Students In Physical Education Classes Research Articles

Mexican Basic Psychological Need Satisfaction and Frustration Scale in Physical Education.

Basic psychological needs are an energizing state that, if satisfied, will produce an increase in confidence and a healthy motivational orientation that leads to wellness. Frustration of these needs is the opposite concept of satisfaction, which refers to the negative sensation experimented by an individual when he or she perceives that their psychological needs are being actively limited by the actions of the significant other. To date, we have not found instruments validated in Spanish that measure both the satisfaction and the frustration of basic psychological needs in the physical education (PE) context. Therefore, the aims of this study are adapting the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) to the PE context in Mexico; and examine its psychometric properties, structure, and factorial invariance by gender in a sample of fifth- and sixth-grade elementary school students. This study included a total of 1,470 fifth- and sixth-grade students from elementary schools in the metropolitan area of Monterrey, Nuevo Leon, Mexico. The results support the reliability, validity, structure, and strict invariance of the sixth Mexican version of the BPNSFS in physical education (BPNSFS-PE). The BPNSFS-PE can be used to measure the satisfaction and/or frustration of the basic psychological needs of students in PE class and to perform comparisons between groups of boys and girls.

체육수업에서 학생들의 흥미와 의도적 연습 및 그릿(Grit)과의 관계

The purpose of this study was to investigate relations between interest, deliberate practice, and grit of students in Physical Education classes. For this purpose, the investigator found the population in middle and high school students in Gyeonggi Province. Total 319 students were selected through convenience sampling. Collected data was put to the multiple regression analysis with the PASW Ver 1 8.0 statistical program. The findings were a s follows: First, the students" interest had statistically significant effects on their deliberate practice in Physical Education classes. secondly, their deliberate practice had statistically significant effects on their grit in Physical Education classes. Finally, their interest had statistically significant effects on their perseverance of effort, a subfactor of grit, and no such effects on their consistency of interest, another subfactor of grit, in Physical Education classes.

Physiological evaluation of university students in physical education classes in a hot environment

Physiological evaluation of university students in physical education classes in a hot environment

The Effectiveness of Extensive Assessment Instruments on the Psychomotor Achievement Levels for Fielding Category Games in Year 5 Physical Education Subjects

The purpose of this study was to identify the level of learning achievement in psychomotor domain by using Extensive Assessment Instruments (EAI) for fielding category games in Year 5 Physical Education subjects. One shot case study design was used in this study. This study was conducted at nine primary schools in Muar district of Johor with 8 Physical Education (PE) teachers and 570 Year 5 students in PE class involve as participant. The Extensive Assessment Instrument (r = 0.96) contained a rating rubric for the psychomotor domain. The percentage of teachers' agreement on the EAI use was 94.14%. The results of this study showed that the level of students achievement on psychomotor domain for fielding category games in PE subjects was (M = 68.33, SD = 0.87) at the mastery level. Based on these findings, EAI was ideally to used as a standardized measure for assessing student learning achievement in the fielding category games for Year 5 PE subject

O ESPORTE NA EDUCAÇÃO FÍSICA ESCOLAR: UM CONTEÚDO COM POTENCIAL EMANCIPADOR

Esta pesquisa teve como objetivo apresentar como se dá a ação pedagógica do professor de Educação Física a partir da implementação de uma proposta tendo como sustentação a utilização de um modelo híbrido no ensino esportes por meio dos Modelos de Educação Esportiva e Desenvolvimentista. Trata-se de um estudo de caso com relatos e depoimentos dos alunos e diário de campo do professor. Foram acompanhadas 45 aulas sistematizadas a partir da indicação dos alunos acerca dos saberes esportivos que lhes despertavam para o saber fazer, chegando ao futsal, basquetebol e handebol. Os resultados indicaram que a experiência pedagógica centrada no modelo híbrido favorece a ação participativa e cooperativa possibilitando aos pares, emancipação, autonomia e sentido de responsabilidade no desenvolvimento das atividades esportivas propostas.

Effective Teaching Strategies for Low-Skilled Students

This study described the strategies used by expert teachers to instruct low motor skill students in physical education classes. The method was extensively pilot tested. Eleven physical education teachers took part in the study. Data were collected via observations, field notes, interviews, and nonstructured informal interviews. Two major themes emerged during the data analysis. First, specific teaching skills are important to facilitate low-skilled students’ success, with subthemes of (a) teachers paying attention to low-skilled students’ motor skill deficiencies and (b) teachers creating an accepting environment for low-skilled students. Second, teachers structure authentic performances in which low-skilled students can successfully participate, with subthemes of (a) teachers continually modifying game play with no scores, no winners, and everyone working together and (b) teachers recognizing decisions about equipment selection and usage for low-skilled students. The results can inform how teachers develop lessons for low-skilled students.Subscribe to TPE

중학교 체육수업에서 교사와 학생이 경험하는 공감의 교육적 의미 탐색

이 연구는 중학교 체육수업에서 교사와 학생이 경험하는 공감의 교육적 의미를 탐색하는데 목적이 있다. 이러한 연구 목적을 달성하기 위해 체육 교사 2명과 중학교 2학년 1개 반을 선정하였으며, 연구에 적극적으로 참여하고 전형성이 강한 남학생 4명과 여학생 4명을 대상으로 2017년 3월부터 8월까지 진행하였다. 심층 면담, 참여 관찰 등을 통해 자료를 수집하였고, 수집된 자료를 바탕으로 귀납적 범주분석과 Spradley(1980)의 영역분석과 분류분석을 활용하였다. 구성원 간 검토 및 다각도 접근법에 의해 자료의 진실성을 확보하였다. 연구결과 첫째, ‘학생의 교육적 의미: 공감을 통한 올바른 인성 함양’으로, 구체적으로 ‘사고의 변화: 자기중심적 사고에서 탈중심적 사고로 변화’, ‘관계 지향적 행동의 변화: 같이 하는 가치’, ‘수업 참여 태도 변화: 갈등 참여에서 공감 참여로 변화’로 범주화하였다. 둘째, ‘교사의 교육적 의미: 호모 엠파티쿠스(homo empathicus)를 지향하며’로써, 구체적으로 ‘21세기 체육 교사상: 공감하는 체육 교사’, ‘공감과 체육수업: 교사와 학생을 잇는 연결고리’, ‘공감 문화 형성: 대증적 접근이 아닌 문화적 접근을 통해’로 범주화할 수 있었다. 이와 같은 연구결과를 바탕으로 체육수업에서 공감은 교사와 학생에게 다양한 교육적 의미를 내포하고 있으며, 더 나아가 긍정적인 학교 문화를 형성하는데 중요한 역할을 할 수 있다는 것을 기대할 수 있었다.

Tecendo relações entre a motivação para as aulas de educação física e o Ideb

Understanding the motivation of students in Physical Education classes is a major challenge today to keep them involved in activities. Problems associated with teaching poor quality and inadequate physical structure of schools greatly affect interest in classes. ObjectiveTo investigate the motivation of the students of Physical Education of the state schools of Maringá‐PR. Methodology Two schools were selected: with lower Ideb and one with higher Ideb; the data were collected from the questionnaire of Basic Psychological Needs in School Physical Education (BPNES), and analyzed using SPSS software version 20.0, considering the value of p<0.05. ConclusionThe results showed that in general the students with the highest Ideb had a higher motivation in the competence dimension. When comparing the sexes of the participants, there was no significant difference in any aspect.

Comprehensive Assessment of the Psychological Burden for Students in Physical Education Classes in Chinese Universities.

BackgroundPhysical education (PE) is part of the curriculum in Chinese universities. The psychological burden, or anxiety levels, for students in PE classes, can result from several factors, including teaching content, teaching environment, and the organization of the teaching methods. The aim of this study was to assess the psychological burden on students in PE classes in Chinese universities.Material/MethodsThe study included 400 students (200 men and 200 women) from a Chinese university, who participated in PE classes. The distribution of the levels of psychological burden associated with PE was assessed using subjective measurements and a fuzzy comprehensive evaluation method that to provide an integrated framework combining the results of judgments made at multiple stages of the evaluation process.ResultsOf the 400 study participants who attended PE classes, 61.5% of male students and 47.5% of female students coped well or very well when dealing with the perceived psychological burden; 33.5% of male students and 42.5% of female students reported a medium level of psychological burden. Few students reported a high level of psychological burden associated with PE classes. The average psychological burden in female students was greater than for male students who participated in PE classes.ConclusionsThe combination of subjective measurement of the psychological burden associated with PE classes by university students in China, combined with a fuzzy comprehensive evaluation method showed that female university students might require more support than male students to overcome any psychological burden associated with PE classes.

Addressing Dietary Habits with Elementary School Students in Physical Education Class

It is often challenging to persuade children to consume nutrient-dense vegetables, fruits and legumes. This article describes how renaming nutrient-dense plants to encourage young children to consume them can be an effective strategy.

Motivational Profiles in Physical Education: Evidence From Secondary School Students in Hong Kong

Purpose: The purpose of this study was two-fold: to examine the motivational profiles of secondary school students in physical education classes, and to examine the associations between the students’ motivational profile characteristics and positive and negative affective experiences. Methods: A total of 1,570 students from Hong Kong were invited to complete four questionnaires: the Perceived Locus of Causality Scale, the Psychological Needs Satisfaction Scale in Physical Education, The Psychological Needs Thwarting Scale in Physical Education, and the International Positive and Negative Affect Schedule Short Form. A two-step cluster analysis was performed to explore the motivational profiles while MANOVAs were conducted to examine the criterion validity of the cluster analysis and differences on affective outcomes between motivational profiles. Results: Four motivational profiles were identified: non-self-determined, moderate controlled and low autonomous (Mod C-Low AU), high controlled and moderate auto...

Stavovi učenika osnovne škole prema inkluziji u nastavi fizičkog vaspitanja

In view of the importance of a positive attitude on the part of students without developmental disabilities towards the inclusion of students with disabilities into Physical Education (PE) classes, and also of the specific features of PE, this study aimed to examine the attitudes of students without developmental disabilities towards the inclusion of students with developmental disabilities in regular PE classes. These attitudes were studied in relation to students' gender, grade of primary school, previous experience with persons with disabilities, and their level of competitiveness. The sample comprised 291 students in grades 6 and 7 of three primary schools in Belgrade. The study used the CAIPE-R questionnaire (Block, 1995). The results corroborated the factor structure of the instrument and its basic metric characteristics. The findings suggest that students have a positive attitude to inclusion in PE. Significant predictors of General Attitude - inclusion in PE are gender, school grade and previous experience with disabled students in PE classes, while significant predictors of Specific Attitude - inclusion in sports activities in PE are gender and previous experience with disabled students in PE classes. The paper points out the need for further research into the attitudes of students without developmental disabilities towards inclusive PE that would include other developmental disabilities and a greater age range of students from different educational environments, which could contribute to the planning of inclusive PE programs in schools.

Emotional Geography on the relationship between Beginning Physical Education Teacher and students in Physical Education Class

Emotional Geography on the relationship between Beginning Physical Education Teacher and students in Physical Education Class

The Implementation of Personal and Social Resposibility Model in Physical Education Classes: An Action Research

Participation of students in physical education classes provides them with the opportunity to experience moods such as competition, a sense of disagreement and confrontation, despair and joy while at the class and, then, to evaluate their own reactions. The idea that physical education and sports have a role in the development of socialization and morals is generally accepted by many researchers. The positive impact of physical education and sports upon social and moral development will not occur automatically by participation in classes. It is more likely to think that it will come through by taking advantage of the opportunities gained by the carefully designed experience. Hellison’s Teaching Personal and Social Responsibility (TPSR) is one of the programs in which these values are successfully applied through sports during physical education classes. The purpose of this study is; to examine the effects that may arise from the intervention of the TPSR by determining the needs of the 9th grade students for fair play behavior within the framework of Kohlberg's moral development theory. In the study, the action research approach was employed and the data were obtained from video records, student reflections, and semi-structured individual interviews. The study was conducted with 30 students in the 9th grade of a medical vocational high school in Ankara and 6 focus students selected by the purposeful sampling method were evaluated. The obtained data were analyzed by content analysis. The findings of the study are grouped under 3 themes. And these are; 1) I can escape from punishment and care only about my own interests, 2) Reciprocal Relations: “They also supported our team”, 3) I am listening to my own conscience: I care about my competitor and respect him. The findings prove that fair play descriprions of students and attitudes are at the preconventional level according to Kohlberg’s moral development theory while descriptions and attitudes after the implementation are mostly at the conventional level or the postconventional level and students can internalize the concept of fair play and can make decisions in accordance with their own moral judgments. As a consequence, TPSR is a very effective model in providing fair play to students when used as a (frisbee) tool. However, the model does not lead to change in children’s thoughts about the behaviors of their favorite teams not in accordance with fair play while influencing the children to acquire values related to and for themselves.

The Effect of Perceived Learning Environment on Self-regulation Strategies and Academic Engagement of Middle School Students in Physical Education Class

The Effect of Perceived Learning Environment on Self-regulation Strategies and Academic Engagement of Middle School Students in Physical Education Class

Education of Social Skills among Senior High School Age Students in Physical Education Classes

Education of Social Skills among Senior High School Age Students in Physical Education Classes

Physical education teachers’ perceptions about the effectiveness and acceptability of strategies used to increase relevance and choice for students in physical education classes

ABSTRACTSchool physical education (PE) aims to develop students’ knowledge and skills for lifelong participation in physical activity (PA). Unfortunately, many PE teachers report that motivating students is a significant challenge. The purpose of this study was to explore PE teacher perceptions about the effectiveness and acceptability of three self-determination theory-based motivational strategies on students’ PA, motivation, and learning during PE lessons. Thirteen PE teachers from five schools in Western Sydney, Australia, participated in this study. We carried out semi-structured post-lesson interviews with PE teachers to gather information about the perceived effectiveness and acceptability of the three intervention strategies and whether these were sustainable teaching methods: (1) explaining relevance; (2) providing choice; and (3) complete free choice. Analysis of interview data revealed that teachers believed each strategy successfully enhanced student PA, enjoyment, motivation, and student learning. The findings also showed that our motivational teaching strategies were acceptable when embedded within certain PE contexts. Overall, the results have implications for future pre-service and in-service PE teaching practice.

Research on the Prolonged Effect of Physical Education Class on University Students: Effect Verification of the Intervention Program

The purpose of this study was to verify the prolonged effect of the intervention program on university students in physical education class. Subjects were 211 university students who participated in physical education class. The intervention group is comprised of 81 students (40 males, 41 females), and the control group is comprised of 128 students (80 males, 48 females). All data were obtained through questionnaires. The questionnaires consisted of personal characteristics, skills relating to bachelor’s degree ability (communication skill, teamwork skill, problem-solving skill, leadership skill), and exercise behavior (the stage of exercise behavior change, self-efficacy for exercise, decisional balance). The questionnaire data were obtained “at the beginning of the semester (pre)”, “at the end of the semester (post)”, and “two years after the end of the semester (the two-year follow-up)”. Communication program and behavior change skills were applied to the intervention group. The main finding was that the stage of exercise behavior changed in the intervention group. Comparing “pre” with “post”, the ratio of students with improved stage was 51.8%; the ratio of students who maintained their stage was 37.3%; and the ratio of students whose stage worsened was 10.8%. Additionally, comparing “post” with “the two-year follow-up”, the ratio of students with improved stage was 19.3%; the ratio of students who maintained their stage was 43.4%; and the ratio of students whose stage worsened was 37.3%. The results of two- way repeated measures ANOVA (group-time) showed that there were significant interactions for “perceived benefits of exercise (Pros)”, “decoding skill”, “properly transmitted skill”, “teamwork skill”, and “leadership skill”. The results of one-way repeated measures ANOVA showed that “properly transmitted skill”, “teamwork skill”, and “leadership skill” significantly increased on account of the intervention program post and at the two-year follow-up. These results indicate that the intervention program on university students, which consists of a communication program and behavior change skills, was partly effective for improving skills relating to bachelor’s degree ability two years after the end of semester.

A Comparison of the Fitness, Obesity, and Physical Activity Levels of High School Physical Education Students Across Race and Gender

Introduction: Little is known about the physical fitness, obesity, and physical activity (PA) levels of high school students in physical education classes when comparing racial and gender groups. Purpose: To compare the fitness, obesity, and PA levels of female and male students of different racial groups in 6 high schools in the southeastern United States. Methods: Three fitness measures (PACER, Modified Curl-Ups, and the Back-Saver Sit and Reach), as well as BMI, body fat percentage, and PA data, were obtained from 413 youth (216 females, 197 males, 14.8 ± .84 years). Additionally, fitness levels, prevalence of obesity, and PA patterns of genders and races were compared between groups. Results: Fitness, body fat, and PA data were significantly better for males than for females other than back-saver sit and reach, for which females performed higher. There were no gender differences in BMI. White students scored significantly better than Black students on fitness, body fat, PA, and BMI except back-saver sit and reach right side. Conclusions: The study suggests a strong need for more active physical education programs that are appropriate for developing the fitness and PA levels of high school students, especially females and Black students, and for programs that motivate students to improve their fitness and PA levels beyond and outside of high school.

An Evaluation of the Effect on Mood States by Comparing Athlete and Non-Athlete Students in Physical Education Classes

An Evaluation of the Effect on Mood States by Comparing Athlete and Non-Athlete Students in Physical Education Classes