Challenges in Implementing a Time-Limited Martial-Arts Curriculum in Middle-School Physical Education Classes: A Research Consultation Case

2019 ◽  
Vol 3 (1) ◽  
pp. 71-76
Author(s):  
Rob J. Rotunda ◽  
Stuart Ryan
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Martial Arts ◽  
Self Report ◽  
Tae Kwon Do ◽  
Participant Satisfaction ◽  
8Th Grade ◽  
Arts Curriculum ◽  
And Behavior ◽  
Psychosocial Benefits

The present program consultation and evaluation examines the use of a martial-arts (MA) program in a middle-school physical education (PE) setting. Prior work and anecdotal reports suggest that MA instruction has the potential to produce both physical and psychosocial benefits for adult and adolescent participants, but rarely has a systematic program been implemented in schools. At the impetus of an MA organization, self-report measures of emotional intelligence and behavior of seventy 7th- and 8th-grade boys and girls who participated in a structured 18-session tae kwon do program as a component of their school’s PE curriculum were compared with those of 45 students who received typical PE class instruction. Participant satisfaction with the tae kwon do program and feedback received from the MA instructors and PE teachers suggest that this sport can be successfully integrated into school-based PE classes; this represents an opportunity to provide a novel programming alternative to students that promotes exercise and continued pursuit of physical activities, nonviolence, and respect of self and others. The project content, process, and challenges in working with a client MA organization to develop the curriculum, gaining entry into a public school, and explaining limitations of the research are discussed.

The Effect of Different Teaching Strategies on the Moral Development of Physical Education Students

1997 ◽  
Vol 17 (1) ◽  
pp. 85-98 ◽  
Author(s):  
Sandra L. Gibbons ◽  
Vicki Ebbeck
Keyword(s):  
Social Learning ◽  
Physical Education ◽  
Moral Development ◽  
Moral Judgment ◽  
Teaching Strategies ◽  
Self Report ◽  
Moral Reason ◽  
Education Students ◽  
Physical Education Students ◽  
And Behavior

This study examined the effectiveness of social learning (SL) or structural developmental (SD) teaching strategies on the moral development of elementary-age students. Participants were 204 physical education students in Grades 4,5, and 6; three classrooms in each grade were randomly assigned to control, SL, or SD groups. Self-report measures assessed moral judgment, reason, and intention; teachers rated prosocial behavior. By mid- and postintervention class-level analyses, the SL and SD groups scored significantly higher than the control on moral judgment and/or intention; by postintervention, the SD group was significantly higher on moral reason. Mid- and postintervention student-level analyses showed that the SL and SD groups scored significantly higher on moral judgment, intention, and behavior; the SD group was significantly higher on moral reason. These results provide support for the effectiveness of both social learning and structural-developmental teaching strategies on the moral development of children in physical education.

Step count for 7th and 8th grade students in structured and unstructured physical education classes

2021 ◽  
Vol 9 (1) ◽  
pp. 54-61
Author(s):  
Necip Demirci ◽  
Refika Yilmaz ◽  
Ayda Karaca
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
School Type ◽  
School Students ◽  
Step Counts ◽  
Significant Difference ◽  
8Th Grade ◽  
Private And Public ◽  
Type Data

The aim of the study was to analyze step counts of middle school students in structured and unstructured physical education classes (PE) according to age, gender, and school type. Data were collected on a sample of 74 students, 40 7th and 34 8th grade students recruited from private and public middle schools. Omron HJ-112 pedometers were used in this study to obtain step counts. There were statistically significant differences between boys and girls in the step counts in both structured and unstructured PE. A significant difference was observed between school types in step counts during structured PE in both genders, while no significant difference was found for unstructured PE. Significant difference was found between step counts of only boys of different grades in unstructured PE. Boys made more steps than girls both in structured and unstructured PE. In structured PE, 7th grade boys reached a higher number of steps than 8th grade boys.

Middle School Students’ Perceptions of Coeducational and Same-Sex Physical Education Classes

1998 ◽  
Vol 18 (1) ◽  
pp. 43-56 ◽  
Author(s):  
Laura Treanor ◽  
Kim Graber ◽  
Lynn Housner ◽  
Robert Wiegand
Keyword(s):  
Middle School ◽  
Teacher Education ◽  
Physical Education ◽  
Middle School Students ◽  
Future Research ◽  
Same Sex ◽  
Spring Semester ◽  
School Students ◽  
Fall Semester ◽  
8Th Grade

Middle school students (n = 466) participated in a year-long multi-activity physical education program in which classes were coeducational in the fall semester and same-sex in the spring semester. Following participation, students reflected back across the year and anonymously completed a questionnaire that elicited opinions from students regarding their affinity toward physical education, perceived abilities, and preferences for coeducational and same-sex. The findings indicated that males perceived themselves to have significantly more skill, strength, and endurance than females. Females perceived themselves to be significantly more overweight than males. Males also liked physical education significantly better, while females exhibited a systematic decrease in liking physical education from 6th to 8th grade. The findings are discussed in terms of implications for teaching and teacher education and the need for future research on coeducational and same-sex class structures in physical education.

scholarly journals Effect of Martial Arts on Swiftness Development in Middle-Schoolers

2015 ◽  
pp. 10 ◽  
Author(s):  
Ю. В. Голенкова ◽  
А. В. Скригін
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Martial Arts ◽  
Scientific Literature ◽  
Testing Methods ◽  
Middle Schoolers

The objective of the research is to determine the effect of taekwondo means on swiftness development in middle-schoolers. To achieve the objectives set, the research used the following methods: analysis of specialized methodological and scientific literature and other sources; pedagogical experiment; pedagogical observations; testing; methods of mathematical statistics.Conclusions: The paper grounds and develops the methods of swiftness development in middle-school pupils by taekwondo means, and experimentally verifies their effectiveness. It proves that introducing the variable module “Taekwondo” into the process of physical education of middle-schoolers can bring about improved swiftness development, in particular, such indicators as the tapping test and running in place for 5 seconds.

Physical Activity Trajectories During Daily Middle School Physical Education

2015 ◽  
Vol 12 (7) ◽  
pp. 982-989 ◽  
Author(s):  
Ryan D. Burns ◽  
Timothy A. Brusseau ◽  
James C. Hannon
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Estimating Equation ◽  
8Th Grade ◽  
Teachers And Students ◽  
Modifying Effect ◽  
Cardiorespiratory Endurance ◽  
Over Time

Background:Optimal levels of moderate-to-vigorous physical activity (MVPA) have been shown to improve health and academic outcomes in youth. Limited research has examined MVPA trajectories throughout a daily middle school physical education (PE) curriculum. The purpose of this study was to examine MVPA trajectories over a daily PE curriculum and the modifying effects of sex, body composition, and cardiorespiratory endurance.Methods:One hundred 7th- and 8th-grade students participated in daily PE lessons. There were 66 lessons throughout the semester. MVPA was monitored during each lesson using NL-1000 piezoelectric pedometers. Students were classified into FITNESSGRAM Healthy Fitness Zones using estimated VO2 Max and Body Mass Index (BMI). A population averaged generalized estimating equation was employed to examine MVPA trajectories.Results:On average, students’ MVPA decreased over time (β = –0.35, P < .001). Poor student VO2max classification significantly modified the trajectories (β = –0.14, P < .001), however poor BMI classification did not have a modifying effect (β = 0.03, P = .158).Conclusions:MVPA decreased in daily PE over time and cardiorespiratory endurance significantly modified the trajectories. The results support that extra efforts have to be made by teachers and students to sustain MVPA behaviors over a semester.

scholarly journals Experimental Study on Action Learning of Different Visual Teaching Methods in Wushu

2021 ◽  
Vol 123 ◽  
pp. 01003
Author(s):  
Qisheng Zhao ◽  
Yanyan Xu ◽  
Yang Liu ◽  
Jie Chang
Keyword(s):  
Experimental Study ◽  
Physical Education ◽  
Teaching Methods ◽  
Martial Arts ◽  
Teaching Method ◽  
Action Learning ◽  
Teachers College ◽  
Teaching Content ◽  
Arts Curriculum ◽  
Arts Teachers

Wushu course is a basic content in physical education teaching in colleges and universities. The teaching content of Wushu course is mainly routine teaching. Because Wushu routine is composed of many individual movements, the direction, route, rhythm and body posture are complicated and different from the students’ daily activities and other sports teaching materials, many students feel that Wushu is “difficult to learn” and “forget quickly “. In order to overcome the phenomena of “difficult to teach “,” difficult to learn” and “forget quickly “, we must deeply study the teaching methods in order to improve the teaching effect of martial arts. Demonstration teaching method is the main teaching method used in Wushu teaching, and it is also one of the effective ways to improve the teaching effect of Wushu. As multimedia teaching is more and more used in teaching, demonstration teaching method also has more new teaching methods. [1] This paper analyzes the effect of martial arts teachers in the teaching process through the experimental study of three classes in the martial arts curriculum of physical education major in Dehong Teachers College. In order to study the teaching effect of different intuitive teaching methods in martial arts class.

Trauma-Related Shame, Sexual Assault Severity, Thwarted Belongingness, and Perceived Burdensomeness Among Female Undergraduate Survivors of Sexual Assault

Crisis ◽  
2019 ◽  
Vol 40 (2) ◽  
pp. 134-140 ◽  
Author(s):  
Christopher R. DeCou ◽  
Stephanie P. Kaplan ◽  
Julie Spencer ◽  
Shannon M. Lynch
Keyword(s):  
Risk Factors ◽  
Suicidal Ideation ◽  
Sexual Assault ◽  
Self Report ◽  
Psychosocial Risk ◽  
Thwarted Belongingness ◽  
Female Undergraduate ◽  
Perceived Burdensomeness ◽  
Cross Sectional ◽  
And Behavior

Abstract. Background and Aim: This study evaluated trauma-related shame as a mediator of the association between sexual assault severity and perceived burdensomeness and thwarted belongingness. Method: A total of 164 female undergraduates who reported attempted or completed sexual assault completed self-report measures of sexual assault, trauma-related shame, perceived burdensomeness, and thwarted belongingness. Results: Using path analysis, trauma-related shame mediated the association between sexual assault severity and perceived burdensomeness, and between sexual assault severity and thwarted belongingness. Limitations: The findings of this study are limited by the retrospective, self-report, and cross-sectional nature of these data, and do not allow for causal inference. Conclusion: Trauma-related shame warrants additional investigation as a mechanism that explains the association between sexual assault and psychosocial risk factors for suicidal ideation and behavior.

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