Sport Education Program Research Articles

Regulating Learning Within a Sport Education Program of Physical Education

Regulating Learning Within a Sport Education Program of Physical Education

A new paradigm for sport education programs: an equity-minded and anti-ism framework

ABSTRACT The purpose of this manuscript is to examine the implications of the current ideological underpinnings of sport education programs (SEPs) in the United States (U.S.) and present a new equity-minded and anti-ism sport education (EASE) framework that reflects a paradigm shift towards equity-mindedness, anti-ism, cultural responsiveness, inclusive excellence, and transformational leadership. The sport industry has transformed from modest recreational activities for leisure entertainment at the local levels into a multi-billion-dollar global corporatized industry with far-reaching economic, political and sociocultural impacts. Despite the growth in popularity of SEPs, a major area of concern is the lack of critical reflection on their sociopolitical and cultural origins of the curriculum and corresponding metrics of success. Thus, we argue current SEPs (e.g. sport management, sport administration, sport leadership, sport business, parks and recreation, and sport entertainment, hospitality, and tourism) perpetuate colorblind racism, sexism, and classism based on their philosophical foundations. In an effort to reflect a responsiveness to an increasingly global and multicultural sport industry, we present a new EASE framework for preparing professionals to ignite transformational change in and through sport in the twenty-first century.

EVALUATION OF SPORTS AND HEALTH PHYSICAL EDUCATION PROGRAM IN SMA N 2 NGAWI USING THE CIPP EVALUATION MODEL (CONTEXT, INPUT, PROCESS, PRODUCT).

The purpose of the study is to evaluate the physical health and sport education at SMA N 2 Ngawi using a context, input, process, product (CIPP) evaluation model approach. The research method used in this research is program evaluation. The approach taken in this program evaluation research uses the CIPP evaluation model (Context, Input, Process, Product). Sources of research data are principals, teachers, and students. The data collection technique used is an assessment questionnaire instrument / score scale questionnaire. The data obtained were then analyzed using quantitative descriptive data analysis techniques. This study found that the results of the context evaluation were 83.69% in the good category, the results of the input evaluation were 84.40% in the good category, the process evaluation results were 86,67% in the good category, and the product evaluation results were 89.60 in the good category. Based on the results of the CIPP evaluation research, it can be concluded that the physical health and sport education program at SMA N 2 Ngawi is in the good category with an achievement value of 86.09%.Keywords: Physical Education, Sports, Health, CIPP Evaluation, School.

Benefits of Interoceptive Awareness: A Correlational Study of the Distinct Sport Education Program among Slovak University Students

This study aims to determine the formation of cognitive abilities and self-assessment among students of the special physical training in security forces program. A total of 96 students aged 18 to 24 years completed 12 close-ended questions, i.e., 6 knowledge awareness (KA) and 6 ideomotor awareness questions (IA). The 13th question was aimed at self-assessment of their own answers. Based on the Dunning–Kruger effect, comparing all positive answers to KA and IA questions with the self-assessment answer showed that 51% of first-year students provided positive answers with a 50% self-assessment rate, indicating a balanced self-assessment. The percentage of positive answers for the second-year students totaled 51%, with a 70% self-assessment rate, indicating overassessment. The percentage of positive answers totaled 82% for the third-year students, with a 62% self-assessment rate, indicating underassessment. To help students to become proficient requires balancing theory and experience, classroom and practice, where they incorporate a “student-as-instructor” modality to the entire curriculum, not only to the limited selected courses of the special forces training. Using the active learning technique helps students to gain exposure to a stimulating and interactive environment. We stress a teaching modality that includes learning by doing and having the student act as a teacher. In this role, participants maximize their learning through interoceptive awareness, feeling, and applying course material in a more comprehensively factual setting.

Efecto de una unidad didáctica de educación deportiva en Educación Física sobre las relaciones sociales y los índices sociométricos cuantitativos: un ensayo controlado y aleatorizado por grupos

The present study aimed: (a) to examine the effect of the Sport Education-based teaching unit on students’ sociometric status and quantitative relationship indices from a macro-analysis perspective (classroom-group level); and (b) to study the effect of the program on students’ relationships using a quantitative and visual analysis from a micro-analysis perspective (within the Sport Education subgroup teams level) in the Physical Education setting. One hundred and sixty-five high school students (46.7% females; Mage=14.0± 1.1 years old) from six pre-established classes were cluster-randomly assigned into the experimental (n=108) or control groups (n=57). Both groups carried out a six-week intervention program (two Physical Education lessons a week). The experimental group followed the Sport Education model, while the control group methodology was based on direct instruction. Results of the Multilevel Linear Model showed that there were no significant differences in students’ sociometric indices nor sociometric status from a macro-analysis perspective. However, the results of the McNemar's test and the visual analysis of social networks within-teams in the experimental group showed that the students’ relationships changed favorably within-team after the Sport Education program increased positive nominations and reduced negative nominations. In conclusion, these results suggest that the Sport Education model facilitates initiating new positive social relationships and removing negative relationships in within-team students.

Effect of a Sport Education-based teaching unit in Physical Education on high school students’ social networks and quantitative sociometry scores: A cluster randomized control trial

The present study aimed: (a) to examine the effect of the Sport Education-based teaching unit on students’ sociometric status and quantitative relationship indices from a macro-analysis perspective (classroom-group level); and (b) to study the effect of the program on students’ relationships using a quantitative and visual analysis from a micro-analysis perspective (within the Sport Education subgroup teams level) in the Physical Education setting. One hundred and sixty-five high school students (46.7% females; Mage = 14.0 ± 1.1 years old) from six pre-established classes were cluster-randomly assigned into the experimental (n = 108) or control groups (n = 57). Both groups carried out a six-week intervention program (two Physical Education lessons a week). The experimental group followed the Sport Education model, while the control group methodology was based on direct instruction. Results of the Multilevel Linear Model showed that there were no significant differences in students’ sociometric indices nor sociometric status from a macro-analysis perspective. However, the results of the McNemar’s test and the visual analysis of social networks within-teams in the experimental group showed that the students’ relationships changed favorably within-team after the Sport Education program increased positive nominations and reduced negative nominations. In conclusion, these results suggest that the Sport Education model facilitates initiating new positive social relationships and removing negative relationships in within-team students.

EFECTOS MOTIVACIONALES Y SOCIALES DE UN PROGRAMA PLURIANUAL DE EDUCACIÓN DEPORTIVA

Se analizaron los efectos de un programa progresivo y plurianual de Educación Deportiva (ED) sobre las regulaciones motivacionales, necesidades básicas (incluyendo novedad), metas sociales, y sensibilidad intercultural de estudiantes de Educación Primaria. Se realizó un diseño cuasi-experimental con dos condiciones (ED vs Modelo tradicional). Participaron 250 estudiantes de cuatro centros escolares de Murcia (M = 10,80 años; DT = 1,09). Los estudiantes del programa de ED (N = 73) recibieron progresivamente temporadas de 2º a 6º, mientras los estudiantes de otros tres centros (N = 177) recibieron una metodología tradicional (unidades cortas). Los análisis comparativos (U de Mann-Whitney) mostraron ventajas a favor de la condición-ED en motivación intrínseca (mujeres), regulación identificada (6º curso), competencia (muestra total, 6º y 4º cursos, varones y autóctonos), relación (5º curso), novedad, y sensibilidad intercultural (respuestas emocionales positivas). Sin embargo, mostraron desventajas en cuanto a desmotivación en los varones. Se discuten los resultados y se aportan implicaciones prácticas.

The Evaluation of Physical Health and Sport Education Program at SMA Negeri 2 Ngawi using the CIPP (Context, Input, Process, Product) Evaluation Model

The purpose of this study was to evaluate the physical health and sport education program at SMA N 2 Ngawi using a context, input, process, product (CIPP) evaluation model approach. The research method used in this research is program evaluation research. The approach taken in this program evaluation research uses the CIPP (Context, Input, Process, Product) evaluation model. Sources of data in this study are principals, teachers, and students. Data collection techniques in this study used interview instruments, document observations and assessment questionnaires/value scale questionnaires. The data obtained were then analysed using quantitative descriptive data analysis techniques. Based on the results of the study, it can be concluded that the evaluation of the context of SMA Negeri 2 Ngawi has the advantage of having a clear and complete background. Evaluation of input, HR (PJOK teachers) at SMA Negeri 2 Ngawi have competence in the field being taught and have appropriate academic qualifications. Process Evaluation, SMA Negeri 2 Ngawi has a learning plan, which is implemented and evaluated according to predetermined indicators. The last aspect is product evaluation, the average value of physical education in sports and health in the knowledge category is 84, while the skill category is 88.

Locus of control in situations of successes and failures and personality traits in young athletes practicing team sports

BackgroundThe aim of this study was to analyze locus of control in situations of successes and failures and personality traits in young people attending sport and non-sport classes. Based on a review of studies, it was presumed that young people who practice team sports have a higher internal locus of control, higher openness to experi-ence, higher conscientiousness, and higher emotional stability than their peers who do not practice sport.Participants and procedureYoung people who took part in the study were both those who attended schools with sport education programs and those who attended non-sport schools. 63 students of the sixth grade of primary school and the first grade of junior high school were surveyed (M = 12.60). Two groups were distinguished: students who followed an extended sports curriculum practicing football and basketball (n = 31), and those who followed a standard cur-riculum (n = 32). The Questionnaire for Locus of Control and the Picture Based Personality Survey for Children, based on the Big Five model, were used in the analyses.ResultsThe results of the studies partially confirmed the assumed hypotheses and showed connections between locus of control in situations of failure and openness to experience in the group of athletes.ConclusionsThis study constitutes a summary of the first stage of a three-year longitudinal project. Conclusions from the study will allow characterization of developmental changes of locus of control and personality traits in young athletes. Assessment of personality profile constitutes help for sport psychology practitioners in preparing train-ing that uses accurate reinforcement systems corresponding with the traits of players that are members of a team.

Methodical aspects of teaching sports medicine at the medical faculty of National Pirogov Memorial Medical University, Vinnytsya

In the modern educational space, the important task is to bring the current educational sport education program to European standards of education to improve the quality of training future medical doctors. The purpose of the work is to synthesize the methodological aspects of the subject “Sport Medicine” and the peculiarities of controlling the knowledge of the students of the 4th year of the medical faculty of National Pirogov Memorial Medical University, Vinnytsya. The educational process at the department is carried out according to the new curriculum by training specialists of educational qualification level “Specialist” in higher educational institutions of the Ministry of Health of Ukraine. Its main direction is strengthening of the motivation of studying the discipline “Sport medicine” and the formation of clinical thinking of medical students by the faculty and professors of the department. This is ensured by highlighting the professional orientation of the information given in practical classes and lectures, the constant updating of the program material by scientific facts, obtained through modern innovative technologies. Achievement of the set goal is due to the research work of the department staff. Methodical materials for students of the medical faculty have been created, in which a lot of attention is paid to the practical direction in future professional activities. The final assessment received by students after the completion of the study of this discipline consists of the average score for current progress, the evaluation of the results obtained for the registration of the medical-control card of the athlete and the athlete (form 061 and form 062) and the score obtained on the differentiated score. Department of physical education and exercise therapy National Pirogov Memorial Medical University, Vinnytsya is working on optimizing the educational process in order to prepare qualified doctors. The teaching staff from year to year updates the program material, which provides a high practical and theoretical level of our medical students.

Evaluation the elements of sport education program from the point of view of sport education students and its relation to learning and thinking pattern correlated to their brain halves

The researcher aims to : 1. Construction scale for the elements of sport education program from the point of view of sport education students at the university of Mosul. 2. Assessment the elements of sport education program from the point of view of the students of sport education . 3. Recognition of thinking and learning pattern that correlated to halfs brain for the students of sport education . 4. Recognition of the correlation relation between the destination of the students for the elements of sport education method and thinking and the learning pattern that correlated to their brain halves . The researcher used the description method in two manner (survey and correlated )and their convenient and the nature of this search. The society of the research from the students of sport education at the university of Mosul at study year (2012-2013) whom they were (723) student divided in to four stages of learning , where the research sample consisted of (600) student from collage of sport education whom they were chosen in random manner in (83 %) in every stages . To realization the goals of the research , the researcher prepared scale to evaluate the elements of sport education program from the point of view of the students , the measurement consisted of seven elements of the program elements. The number of items of the scale were (175) distributed in to seven elements , also the scale was of fivefold alternative ( very agree ,agree, slightly agree , not agree, never agree ) . there was no right or wrong answer . the right answer was the answer that reflect the opinion of the student. In order to have scale that characterized by high power for the evaluation the elements of sport education program , statistical analysis for the items of the measurement was done , for the same reason the scale was applied in its priority form in statistical analysis sample who was (500) student from the collage of sport education at the university of Mosul at study year (2012-2013) and after correction the answer of the students , the data was analyzed by the method of pulling out the coefficient of discriminatory force and the coefficient of the degree of every items to the total degree of element kind and the coefficient of correlation of the degree of every item with the total degree of the scale . So the scale settled to (156) items divided to seven element , also the researcher used the diagnostic scale of the learning and thinking pattern that correlated to brain halves which prepared by him, which consisted of (86) items , every items has three alternative. The researcher used the statistical tools (mean , standard deviation , t test for two independent sample , t test for one sample ,Sperman Brown equation , assumption mean equation , simple correlated equation , percentage equation . Statistical analysis (spss) was used to analyzed the data of this research and the research found that the students of the college of sport education have good ability to evaluate the elements of sport education program , also there was positive relation between the thinking pattern that correlated to the left half of the brain and the students ability to evaluate the elements of the program

Motivational processes in Sport Education programs among high school students

The purpose of this study was to conduct a literature review on the motivational processes in a Sport Education curriculum model among high school-aged students using self-determination theory and achievement goal theory as theoretical frameworks. Literature for analysis was searched through electronic databases including Academic Research Complete, ERIC, PsycINFO, SPORTDiscus, and Web of Science by entering ‘Sport Education’, ‘physical education’, and ‘high school’ or ‘secondary school’ as keywords. Articles for review were then selected using the following criteria: (a) written in English; (b) published in a peer-reviewed journal; (c) a Sport Education curriculum model implemented in high school settings with three season phases; (d) providing empirical findings; and (e) investigating motivational variables as main outcomes. A total of 18 articles were identified of moderate and high quality based on a quality assessment. A systematic review of the articles resulted in three main findings: (a) self-determination theory and achievement goal theory strongly support the positive motivational influence of Sport Education; (b) Sport Education is relatively consistent in promoting motivational outcomes across genders, grade levels, sports, and motivational profiles; and (c) more research with long-term follow-up data and teacher participants in diverse school settings is needed to examine potential differences in the motivational impact of Sport Education programs.

Perceptual and Motor Components at Young Football Players

The purpose of this study was to determine some perceptual and motor components level of young football players and to investigate the relationships between perceptual and motor components. Thirty-eight (38) selected football players from different division of Turkey whose mean age was 13.50±.42 years, height 150.00±5.60 cm and body weight 40.00±4.75 kg were tested as voluntarily in this study. This study was conducted in the Riva Orhan Saka Facility of the Turkish Football Federation. The findings indicated that statistically significant relations were observed between visual reaction time and anticipation time and also between sit-ups and sprint time, reaction time and agility times. On the other hands, there is no significant relation was found in other parameters.These findings may be useful for trainer and physical education teachers in the selection process and talent identification and preparing sport education programs.

ADULT LEARNING THEORIES AND THEIR INFLUENCE ON ADULT’S PHYSICAL LIFE

Learning opportunities for adults exist in a variety of settings ranging from a formal institution to a place of employment. It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong learners, Merriam, 1999 in Conlan, Grabwoski, Smith. Considerations for adult development and learning include biological, physical and psychological development including deterioration and disease processes that may occur and sociocultural and integrative perspectives on development (Merriam, 1999 in Conlan, Grabowski, Smith). While the most common reason for adults to place themselves in a learning environment is a life-changing event, once in that environment there are many factors that affect the learning experience. The most significant is referred to here as the briefcase brought with them. Briefcase may include (Conlan, Grabowski, Smith): Life experience (including life altering events that affect cognitive abilities); Work experience (including development of thinking patterns based on this experience); Positive/negative previous adult learning experiences; Performance effectors, including cognitive and physical abilities; Time between learning interactions; Aging factor. In developing countries these factors may not be considered when planning adult physical and sport education programs, and with ignoring the importance of physical activities in those countries, it is very significant to have sufficient knowledge about philosophies and theories of adult education, the psychology and the physical statues of adult learner and to have the necessary tools to plan successful adult education programs. Therefore, this paper discusses the following issues: andragogy, kinds of learning and settings for learning. The paper concluded with recommendations for practitioners, adult teachers and adult program planers Article visualizations:

English

This study aims to evaluate the relationships between sport mental toughness (SMT) and psychological wellbeing (PWB) of undergraduate student athletes. Mental toughness represents the ability of a person to cope with the demands of training and competition, increased determination, focus, confidence, and maintain control under pressure. Mental toughness has been explained as the ability of an athlete to cope with the requests of practice and competition, improved determination, focus, self-confidence and keeping control under pressure. The concept of PWB has been introduced in eudaimonic part as the realization of potential through some form of struggle. The sample of the study constituted by 130 participants from two Turkish universities, included participants from a Physical Education and Sport Education program from four years of standard undergraduate study. To assess mental toughness, the Sports Mental Toughness Questionnaire (SMTQ) (Sheard et al., 2009) was administered; while to assess PWB, Ryff’s PWB scale (1989a) were given to volunteer participants. To identify the internal consistency of the validated questionnaires, Cronbach’s alpha score was used. The relationship between SMT and PWB was identified by conduction of Pearson Product Moment Correlations. To check for age, gender and level of the study, the hierarchical multiple linear regression analyses was used to examine the predictive capacity of mental toughness on PWB. Multiple linear regression analyses’ findings revealed that sub-dimensions of SMT were moderate to strong predictors of PWB with between 40 and 66% of variance explained. Consequently, the demographic factors were not found to predict PWB. These results are consistent with the assumptions and continue to show the potential importance of SMT within the physical education and sports learning environments. Key words: Mental toughness, psychological wellbeing, student athlete.

In-Depth Analysis of a Teacher’s Experience Implementing Sport Education in an After-School Context

The Comprehensive School Physical Activity Program approach has been suggested to provide students with additional opportunities for physical activity (PA) outside of traditional physical education (PE). Although research suggests that this program is successful at increasing children’s levels of PA, research on implementing pedagogical models to provide additional benefits has been limited. The purpose of this study was to analyze a teacher’s experience of implementing Sport Education (SE) in an after-school context. The participant in this study was the PE teacher at the elementary school where the SE program occurred. Data were gathered from document analysis, formal interviews, and reflective journaling. Data analysis occurred through coding and categorizing each data set using analytic induction and constant comparison. The results of this study identified three main themes: specific features of SE that were utilized successfully, how community collaborations helped the success of the club, and constraints that were faced during implementation. The after-school setting in which this club was carried out provided an opportunity for an elongated season that increased the levels of festivity and affiliation. Furthermore, it is recommended that university programs expose preservice teachers to this model. Subscribe to TPE

Family Influence on Sport Activity Patterns During Early Adolescence – A Comparative Approach

Abstract The aim of research is to examine and describe young individuals who participate in extended sport education program. The main focus concerns family influences on the development of the investigated youngsters’ sportive patterns. Data were collected through online and paper (whenever appropriate) questionnaires (elite sport training in secondary higher education – models of success in sport with pupils from a selection of sport schools in respective countries). Coaches from sports schools representing all participating countries (Poland, Sweden, Latvia, Russia and Belarus) were interviewed. The results indicate that the influence of parents and physical education teachers on the decision to join a sport club and to continue sport career is rather low. Main reasons behind joining a sport club are: the desire to become an athlete, sport idols, and the subjects’ own will. Staying in a sport club and pursuing a career is also determined by previous achievements in the field and good coaches. The parents’ past engagement in psychical activities was not systematic. The subjects consider local sport facilities and a number of accessible sport clubs and sports coaches to be of high importance at the early stage of their engagement in sport.

Effect of a Sport Education Program on Motivation for Physical Education and Leisure-Time Physical Activity

Purpose: The purpose of this study was to examine the effect of a high school sport education curriculum program on students' motivation for physical education and leisure-time physical activity. Method: Participants were 568 high school students enrolled in the required physical education programs at 2 schools, 1 taught using sport education and the 2nd using a multiactivity model of instruction. A motivational profile survey, which included student psychological need satisfaction, autonomous motives, perceived effort and enjoyment in physical education, and physical activity intention and behavior, was completed by all participants prior to and at the end of the 2-year physical education program. Results: Mixed-model analysis of variance tests revealed that the students in the sport education program reported greater increases in perceived effort and enjoyment of the program compared with the students taught within the multiactivity model. Hierarchical multiple regression analyses showed that these positive affective outcomes were facilitated by the development of more autonomous forms of motivation. Results revealed limited support for the direct transfer of motivation from a sport education program to increases in leisure-time physical activity behavior. Conclusion: Sport education facilitates more internalized forms of student motivation in required physical education programs, but without the provision of an appropriately designed extracurricular outlet, the potential of transfer to leisure-time physical activity may not be achieved.

Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity

Background: Adolescents' decisions to engage in physical activities are influenced by the social aspects of the activity, including opportunity for affiliation, being part of a team, and the social status it offers. A curriculum and instructional model that has been shown to embed the student social system within a positive program of action is Sport Education. Preliminary evidence has suggested that Sport Education challenges social hierarchical groups and promotes more inclusive social goal involvement. Research is required to extend this work and provide a larger-scale empirical analysis of the influence of a Sport Education program on students' social goal involvement in compulsory high-school physical education and examine how these social goals impact important student affective and behavioral outcomes. Purpose: The purpose of this study was two-fold: (a) to explore the social goals of high-school physical education students after experiencing a year of Sport Education and (b) to explore the relationships these social goals had with perceptions of enjoyment and relatedness in physical education as well as participation in leisure-time exercise. Participants and setting: A total of 363 10th-grade students from the American Mid-West who had completed a year-long compulsory high-school physical education program taught using Sport Education participated in this study. Data Collection: All students participated in four 25-lesson seasons of team sports-based activity taught using the Sport Education model. Seasons taught included floor hockey, volleyball, team handball, and basketball. All seasons were taught by the same teacher. On completion of the year-long compulsory program, participants completed a questionnaire that included items pertaining to their social goals, relatedness, enjoyment of physical education, and self-reported participation in extra-curricular physical activities. Findings: Data were initially screened for outliers and distribution assumptions were examined. Internal consistency estimates were calculated for all variables except physical activity because it was a single item indicator. Descriptive statistics showed that students who had completed two full semesters of Sport Education had higher than average scores on all three social goals of affiliation, recognition, and status. Findings from the multiple regression analyses revealed the robust contribution that social recognition and social affiliation goals made to students perceived relatedness and enjoyment of physical education. Social recognition and status goals also significantly positively predicted extra-curricular exercise participation. Conclusions: This study provides evidence to suggest that prolonged exposure to the pedagogical features of Sport Education develops students' social bonds by configuring the physical education environment to promote peer social approval for participatory behaviors within the model. These social bonds strongly predicted students' perceived relatedness to peers and their enjoyment of the Sport Education experience. Importantly, these social connections to peers and social standing developed in Sport Education influenced their decision to participate in extra-curricular exercise behaviors.

Relationships between perceptual-motor skills and postural balance in nine years old boys

The aim of this study is to investigate relationship between static-dynamic balance performance and two-hand coordination, reaction time, anthropometric measurements and leg strength. Fifty voluntary male children (age: 9.29 ± 1.11 years, height: 138.86 ± 7.86 cm, weight: 35.20 ± 9.2 kg) who did not exercise regularly were included into the study. The correlation Static Balance (SB) and dynamic balance (DB), with leg strength (LG), vertical jump (VJ), reaction time (RT), two-arm coordination and anthropometric measurements were investigated. As a result, although, no correlation was found between balance parameters and reaction time (p>0.05), higher correlation was found between balance parameters and two-hand coordination, strength and some anthropometric parameters (p<0.05) in nine-year old male children. Furthermore, it is suggested that in order to develop static and dynamic balance in children, sport education programs should not only include the gross-motor coordination skills, but also include manipulative and fine motor coordination skills. These findings may be useful for trainer and physical education teachers while preparing sport education programs. Key words: Postural control, children, muscle strength, coordination, anthropometry