The Relationship of Practice, Attitude, and Perception of Competence in Middle School Physical Education

2016 ◽  
Vol 35 (3) ◽  
pp. 241-250 ◽  
Author(s):  
Kristin Scrabis-Fletcher ◽  
Jennifer Rasmussen ◽  
Stephen Silverman
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Bidirectional Relationship ◽  
Task Time ◽  
Practice Trials ◽  
Student Practice ◽  
Relationship Of ◽  
The Relationship

PurposeGrounded in social cognitive theory this study examined attitude and perception of competence and their relationship with skill practice in middle school physical education.Method:Participants (N = 81) were randomly selected from nine teachers’ classes. Two lessons were videotaped and students completed a middle school perception of competence survey (Scrabis-Fletcher & Silverman, 2010), and a physical education attitude survey (Subramaniam & Silverman, 2000). Student practice trials and task time were coded during skill instruction. A series of different analyses were conducted including descriptive, correlational, and multiple regressions to allow for in-depth understanding of the relationship of student practice and the psychosocial variables of perception of competence and attitude, along with the type and amount of practice occurring in class.Results:Analyses revealed interesting findings about how class time was spent along with a significant correlation for the total number of tasks and appropriate trials per minute and a low correlation between the psychosocial factors and practice variables.Discussion:Including more tasks may increase the number of appropriate practice trials. The sociocognitive bidirectional relationship however, is not predictive in nature and needs to be examined more discreetly from the student, contextual, and teacher perspectives.

Relationship of Practice Using Correct Technique to Achievement in a Motor Skill

1988 ◽  
Vol 7 (2) ◽  
pp. 115-120 ◽  
Author(s):  
Madge H. Ashy ◽  
Amelia M. Lee ◽  
Dennis K. Landin
Keyword(s):  
Physical Education ◽  
Recording System ◽  
Physical Education Teachers ◽  
Significant Relationships ◽  
Fourth Grade Students ◽  
Practice Trials ◽  
Correct Technique ◽  
Soccer Kick ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship between the total number of practice trials and practice trials using correct technique and achievement in a soccer kick-up skill. Eight preservice physical education teachers taught two lessons to 10 fourth-grade students; upon completion of the instructional periods the students were posttested on the soccer skill. Each class was videotaped, and the entire lesson for each day was coded for each student using an event-recording system. Findings indicated moderately high significant relationships between practice using correct technique and student achievement.

The Relationship of Self-Efficacy, Self-Regulation, and Collaborative Verbal Behavior with Grades: Preliminary Findings

1995 ◽  
Vol 77 (3) ◽  
pp. 971-978 ◽  
Author(s):  
Shirley C. Feldmann ◽  
Manuel Martinez-Pons ◽  
Dan Shaham
Keyword(s):  
Verbal Behavior ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Self Regulated Learning ◽  
School Year ◽  
Computer Course ◽  
Relationship Of ◽  
The Relationship

In this study, we sought preliminary information about the relationships among measures of self-efficacy, self-regulation, collaborative learning behavior, and grades. The collaborative verbal behavior of 20 students in a computer course was observed. Also, students responded to a questionnaire to assess their academic self-efficacy. A teacher rated each student's self-regulated learning behaviors. The measures were taken at various points throughout the school year, and the data were analyzed using path analysis. Although students scoring higher on self-regulation tended to score higher also on the measures of collaborative verbal behavior than did those who scored lower on self-regulation, scores on self-regulation rather than on verbal engagement were correlated with grades. The findings were discussed in the light of social cognitive theory and recommendations were made for further study.

scholarly journals Diabetes and COVID19: a bidirectional relationship

2021 ◽  
Author(s):  
Ranjit Unnikrishnan ◽  
Anoop Misra
Keyword(s):  
Clinical Care ◽  
Severe Disease ◽  
Respiratory Involvement ◽  
Pancreatic Damage ◽  
Increased Risk ◽  
Bidirectional Relationship ◽  
Rapid Spread ◽  
Relationship Of ◽  
The Relationship ◽  
New Onset

AbstractThe advent and rapid spread of the coronavirus disease-2019 (COVID19) pandemic across the world has focused attention on the relationship of commonly occurring comorbidities such as diabetes on the course and outcomes of this infection. While diabetes does not seem to be associated with an increased risk of COVID19 infection per se, it has been clearly demonstrated that the presence of hyperglycemia of any degree predisposes to worse outcomes, such as more severe respiratory involvement, ICU admissions, need for mechanical ventilation and mortality. Further, COVID19 infection has been associated with the development of new-onset hyperglycemia and diabetes, and worsening of glycemic control in pre-existing diabetes, due to direct pancreatic damage by the virus, body’s stress response to infection (including cytokine storm) and use of diabetogenic drugs such as corticosteroids in the treatment of severe COVID19. In addition, public health measures taken to flatten the pandemic curve (such as lockdowns) can also adversely impact persons with diabetes by limiting their access to clinical care, healthy diet, and opportunities to exercise. Most antidiabetic medications can continue to be used in patients with mild COVID19 but switching over to insulin is preferred in severe disease.

scholarly journals Diabetes and COVID19: a bidirectional relationship

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ranjit Unnikrishnan ◽  
Anoop Misra
Keyword(s):  
Clinical Care ◽  
Severe Disease ◽  
Respiratory Involvement ◽  
Pancreatic Damage ◽  
Increased Risk ◽  
Bidirectional Relationship ◽  
Rapid Spread ◽  
Relationship Of ◽  
The Relationship ◽  
New Onset

AbstractThe advent and rapid spread of the coronavirus disease-2019 (COVID19) pandemic across the world has focused attention on the relationship of commonly occurring comorbidities such as diabetes on the course and outcomes of this infection. While diabetes does not seem to be associated with an increased risk of COVID19 infection per se, it has been clearly demonstrated that the presence of hyperglycemia of any degree predisposes to worse outcomes, such as more severe respiratory involvement, ICU admissions, need for mechanical ventilation and mortality. Further, COVID19 infection has been associated with the development of new-onset hyperglycemia and diabetes, and worsening of glycemic control in pre-existing diabetes, due to direct pancreatic damage by the virus, body’s stress response to infection (including cytokine storm) and use of diabetogenic drugs such as corticosteroids in the treatment of severe COVID19. In addition, public health measures taken to flatten the pandemic curve (such as lockdowns) can also adversely impact persons with diabetes by limiting their access to clinical care, healthy diet, and opportunities to exercise. Most antidiabetic medications can continue to be used in patients with mild COVID19 but switching over to insulin is preferred in severe disease.

Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results

2017 ◽  
Vol 36 (4) ◽  
pp. 467-476
Author(s):  
Tina J. Hall ◽  
Lori K. Hicklin ◽  
Karen E. French
Keyword(s):  
Middle School ◽  
South Carolina ◽  
Teacher Training ◽  
Physical Education ◽  
Student Performance ◽  
School Characteristics ◽  
Health Related ◽  
Education Indicators ◽  
The Relationship ◽  
Health Related Fitness

Purpose:To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.Method:Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.Results:Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.Discussion/Conclusion:This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.

FEATURES OF PHYSICAL EDUCATION OF CHILDREN WITH DISABILITIES

2020 ◽  
Author(s):  
Ekaterina Olegovna Tumanovskaya ◽  
Keyword(s):  
Physical Education ◽  
Children With Disabilities ◽  
Social Processes ◽  
Adaptive Physical Education ◽  
Relationship Of ◽  
The Relationship

The article considers the relationship of physical education of children with disabilities to the degree of socialization in social processes, describes the features of adaptive physical education, describes the game method as the most used in the physical education of children with disabilities

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