scholarly journals Relationship Between Personal and Social Responsibility and the Roles Undertaken in Sport Education

2021 ◽  
Vol 40 (1) ◽  
pp. 76-85
Author(s):  
Eva Guijarro ◽  
Ann MacPhail ◽  
Sixto González-Víllora ◽  
Natalia María Arias-Palencia
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Elementary School Students ◽  
Personal Characteristics ◽  
Sixth Grade ◽  
Sport Education ◽  
School Students ◽  
Sixth Grade Students ◽  
Personal And Social Responsibility ◽  
The Impact

Purpose: To examine the impact of undertaking roles in Sport Education on responsibility levels of elementary school students. Method: Forty-one fifth- and sixth-grade students participated in a 15-lesson season. Students undertook five different roles into the Sport Education season and presented differing initial perceived responsibility scores. Results: Results in this study convey students’ responsibility improvements for both personal and social responsibility during a season of Sport Education. There are differences in students with low perceived responsibility depending on the role they undertake, whereas students with high perceived responsibility do not present any difference according to the role they perform. Conclusion: In the physical education context, the teachers have to consider the personal characteristics of the students in the process of mapping students to roles.

scholarly journals Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

2019 ◽  
Vol 16 (13) ◽  
pp. 2326 ◽  
Author(s):  
Manzano-Sánchez ◽  
Valero-Valenzuela ◽  
Conde-Sánchez ◽  
Chen
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Personal Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

2008 ◽  
Vol 27 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Weidong Li ◽  
Paul M. Wright ◽  
Paul Bernard Rukavina ◽  
Molly Pickering
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Intrinsic Motivation ◽  
Teaching Practice ◽  
Factor Model ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor ◽  
Personal And Social Responsibility

The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who completed the questionnaires. The results from a confirmatory factor analysis and internal consistency suggest the two-factor PSRQ is valid and reliable for assessing students’ perceptions of personal and social responsibility in physical education. The correlational analysis suggests that participants with higher levels of personal and social responsibility were likely to enjoy physical education more. An important implication for teaching practice is that, to encourage all individuals to be intrinsically motivated to participate in physical education, physical education teachers need to empower students with choices and voices, focus them on effort and self-direction in physical education, and create a respectful and caring learning environment.

scholarly journals Empathy, Awareness and Attitudes toward Violence among Elementary School Students

2020 ◽  
Vol 26 (2) ◽  
pp. 164-172 ◽  
Author(s):  
So Ra Kang ◽  
Haeryun Cho ◽  
Shin-Jeong Kim
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Violence Prevention ◽  
Elementary School Students ◽  
Sixth Grade ◽  
School Students ◽  
Attitudes Toward Violence ◽  
Sixth Grade Students ◽  
Data Collection Period ◽  
Collection Period

Purpose: The purpose of this study was to investigate empathy, awareness, and attitudes toward violence among elementary school students. Methods: The participants were 195 fifth and sixth grade students in Y elementary school. The data collection period was from June 24 to July 4, 2019. Results: Empathy scores significantly differed according to participants' gender and need for education on violence prevention. Attitudes towards violence (permissive and neglectful) significantly differed according to students' grade and need for education on violence prevention. Empathy was negatively correlated with permissive attitudes toward violence (r=-.26, <i>p</i><.001) and neglectful attitudes toward violence (r=-.24, <i>p</i>=.001). Conclusion: The results of this study are expected to be utilized as basic data for education on violence prevention through empathy.

scholarly journals The Impact of the Reverse Learning Strategy on the Achievement of Sixth Graders and the Development of Their Creative Thinking

2019 ◽  
pp. 280-290
Author(s):  
Adnan Hikmat ◽  
Nour Abdul Malik Naji
Keyword(s):  
Traditional Method ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Control Group ◽  
Flipped Learning ◽  
School Students ◽  
Sixth Grade Students ◽  
The Impact ◽  
Experimental Group

The aim of this study is to know (The Effect of Flipped Learning strategy in the Achievement of sixth grade students and the development of Their Creative Thinking). In order to achieve the objective of the study the two researchers depended on the experimental design, The sample of the study included (50) students of the AL- Smaha primary school students as (25) students for the first experimental group which studied according to the Flipped Learning strategy, and (25) students for the control group which studied depending to the traditional method, and it was qualified in the following variables (previous information, previous achievement, age). The test were prepared and it considered of (20) items as multi-choice type, and verifying its veracity by presenting it to group of experts and specialists, and verifying the veracity of the content by preparing test map. The reliability estimate was (0.82). The creative thinking test prepared too, which considered of (6) activates they were veracity and the reliability was (0.77). The results of the study showed: The students of the experimental group who studied according to the Flipped Learning strategy exceeded the students of the control group who studied according to the traditional method in both of the achievement test and the creative thinking test The researchers recommended several recommendations, including the need to adopting new teaching strategies. The study also suggested new scientific studies and other stages or other variables such as scientific thinking, developing critical thinking, the attitude towards the sciences.

scholarly journals Sport education model and self-determination theory

Kinesiology ◽  
2016 ◽  
Vol 48 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Ricardo Cuevas ◽  
Luis Miguel García-López ◽  
Jaime Serra-Olivares
Keyword(s):  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Control Group ◽  
Sport Education ◽  
School Students ◽  
Post Intervention ◽  
Physically Active ◽  
Education Model ◽  
The Impact

Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.

scholarly journals The Impact of Physical Education Learning on Healthy Life Style Knowledge of Elementary School Students

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Gita Febria Friskawati ◽  
Agus Santosa ◽  
Reza Sanjaya
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Elementary School Students ◽  
Life Style ◽  
Healthy Lifestyle ◽  
Dietary Habit ◽  
School Students ◽  
Healthy Life ◽  
Healthy Life Style ◽  
The Impact

Healthy lifestyle knowledge becomes a foundation that should be owned by elementary school students to improve their life wellbeing level in the future. This research aimed to find out the impact of Physical Education learning on the healthy life style knowledge of elementary school students. The research used an ex-post facto descriptive method on the population consisting of 112 grade six students of elementary public schools in Cimahi City. The samples of the study were 78 elementary students chosen through a convenience sampling technique. The instrument used was The Clean and Healthy Behavior Scale (TCHBS) with the reliability p=0.87. The data analysis used a descriptive percentage and one sample t-test on the SPSS 19.0 program. The result shows that the Physical Education instruction significantly affects the healthy life style knowledge of elementary school students, mostly on the student knowledge of dietary habit and physical activity.  The healthy lifestyle knowledge of elementary school students was not merely the responsibility of Physical Education teachers, but also their parents and surroundings. A further research is needed to examine the effectiveness of Physical Education program related to the school support and gender in improving knowledge as well as to implement the healthy lifestyle of the students.

scholarly journals Mobile Learning of Education Character based on Multicultural Value

2021 ◽  
Vol 13 (2) ◽  
pp. 1374-1382
Author(s):  
Yoyo Zakaria Ansori ◽  
Erik Santoso
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Elementary School Students ◽  
Mobile Learning ◽  
Sixth Grade ◽  
School Students ◽  
Sixth Grade Students ◽  
Before And After ◽  
Quasi Experimental ◽  
Data Collection Technique

This study aims to provide an understanding of character education based on multicultural values in elementary school students. The method used is quasi-experimental to see the changes that occur after using mobile learning in class VI SDN Kadipaten 1 Majalengka. The population and sample of the study were the sixth-grade students of SDN Kadipaten Majalengka in the 2020/2021 academic year. The data collection technique used a test that was used to determine the student's tolerance attitude. Based on the data processing and analysis results, it can be concluded that the attitude of tolerance needs to be given a good understanding at the level of elementary school students. It is because elementary school students are at a stage where imitation is very high. The "Smart-Ku" M-Learning application can be a facility in providing an understanding of tolerance. It is shown that the results of the study indicate that there are differences in tolerance attitudes before and after using the "Smart-Ku" M-Learning application.

A Longitudinal Study of Children’s Enjoyment of Physical Education

2003 ◽  
Vol 15 (2) ◽  
pp. 170-178 ◽  
Author(s):  
Judith J. Prochaska ◽  
James F. Sallis ◽  
Donald J. Slymen ◽  
Thomas L. McKenzie
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Elementary School Students ◽  
Generalized Estimating Equations ◽  
Sixth Grade ◽  
Older Children ◽  
School Students ◽  
Sports Teams ◽  
Organized Sports ◽  
Health Related

One mission of physical education (PE) is the promotion of enjoyable physical activity participation. PE enjoyment of 414 elementary school students (51% male, 77% Caucasian) was examined in a 3-year prospective study. Analyzed using Generalized Estimating Equations, PE enjoyment decreased significantly from the fourth to sixth grade (p < .001) and was lower among girls (p < .001) and students not in organized sports (p < .005). Ethnicity and body mass index were not significant predictors of PE enjoyment. Girls, older children, and those not on sports teams are especially dependent on PE as the setting for accruing health-related physical activity, and strategies are needed to enhance their PE enjoyment.

scholarly journals Evaluation of a Brief, School-Based Bullying Bystander Intervention for Elementary School Students

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Aida Midgett ◽  
Diana Doumas ◽  
Rhiannon Trull
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
Elementary School Students ◽  
Intervention Group ◽  
Sixth Grade ◽  
Group Differences ◽  
Control Group ◽  
School Students ◽  
School Based ◽  
Sixth Grade Students

This study evaluated a brief, bystander bullying intervention for elementary school students. Students in the intervention group reported an increase in knowledge and confidence to act as “defenders.” Students in the intervention group also reported an increase in self-esteem relative to the control group, although this finding was limited to sixth-grade students. The study found no group differences in sense of school belonging. This article discusses implications for school counselors.

Sign in / Sign up

Export Citation Format

Share Document