The Effectiveness of Mentoring-Based Professional Development on Physical Education Teachers’ Pedometer and Computer Efficacy and Anxiety

The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers’ efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors’, protégés’, and control groups’ scores revealed a significant interaction for computer efficacy, indicating that both mentors and protégés significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers.

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The Influence of Professional Development on Teachers’ Psychosocial Perceptions of Teaching a Health-Related Physical Education Curriculum

Journal of Teaching in Physical Education ◽

10.1123/jtpe.27.3.292 ◽

2008 ◽

Vol 27 (3) ◽

pp. 292-307 ◽

Cited By ~ 19

Author(s):

Pamela Hodges Kulinna ◽

Nate McCaughtry ◽

Jeffrey J. Martin ◽

Donetta Cothran ◽

Roberta Faust

Keyword(s):

Professional Development ◽

Physical Education ◽

Behavioral Control ◽

Psychological State ◽

Physical Education Teachers ◽

Perceived Behavioral Control ◽

Education Curriculum ◽

Psychological Constructs ◽

Health Related ◽

The Impact

The impact of a yearlong professional development intervention on physical education teachers’ psychosocial perceptions was investigated. Experienced mentor teachers (n = 15) were paired with inexperienced protégé teachers (n = 15) who helped them learn how to teach a health-related physical education curriculum (i.e., the Exemplary Physical Education Curriculum). Using the theory of planned behavior as the guiding theory, it was hypothesized that teachers would experience favorable increases in various psychological constructs (e.g., attitude) and variables reflecting the social culture of their schools (e.g., administrator’s perceptions) as compared with control teachers (n = 17). A variety of statistically significant main and interaction effects with mean scores in expected directions were found. In general, mentors and protégés developed a more positive view of their own psychological state (e.g., perceived behavioral control) and of the immediate school social environment (i.e., support from administrators and fellow teachers). The significant results, combined with meaningful effect sizes, supported the effectiveness of this intervention.

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Effects of neuro-linguistic programming course on job stress, positive organizational behavior and job motivation in physical education teachers

Pedagogy of Physical Culture and Sports ◽

10.15561/26649837.2020.0302 ◽

2020 ◽

Vol 24 (3) ◽

pp. 111-117

Author(s):

M.R. Anjomshoa ◽

Y. Fahim Devin ◽

M.R. Esmailzadeh ◽

M. Keshtidar

Keyword(s):

Physical Education ◽

Organizational Behavior ◽

Job Stress ◽

Repeated Measures ◽

Physical Education Teachers ◽

Control Group ◽

Positive Organizational Behavior ◽

Statistical Population ◽

Job Motivation ◽

Statistical Sample

Purpose: The purpose of this study was to investigate the effects of a neuro-linguistic programming course on job stress, positive organizational behavior and job motivation among physical education teachers of Khorasan Razavi province of Iran. Material: The statistical population of the study consisted 150 physical education teachers of Khorasan Razavi province. 40 physical education teachers were selected as statistical sample. At first, the questionnaires of job stress of Steinmetz (2002), Luthans Psychological Capital questionnaire (2007) and Hackman job motivation questionnaire (1976) were administered to the subjects and then the subjects received the presented protocol. At the end of the course questionnaires were re-presented. Data were analyzed using repeated measures ANOVA and Bonferroni post hoc test at 5% error level. Results: The results showed that neuro-linguistic programming had a significant increase in job motivation and positive organizational behavior and a significant decrease in teachers' job stress (P<0.001). There was no significant change in job motivation, positive organizational behavior and job stress in the control group (P <0.05). Conclusions: According to the findings, it can be concluded that to increase the job motivation, these course can be used and affect the motivation and job stress of the employees.

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An Educational Initiative for Dubai School Nurses and Physical Education Teachers on the Management of Traumatic Dental Injuries

The Journal of School Nursing ◽

10.1177/1059840518780306 ◽

2018 ◽

Vol 35 (5) ◽

pp. 359-366 ◽

Cited By ~ 4

Author(s):

S. Al Sari ◽

M. Kowash ◽

I. Hussein ◽

M. Al-Halabi

Keyword(s):

Physical Education ◽

Emergency Management ◽

Repeated Measures ◽

Knowledge Score ◽

School Nurses ◽

Physical Education Teachers ◽

Tooth Avulsion ◽

Traumatic Dental Injuries ◽

Dental Injuries ◽

The Impact

The aim of this study was to assess the knowledge of school nurses and physical education teachers (SN and PE teachers) about the emergency management of traumatic dental injuries (TDIs) in schools and to measure the impact of education on their knowledge. A longitudinal prospective study based on a questionnaire survey completed by 68 SN and PE teachers at three time periods (prior to, immediately after, and 3 months-post-educational intervention). Pre- and post t-test and repeated measures (analysis of variance) were used to compare the three group means for the same participants ( p < .05 was considered significant). Significant improvement in the knowledge score among participants was observed between the initial survey to immediately after the educational session and to 3 months after ( p = .047). Significant improvement in the choice of immediately seeking attention after tooth avulsion was observed ( p = .001). The initial knowledge deficiency about the emergency management of TDIs among SN and PE teachers was improved and sustained.

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EFFECT OF EXERCISE GAMES ON THE PHYSICAL DEVELOPMENT OF MALE 5–6-YEAR-OLD STUDENTS AT PRESCHOOLS IN DONG THAP, VIETNAM

European Journal of Physical Education and Sport Science ◽

10.46827/ejpe.v7i3.3901 ◽

2021 ◽

Vol 7 (3) ◽

Author(s):

Nguyen Hung Dung ◽

Nguyen Toan Nang ◽

Nguyen Quang Vinh

Keyword(s):

Preschool Children ◽

Physical Education ◽

Physical Fitness ◽

Physical Development ◽

Control Group ◽

Fitness Level ◽

School Year ◽

And Control ◽

The Impact ◽

Experimental Group

The study aims at examining the impact of exercise games on preschool children’s physical development. The study took place in the school year 2018-2019 in Dong Thap, Vietnam. A total of 133 male preschool children aged from 5-6 years old from four public kindergartens took part in the study and were distributed in experimental group and control group. 30 exercise games were employed as the implementation tools. Although the physical fitness of both groups increased after the treatment, the physical fitness level of the experimental group gained higher improvement than that of the control group. The results indicate that the exercise games are effective in physical education in general and in improving children’s physical fitness in particular. Article visualizations:<img src="/-counters-/edu_01/0854/a.php" alt="Hit counter" />

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IMPLEMENTATION OF SWIMMING CLASSES IN THE PHYSICAL EDUCATION SYSTEM OF NON-PROFILED UNIVERSITIES AND THEIR IMPACT ON STUDENT BODIES

SCIENCE AND SPORT: current trends ◽

10.36028/2308-8826-2020-8-1-122-127 ◽

2020 ◽

Vol 8 (1) ◽

pp. 122-127

Author(s):

Nailya Ishmukhametova ◽

Sergey Ilin ◽

Ruslan Garifullin

Keyword(s):

Physical Education ◽

Physical Fitness ◽

Health Indicators ◽

Expert Assessment ◽

Control Group ◽

Student Health ◽

Control Groups ◽

Training Strategy ◽

And Control ◽

The Impact

Purpose: to study the impact of swimming classes in a non-profiled university on the health potential and physical fitness of students. Methods and organization of research: standard methods of research of student health indicators, educational testing, questionnaire, expert assessment, observation, mathematical processing of research outcomes. The study involved 40 male students aged 18±1 years of the 1st and 2nd years of study of Kazan State University of Architecture and Civil Engineering, without health restrictions. The participants were divided into experimental and control groups with 20 people in each group. Research results and discussion. At the beginning of the first semester, we identified the indicators of cardiovascular, respiratory system and physical fitness of students. During next four semesters, students of the control group participated in practical classes on the traditional program of physical education for a major group of university students (twice a week for two hours). Students in the experimental group had one traditional class and one swimming class per week. At the end of the fourth semester, we reassessed previously studied indicators for the students in experimental and control groups and compared the outcomes. Conclusion. The research revealed that the implementation of swimming classes in physical education programs of non-profiled universities even in small volumes (once a week for 2 hours) result in the improvement of indicators of student health potential and physical fitness. In particular, the suggested training strategy provided the improvement of the following indicators: cardiovascular indicators according to the Ruthier test and orthostatic test by 18.4% and 21.3% respectively, respiratory indicators according to the Shtange and Genchi test – by 9.1% and 12.5%, physical fitness indicators for the sit-up exercise – by 22.8%, for the push-up exercise – by 15.6%.

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EDUCATING MEDICAL STUDENTS IN COUNSELLING OLDER ADULTS ABOUT EXERCISE: THE IMPACT OF A PHYSICAL ACTIVITY MODULE

Journal of Frailty & Aging ◽

10.14283/jfa.2017.44 ◽

2017 ◽

pp. 1-7

Author(s):

A.D. JADCZAK ◽

K.L. TAM ◽

R. VISVANATHAN

Keyword(s):

Physical Activity ◽

Medical Students ◽

Older People ◽

Medical School ◽

Repeated Measures ◽

Geriatric Medicine ◽

Perceived Competence ◽

Control Group ◽

And Control ◽

The Impact

Background: Exercise courses during medical school contribute to medical students’ confidence in promoting physical activity to their patients. However, there is still a lack of uniform physical activity education across medical school curricula to equip medical students with the necessary skills and knowledge to counsel their patients about exercise. Objective: To determine the effects of a 1.5-hour physical activity module including a one-hour exercise tutorial combined with a 30-minute practical counselling session on senior medical students’ perceptions of the importance of exercise and their perceived competence in advising older people about exercise. Design: Pre-post survey. Setting: University campus. Participants: 161 senior medical students taking part in the Queen Elizabeth Hospital Geriatric Medicine course in 2015 (control group) and 2016 (intervention group). Measurement: The modified Exercise and Physical Activity Competence Questionnaire (EPACQ) was administered before and after a 4.5-week Geriatric Medicine Course. Scores ranged from 1 (not important or competent) to 6 (very important or competent). The independent T-Test and repeated-measures ANOVA was used to determine differences between intervention and control group. Results: Medical students perceived exercise-related skills to be highly important (score ≥4) in both the intervention (4.85 ± 0.37) and control group (4.78 ± 0.67), pre-course. The overall perceived importance could not be significantly increased by the physical activity module (P=0.082). The physical activity module, however, improved medical students’ perceived competence in six out of ten exercise-related skills, and increased their overall perceived competence in counselling older people about exercise (P<0.001). Conclusion: A 1.5-hour physical activity module improves senior medical students’ perceived competence in counselling older people about exercise. This research proves that little teaching space is needed to impact positively on medical students’ exercise counselling abilities.

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Motor Learning of a cognitive-motor task after stroke

Revista Brasileira de Educação Física e Esporte ◽

10.11606/issn.1981-4690.v34i1p1-9 ◽

2020 ◽

Vol 34 (1) ◽

pp. 1-9

Author(s):

Camila Torriani-Pasin ◽

Gisele Carla dos Santos Palma ◽

Cristiane Matsumoto Jakabi ◽

Cinthya Walter ◽

Andrea Michele Freudenheim ◽

...

Keyword(s):

Test Performance ◽

Repeated Measures ◽

Transfer Test ◽

Motor Task ◽

Maze Learning ◽

Experimental Stroke ◽

Control Group ◽

Dependent Variables ◽

And Control ◽

The Impact

The aim of this study was investigated a maze learning in stroke individuals. Forty participants assigned into two groups: experimental (stroke participants; n = 20) and control (neurologically healthy participants; n = 20). The study involved an acquisition phase, a transfer test, and a short-and longterm retention tests. The task consisted in complete a maze, with paper and pen, in the shortest time possible. The dependent variables were execution time and error. Data were analyzed with an Anova- two way with Repeated Measures for these variables. Results showed learning for both groups, but with the experimental group having worse performance compared to control group mainly related error. It was also seen the impact promoted in the task has impaired both groups in the transfer test performance.

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An Intensive Study of a Systematic Teacher Training Model in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.4.1.3 ◽

1984 ◽

Vol 4 (1) ◽

pp. 3-16 ◽

Cited By ~ 1

Author(s):

Ron E. McBride

Keyword(s):

Teacher Training ◽

Physical Education ◽

Teacher Effectiveness ◽

Repeated Measures ◽

Teacher Education Program ◽

Training Model ◽

Physical Education Teachers ◽

Control Group ◽

Program Step ◽

Experimental Group

This study sought to reduce the practical concerns of six preservice physical education teachers in the Stanford Teacher Education Program (STEP) through adoption of the first six components of the Systematic Teacher Training Model. The study also sought to examine the degree to which teacher effectiveness might be enhanced as a result of this systematic teacher training program. The study employed an intensive experimental approach emphasizing repeated measures over time and an intervention. A multiple baseline ABABA design (“A” indicating the baseline measures and “B” the experimental time periods) was used. The teachers were matched by concerns and randomly assigned to either the experimental group or the control group. The analysis indicated that the teachers assigned to the experimental group employing the systematic treatment showed a significantly greater trend toward reduction of teaching concerns and overall increases in observed teacher effectiveness.

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Opinions of the Physical Education Teachers about the Effect of Peer Education and Physical Activity Cards’ Usage on the Student Skills

Journal of Education and Learning ◽

10.5539/jel.v8n1p172 ◽

2018 ◽

Vol 8 (1) ◽

pp. 172

Author(s):

Mustafa Karadağ ◽

Yüksel Savucu ◽

Resul Ağırtaş ◽

Gülbin Eskiyecek

Keyword(s):

Physical Activity ◽

Physical Education ◽

Quantitative Data ◽

Peer Education ◽

Skill Learning ◽

Physical Education Teachers ◽

Control Group ◽

Significant Difference ◽

And Control ◽

Experimental Group

The purpose of this study was to determine the opinions of the physical education teachers about the effect of peer education and physical activity cards’ usage on the student skills. Physical education teachers used a questionnaire to follow the students through observation. One-hundred-twenty secondary school students in 2015-2016 semester in Elazığ participated to the study. The students in the sample group were divided into two 30-person groups and control group and experimental group were constituted. The formed groups were taught lessons by means of Physicak Activity Cards for 4 weeks. At the end of the four-week course period, opinions about peer education were obtained through individual and focus group interviews with the experimental and control group students. In addition, “Skill Learning Observation Forms” prepared by researchers and experts were also applied. In the analysis of the data, for qualitative dimension, descriptive analysis, for quantitative data, percentage, frequency, for repetitive measurements, t test and one-way variance analysis were used. The SPSS 22 package program was used for the analysis of the quantitative data. The quantitative data were explained through tabulation. Again, the data obtained from observation forms were presented in the form of tables with their frequency and percentage values. Themes were obtained by coding the qualitative data. When the influence of the physical activity cards on the students’ attitudes toward the class is considered, a significant difference was attained in the common effect of the experimental group. According to this result, the education received by the students in the experimental and control groups led to a significant difference in favor of the last-test at the pre- and post-program attitude levels. However, it was determined that being in different groups did not lead to a significant difference in students’ attitude scores. When we examined the student opinions about the cards, the most of the students expressed the opinions that teaching lessons through cards created difference in the classes and increased their participation in the class. It was also enhanced their exercise skills and self-confidence. They did not have difficulty while applying the cards, they led them to act in coordination, and they rendered the class more enjoyable.

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Efektivitas Psikoedukasi untuk Peningkatan Literasi Depresi

Gadjah Mada Journal of Professional Psychology (GamaJPP) ◽

10.22146/gamajpp.48585 ◽

2019 ◽

Vol 5 (1) ◽

pp. 26

Author(s):

Omar Syarief Natasubagyo ◽

Sri Kusrohmaniah

Keyword(s):

Treatment Group ◽

Interaction Effect ◽

Significant Interaction ◽

Multiple Choice ◽

Control Group ◽

Significant Interaction Effect ◽

Mixed Anova ◽

Depression Literacy ◽

Mean Differences ◽

And Control

This study aimed to see the effectivity of psychoeducation to increase the depression literacy. It was hyphotesized that psychoeducation might increase depression literacy in treatment group higher than control group. Using randomized pretest and posttest control group experiment design and multiple choice depression literacy test to obtain data, 35 participants consisted of non-psychology/medicine student with age ranging from 18 – 24 years old were randomly placed at treatment and control group. Using Mixed ANOVA to analyze the data, the results showed non-significant effect of group (F = 1.965; p = 0.171). However, there was significant interaction effect (F = 8.665; p = 0.006). Mean differences was higher in treatment group at 4.688 compared to control group at 1.684. This showed that psychoeducation increase depression literacy, with higher enhancement at treatment group. Thus, the hypothesis of the study was accepted

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