Developing metacognitive behaviour in physical education classes: the use of task-pertinent learning strategies

2004 ◽  
Vol 9 (1) ◽  
pp. 55-71 ◽  
Author(s):  
Ronnie Lidor
Keyword(s):  
Physical Education ◽  
Learning Strategies ◽  
Metacognitive Behaviour

scholarly journals Exploring Goal–Setting Strategies of Prospective Physical Education Teachers to Maintain Academic Performance

2021 ◽  
Vol 13 (1) ◽  
pp. 473-484
Author(s):  
Jusuf Blegur ◽  
Aniq Hudiyah Bil Haq ◽  
Muya Barida
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Learning Strategies ◽  
Goal Setting ◽  
Academic Failure ◽  
Learning Task ◽  
Learning Performance ◽  
Traumatic Experiences ◽  
Physical Education Teachers ◽  
Learning Challenges

Some students have successfully used goal–setting to maintain academic performance throughout their studies. Behind these successes, they implemented the strategy to the fullest, making their goals more manageable. This study explores the strategies of prospective physical education teachers using goal–setting to maintain academic performance. The research team used an exploratory qualitative approach to compare students’ experiences with good and bad academic reputations in maintaining academic performance through observation, interview, and documentation techniques. There were 11 students involved, both those with good academic reputations and vice versa. Spradley’s taxonomic analysis found that students had to reconstruct their way of learning because of traumatic experiences of academic failure and the economic limitations of the family. Goal–setting ensures that students complete their work on time and are more selective in using the clarity of information in lecturer learning designs. In addition, they reduce their learning challenges by learning and acting according to the assessment rubric, commit to each learning task and responsibility, use feedback to improve learning performance, and ensure all learning task needs by developing self–learning strategies.

A Peer-Assessment Mobile Kung Fu Education Approach to Improving Students' Affective Performances

2017 ◽  
Vol 15 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Fon-Chu Kuo ◽  
Jun-Ming Chen ◽  
Hui-Chun Chu ◽  
Kai-Hsiang Yang ◽  
Yi-Hsuan Chen
Keyword(s):  
Physical Education ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Tai Chi ◽  
Peer Assessment ◽  
Learning System ◽  
Learning Activity ◽  
Peer Involvement ◽  
Kung Fu ◽  
Mobile Learning System

Peer-assessment and video comment-sharing are effective learning strategies for students to receive feedback on their learning. Researchers have emphasized the need for well-designed peer involvement in order to improve students' abilities in the cognitive and affective domains. Although student perceptions of peer-assessment have been studied extensively in higher education, few studies have focused on the effects of the peer-assessment strategy on students' performance from the affective perspective, especially in Physical Education courses. Therefore, in this study, a peer-assessment mobile physical education approach is proposed for developing a mobile learning system for a Kung Fu Tai-Chi physical education course. To evaluate the effectiveness of the proposed approach, an experiment was conducted by assigning 42 college students to participate in this learning activity. The experimental results show that the proposed approach not only promoted the students' learning interest and motivation, but also improved their learning self-efficacy and socialization.

scholarly journals The development of homogeneity psycho cognition learning strategy in physical education learning

2021 ◽  
Vol 10 (3) ◽  
pp. 1047
Author(s):  
Albertus Fenanlampir ◽  
Marleny Leasa ◽  
John Rafafy Batlolona
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
School Students ◽  
Future Studies ◽  
Improving Student Learning ◽  
Improve Student Learning

<p><span>Many future studies have been developed by scientists today in the form of methods, models, strategies, and techniques in improving student learning outcomes that are oriented to psychology and the development of students' intelligence. One of the latest innovations in learning offered in this study is the homogeneity psycho cognition (HPC) strategy. The research objective was to develop the latest learning strategies in physical education, sports, and health learning. This development research uses a 4D model consisting of four stages: define, design, develop, and disseminate to produce products in the form of an HPC learning strategy. This study involved 115 elementary school students in several sample schools in Ambon City as participants. This study found that the HPC learning strategy had been developed following the relevant development directions and procedures. The validation of the HPC strategy by experts indicates that the HPC strategy is feasible to implement with due regard to minor revisions. The results of small and medium-scale trials show that the HPC strategy can improve student learning outcomes.</span></p>

scholarly journals Examination on the Effect of Learning Strategies on Physical Education and Sports Teacher Candidates and Their Motivation of Curiosity and Levels of Exploration

2019 ◽  
Vol 9 (1) ◽  
pp. 92
Author(s):  
Mehmet Behzat Turan ◽  
Kenan Koç
Keyword(s):  
Physical Education ◽  
Learning Strategies ◽  
Teacher Candidates ◽  
Personal Information ◽  
Study Group ◽  
Positive Relation ◽  
Significant Relation ◽  
Senior Year ◽  
Level Of Motivation ◽  
Positive Significant Relation

The puropose of this study is to examine the effect of learning strategies on physical education candidates and their motivation of curiosity and levels of exploration. In accordance with this purpose, the study group is formed by the randomly chosen senior year students of Erciyes, Ömer Halisdemir, Aksaray, Dumlupınar, Gaziantep, Fırat, Selçuk, Ahi Evran, Hacı Bektaşi Veli universities’ Physical Education and Sports Teacher department. Motivated Strategies for Learning Questionnaire, MSLQ (Büyüköztürk, Akgün, Özkahveci and Demirel, 2004), Curiosity and Exploration Inventory-II, CEI (Kashdan et al. 2009) and the ‘Personal Information Form’ which was prepared by the researcher are used in order to collect data in the research. In order to put forth the relation between the scores that were gathered from the scales, Pearson Product-Moment Correlation Coefficient analysis (r) and to determine whether the scores that were gathered are predictive or not Multiple Regression Analysis was applied (β). From the curiosity and exploration sub dimensions, a positive significant relation is found between flexibility and motivation. Furthermore, a positive significant relation is determined between accepting the uncertainty sub-dimension and motivation. A great deal of positive relation is found between the total rates of curiosity and exploration and level of motivation. While there is a positive significant relation between the curiosity and exploration and learning strategies with flexibility, a positive significant relation between accepting the uncertainty sub-dimension and learning strategies is determined too. A positive significant relation is also found between total rates of curiosity and exploration and the use of learning strategies.

Gamification as a Didactic Strategy for the Physical Education of Pre-School Students

2021 ◽  
pp. 142-166
Author(s):  
Asunción Lledó Carreres ◽  
Elena Pérez-Vázquez ◽  
Alejandro Lorenzo-Lledó ◽  
Gonzalo Lorenzo Lledó
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Learning Strategies ◽  
School Students ◽  
Childhood Education ◽  
The World ◽  
Curricular Elements ◽  
Teaching Learning ◽  
Interest And Motivation

In the last decade, gamification has become one of the teaching-learning strategies that has received the most attention in the world of education. This new tool uses the elements of the games to design experiences that attract the attention of students, increase their interest and motivation, and improve their learning results. Nevertheless, despite the potential of gamification, teachers are faced with the difficulty of fusing curricular elements with gamable elements to achieve an effective educational experience adapted to the curricular level of students. For this reason, the present chapter aims to design a didactic proposal of gamification destined to work with contents of physical education in the pre-school stage. This chapter shows that gamification can be used in the field of early childhood education without the need to use a large amount of educational resources, if teachers have knowledge about the process to be followed to adapt the curriculum.

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