The Effect of a Team Building Program on the Self-Conceptions of Grade 6 and 7 Physical Education Students

1998 ◽  
Vol 20 (3) ◽  
pp. 300-310 ◽  
Author(s):  
Vicki Ebbeck ◽  
Sandra L. Gibbons
Keyword(s):  
Treatment Group ◽  
Physical Education ◽  
Repeated Measures ◽  
Team Building ◽  
Female Students ◽  
The Self ◽  
Control Group ◽  
Education Students ◽  
Physical Education Students ◽  
Building Program

This study investigated the effectiveness of a Team Building Through Physical Challenges (TBPC; Glover and Midura, 1992) program on the self-conceptions of physical education students in Grades 6 and 7. The treatment group was exposed to one TBPC activity every second week for 8 months, while the second group completed the regular physical education curriculum without any TBPC activities. Data were analyzed using 2 (treatment/control) x 2 (preintervention/postintervention) x 2 (male/female) repeated measures analysis. Results at postintervention revealed that both male and female students in the treatment group were significantly higher on perceptions of global self-worth, athletic competence, physical appearance, and social acceptance than the control group. Female students in the treatment group were also significantly higher on perceptions of scholastic competence and behavioral conduct than female students in the control group. Effect sizes indicated that meaningful as well as significant differences in self-conceptions were created by the TBPC program.

Impact of Adventure-Based Approaches on the Self-Conceptions of Middle School Physical Education Students

2018 ◽  
Vol 41 (2) ◽  
pp. 220-232 ◽  
Author(s):  
Sandra Gibbons ◽  
Vicki Ebbeck ◽  
Jennifer Gruno ◽  
Glenda Battey
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Team Building ◽  
The Self ◽  
Control Group ◽  
Social Approval ◽  
Education Students ◽  
Physical Education Students ◽  
Self Worth ◽  
Physical Challenges

Background: Research has identified enhancement of positive self-concept as an important outcome connected with participation in adventure-based activities in physical education (PE). Purpose: This study compared the effectiveness of Team Building Through Physical Challenges (TBPC) and Adventure Curriculum for Physical Education (ACPE) programs on the self-conceptions of middle school PE students. Both approaches include adventure-type tasks adapted for use in PE. Methodology/Approach: Participants consisted of 397 female ( n = 183) and male ( n = 214) students who were enrolled in Coeducational Grades 7 and 8 PE classes in three middle schools. Students in the treatment classes were exposed to either the TBPC condition or the ACPE condition during PE classes over 7 months, whereas students in the control group completed the regular PE curriculum that did not include activities from either approach. Findings/Conclusions: Results suggest that both approaches benefit the self-conceptions of children with each being particularly effective at changing those self-conceptions logically related to specific organizing themes. Specifically, ACPE was greater than TBPC, for global self-worth and perceived behavioral conduct. TBPC was greater than ACPE for perceived social approval. Implications: Incorporating either the TBPC or the ACPE program in middle school PE can benefit the self-conceptions of students.

Sense of Self-Worth and Executive Aspects of the Self Among Female Handball Players and Physical Education Students

2021 ◽  
Vol 29 ◽  
pp. 43-50
Author(s):  
Ewa Grygiel
Keyword(s):  
Physical Education ◽  
Sense Of Self ◽  
Self Esteem ◽  
Point Of View ◽  
The Self ◽  
Control Group ◽  
Education Students ◽  
Training Experience ◽  
Practical Applications ◽  
Physical Education Students

Introduction. The ambiguous results of research and various contradictory conclusions resulting from them, motivate researchers to undertake further attempts at analyses that could shed additional light on personality determinants of sports success. The authors of the study made 3 dimensions of personality the subject of their research – signifi cant from the point of view of achieving high sports results: self-esteem, hope for success and self-effi cacy. Objective. The aim of the study was to investigate self-esteem and selected personality traits describing the executive functions of the self and empirical verifi cation of the relationship between variables among female handball players and physical education students. Material and methods. The study comprised 3 groups of women: the fi rst – 33 female handball players aged 15-32, players of 1st league sports teams with an average training experience of over 10 years. The second – 42 female physical education students. The control group (non-training), consisted of female 39 philology students. In total, 114 women were included in the study. The following were used: the Polish adaptation of the Rosenberg Self-Esteem Scale (SES), the Hope for Success Questionnaire (KNS) by Łaguna, Trzebiński and Zięba, modelled on the basis of the Hope Scale by Snyder et al., and the Polish version of the Generalised Self-Effi cacy Scale (GSES) created by Schwarzer and Jerusalem. Results. Handball players do not diff er in their personality dimensions from female students of physical education, but they have greater willpower than non-trained women. In turn, physical education students, compared to the control group, are characterised by higher self-esteem, greater hope for success (greater willpower and the ability to fi nd solutions) and they have a stronger belief in their own effi cacy. Statistically signifi cant, positive correlations between self-esteem and features describing executive aspects of the self were found in all 3 groups of respondents. Similarly, in all 3 groups of women, a direct relationship between two-dimensional hope for success and self-effi cacy was observed. Conclusions. The study may be a contribution to research on the personality of handball players and have practical applications, being of interest to sports psychologists and coaches working with handball players.

The Impact of an Experiential Education Program on the Self-Perceptions and Perceived Social Regard of Physical Education Students

2010 ◽  
Vol 32 (6) ◽  
pp. 786-804 ◽  
Author(s):  
Sandra L. Gibbons ◽  
Vicki Ebbeck ◽  
Rebecca Y. Concepcion ◽  
Kin-Kit Li
Keyword(s):  
Physical Education ◽  
Team Building ◽  
The Self ◽  
Effect Sizes ◽  
Education Students ◽  
Self Perceptions ◽  
Physical Education Students ◽  
And Control ◽  
The Impact ◽  
Physical Challenges

This study investigated the effectiveness of an 8-month Team Building through Physical Challenges (TBPC; Glover & Midura, 1992) program on the self-perceptions and perceived social regard of middle school physical education students (N = 1802). Data were analyzed using multilevel analyses where midpoint and final evaluations were conducted separately. Results revealed that at the midpoint evaluation, students in the experimental and control conditions were not different on any of the subscales assessed. At the end of the program, students in the experimental condition, compared with those in the control condition, showed significantly higher scores on 6 of the 10 subscales assessed and the effect sizes were medium to very large. The findings support the effectiveness of the TBPC program in creating positive psychological outcomes for students in a field-based setting.

scholarly journals Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts

2018 ◽  
Author(s):  
Francisco Javier Hinojo Lucena ◽  
Ángel Custudio Mingorance Estrada ◽  
Juan Manuel Trujillo Torres ◽  
Inmaculada Aznar Díaz ◽  
María Pilar Cáceres Reche
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Flipped Classroom ◽  
Simple Random Sampling ◽  
Control Group ◽  
Learning Context ◽  
Education Students ◽  
Physical Education Students ◽  
Ex Post ◽  
Ex Post Facto

This research analyzes the Physical Education students’ degree of academic performance with the incorporation of active methodologies, specifically the flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focuses on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors is conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlationally motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students’ achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.

scholarly journals The effect of long-term whole-body vibration on muscular performance

2021 ◽  
Vol 19 (2) ◽  
pp. 100-107
Author(s):  
Yossef Haleva ◽  
Ayelet Dunsky ◽  
Yoav Meckel ◽  
Heinz Kleinöder ◽  
Michael Bar-Eli ◽  
...  
Keyword(s):  
Physical Education ◽  
External Load ◽  
Whole Body Vibration ◽  
Whole Body ◽  
Control Group ◽  
Education Students ◽  
Intervention Phase ◽  
Body Vibration ◽  
Physical Education Students ◽  
And Control

Introduction: The whole-body vibration (WBV) approachis considered to be a unique training method for physicalrehabilitation, injury preventions, and improving physicalperformance in athlete. The scientific literature about WBV iswell documented and presents different vibration protocols,different measurements and, as a consequence - differentresults. Objectives: To explore the effect of a strengtheningprogram with WBV on several muscular strength variablesamong physical education students in comparison to a controlpassive group of students. Methods: Thirty-eight healthymale physical education students were randomly allocatedinto Vibration Group (VG, n=13) - who underwent strengtheningprogram with WBV and external load, and Control Group(CG, n=25), that received no treatment. The study includedpre-test assessments, 4-week intervention phase and post-testassessments. During the intervention phase VG performedthree training sessions per week that included six sets of 30sec squats with external loads on a WBV platform. Assessmentsincluded maximal muscle strength, power, reactivestrength and endurance. Results: Significant improvementswere shown in all components among the VG from pre topost-tests (p<0.001), with no significant change among theCG. Conclusions: A 4-week strengthening program with WBVand medium external load improves different components ofstrength among healthy physical education students.

scholarly journals INFLUENCE OF SECTIONAL CLASSES ON THE PSYCHO-EMOTIONAL STATE STUDENTS WITH DISABILITIES

2020 ◽  
Vol 1 ◽  
pp. 248-255
Author(s):  
Alla Kovtun ◽  
◽  
Irina Stepanova ◽  
Valeriya Reshetilova ◽  
Amr Saber Hamza ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Education ◽  
Students With Disabilities ◽  
Well Being ◽  
Control Group ◽  
Emotional Wellbeing ◽  
Education Students ◽  
Physical Education Students ◽  
Adaptive Physical Education ◽  
Experimental Group

Introduction and purpose of the study. Among the main problems of young people with disabilities are overcoming social exclusion, getting used to family responsibilities, having concerns about their lack of opportunities for socialization, which can cause stress, anxiety, depression and other psycho-emotional symptoms and disorders. The hypothesis of scientific research is that engaging in physical education can restore, develop and enhance physical fitness and wellness of persons with disabilities, assist their self-actualization and social integration, which means to positively influence the students’ mental health and emotional wellbeing. The purpose of the study is to examine how physical education influences mental health and emotional wellbeing of students with disabilities in order to determine ways to improve their social adaptation. Materials and methods. The study carries out literature review of methodological studies and scientific research, as well as examines mental health and emotional wellbeing of students with disabilities using the SAS method. The control group consisted of 15 students from the O. Gonchar National University. The experimental group consisted of 10 students with disabilities enrolled in a powerlifting team. Results. The SAS method demonstrated that the indicators of activity and mood were similar for both groups: activity indicators (4.84±0.28 points in the control group, 4.45±0.31 points in the experimental group) and mood indicators (5.27±0.35 points in the control group, 5, 42±0.41 points in the experimental group). However, wellness scores in the students with disabilities were significantly higher than in their non-disabled peers (4.65±0.34 points in the control group, 5.46±0.23 points in the experimental group; P<0.05). The well-being score, made of a number of subjective feelings regarding one’s life satisfaction and an emotional evaluation, was average for both groups. Conclusions. The results of the study of students' mental health and emotional wellbeing according to the SAS method showed a positive influence of adaptive physical education sports as extra-curricular classes and courses on the well-being, activity levels, and moods of students with disabilities. The Adaptive Physical Education students were full of strength and more cheerful, optimistic, and satisfied than their non-disabled peers. Keywords: adaptive physical education, students, disability, emotional state, higher education

scholarly journals Morphological characteristics of female students of physical education compared to students of other subjects at the faculty of physical education and sport in Biała Podlaska

2013 ◽  
Vol 20 (4) ◽  
pp. 279-282
Author(s):  
Agnieszka Wasiluk ◽  
Jerzy Saczuk ◽  
Jan Czeczelewski ◽  
Barbara Długołȩcka ◽  
Ewa Czeczelewska
Keyword(s):  
Physical Education ◽  
Morphological Characteristics ◽  
Female Students ◽  
Extension Education ◽  
First Year ◽  
Education Students ◽  
Physical Education Students ◽  
Anthropometric Features ◽  
Education Market ◽  
Selection Of

Abstract Introduction. TIn a situation characterized by a low birth rate and a highly competitive education market, increasing attention is currently being paid not only to students' level of education, but also to their competencies and predisposition. Consequently, the purpose of this study is to analyze differences in morphological features among physical education students as compared with students of other subjects at the Faculty of Physical Education and Sport (WWFiS) in Biała Podlaska. Material and methods. This study is based on anthropometric data from 165 first-year female students at WWFiS in Biała Podlaska. Analysis was conducted on a selection of students divided into groups based on their study profile. Using the technique developed by Martin and Saller, measurements were taken of the anthropometric features required to determine BMI and WHR indexes and to estimate body tissue composition. The following were used to characterize the collected variables: sample size (n) arithmetic mean ( ) and standard deviation (SD). Differences among the groups with regard to the features being measured were assessed using ANOVA variation analysis and NIR testing. Results. The study did not confirm reports from other authors concerning analysis of connections between bodily structure and education profile. Thus, it should be concluded that a student's physique plays only a small role in their being selected to study physical education. Conclusions. The differences noted between the groups should rather be interpreted as owing to environmental differences in the lifestyles of the girls in question, rather than to recruitment procedures and, by extension, education profile.

scholarly journals The Effect of Eight Weeks of Relaxation Massage on the Mental Fatigue Control, Balance, Lower Extremity Function and Landing Mechanic in Physical Education Students

2021 ◽  
Vol 10 (3) ◽  
pp. 384-399
Author(s):  
Manouchehr Haidary ◽  
◽  
Marzieh Ghivi ◽  
Keyword(s):  
Physical Education ◽  
Lower Extremity ◽  
Dynamic Balance ◽  
Mental Fatigue ◽  
Control Group ◽  
Lower Extremity Function ◽  
Education Students ◽  
Statistical Population ◽  
Physical Education Students ◽  
Extremity Function

Background and Aims: Mental fatigue usually occurs following prolonged cognitive activity. Mental fatigue is a psychological condition that occurs as a result of long-term cognitive activities. Mental fatigue can have significant effects on the daily life of healthy people. This study aimed to investigate the effect of eight weeks of relaxation massage on the mental fatigue control and balance, lower extremity function, and landing mechanic in physical education students. Methods: This research is a quasi-experimental study, and the statistical population of this study was physical education students. From the statistical population, 30 male students with Mean±SD age= 19.5±5.5 years, weight= 69.6±6.8 kg, height= 187.75±4.5 cm, and sports history= 2.66±1.3 years. They were selected by purposeful and were randomly divided based on Research and Criteria into two groups: control group (n=15) and relaxation massage group (n=15). Before and after relaxation massage, mental exhaustion with 45 minutes of stroke activity (Stroop test), Dynamic Balance with Y test, Semi-dynamic balance with Lafayette Stability Platform, lower extremity function by the Lower Extremity Functional Test (LEFT) test and landing mechanic by LESS, Jump-landing skill film assessment by Auto CAD and Kinovea software were measured. Data analysis was performed in SPSS v. 22 software by using Statistical method of ANOVA test with repeated measures and paired t-test at the significant level P=0.05. Results: The results showed that a significant difference was observed between the relaxation massage group and the control group on lower limb function, landing mechanics, dynamic balance, and semi-dynamic balance of physical education students (P=0.001). Conclusion: Significant changes in lower limb function factors, landing mechanics, dynamic balance, and semi-dynamic balance in physical education students after relaxation massage exercises indicate the importance of this issue. Injury prevention specialists should study and research in introducing strategies to deal with the occurrence of mental fatigue.

scholarly journals The Effect of a Proposed Program for Leaning Swimming based on Modern Styles of Teaching on Performance Skills and Swimming Anxiety

2009 ◽  
Vol 3 (2) ◽  
pp. 62
Author(s):  
Sadiq Alhayek ◽  
Abdelbaset Moobarak ◽  
Awatif Rubea’an
Keyword(s):  
Physical Education ◽  
Age Groups ◽  
Anxiety Scale ◽  
Control Group ◽  
Education Students ◽  
Front Crawl ◽  
Performance Skills ◽  
Physical Education Students ◽  
Experimental Group

The purpose of the current study was to investigate the effects of a proposed swimming on physical education students' performance and swimming anxiety. The sample consisted of the experimental group (N= 13) and the control group (N=13). The results indicated that the experimental group scored significantly higher than the control group on the skills of gliding stroke, front crawl kicking, back crawl kicking, standing, jumping into the water and crawl stroke. There were no statistically significant differences between the two groups in the elementary backstroke skills. The results also indicated that the experimental group scored significantly higher than the control group in the swimming anxiety scale. The researchers recommended conducting other studies with other age groups.

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