Self-Regulation, Motivation and Teaching Styles in Physical Education Classes: An Intervention Study

2015 ◽  
Vol 34 (2) ◽  
pp. 333-344 ◽  
Author(s):  
Athanasia Chatzipanteli ◽  
Nikolaos Digelidis ◽  
Athanasios G. Papaioannou
Keyword(s):  
Intrinsic Motivation ◽  
Repeated Measures ◽  
Intervention Program ◽  
Comparison Group ◽  
Self Regulation ◽  
Teaching Styles ◽  
Metacognitive Skills ◽  
Guided Discovery ◽  
Practice Style ◽  
Experimental Group

The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students’ self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group. The teachers who taught the students assigned to the experimental group used student-activated teaching styles, and specifically the reciprocal, self-check, inclusion, guided discovery, convergent discovery, and divergent discovery styles. Repeated measures analysis of variance revealed that the experimental group, compared with the comparison group, had higher scores in lesson satisfaction, intrinsic motivation, identified regulation, and metacognitive activities, and lower scores in external motivation, and amotivation. The study revealed that going beyond the command and/or the practice style of teaching, PE teachers can enhance students’ metacognitive skills, lesson satisfaction and intrinsic motivation.

The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

2014 ◽  
Vol 36 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Tae Ho Yu ◽  
Hue Ryen Jang
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Autonomy Support ◽  
Intervention Program ◽  
Longitudinal Research ◽  
Autonomous Motivation ◽  
Well Being ◽  
Need Satisfaction ◽  
Control Group ◽  
Experimental Group

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

scholarly journals Effects of command and guided discovery teaching styles on acquisition and retention of the handstand

2020 ◽  
Vol 34 (1) ◽  
pp. 11-18
Author(s):  
Fernanda Buonome El Khouri ◽  
Cassio De Miranda Meira Junior ◽  
Graciele Massoli Rodrigues ◽  
Maria Luiza De Jesus Miranda
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Skill Acquisition ◽  
Teaching Style ◽  
Teaching Styles ◽  
Third Graders ◽  
Group Differences ◽  
Guided Discovery ◽  
Motor Skill Acquisition ◽  
Spectrum Of Teaching Styles

The influential Mosston’s Spectrum of Teaching Styles is a guide to teaching decisions in Physical Education. This highly researched topic has been tested in many contexts so that our focus is centered on the type of skill during motor skill acquisition in physical education settings. Given that the tasks employed in the studies have been either specialized or manipulative fundamental skills, we sought to extend our understanding of the issue addressing the effects of teaching styles in the process of learning a stability fundamental skill. Our purpose was to examine motor and psychological effects of command and guided discovery teaching styles from Mosston's Spectrum in the acquisition and retention of the handstand in scholars. Third graders from a suburban school in Sao Paulo, Brazil, were assigned to a command (n=22) and a guided discovery (n=23) group. The process of learning the handstand lasted six acquisition sessions, carried out between a pretest and a posttest/retention. We used as dependent variables the motor developmental level (initial, elementary and mature), the movement ratings (scores from 0 to 10) and the motivation levels (post-learning self-reported subscales from the Intrinsic Motivation Inventory). The guided discovery teaching style led more scholars to reach the mature developmental stage of the handstand on retention compared to the command teaching style. No group differences were detected with respect to ratings or intrinsic motivation. Regardless of the group, the pretest ratings were lower than the posttest ones as well as boys scored higher in pressure and tension subscale as compared to girls. The current findings suggest that both teaching styles promoted motor acquisition, but the guided discovery teaching style seemed to yield superior handstand retention.

scholarly journals Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context

2021 ◽  
Author(s):  
Camilla Nilvius ◽  
Idor Svensson
Keyword(s):  
Reading Comprehension ◽  
Response To Intervention ◽  
Reading Skills ◽  
Intervention Program ◽  
Comparison Group ◽  
School Context ◽  
Full Scale ◽  
Reading Abilities ◽  
Rti Model ◽  
Experimental Group

AbstractReading abilities in Swedish students have declined in recent decades. The current study examined the effectiveness of a full-scale three-tier Response to Intervention (RtI) model designed to improve reading skills in Swedish students. Participants were grade 2 students in a primary school setting. A quasi-experimental between-group design was used to examine treatment effects. The RtI experimental group (n = 11) and comparison group (n = 11) were monitored longitudinally over 2.5 years. The interventions included specialized instruction on decoding and reading comprehension. The comparison group received treatment as usual. After the intervention, the number of students in need of support in the experimental RtI-group was reduced from six to one. Furthermore, decoding and reading comprehension improved in the experimental group relative to the comparison group; however, the results were not significant. The standard deviation in the experimental group was smaller than that in the comparison group for all follow-up measures. The intervention effect was sustained after one and a half year in most of the students who had responded to the intervention. In addition, the participating teachers mostly appreciated the RtI-model. These preliminary findings suggest that the RtI model possibly can enhance reading skills in Swedish students; however, more research is needed. Implications for using the RtI model are discussed.

scholarly journals Effects of Intervention Program Prev@cib on Traditional Bullying and Cyberbullying

2019 ◽  
Vol 16 (4) ◽  
pp. 527 ◽  
Author(s):  
Jessica Ortega-Barón ◽  
Sofía Buelga ◽  
Ester Ayllón ◽  
Belén Martínez-Ferrer ◽  
María-Jesús Cava
Keyword(s):  
Repeated Measures ◽  
Intervention Program ◽  
Ecological Model ◽  
Scientific Evidence ◽  
Control Group ◽  
Empowerment Theory ◽  
Negative Consequences ◽  
Theoretical Frameworks ◽  
Post Test ◽  
Experimental Group

Due to the negative consequences of being bullied and the increase in cyberbullying among adolescents, there is a need for evidence-based programs to prevent and intervene in these types of peer violence. The aim of this study was to evaluate the effectiveness of the Prev@cib bullying and cyberbullying program, drawing on three theoretical frameworks: the ecological model, empowerment theory, and the model of personal and social responsibility. The Prev@cib program was evaluated using a repeated-measures pre-post-test design with an experimental group and a control group. The sample consisted of 660 adolescents between 12 and 17 years old (M = 13.58, SD = 1.26), randomly assigned to the experimental and control groups. Repeated-measures ANOVA of pre-post-test scores were conducted. Results showed a significant decrease in bullying and victimization and cyberbullying and cybervictimization in the experimental group, compared to the control group, indicating that the Prev@cib program is effective in reducing bullying and cyberbullying. Taking into account the harmful effects of these types of violence, the results have important implications in the prevention of these behaviors because they provide scientific evidence of the program’s effectiveness.

scholarly journals 427 - Psychoeducation Program for the Prevention of Older Adults´ Infantilization in Professionals working in Nursing Homes

2021 ◽  
Vol 33 (S1) ◽  
pp. 48-48
Author(s):  
C. Noriega ◽  
G. Pérez-Rojo ◽  
J. López ◽  
C. Velasco ◽  
M.I. Carretero ◽  
...  
Keyword(s):  
Older Adults ◽  
Nursing Homes ◽  
Repeated Measures ◽  
Intervention Program ◽  
Direct Care ◽  
Control Group ◽  
Post Intervention ◽  
Negative Stereotypes ◽  
Significant Difference ◽  
Experimental Group

IntroductionKayser-Jones (1981) described infantilization as one of the four most frequent types of violence in nursing homes. Older people perceive infantilization as disrespectful and patronizing. In professionals, it can lead to protective behaviors that reduce autonomy and generate more dependency. Despite the importance of this phenomenon, the interventions are scarce and show methodological limitations.ObjectiveThis study analyzed the efficacy of a psychoeducation program for the prevention of infantilization in professionals working in nursing homes. The sample included 154 direct-care workers. The experimental group (N=111) attended a psychoeducational group intervention program while the control group (N=43) did not attend any intervention program. We assessed the infantilized practices the professionals recognized they conducted and the ones observed in the institution before and after the intervention. The intervention lasted 6 hours and included four sessions distributed in two days. These sessions aimed to reduce negative stereotypes, preventing infantilized communication patterns and the use of behaviors or practices that are frequently used with children. We also offered professionals alternative practices that recognize autonomy, decision-making and respect older adults´ dignity and uniqueness. To analyze data, we conducted Repeated measures of ANOVA and one-way ANCOVAs.Results:The scores of infantilization in the experimental group significantly decreased from pre-intervention to post-intervention in the professional, F(1, 85) = 37.184, p = .01, partial η2 = .030, and in the institution, F(1, 84) = 32.128, p = .01, partial η2 = .277, while the control group did not show any changes. There was a statistically significant difference in post-intervention between the experimental and the control group when participants scored their infantilization practices, F(1, 115) = 5.175, p = .03, partial η2 = .043, and infantilization practices observed in the institution, F(1, 115) = 5.810, p = .018, partial η2 = .048.Conclusion:These results reflect the importance of developing interventions focused on preventing infantilization, methodologically rigorous, in which professionals´ training and education are considered key pieces to generate a culture of change. More research is needed to understand this problem in greater depth to develop programs that address this problem at different levels.Funding:This research was funded by the Spanish Ministry of Economy and Competitiveness (grant no. PSI2016-79803-R).

Effects of a Metacognitive Smartphone Intervention for Patients with Schizophrenia: A Quasi-Experimental Study (Preprint)

2021 ◽  
Author(s):  
Mihwa Han ◽  
Kyunghee Lee ◽  
Mijung Kim ◽  
Youngjin Heo ◽  
Hyunseok Choi
Keyword(s):  
Social Functioning ◽  
Intervention Program ◽  
Rating Scales ◽  
Comparison Group ◽  
Psychotic Symptoms ◽  
Social Functions ◽  
Face To Face ◽  
Metacognitive Beliefs ◽  
Quasi Experimental ◽  
Experimental Group

BACKGROUND The COVID-19 pandemic has presented a substantial burden on the global medical system. COVID-19-related restrictions on movement and face-to-face interactions to prevent the spread of infection have increased the risk for patients with schizophrenia being overlooked by medical professionals due to increased demands on staff and facilities. Therefore, application-based treatments and interventions developed for smartphones could provide effective and essential alternatives to traditional face-to-face treatment programs for patients with schizophrenia during the COVID-19 pandemic. OBJECTIVE This study aimed to test the effect of a smartphone app-based metacognitive intervention program on the metacognitive beliefs, psychotic symptoms, and social functioning of patients with schizophrenia. METHODS The study used a quasi-experimental design with a non-equivalent comparison group. Participants were patients with schizophrenia registered with community psychosocial rehabilitation centers. For the experimental group, the app-based intervention was combined with weekly contact mentoring sessions over 10 weeks (20 participants: severe psychotic symptoms and low social functions). The comparison group (24 participants: relatively light psychotic symptoms and good social functions) received only the app-based intervention over 10 weekly sessions. Changes in the Dysfunctional Metacognitive Beliefs (MCQ-30), Psychotic Symptom Rating Scales, Positive and Negative Syndrome Scale, and Personal and Social Performance Scale were assessed at baseline (pre-intervention), post-intervention, and four-week follow-up. Data were collected from November 18, 2020, until July 15, 2021. The data analysis was carried out using IBM SPSS/WIN version 26.0. RESULTS The experimental group showed a significant improvement in the Positive Beliefs about Worries on the MCQ-30, Need for Control (P = .039), and Delusions (P < .001), and the Total Score for positive and negative syndromes, along with a decline in general psychotic symptoms (P = .027) and improved total social function scores (P = .001) over the three assessment periods. CONCLUSIONS Although there were no differences in the measures between the two groups; however, the experimental group showed a tendency toward improved psychotic symptoms and social functioning over time; while the comparison group showed no change over the assessment periods. These findings can provide an empirical basis for using smartphone applications to manage the symptoms of patients with schizophrenia.

scholarly journals Effects of command and guided discovery teaching styles on acquisition and retention of the handstand

2020 ◽  
Vol 34 (1) ◽  
pp. 11-18
Author(s):  
Fernanda Buonome El Khouri ◽  
Cassio de Miranda Meira Junior ◽  
Graciele Massoli Rodrigues ◽  
Maria Luiza de Jesus Miranda
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Skill Acquisition ◽  
Teaching Style ◽  
Teaching Styles ◽  
Third Graders ◽  
Group Differences ◽  
Guided Discovery ◽  
Motor Skill Acquisition ◽  
Spectrum Of Teaching Styles

The influential Mosston’s Spectrum of Teaching Styles is a guide to teaching decisions in Physical Education. This highly researched topic has been tested in many contexts so that our focus is centered on the type of skill during motor skill acquisition in physical education settings. Given that the tasks employed in the studies have been either specialized or manipulative fundamental skills, we sought to extend our understanding of the issue addressing the effects of teaching styles in the process of learning a stability fundamental skill. Our purpose was to examine motor and psychological effects of command and guided discovery teaching styles from Mosston's Spectrum in the acquisition and retention of the handstand in scholars. Third graders from a suburban school in Sao Paulo, Brazil, were assigned to a command (n=22) and a guided discovery (n=23) group. The process of learning the handstand lasted six acquisition sessions, carried out between a pretest and a posttest/retention. We used as dependent variables the motor developmental level (initial, elementary and mature), the movement ratings (scores from 0 to 10) and the motivation levels (post-learning self-reported subscales from the Intrinsic Motivation Inventory). The guided discovery teaching style led more scholars to reach the mature developmental stage of the handstand on retention compared to the command teaching style. No group differences were detected with respect to ratings or intrinsic motivation. Regardless of the group, the pretest ratings were lower than the posttest ones as well as boys scored higher in pressure and tension subscale as compared to girls. The current findings suggest that both teaching styles promoted motor acquisition, but the guided discovery teaching style seemed to yield superior handstand retention.

scholarly journals Efecto del programa Aprender a Convivir en la competencia social y en los problemas de conducta del alumnado de 3 años

2015 ◽  
Vol 31 (3) ◽  
pp. 825 ◽  
Author(s):  
Ana Justicia-Arráez ◽  
Carmen Pichardo ◽  
Fernando Justicia
Keyword(s):  
Social Competence ◽  
Behavioral Problems ◽  
Repeated Measures ◽  
Intervention Program ◽  
Protective Factor ◽  
School Adjustment ◽  
Conduct Problem ◽  
Control Group ◽  
The Individual ◽  
Experimental Group

<span lang="EN-US">Social competence facilitates social and school adjustment of the individual and has emerged as one of the most important protective factor against the development of behavioral problems. Acquiring skills related to this competence depends largely on the environment and early stimulation, gaining importance the educational intervention programs. The aim of this study was to analyze the effects of an early intervention program (<em>Aprender a Convivir</em>) directed towards social competence development of three-year old children. Pretest and postest measures were taken among the participants and the comparison was performed between the control group (n=151) and the experimental group (n=162) through a repeated-measures mixed ANOVA. On the other hand an ANCOVA was carried out in order to eliminate the pretest differences between groups in the case that would be significant. The results indicate a significant improvement in the experimental group compared with the control group in all the social competence </span><span lang="EN-US">(cooperation <em>d</em>=0.32; interaction <em>d</em>=0.65; and social independence <em>d</em>=0.35) and conduct problem (internalizing <em>d</em>=0.63; and externalizing <em>d</em>=0.57) variables analyzed. Sex differences were also found.</span>

scholarly journals Evaluation of an evidence-based medicine educational intervention in a regional medical campus

2018 ◽  
Vol 9 (1) ◽  
pp. e51-58 ◽  
Author(s):  
Mylene Levesque ◽  
Janie Gauthier-Boudreau ◽  
Paul Gagnon ◽  
Bastian Bertulies-Esposito ◽  
Sharon Hatcher ◽  
...  
Keyword(s):  
Repeated Measures ◽  
Comparison Group ◽  
Skills Development ◽  
Evidence Based ◽  
Self Assessment ◽  
Repeated Measures Analysis ◽  
Regional Medical ◽  
Based Medicine ◽  
Experimental Group ◽  
Assessment Of Competencies

Background: Enhanced educational activities were developed by a regional medical campus (RMC) in order to incorporate evidence-based medicine (EBM) practice in the learning process of medical students. This study aimed to measure the effectiveness of these activities.Methods: The experimental group was made up of third-year students from the RMC. The comparison group included students from the main campus of the medical school and another of its RMCs. The experimental group received additional training on EBM: one additional hour in class, plus skills development exercises throughout the semester. During the regular academic sessions, clinical questions requiring EBM literature searching skills were incorporated in the curriculum. Tests on knowledge and self-assessment of competencies were administered to all participants at the beginning and at the end of the semester. Data were analyzed using repeated measures analysis of variance and post hoc tests for within and between groups comparison.Results: The Friedman test demonstrated a statistically significant effect of the intervention on knowledge (p <0.0001). The score of the knowledge test was significantly higher for the experimental group, when compared with baseline testing and with the comparison group (p <0.0001). Repeated measures analysis of variance demonstrated a statistically significant effect of the intervention on the score of the self-assessment of competencies (p=0.032). The score for the self-assessment of competencies was significantly higher for the experimental group when compared to baseline score (p <0.0001), but not with respect to the comparison group.Conclusion: Our study demonstrated the effectiveness of additional training and longitudinal integrated skills development leading to an increase in medical student knowledge and self-perception of competencies in EBM practice. 

Lifestyle intervention using modified BASNEF model in hypertension management (Preprint)

2020 ◽  
Author(s):  
Resti Tito Villarino ◽  
Christopher Arcay ◽  
Maria Concepcion Temblor
Keyword(s):  
Lifestyle Intervention ◽  
Repeated Measures ◽  
Intervention Program ◽  
Phase 1 ◽  
Management Technique ◽  
Enabling Factors ◽  
Educational Models ◽  
Stroke Risk Factor ◽  
Repeated Measures Design ◽  
Lifestyle Intervention Program

BACKGROUND Hypertension is a serious health issue and a major cardiovascular disease and stroke risk factor. In hypertensive patients, various health educational models have been used to improve their lifestyle, but the findings are inconsistent. OBJECTIVE The study assessed the effects of a lifestyle intervention program using modified Beliefs, Attitude, Subjective Standards, Enabling Factors (BASNEF) model among non-adherent hypertensive respondents in relation to the introduction of a lifestyle intervention program in the management of hypertension. METHODS This is a quantitative quasi-experimental research particularly utilizing a repeated-measures design of within-subjects approach on the 50 non-adherent patients diagnosed with essential hypertension at Moalboal, Cebu, Philippines in 2019. The respondents received five sessions of trainings based on modified BASNEF model. The Morisky Medication Adherence instrument was used. The first phase included a demographic questionnaire and the last phase comprised the evaluation of the program. Frequencies, percentages, means and standard deviations for descriptive statistics while t-test, repeated measures, ANOVA, and Pearson product moment correlation for inferential statistics. RESULTS The result indicated that the phase 1 mean (146.5) of the systolic readings differ significantly from the phase 4 mean (134.92) of the systolic readings. However, since these two means came from phases that were not consecutive, the result, as a whole, did not show a significant decrease or change when analyzed chronologically from one phase to the next. CONCLUSIONS The study has established that BASNEF model approach can be an effective BP management technique.

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