Perceived Competence of Schoolchildren in Physical Education

1997 ◽  
Vol 16 (3) ◽  
pp. 324-339 ◽  
Author(s):  
Beverley McKiddie ◽  
Ian W. Maynard
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Multivariate Analyses ◽  
Perceived Competence ◽  
Developmental Differences ◽  
Sources Of Information ◽  
Physical Competence ◽  
School Year ◽  
Physical Education Lesson ◽  
Age Dependent

The primary aim of this study was to examine developmental differences in children's evaluation of their physical competence within the physical education lesson. Participants (N = 160) from two groups in secondary school (Year 7 and Year 10) completed two questionnaires that measured their levels of perceived competence and the criteria used to assess competence. The actual level of a participant’s physical competence was ascertained through teacher evaluation. Univariate and multivariate analyses of data disclosed three main findings. First, children’s accuracy in evaluating their own competence increases with age. Second, the sources of information children use to judge their ability is also age-dependent. Gender differences also emerged, indicating that overall males exhibited a greater preference for game outcome/ease of learning new skills as criteria to judge their competence. Third, the information sources children use in competency judgments was directly linked to the accuracy of these judgments.

A Developmental Analysis of Children’s Self-Ability Judgments in the Physical Domain

1991 ◽  
Vol 3 (4) ◽  
pp. 310-326 ◽  
Author(s):  
Thelma S. Horn ◽  
Maureen R. Weiss
Keyword(s):  
Teacher Evaluation ◽  
Multivariate Analyses ◽  
Developmental Differences ◽  
Physical Domain ◽  
Older Children ◽  
Physical Competence ◽  
Developmental Patterns ◽  
Age Dependent ◽  
Developmental Analysis

This study examined developmental differences in children’s judgments of their physical competence. Two questionnaires were administered to 134 children, ranging in age from 8 to 13 years, to measure their perceptions of competence and the criteria they use to evaluate that competence. In addition, children’s actual physical competence was assessed through teacher evaluation. Univariate and multivariate analyses of the data revealed three major findings. First, the accuracy with which children judge their competence does increase with age. Second, the criteria children use to assess their competence is also age-dependent, with younger children showing greater preference for adult feedback and older children showing greater preference for peer comparison. Third, the criteria children use in competency judgments was found to be directly related to the accuracy of such judgments. The results of this study demonstrated the existence of developmental patterns with respect to children’s judgments of their physical competence.

scholarly journals Analysis of Quantitative Change of Motor Child Indicators of Secondary School Students Under The Influence of Regular Physical Education // Analiza kvantitativnih promjena pokazatelja motoričkih znanja učenika srednje škole pod uticajem redovne nastave tjelesnog odgoja

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Senad Bajrić ◽  
Osmo Bajrić ◽  
Velibor Srdić ◽  
Saša Jovanović
Keyword(s):  
Physical Education ◽  
Elementary Education ◽  
Secondary School ◽  
Motor Skills ◽  
Secondary School Students ◽  
Measurement Data ◽  
Global Changes ◽  
School Students ◽  
School Year ◽  
Quantitative Changes

The research was conducted on a sample of 166 students of „Secondary Technical School Travnik”, first and second malegrade who regularly attended elementary education during the 2016/2017 school year. A total of 15 variables were used in the research to assess the level of motor skills (three variables for assessing the motor skills of basketball, volleyball, handball, volleyball and athletics).The main aim of the research was to determine the quantitative changes of the motor skills of secondary school students through the longitudinal study in one school year duration under the influence of the program contents of regular physical education. Quantitative changes in motor skills and analysis of differences between initial and final measurements were determined by analysis of changes under the difference model and SSDIF analysis (Bonacin, 2004). By projecting measurement data, a hypothetical measurement matrix is defined, and by explicating the set of linear displacements on the association matrix, a structural vector is described describing quantitative changes, taking into account the relations of initial variables.The results of the SSDIF analysis indicate that a one-year curriculum of physical education has caused statistically significant changes in motor skills at the global level (p = 0.000). According to the results of the quantitative global changes, they are not particularly significant and extend across a whole set of analyzed variables. The greater the number of variables that contribute to these quantitative changes, but the contributions of some variables to the discriminating function are relatively small, which means that the effects produced are mild, without dramatic changes, and virtually all variables contribute positively.

scholarly journals Needful-motivational tasks as an effective condition for the technical training of schoolchildren aged 11-12 during the training of the volleyball section

2020 ◽  
Vol 24 (3) ◽  
pp. 129-136
Author(s):  
R.S. Nagovitsyn ◽  
M.D. Kudryavtsev ◽  
A.Yu. Osipov ◽  
A.H. Altuvaini ◽  
K.K. Markov ◽  
...  
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Educational Game ◽  
Practical Training ◽  
School Students ◽  
Physical Education Lesson ◽  
Traditional Training ◽  
Teaching Tasks ◽  
Complicated Conditions

Purpose: To develop a module of need-motivational training tasks of the section “Volleyball for students aged 11-12”. The experiment involved the schoolchildren aged 11-12 (n=43). The schoolchildren had no contraindication to the physical education. Classes according to the author’s module of need-motivational teaching tasks were conducted with the secondary school students of the fifth form “A” (n=22, experimental class). Pupils of the fifth form “B” (n=21) took a traditional training program during the physical education lesson of the “Volleyball” section. The study was conducted for two months (October-December 2018). Each pupil used a fitness bracelet during the class monitoring the heart rate at a physical education lesson. Special testing was used in three blocks. The first block is the calculation of the number of correctly performed technical actions with the ball without a partner. The second block is the calculation of the technical actions in pairs through the net. The third block is an educational game. Statistical analysis of the data was performed using t-student test. Results: A significant (p<0.01 and p<0.05) advantage of the secondary school students of the experimental class was revealed in comparison with another approach to teaching the technical elements of volleyball. A higher mastery level of the basic elements in volleyball was obtained according to the special set of tasks: receiving and passing the ball with two hands from above; receiving and passing the ball with two hands from below (in place, with various types of movements, with lightened and complicated conditions) Conclusions: It is proved that an increase of the theoretical needful-motivational teaching tasks during the physical education classes has a positive effect on the activation of motor activity of the schoolchildren. The synergetic relationship between theoretical and practical training allows to achieve personal, regulatory, communicative, cognitive and objective results.

Perceptions of Motivational Climate, Perceived Competence, and Motivation of Students of Varying Age and Sport Experience

1997 ◽  
Vol 85 (2) ◽  
pp. 419-430 ◽  
Author(s):  
Athanasios Papaioannou
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Learning Goals ◽  
Learning Orientation ◽  
Perceived Learning ◽  
Physical Competence ◽  
School Students ◽  
Perceived Importance

This study examined differences in students' motivation in Greek physical education classes depending on age and amount of experience in sport and the extent to which these differences reflected divergent perceptions of competence and classes' motivational climate. 1,393 students responded to questionnaires measuring motivational climate, perceived competence, preference for challenge, interest in the lesson, and perceived importance of the lesson. Students who were not involved in out-of-school sport activities had lower scores on perceived physical competence, perceived learning orientation of the class, preference for challenge, interest in the lesson, and perceived importance of the lesson than students who were involved in organized sport. These differences in students' motivations decreased when scores on perceived learning goals and perceived physical competence were adjusted. Senior high school students (16 yr. old) were much less motivated than junior students (13 yr. old), but these differences were decreased or eliminated when scores on perceived learning orientation were controlled. These results suggest that to increase all students' motivation in physical education, a strong emphasis on personal progress should be adopted.

scholarly journals Study Concerning the Development of Motor Qualities, Speed and Handiness, by Using Moving Games at 6th Grade

GYMNASIUM ◽  
2019 ◽  
Vol XIX (1 (Supplement)) ◽  
pp. 94
Author(s):  
Florian Benedek
Keyword(s):  
Physical Education ◽  
Research Methods ◽  
Motor Skills ◽  
Dynamic Games ◽  
Research Area ◽  
Study Strategy ◽  
School Year ◽  
Physical Education Lesson ◽  
Methods And Techniques ◽  
Material Conditions

During the school year, motor skills must be approached at all times, offering them a differentiated space within the lessons, depending on the season, motors training topics, material conditions etc. Within the study, we proceeded from the following hypothesis: assume that by using predominantly dynamic games in the physical education lesson we will obtain an increase in the indices of motor quality, the speed and skill in the children. The purpose of the paper was to choose from the motion games, the most efficient ones for the development of motor skills, to explain them, to use them during the physical education classes, and have the results prove their efficiency in achieving the proposed purposes. In our study the research area was established, the hypothesis was formulated, the research methods and techniques were selected, the selected tests applied, the study strategy was established, the data were recorded, and the conclusions were drawn up.

Attitudes of secondary school students towards physical culture, physical education lessons and exercises

2019 ◽  
Vol 7 (2) ◽  
pp. 23-29
Author(s):  
Eligiusz Madejski ◽  
Adrian Jaros ◽  
Roger Madejski
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Basic Research ◽  
Physical Culture ◽  
School Students ◽  
School Year ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Youth Attitudes

Introduction: Forming positive attitudes of students towards physical culture is the most important task of the school and the physical education teacher. The aim of the study was to determine the attitudes of secondary school students towards physical culture, PE lessons and exercises. Material and methods: The research was conducted in the school year 2015/2016 among secondary school students in the Niepołomice commune. A total of 238 students were examined, including 103 girls and 135 boys. The basic research method was a diagnostic survey and the tool was the questionnaire to study youth attitudes towards physical culture by S. Strzyżewski. Results: The research showed an average level of students’ attitudes towards physical culture. Most students (61.4%) would participate in physical education lessons, even if they were optional. A large group of respondents (50.4%) believe that it would be necessary to increase the number of physical education hours at school. Boys enjoyed exercise more often than girls. They also felt a greater need to play ball games. Conclusions: Students’ attitudes towards physical culture, PE lessons and physical exercises were satisfying. The gender of the respondents differentiated the results in many areas where the percentages were higher in boys. It would be advisable to involve more physical education teachers in forming students’ desirable attitudes towards physical culture.

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