Physical Education Undergraduate Students Research Articles

Strengthening Generic Skills in Undergraduate Students in Physical Education. Perception of University Professors

Purpose: Demonstrate the effectiveness of the proposal for strengthening generic and specific competencies, which are evaluated in the Saber Pro tests in students of the Bachelor's program in Physical Education at a Colombian university, through the perception of participating teachers. said proposal. Methodology: A qualitative methodology was implemented, with the purpose of trying to understand the reality and behaviors of individuals who belong to a certain social context (Vílchez, 2022), in addition to understanding and identifying various characteristics associated with the qualities and descriptions of a social phenomenon without resorting to the collection of specific numerical data (Morenos, 2021). Results and Conclusions: They indicate the development of innovative teaching strategies in academic spaces in order to strengthen competencies. Likewise, it demonstrates the viability of the proposal in relation to the teaching strategies that make a theoretical and practical approach, since they adjust to the focus and thematic contents of the subjects, therefore, they facilitate the assimilation and appropriation of the knowledge that requires a future graduate, thus concluding the need to incorporate innovative tools that promote the appropriation of knowledge to train better professionals in the area of Physical Education. Implications: This research provides implications for educational and government policy to continue to strengthen standardized testing policies in higher education. Originality/value: This research offers novelty by glimpsing the impact of the formation of the pedagogical model in higher education.

Investigating academic performance and perceptions of human physiology and exercise physiology courses among undergraduate students of physical education at a Brazilian public university

PurposeTo compare the academic performance of undergraduate students in physical education who studied exercise physiology before and after studying human physiology and investigate students’ perceptions of human physiology and exercise physiology courses.MethodsThis study included 311 undergraduate students pursuing a bachelor’s degree in physical education. Participants were divided into two groups: those who had previously attended and completed the human physiology course (group 1, n = 212, 68.2%) and those who had not previously attended or had attended but failed the human physiology course (group 2, n = 99, 31.8%). The prevalence ratio (PR) and 95% confidence interval (95% CI) were calculated using a Poisson regression model with a robust variance estimator. The second aim comprised 67 students with bachelor’s degrees in physical education who completed an electronic questionnaire about their perceptions of human physiology and exercise physiology curriculum.ResultsCompared with those who attended human physiology and passed, those who had not previously attended or had attended but failed the human physiology course have a higher PR of 2.37 (95% CI, 1.68–3.34) for failing exercise physiology. Regarding the students’ perceptions of human physiology and exercise physiology courses, most students reported that they were challenging (58.2% and 64.2%, respectively), but they also recognized the importance of these courses for professional practice (59.7% and 85.1%, respectively).ConclusionHuman physiology should be considered a prerequisite for an undergraduate course leading to a bachelor’s degree in physical education. Furthermore, students considered human physiology and exercise physiology courses important yet challenging. Therefore, continuous student assessment is vital for improving the teaching–learning process.

The Impact of Service-Learning on the Prosocial and Professional Competencies in Undergraduate Physical Education Students and Its Effect on Fitness in Recipients.

Education is a key component of the student's transformation towards the creation of a more sustainable future. Among the methodological adaptations in teaching-learning processes, Service-Learning (SL) stands out as a meaningful academic experience to respond to social needs by developing committed citizens to transform society. The aim of the present study was to analyze the impact of this SL program on prosocial competence and satisfaction levels in university students, enhance physical fitness and analyze the reflections of the recipients. Moreover, the reflections on SL of the students and the migrants were analyzed. A mixed-methods design was performed. Forty-five students of Physical Activity and Sport Sciences provided a service to a migrant group that consisted of physical fitness training. The instruments implemented were the Prosocial and Civic Competence, the Impact of Service-Learning During Initial Training of Physical Activity and Sports and the reflective diary. The recipients participated in a physical fitness assessment and in a group discussion. The results show that SL in PAH contributes to pedagogical, communication, wellbeing and intercultural competences and also improves their prosocial and civic attitudes. Moreover, the recipients could enhance their physical fitness and their social interaction.

Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students.

The aim of this study was to analyze academic self-efficacy as a mediator between emotional intelligence and academic engagement. A non-experimental, cross-sectional, correlational-causal study was designed in which 1,164 Mexican students participated (Mage = 21.21; SD = 3.26) (30.0% female; 69.6% male; 0.4% other). The scales of emotional intelligence, academic self-efficacy and academic engagement were used, and a structural equation analysis with latent variables was conducted. The results obtained demonstrate that emotional clarity and repair have a positive and direct effect on academic self-efficacy. In addition, emotional repair predicts behavioral and emotional engagement. It was also found that academic self-efficacy is an excellent mediator between emotional clarity and repair, and the dimensions of academic engagement, as it substantially improves behavioral and emotional engagement while decreasing behavioral and emotional disaffection.

DOES EXERGAME HELP IMPROVE PRE-SERVICE TEACHERS’ PERCEPTIONS, KNOWLEDGE AND MOTIVATION TO ENGAGE IN PHYSICAL ACTIVITY?

This study aims to explore participants’ insights and feelings towards exergame concepts to promote physical activity (PA). Specifically, aspects such as participants’ perceptions, knowledge and motivation towards exergame were analysed to investigate how exergame influences their engagement with PA and learning during online distance learning (ODL). This study adopted a qualitative research design. Both video recording (2 minutes/video) and drawings (i.e., discussed in part two) were utilised to explore the participants’ perceptions, knowledge, and motivation with exergame. Convenience sampling was utilised to gather participants who comprised of 45 first-year undergraduate physical and health education (PHE), biology and chemistry major students ages between 20-25 years (i.e., 13 males and 32 females, respectively). The Interpretive Phenomenological Analysis approach was referred to develop the procedures and instruments while Consider.ly software (Usertime Solutions GmbH) was used to analyse data from the videos and drawings. Additionally, the keywords and significant answers were also noted, clustered into main themes to ease understanding and superordinate themes related to this study. Findings indicate that: (i) Exergame concepts were effective in increasing both participants’ learning enjoyment and PA level, (ii) The addition of exergame was successful in promoting higher engagement between participants and educators, (iii) A lot of participants reported higher motivation to learn course contents and (iv) Perceived exergame as an opportunity to sharpen their thinking skills through challenges presented in exergame. Overall, the findings contribute to our understanding of how pedagogical strategies such as exergame can be adopted in and out of the classroom to promote desirable learning experiences and academic outcomes.

Perceptions of Sexual Identity Stereotyping among Physical Education Undergraduate Students

This study examined the perspectives of six college students enrolled in a physical education teacher education program on sexual identity stereotyping (SIS), the stereotyping of individuals as a certain sexual identity (e.g., homosexual, heterosexual, bisexual) based on external factors. The purpose was to construct a general landscape of physical education (PE) majors’ views on SIS and gender roles, athletic and PE expectations in regards to gender and sexuality, and these ideas’ impact on the efficacy of PE, both for students and educators. Data were collected via semi-structured interviews and analyzed using the standard interpretive methods of analytic induction and constant comparison. These findings revealed that in general, those interviewed were aware of SIS and could identify its potential impact. Still, the participants felt that SIS was not enough of an issue to prevent them from pursuing a career in PE. Multiple participants reported experiences with being stereotyped as a result of their athletic activities of choice. Through the thoughts of the interviewees, the authors of this study hope to enrich the field of PE and provide awareness towards biases that can cloud the quality of education.

How do Studies at the University Help Prospective Physical Education Teachers form Their Professional Identity?

This study examines the expression of self-efficacy, academic motivation, study satisfaction of prospective physical education teachers in different years of study, their interrelationships and intends to explain how studies help prospective physical education teachers shape their professional identities. A questionnaire survey was administered to 783 1st to 4th year undergraduate physical education students from four Lithuanian universities. The year of study did not affect changes in students’ self-efficacy expectations and intrinsic academic motivation, which may mean that such professional identity indicators are less affected by contextual factors. The correlations among the analysed variables showed that the quality of teaching, clear goals, and the maintenance of autonomy are essential components of the academic environment in order to strengthen the prospective PE teacher’s professional identity. The results of the study may encourage physical education teacher educators’ deeper analysis of the ongoing feedback on student satisfaction with their studies as an emotional PI indicator.

Social class and the cultivation of capital: undergraduate PE students’ socialisation in sport and physical activity

ABSTRACT Social class inequalities in accessing sport persist across the western world as a result of financial, social and cultural factors. Research to date largely explores how inequalities impact both accessing and practicing sport and physical activity – identifying patterns and differences between social classes but failing to identify the long-term implications such as how students exchange these as official qualifications and knowledge in Physical Education (PE) degrees. In this paper, we use Bourdieu’s concepts of capital, and to a lesser extent habitus and field to theorise about sport as sites of socialisation that shapes the composition and volume of capital students enter PE degrees with. To date, research suggests the role socialisation and informal learning plays in shaping PE students’ development of valued dispositions, but often overlooks the intersecting impact of social class. We draw on data from seventeen undergraduate students, studying a non-teacher training PE degree, in the UK. The data presented is selected from interviews exploring how the fields of family, school, extra-curricular sport and the geo-demography of the area they grew up in shaped their access to and practice of Sport/PA. Furthermore, it indicates class differences exist in both the key sites and agents of socialisation. We suggest this has ramifications, in relation to the volume and composition of capital PE students enter Higher Education (HE) with, highlighting the importance for PE staff in HE to be aware of this. Consequently, we demonstrate prior socialisation contributes to students’ differing experiences of PE degrees, potentially shaping inequalities resulting from their capacity to exchange capital when studying PE at university. This paper encourages PE staff in universities to question the assumption parity of entry qualification results in all students entering HE with same access to knowledge and experiences valued in PE degrees.

An external focus of attention enhances table tennis backhand stroke accuracy in low-skilled players.

The aim of the study was to determine the impact of internal and external (proximal and distal) attentional focus on table tennis backhand stroke accuracy in low-skilled players. Fifty-one undergraduate physical education (PE) students were randomly assigned to 3 groups: Group G1 (IF) was instructed to focus on the hand holding the paddle, Group G2 (EFP) was instructed to focus on the ball, while Group G3 (EFD) was instructed to focus on targets marked on the tennis table. The experimental groups followed identical instructions except for the instruction about the focus of attention. Participants were asked to score as many points as possible by hitting the ball inside the three smallest targets marked on the tennis table. They were required to do so using a backhand stroke. The practice session consisted of 45 trials in three blocks of backhand (15 trials at each target). A special scoring system was used to determine the accuracy of the strokes. One of the most important findings from the current research was that groups with an external focus of attention revealed significant improvements in accuracy in the post-test, while the group with an internal focus of attention achieved low training effects. No significant difference was observed between G2 (EFP) and G3 (EFD) in the delayed retention test, which indicates that proximal and distal attentional focus had similar effects on table tennis backhand stroke accuracy in low-skilled players.

Leisure for people with disability: perceptions of undergraduate students in physical education

TThe leisure is a constitutional right for Brazilians citizens. People with disability form a group that may encounter architectural and attitudinal barriers to access leisure, therefor is relevant to study the understanding of this theme. The present research investigated how physical education undergraduates in public institutions of the state of São Paulo understand leisure for people with disability. A qualitative design was used. A sample of 322 undergraduate students attending senior year, from 9 campi of universities in state of São Paulo, answered a semi-structured questionnaire. Data analysis was performed with Iramuteq software, using Reinert method to analyze the corpus clusters. Results showed that the students understanding of leisure for people with disability overlaps with the conventional definitions used in scientific literature in Brazilian context. As a conclusion, they understand: (1) leisure is the same for people with and without disability; (2) leisure is a possibility for people with disability; (3) leisure is about pleasure; (4) activities that may be understood as leisure; (5) spaces need to be adapted to received people with disability properly.

The Brazilian version of the Hip Sports Activity Scale: translation and cross-cultural adaptation.

The Hip Sports Activity Scale (HSAS) is a reliable and valid tool for determining the levels of sports activities among patients with femoroacetabular impingement (FAI). To translate and cross-culturally adapt the HSAS to the Brazilian Portuguese language. This was a cross-sectional study conducted at the State University of Rio de Janeiro. The Brazilian version of the HSAS was developed following a process that comprised six steps: translation, synthesis, back-translation, review by committee, pretesting and submission of documentation to the developers. The translation phase involved three independent bilingual translators whose mother language was Brazilian Portuguese. The back-translation phase involved three independent translators whose mother language was English. In order to verify comprehension of the questionnaire, 30 undergraduate students in physical education (65% men), with mean age 23.2 years (standard deviation = 6.8), participated in the pre-testing phase. During the translation step, some terms and expressions were changed to obtain cultural equivalence to the original HSAS. In the pre-testing phase, each item of the scale showed a comprehension level of 100%. The HSAS was translated from English to the Brazilian Portuguese language and adapted to Brazilian culture. The HSAS validation is ongoing.

Technology in physical education: Using movement analysis application to improve feedback on sports skills among undergraduate physical education students

This study is designed to determine the effectiveness of the Coach's Eye movement analysis application with the conjunction of a smart device integrated into physical education. Specifically, this study is focusing on the perceptions among participants towards the Coach's Eye movement analysis application [TechSmith Corp.] and its potential effects on learning sports skills (e.g., badminton, tennis). Additionally, this study hoped to explore the potential of a modified integrated model of qualitative movement diagnosis (QMD) to support best teaching practices. Next, an exploratory research design was adopted by this study involving a group of participants (i.e., 25 participants; mix-genders with an age range between 19 and 25 years old) comprise of undergraduate-level physical and health education students at a local university in central peninsular Malaysia. The qualitative approach in this study utilised kinesthetic feedback during the intervention and focus group discussion to gain insights into real-life, dynamic situations from the participants' perspectives on the intervention rather than objectivity or categorical data. Focus group discussions were conducted at the end of the study and analysed using the Interpretive Phenomenological Analysis approach and NVivo software (version 14.0) to gather qualitative data from this study. Results from this study will increase meaningful learning among students, higher engagement and learning ownership of the contents. Educators can better understand the needs of their students, thus, informing their future teaching practices. Ultimately, policymakers should consider this study's results in developing a personalised, student-centred approach, technologically driven policy, curriculum, and co-curriculum in Malaysian learning institutions. • Technology and practice time elements are added to the current Integrated Model of QMD by Knudson and Morrison (1997) . • The participants associate learning physical education with technology as attractive and helpful to learn sports skills. • Improvement were observed in sports skills, problem-solving, and decision-making when learning sports skills with technology. • Educators can increase their capabilities to deliver content while gaining higher credibility in their teaching and learning. • Physical education with technology improves engagement between educators and students through evidence-based learning.

Impact of COVID-19 on Changes in Lifestyle Related Behaviour in Undergraduate Male Physical Education Students

Impact of COVID-19 on Changes in Lifestyle Related Behaviour in Undergraduate Male Physical Education Students

Emergency management of dental avulsion and replantation

Dental replantation is a major problem in public health. Its prognosis depends on emergency care, but there is a lack of knowledge on it. So, this study aims to evaluate the knowledge of undergraduate students of Dentistry, Speech Therapy, Physical Education, Pedagogy, and Technologist in Radiology. One hundred and fifty one students answered 10 questions about emergency replantation care. Then, an educational lecture was performed. The same questions were asked again to the same students to reevaluate their answers. The statistical tests were employed at a significant level of p<0.05. There was a significant difference (p<0.05) on the answers before and after the lecture. The dental students had a higher knowledge of the subject (p<0.05). The educational presentation reached its objective, since there was an improvement in the index of all answers of the post-lecture questionnaire, demonstrating that the people must be informed and trained in the emergency management of dental avulsion.

The Major Selection Motivation of Physical Education Undergraduate Students Effect on the Major Satisfaction and the Employment Preparation Behavior

목적 본 연구는 체육계열 대학생을 대상으로 전공선택동기가 전공만족도 및 취업준비행동에 미치는 영향을 파악하여 취업준비행동 향상을 위한 실증적 기초자료를 제공하기 위해 시행되었다. 방법 이를 위하여 경기도 용인 소재의 Y대학에 재학 중인 체육계열 대학생에게 설문지에 자기평가기입법으로 응답하여 최종 133부의 설문지를 분석처리 하였다. 자료처리는 Windows Program SPSS Statistics Version 22.0으로 p<.05로 설정하여 빈도 분석, t-test, 상관관계분석과 다중회귀분석을 실시하였다. 결과 체대생의 성별에 따른 전공선택동기의 차이 검증 결과, 외재적 동기(p=.016)에서 유의한 차이가 나타났으며, 전공만족도의 차이 검증 결과, 유의한 차이가 나타나지 않았으며, 취업준비행동의 차이 검증 결과, 비공식적 준비(p=.037)에서 유의한 차이가 나타났다. 전공선택동기가 전공만족도에 미치는 영향 분석 결과, 내재적 동기는 수업만족과 사회인식만족에 유의한 영향을 미치며, 외재적 동기는 수업만족, 관계만족, 사회인식만족에 유의한 영항을 미치는 것으로 나타났다. 전공선택동기가 취업준비행동에 미치는 영향을 검증한 결과, 외재적 동기요인이 비공식 준비행동과 적극적 준비행동에 유의한 영향을 미치며, 내재적 동기요인이 공식적 준비행동에 유의한 영향을 미치는 것으로 나타났다. 전공선택동기의 내재적 동기와 외재적 동기는 전공만족도와 취업준비행동에 정(+)적 영향을 미치고 있음을 검증하였다. 결론 전공만족도 향상을 통해 취업준비행동을 향상시키는 것은 만족스러운 대학생활 및 취업에 있어 매우 중요하다고 할 수 있다.

What is PE and who should teach it? Undergraduate PE students’ views and experiences of the outsourcing of PE in the UK

ABSTRACT This paper investigates beginning BSc Physical Education (PE) students’ views and experiences of the outsourcing of PE in the UK. Outsourcing involves the provision of PE by external providers such as sports coaches. PE in the UK (and other neoliberal Western contexts) is a site in which outsourcing has become increasingly normalised. I anticipated that, as first year undergraduates, the participants would have relatively recent experience of outsourcing as pupils/students (i.e. experience of receiving outsourced PE provision). Data were generated through written narratives (n = 16), completed on the participants’ first day at university, and follow-up semi-structured interviews (n = 10). Drawing on a Foucaultian theoretical framework, I employed a poststructural type of discourse analysis concerned with analysing patterns in language. Referring to PE, the participants drew heavily on a sport discourse, often conflating PE and sport and emphasising the necessity of teachers having knowledge and experience of sports content and skills, as well as a pedagogical discourse (and, to a lesser extent, a ‘healthy lifestyles’ discourse). The participants had a range of experiences of outsourcing in PE, particularly at primary level. They were in favour of primary PE being taught by either specialist PE teachers, or sports coaches (rather than generalist teachers alone). They spoke positively about their experiences of external provision at both primary and secondary school. While few critical comments were provided, participants raised concerns about external providers’ pedagogical knowledge, and some questioned if teachers might feel devalued by external providers being brought in to teach aspects of their curriculum. In general, while the participants recognised teachers’ pedagogical expertise, they also valued external providers’ perceived content knowledge and sporting experience. As such, by conflating PE and sport, they considered that PE should be taught by sport ‘experts’ and that external providers could enhance schools’ internal capabilities.

Reliability of a smartphone application to measure physical activity

ABSTRACT The aim of this study was to evaluate how accurate is a smartphone app to measure a physical activity parameter (steps). Physical Education undergraduate students (n = 46), both male and female, were recruited. A tally counter, a validated device (Xiaomi Mi Band 2®) and My Active Life app were used to perform the steps count. Each participant took three low-intensity treadmill walks (5 km h−1), with a number of target steps (500-, 1000- and 1500-steps walk). Visual agreement analyses was performed through Bland-Altman plots. There was no significant interaction between steps walks and device during treadmill walking test (F (2,84) = 3.854; p = 0.07). Differences in steps measured by Mi Band were not different from 0 in 500-steps walk (p = 0.243) and 1000-steps walk (p = 0.350), and in My Active Life in 500-steps walk (p = 0.177) and 1500-steps walk (p = 0.221). Bland-Altman analyses indicated an acceptable agreement between My active Life app and Mi Band devices for 1000-steps walk (−359.01; 310.43) and 1500-steps walk (−572.97; 377.11). In conclusion, My Active Life app showed accuracy in measuring total steps, in longer walking activities (e.g. higher than 1000 steps), and can be used on a daily basis and in research setting.

Epistemologia da prática pedagógica no esporte

Ciência do conhecimento humano, a epistemologia, também sustentáculo da prática pedagógica e das teorias da aprendizagem,é amparada por três vertentes conceituais - a inatista ou apriorista, a empirista e a interacionista - que, por sua vez, dão luz à diferentes abordagens de ensino e saberes pedagógicos que sustentam o processo de aprendizagem e ação docente na Educação Física e no esporte. O objetivo do estudo, assim, passou por elucidar os procedimentos de construção de um instrumento metodológico que mapeie as bases epistemológicas de profissionais e futuros profissionais de Educação Física e esporte, materializado pela aplicação de um questionário fechado com estudantes de graduação e pós-graduação dos cursos de Educação Física e Ciências do Esporte. O estudo, desse modo, tem natureza quali-quantitativa e caráter descritivo-exploratório.Ainda que tenham denotado maior aproximação aos preceitos pedagógicos interacionistas, houve, em maior ou menor medida, relevante identificação dos estudantes com as outras teorias do conhecimento. Evoca-se, assim, a importância de se fomentar reflexões quanto às teorias pedagógicas e epistemológica que sustentam a prática de ensino esportivo, de modo a minimizar contradições na ação docente.

The Profile of the Participants of the Lectures Cycle GESPORTE

This study aimed to characterize the profile of participant in the Technical Lectures of the Lectures Cycle GESPORTE. Thus, it is a descriptive research, which used a questionnaire as a data collection instrument, this questionnaire contained closed and open questions. Of the 967 participants in the technical lectures analyzed, 335 responded to the data collection instrument that contained questions about gender variables; age; study level; course; activity that exerts; personal monthly income; aspects of the event (access to the event venue; parking; auditorium; seating; restrooms; conducting the event (ceremonial); punctuality of the event; signage and information; importance of the event (theme); quality of the speakers). The results show that 60.6 are men; 85.7% are up to 24 years old; 64.6 has a monthly income of up to R $ 1,000.00 (one thousand reais); 90.4% are undergraduate students; and 88% are studying Physical Education. Therefore, the participants in the GESPORTE Lectures Cycle are men up to 24 years old, undergraduate students in Physical Education, with a monthly income of up to R $ 1,000.00 (one thousand reais).

Level of knowledge about basic life support of undergraduate students from the health area

Abstract: Introduction: Basic Life Support (BLS) refers to the procedures that must be performed in situations of cardiorespiratory arrest or airway obstruction, and therefore, undergraduate students and health professionals must be highly trained to perform. Objective: To determine the level of knowledge about Basic Life Support (BLS) and the associated factors among undergraduate students from the health area in their last year of school in a public university. Methods: This is a cross-sectional study with undergraduate students in Physical Education, Nursing, Pharmacy, Medicine and Dentistry at the Universidade Estadual de Ponta Grossa, Brazil. Data collection was carried out in 2019, in the last month of course completion, by a trained researcher using a self-administered questionnaire containing sociodemographic data, professional training, perceived self-knowledge and a validated BLS instrument. There was an association between the outcome “undergraduate students’ knowledge” dichotomized as high (≥70% correct) or low level (&lt;70% correct) and the independent variables (sociodemographic data, professional training and perceived self-knowledge) and the performance of the binary and multinomial logistic regression (p&lt;0.05). Results: 191 undergraduate students participated in the study, being 85.6% of the chosen universe. A total of 30 participants (15.7%) had a high level of knowledge on BLS, being students from the Nursing (n = 12) and Medicine (n = 18) courses. While 35.3% of Nursing students and 46.2% of Medicine students had a high level of knowledge about BLS, there were no students from the Physical Education (0.0%), Pharmacy (0.0%) and Dentistry (0.0%) courses. In the crude analysis, the low level of knowledge was associated with younger age (OR=2.75, 95%CI:1.22-6.21), not feeling safe to perform BLS (OR=3.12, 95%CI:1.38-7.01) and the fact that the discipline was not part of the undergraduate course (OR=18.35, 95%CI:2.44-138.1). In the adjusted analysis, the fact that the discipline was not part of the undergraduate course (OR=13.41, 95%CI:1.74-103.12) remained. Conclusion: Most students had a low level of knowledge about BLS, and only students from the Medicine and Nursing courses demonstrated a high level of knowledge. After adjustment, the fact that the discipline was not part of the undergraduate course was associated with a lower level of knowledge about BLS.