The Effects of Enthusiasm Training on Selected Teacher and Student Behaviors in Preservice Physical Education Teachers

1984 ◽  
Vol 4 (1) ◽  
pp. 64-76 ◽  
Author(s):  
Cynthia Carlisle ◽  
D. Allen Phillips
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Rating Scale ◽  
Assessment Instrument ◽  
Control Group ◽  
Student Behaviors ◽  
School Students ◽  
Trained Teachers

Teacher enthusiasm has long been considered an important part of the teaching process. However, empirical verification of enthusiasm as an indicator of teaching effectiveness is somewhat sparse. One problem is with measuring that complex variable, while another problem has been determining what to correlate it with to allow it to surface as such an indicator. Twenty-four preservice teachers participated in this study to determine the differences in teacher and student behavior between the levels of enthusiasm in trained and untrained teachers. The experimental group was given 6 hours of enthusiasm training whereas the control group received no such training. Both groups taught a 30-minute Experimental Teaching Unit (ETU) to a total of 120 middle-school students. The observation instrument in this study was the Physical Education Teaching Assessment Instrument (PETAI), while the Collins Enthusiasm Rating Scale was used to measure the teachers’ enthusiasm. The trained teachers received much higher ratings in enthusiasm during their ETU lessons and were significantly better on three of the PETAI items. The students of the trained teachers also had higher skill achievement gains over their counterparts under the untrained teachers.

scholarly journals The Resilience Journal: Exploring the Potential of Journal Interventions to Promote Resilience in University Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Max S. Lohner ◽  
Carmela Aprea
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Expressive Writing ◽  
Rating Scale ◽  
Future Research ◽  
Control Group ◽  
School Students ◽  
Daily Monitoring ◽  
External Threats ◽  
Resilience Intervention

Given the prevalence of mental health issues among university students, they must be regarded as a vulnerable population. Resilience interventions offer one potential means of strengthening students’ capacity to overcome academic challenges and external threats. This is all the more urgent in light of the additional difficulties caused by the current COVID-19 pandemic, such as the demands of remote learning. The present study is a first step toward designing and evaluating an appropriate dynamic resilience intervention for students. The design of the Resilience Journal intervention draws on insights from expressive writing and positive writing research and focuses on reflection on daily challenges. In this online intervention, 100 business school students (66% female, Mage = 23.74) at a German university were randomly assigned to two groups and completed two different versions of the Resilience Journal for 5 days. The two versions focused, respectively on broadening attention to challenges and priming attention to mastered challenges. In a pre-post design, two resilience measures and one measure of life satisfaction were used to assess intervention outcomes. Additionally, a newly developed rating scale was used for daily monitoring of dynamic resilience. While both groups showed a significant increase in resilience as measured by the Brief Resilience Scale, that increase could not be attributed directly to the intervention, as there were no group differences, and the design did not include a control group. The other resilience and life satisfaction measures showed no significant change. This first implementation confirms the potential of the Resilience Journal and indicates directions for the development of dynamic resilience interventions and measures in future studies. To further study the potential of such a positive psychology intervention, future research necessitates the inclusion of control groups.

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

An Intervention to Promote Adherence to Glasses Wearing Among Urban Public Elementary School Students: Associations With Classroom Behavior

2020 ◽  
pp. 105984052096364
Author(s):  
Tania M. Haag ◽  
Gabriela Calderon Velazquez ◽  
Tresa Wiggins ◽  
Paul Spin ◽  
Sara B. Johnson ◽  
...  
Keyword(s):  
Elementary School ◽  
Academic Engagement ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Rating Scale ◽  
School Students ◽  
Public Elementary School ◽  
Behavior Rating Scale ◽  
Before And After ◽  
Direct Behavior Rating

Glasses wearing at school remains low even when glasses are provided. This study investigated whether a classroom intervention to promote glasses wearing was associated with increased glasses wearing and improved classroom behavior. A pretest, posttest design was implemented with 44 students in Grades 1–4 at an urban public elementary school. Over 5 weeks, teachers encouraged eyeglass wearing through a classroom tracker, verbal reminders, and incentives. Glasses wearing and student behavior were monitored using the Direct Behavior Rating Scale of academic engagement and behavior for 13 weeks, including 4 weeks before and after the intervention. Glasses wearing increased from 56% to 73% (95% confidence interval [CI] = [0.08, 0.26]) in the first 2 weeks of the intervention, but not after a spring recess. The intervention was associated with significantly improved academic engagement (4.31%, 95% CI [2.17, 6.45]), respect (3.55%, 95% CI [1.77, 5.34]), and disruption (−4.28%, 95% CI [−6.51, −2.06]) compared to baseline. Higher academic engagement and disruption persisted 4 weeks after the intervention ended. A classroom-based glasses tracking and incentive system is associated with improved eyeglass wearing and classroom behavior among elementary students. A longer term randomized trial is needed to confirm these promising results.

scholarly journals UPAYA PENINGKATAN KECERDASAN EMOSI SISWA SEKOLAH DASAR MELALUI PENDIDIKAN JASMANI HARMONI

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Eunike R. Rustiana
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Primary School ◽  
Cognitive Theory ◽  
Intervention Group ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Positive Attitudes ◽  
Before And After

Abstrak: Penelitian ini bertujuan untuk mendapatkan bukti bahwa Pendidikan Jasmani Harmoni efektif meningkatkan kecerdasan emosi siswa SD. Penelitian ini berdasar pada teori kognitif sosial dari Bandura. Materi Penjas Harmoni terdiri atas permainan, olahraga, dan tarian masal (tari Saman). Subjek penelitian adalah siswa kelas V enam SDN yang berbeda, dengan tiga kelas sebagai kelompok intervensi yang diajar penjas Harmoni, dan tiga kelas sebagai kelompok kontrol yang diajar penjas reguler. Perlakuan berlangsung selama 14 kali pertemuan. Kecerdasan emosi diukur sebelum dan sesudah perlakuan dengan Skala Perasaan modifikasi dari Bar-On EQ inventory. Hasil penelitian menunjukkan nbahwa Penjas Harmoni efektif meningkatkan kecerdasan emosi siswa SD, yaitu kecakapan intrapersonal, interpersonal, penyesuaian diri, pengelolaan stres, dan sikap positif. Tidak ada pengaruh jenis kelamin, namun ada pengaruh bersama antara tingkat akreditasi sekolah dan jenis perlakuan terhadap peningkatan kecerdasan emosi. Penjas Harmoni disarankan untuk dipakai guruguru penjas SD di Semarang guna melengkapi KTSP 2006. Kata Kunci: Pendidikan Jasmani Harmoni, kecerdasan emosiEFFORTS TO INCREASE THE EMOTIONAL INTELLIGENCE OF PRIMARY SCHOOL STUDENTS THROUGH HARMONY PHYSICAL EDUCATIONAbstract: This study is aimed to ascertain the effectiveness of Harmony Physical Education (HPE) program to increase primary school students’ emotional intelligence (EI). This study is based on Bandura’s social cognitive theory, The material of HPE is consist of games, sports, and group dance(Saman Dance). The subjects of the study were fifth grade students from different Public Elementary Schools. They were randomly assigned into control group (three classrooms) who received regular PE program, and intervention group (another three classrooms) who received HPE program. The treatment was conducted in 14 weeks. Emotional intelligence was assessed before and after the treatment using Emotional Scale that was modified from Bar-On EQ inventory. The results show that HPE Program is effective in increasing primary school students’ Emotional Intelegency which consists of intrapersonal, interpersonal, self adjustment, stress management, and positive attitudes. There were no gender role, but there is a relation between school acreditation level and the treatment used towards the improvement of emotional intelegency. Harmony Physical Education is recommended to be used by teachers in semarang as a supplement for KTSP 2006Keywords: harmony physical education, emotional intelligence 

scholarly journals EVALUATION OF A SPORTS-SPECIFIC APPROACH IN PHYSICAL EDUCATION OF SECONDARY SCHOOL STUDENTS WITH HEALTH-RELATED ISSUES

2020 ◽  
Vol 20 (2) ◽  
pp. 132-138
Author(s):  
L Parfenova ◽  
G Glazkova ◽  
E Gerasimov
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
The Body ◽  
Control Group ◽  
School Students ◽  
Specific Approach ◽  
Health Related ◽  
Physical Abilities ◽  
Experimental Group

Aim. The article deals with the evaluation of experimental methods in the physical education of students with different nosologies based on a sports-specific approach. Materials and methods. The study involved 90 secondary school students (grades 5–6) with health-related issues. In the experimental group (EG, n = 45), training sessions were conducted according to the deve­loped program that included volleyball and Russian lapta elements. In the control group (CG, n = 45), students were engaged in traditional activities for students of the special medical group (SMG). During the experiment, physical development, functional status, adaptive abilities, physical fitness, and physical education competencies were evaluated. Results. At the end of the experiment, the students of the experimental group showed a significant increase in the functional capacity of the body. The Shapovalova Index in EG improved by 8.90–21.70%, in CG – by 0.20–7.80%; the Ruffier Index in EG improved by 21.30–29.10%, in CG – by up to 7.80%. Moreover, students in EG had a more significant development of strength and coordination abi­lities than in CG. Conclusion. The experimental technique in physical education of secondary school students contributed to the development of physical abilities, health, and physical education competencies in participants.

scholarly journals The Effect of Human Relations and Communication Lesson on Eloquent Speaking Skill

2021 ◽  
Author(s):  
Meryem Altun Ekiz
Keyword(s):  
Physical Education ◽  
Rating Scale ◽  
Control Group ◽  
Group Model ◽  
Human Relations ◽  
Skill Scores ◽  
Significant Difference ◽  
Before And After ◽  
Speaking Skill ◽  
Speaking Skills

In this study, the effect of human relations and communication lessons on eloquent speaking skills was examined by using the pretest-posttest control group model. 96 students studying at Hatay Mustafa Kemal University School of Physical Education and Sports participated in the research voluntarily in the spring semester of 2020-2021. The data were collected during the oral presentations made in the human relations and communication lesson with the Rating Scale to Assess Speaking Skills for Turkish Native Speakers developed by Bozkurt and Arıca-Akkök (2019). Descriptive statistics were used to determine the level of speaking skills of physical education teacher candidates before and after speaking practices, and their standard deviation and arithmetic mean scores were examined. Wilcoxon Signed-Ranks Test was applied to determine whether there was a significant difference in speaking skill scores before and after the lesson. According to the research findings; while the pretest averages of the experimental group students were lower than the control group, their posttest averages were higher than the control group. It was determined that there was a significant difference between the scores of the students participating in the study before and after the experiment from the speaking skills observation form, and when the mean rank and totals of the difference scores were taken into account, it was seen that this difference was in favor of the positive ranks, that is, the posttest score. It was determined that there was no significant difference between the pre-test and post-test scores obtained from the speaking skills observation form of the students participating in the study in the control group.

scholarly journals Validating a problem-based learning process assessment tool in a Nepalese medical school

2017 ◽  
Vol 4 (2) ◽  
pp. 65-72
Author(s):  
Shambhu Kumar Upadhyay ◽  
Shital Bhandary ◽  
Satish Raj Ghimire ◽  
Babu Raja Maharjan ◽  
Ira Shrestha ◽  
...  
Keyword(s):  
High School Students ◽  
Cognitive Skills ◽  
Rating Scale ◽  
Assessment Tool ◽  
Problem Based Learning ◽  
Process Assessment ◽  
Student Behaviors ◽  
School Students ◽  
Point Rating Scale ◽  
Valid Instrument

Introductions: The newly established Patan Academy of Health Sciences (PAHS) has incorporated the measurement of non-cognitive skills and behaviors into the summative assessment in the setting of problem based learning (PBL). This study was conducted to validate a PBL process assessment tool for PAHS. Methods: A list of 72 items of student behaviors observable in PBL tutorials was compiled from literature review. They were categorized under ten broad dimensions consistent with predefined PAHS Graduate Attributes. A series of PBL project committee meetings and expert inputs refined the list of 72 items to 47 and categorized them under eight dimensions. These 47 items, each with a 4-point rating scale, formed the Tutor Assessment of Student Tool (TAS-Tool). Twenty-four trained faculty members used the TAS-Tool to evaluate the performance of 41 senior high school students in PBL tutorials. Results: The internal-consistency of the TAS-Tool was very high (Cronbach’s α = 0.954). Removal of two inconsistent items further increased it to 0.975. Principal components analysis with varimax rotation applied to the remaining 45 items gave seven components and explained 69.47% of the variation between the components. These seven components (% variation) were: Immersed in the Tutorial Process (20.16%); Professional (12.71%); Communicator and Team Leader (11.25%); Critical Thinker (8.77%); Reflector (6.22%); Creative (5.95%), and Sensitive (4.41%). Conclusions: TAS-Tool was found to be reliable and valid instrument deemed applicable in formative PBL process assessment at PAHS starting with the pioneer cohort of medical students. Further validation of TAS-Tool through longitudinal study with PAHS students is required for summative purpose.

scholarly journals Effect of a strength and stretching program, combined or isolated, on active flexibility in physical education setting. A pilot study

2020 ◽  
Vol 2 (2) ◽  
pp. 6-13
Author(s):  
Miguel Angel Perera Zurita
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Time Allocation ◽  
Intervention Program ◽  
Wilcoxon Test ◽  
Control Group ◽  
School Students ◽  
Post Intervention ◽  
Effective Development

Introduction. The purpose of this study was to examine the effects of a two-session-per-week strength and stretching program, on sit and reach score, among high-school students in the physical education setting. Methods. A sample of 75 high-school students (26 girls and 49 boys) aged 12-14 years from four classes were clustered and randomly assigned to a stretching group (n = 21), a strengthening group (n = 18), a strengthening + stretching group (n = 20) or a control group (n = 16). During physical education classes, the experimental students performed a 1-minute stretching, a 1-minute strengthening or a 1-minute strengthening + 1-minute stretching program twice a week a total of 20 weeks. Control students performed the same physical education classes, but they did not follow any strength and/or stretching program. Active flexibility (estimated by the classic sit-and-reach test) was assessed at the beginning and at the end of the intervention program. Results. The Wilcoxon test results showed that students that performed a combined strengthening and stretching program increased statistically significantly their active flexibility levels from pre-intervention to post-intervention (∆ = 1.8 ± 3.2 cm; p < 0.05). However, for students that performed an isolated) program and control group students statistically significant differences were not found (strengthening group, ∆ = 0.6 ± 0.7 cm; stretching group, ∆ = 0.3 ± 2.3 cm; control group, ∆ = 0.7 ± 1.5 cm; p > 0.05). Conclusions. Since in physical education many curricular contents need to be developed each academic year and the subject is also restricted by its limited curriculum time allocation, teachers could improve students’ flexibility combining stretching and strength workout. Therefore, in addition to the improvement of students’ flexibility levels, this intervention program might permit regular development of other physical education curricular contents. This knowledge could help and guide teachers to design programs that guarantee a feasible and effective development of flexibility in the physical education setting.

scholarly journals Clarifying the influence of sport education on basic psychological need satisfaction in high school students

Motricidade ◽  
2018 ◽  
Vol 14 (2-3) ◽  
pp. 48-58 ◽  
Author(s):  
Rafael Burgueño ◽  
Belén Cueto-Martín ◽  
Esther Morales-Ortiz ◽  
Payla Cristina Silva ◽  
Jesus Medina-Casaubón
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Group Analysis ◽  
Need Satisfaction ◽  
Control Group ◽  
Sport Education ◽  
School Students ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

Based on Self-Determination Theory, this research aimed to examine la influence of Sport Education on basic psychological need satisfaction in the sport teaching-learning process that takes place in Physical Education. The participants were 44 high school students (22 men and 22 women; Mage = 16.32, SDage = 0.57) and 2 Physical Education pre-service teachers. The design was a quasi-experimental study with, a priori, non-equivalent control group using pre- and post- intervention measures and intra- and inter- analyses. The intervention consisted of 12 basketball sessions both for the experimental group (n = 22), which developed Sport Education, and for the control group (n = 22), which developed the traditional teaching. The results showed that Sport Education significantly improved the levels of autonomy, competence and relatedness need satisfaction in the inter-group analysis and in the intra-group analysis. In its conclusion, the suitability of Sport Education to contribute developing students’ basic psychological need satisfaction in the sport teaching-learning process in Physical Education was indicated.

scholarly journals Health Education Media “Smart with Your Foods” Increasing Selection of Foods Knowledge for Elementary School Students

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Rita Patriasih
Keyword(s):  
Elementary School ◽  
Health Education ◽  
Elementary School Students ◽  
Student Behavior ◽  
Design Research ◽  
Control Group ◽  
Healthy Foods ◽  
Research Subjects ◽  
School Students ◽  
Selection Of

The importance of the application of healthy behaviors in elementary schools need serious attention. Results of a preliminary study revealed the low student behavior, especially on the selection of healthy foods. Efforts to do one of them by conveying this information by using the right media health education. This study aimed to increase the knowledge of elementary school students through health education media "Smart with Your Foods". Implementation has been performed using a quasi-experimental design with non-equivalent control group pretest-posttest design. Research subjects are elementary school students. Respondents were divided into the experimental class and control class. This research reveals that "Smart with Your Foods" media effectively to enhance students' knowledge about the selection of healthy foods. Conclusion: This media is effective in improving the selection of foods knowledge for elementary school students

Sign in / Sign up

Export Citation Format

Share Document