data were collected via questionnaires measuring the motivational climate, autonomous and controlled motivation and indicators of engagement (enjoyment, concentration and boredom). Cross sectional data collected from 832 students (439 males and 386 females) while longitudinal data stemmed 299 students (166 males and 163 females). All students were from schools in Wales aged between 12 and 15 years. Structural equation modelling was used to test the hypothesised model and the mediating role of autonomous and controlled motivation. The hypothesised model was supported cross-sectionally and longitudinally, indicating that empowering climates positively predicted students' autonomous motivation for PE, whereas disempowering motivational climates positively predicted controlled motivation. In turn, autonomous and controlled motivation positively and negatively predicted indictors of students' engagement in PE in the hypothesised directions. Analyses revealed relationships between empowering and disempowering climates with enjoyment, concentration and boredom were indirect via autonomous and controlled motivation. In summary, results support the role of autonomous and controlled motivation in the differential relationships between empowering and disempowering motivational climates and indicators of the quality of student engagement. The findings suggest that targeted professional learning opportunities for PE teachers are needed which facilitate more empowering climates and reducing disempowering strategies.

Promoting Inclusion and Well-Being Through Inclusive Physical Education and Parasports: an Approach for Adolescents with Motor Impairment

Promoting Inclusion and Well-Being Through Inclusive Physical Education and Parasports: an Approach for Adolescents with Motor Impairment

Agonism and performance in adolescent football players in informal physical education settings

Agonism and performance in adolescent football players in informal physical education settings

The effects of the integrative strategy on fostering reflective thinking and imparting basic basketball offensive techniques to female students

Objective: The objective of this study is to develop instructional materials that teach fundamental basketball skills to female students enrolled in the first year of the College of Physical Education and Sports Sciences for Girls at the University of Baghdad while also encouraging reflective thinking (RT). Research methodology: the researcher chose the experimental methodology with the two equal group's method. Finding the community and choosing the right sample for the study's kind and goals are essential to the accomplishment of any research project. A sample for the primary experiment was picked at random after the researcher confirmed the students' first-year basketball curriculum. This study community consisted of (40) fourth-year female students for the year (2022-2023). The number of students was split into (2) groups. Twenty students in-group (B) represent the experimental group, which follows the curriculum that the researcher has developed in an integrated, strategic manner. Result: The method of selecting the (integrative) strategy that was given to the students is right to the level of their skills and characteristics, as well as while taking into consideration the distinct characteristics among them by means of the presentation offered by the stations—from a complete demonstration of the skill, then a slow delivery, then the appearance of the integrated strategy—is also attributed as the reason for the superiority of the members of the experimental group. Concludes: The study concludes that the integrated approach has a beneficial impact on the post-tests for reflective thinking and the growth of basketball skills.

The Impact of Physical Therapy Postprofessional Education Programs on Productivity in a Large Academic Medical Center.

Emerging evidence shows positive impact of postprofessional physical therapy education (residency and fellowship) specific to participants; however, outcomes on organizational impact are largely unknown. The purpose of this project was to describe the impact residency and fellowship training has on financial metrics. A secondary purpose of this case study was to describe trends associated with higher productivity. Previous studies have demonstrated positive professional behavior and generalized operational impact of postprofessional education. No studies have evaluated the impact of residency and fellowship training on individual physical therapist (PT) productivity. Individual productivity from 191 PTs was collected over a 10-year time frame from a large, ambulatory, rehabilitation department within an academic medical center. Productivity was compared between 4 groups: nonresidency- or fellowship-trained clinicians; residency-trained clinicians; fellowship-trained clinicians; and dual residency and fellowship-trained clinicians. Physical therapists' productivity data were manually extracted retrospectively from operational reports over a 10-year period. Additional data elements extracted included the following: board specialty certification and years employed at the medical center. Data were then categorized as nonresidency/fellowship -trained, residency trained, fellowship trained, or dual residency and fellowship trained. Data were analyzed using descriptive statistics and 1-way analysis of variance (ANOVA). Forty-five clinicians with postprofessional training collectively produced $253,617 more in financial annual return to the organization. Fellowship-trained clinicians demonstrated the highest productivity followed by residency-trained and dual residency and fellowship-trained clinicians. Specialty board certification also positively increased productivity regardless of postprofessional training. Postprofessional training within physical therapy continues to be evaluated in the spectrum of professional development. Evidence supports positive professional behaviors and patient outcomes; however, little is known regarding its impact on productivity metrics. Although no significance was found between the groups with and without postprofessional training, meaningful financial return was demonstrated in clinicians with postprofessional training. The lack of significance may have been influenced by compression because of departmental productivity guidelines. This preliminary data may assist organizations in justifying resources for sustaining and sponsoring future programs.

The effect of the Ayas model to learning individual fast attack and high-order thinking skills of handball for students

Background and Study Aim. The significance of this research lies in designing a specialized scale to evaluate advanced cognitive skills related to handball among students. It also examines the impact of the Ayas model on enhancing these higher-order thinking skills and teaching the technique of the individual fast attack in handball. This study aimed to investigate the effect of the Ayas Model on learning individual fast attack techniques and higher-order thinking skills in handball among students. Material and Methods. The experimental method was adopted, involving a sample of 64 third-year students from the College of Physical Education and Sports Sciences at the University of Babylon. The sample was divided into two groups: an experimental group (32 students), taught using the Ayas Model, and a control group (32 students), taught using traditional methods. Pre- and post-tests were conducted to assess the students’ performance in individual fast attack techniques and higher-order thinking skills. . Analysis was assisted using the SPSS application. Results. The results revealed significant improvements in both groups, with the experimental group demonstrating substantially higher progress. Statistical analysis confirmed the superiority of the Ayas Model in enhancing both technical and cognitive skills, with calculated t-values indicating significant differences in favor of the experimental group (p < 0.05). These findings suggest that the Ayas Model is an effective pedagogical approach for improving students’ technical proficiency and cognitive abilities in handball. Conclusion. The study concludes that integrating interactive, student-centered learning methods can enhance sports education outcomes and promote holistic skill development. This research provides a theoretical and practical foundation for educators and coaches to integrate interactive and student-centered learning approaches to holistically improve physical education outcomes.