scholarly journals Students’ Perceptions of Physical Education Objectives

1987 ◽  
Vol 7 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Marybell Avery ◽  
Angela Lumpkin
Keyword(s):  
Physical Education ◽  
Principal Component ◽  
Good Health ◽  
Principal Component Factor Analysis ◽  
Exercise Science ◽  
Self Worth ◽  
Education Activity ◽  
And Gender ◽  
Participation Motives ◽  
The University

This study surveyed 2559 students enrolled in the physical education program at the University of North Carolina at Chapel Hill to determine which physical education objectives students considered to be most and least important and to assess if there were any differences based on gender and class in the responses. Descriptive statistics revealed that having fun, getting regular exercise, and keeping in good health and physical condition were most important. Providing vocational preparation, learning about human kinetics and exercise science, developing emotional stability, and developing self-realization were rated least important. Results of a principal component factor analysis with varimax rotation revealed that the 24 participation motives loaded on four factors: (a) self-worth, (b) physiological parameters, (c) social affiliation, and (d) lifetime use. ANOVAs on each factor revealed significant effects for class and gender on all the factors except the lifetime use factor. These findings extend those of Soudan and Everett (1981) and provide important information relative to class and gender as mediators of participation motives of students involved in a physical education activity program.

scholarly journals PREVIOUS EXPERIENCE OF UNIVERSITY STUDENTS IN PHYSICAL EDUCATION AT HIGH SCHOOL

2018 ◽  
Vol 1 ◽  
pp. 524
Author(s):  
Eleonora Šišlova ◽  
Andra Fernāte
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Principal Component ◽  
Theoretical Concept ◽  
Physical Activities ◽  
Previous Experience ◽  
Principal Component Factor Analysis ◽  
The Past ◽  
Youth Experiences ◽  
The University

Students in Latvia have a moderately positive attitude towards organized physical activity at the university, it has been formed in the past and is related to the previous experience in physical education gained at school. To promote student involvement in physical activities and changes in students’ attitude towards physical activity at the university, it is necessary to evaluate their previous experience in physical education acquired at school. The aim of the study is to evaluate of the psychometric properties of the Youth Experiences Survey for Sport (YES-S) (MacDonald et.al., 2012) for students of Latvia. Research methods: The Youth Experiences Survey for Sport (YES-S), Principal component factor analysis. Respondents: 265 students aged from 19 to 24 from four universities of Latvia. Some contradictions were identified between the theoretical basis of the YES-S instrument’s scale and the various criteria that can characterize experience in physical education. As a result, a five-factor structure was developed, which includes 19 items. The factor loads of the other 18 items indicated that these items were not compatible with the theoretical concept of the YES-S. 

scholarly journals Physical Education Activity Program Survey

1986 ◽  
Vol 5 (3) ◽  
pp. 185-197 ◽  
Author(s):  
Angela Lumpkin ◽  
Marybell Avery
Keyword(s):  
Physical Education ◽  
Spring Semester ◽  
Quality Of Instruction ◽  
Perceptions Of Students ◽  
Education Activity ◽  
And Gender ◽  
Test Requirements ◽  
The University ◽  
Individual Sports

This survey assessed the perceptions of students in the spring semester, 1984, about characteristics of and courses in the University of North Carolina’s Physical Education Activities Program and obtained their suggestions for changes in the program. Frequency data and percentages were reported for each response on the 64-item questionnaire along with analysis of the data by year in college and gender. The majority of students were generally to extremely satisfied with the overall program, evaluated the quality of instruction as above average or excellent, preferred 1-hour classes twice a week for one semester in the same activity, liked having a letter or pass/fail grading option, and supported the university’s two-course and swim-test requirements. Individual sports and fitness courses were the preferred offerings. Responses were consistent across years in college and gender.

Approaches on Physical Education Management and Sports Lessons

2018 ◽  
Vol 7 (4) ◽  
pp. 16-28
Author(s):  
Finichiu Marin
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Human Body ◽  
Physical Condition ◽  
Gifted Students ◽  
Sport Education ◽  
Education Management ◽  
Motor Experience ◽  
Education Activity ◽  
The University

Physical and sports education, as an institutionalized activity, involves choosing from the multitude and variety of exercises of the most effective and appropriate methods and forms that are based on perceptions, pedagogical, physiological and hygienic criteria according to age, sex and educational objectives. An unmistakable reality in the life of the university youth, physical education activity involves a multitude of manifestations and a large number of gifted students, willing to advance their physical condition, motor capacities and motor experience in current and systematic practice of the physical education lessons or through the organization system of the student sporting competitions. The practice of exercising has as its objective, regardless of the place, the way or the methods used, the learning, formation, consolidation or improvement of the concerned skills and motor skills. Physical and sport education addresses predominantly the physical education of the human body, but also establishes social links and culture between the participants. Physical and sport education lessons appear in different forms of organization, contributing to the increase of its emotional character, which in turn determines the development of creativity, the spirit of self-denial, of struggle, and of the team.

Are School Phobic Adolescents Overdependent?

1971 ◽  
Vol 119 (549) ◽  
pp. 167-168 ◽  
Author(s):  
Ian Berg ◽  
Ralph McGuire
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Reliability And Validity ◽  
Principal Component ◽  
Control Group ◽  
Supporting Evidence ◽  
Principal Component Factor Analysis ◽  
School Phobia ◽  
Factor I ◽  
The University

In this study, 42 school phobic youngsters aged 11 to 15 were investigated to find out if they were exceptionally dependent, particularly on their mothers, as had repeatedly been asserted in connection with similar cases, often without adequate supporting evidence of an objective nature (Berg, 1970). TheHighlands Dependency Questionnaire(H.D.Q.) was administered to their mothers around the time they were accepted for admission to an adolescent psychiatric in-patient unit. The Questionnaire had previously been found to measure at least two unrelated sorts of dependency, represented by a sociability factor (I) and an immaturity factor (III) with satisfactory reliability and validity; this emerged when a principal component factor analysis was performed on the results of applying it to the mothers of a randomly selected sample of 68 secondary school children from the general population, stratified for age, sex and social class (Berget al., 1971). Data on 14 variables was processed on the University of Leeds English Electric KDF9 computer, using a system of standard programmes (Hamiltonet al., 1965). In addition to the two setsof factorscores which were calculated using actual raw score weights, two corresponding sets ofsubscalescores were calculated using approximate raw score weights; correlations between factor and subscale scores in the control group had been found to be: r = ·87 for sociability and r = ·84 for immaturity (Berget al., 1971), whereas in 19 youngsters out of the school phobic group, looked at in another context, they were: r = ·51 for sociability (perhaps explained by a divergence between at least two tendencies which have different emphasis in the factor and subscale scores) and r = ·95 for immaturity. The criteria adopted for the diagnosis of school phobia had been given previously when 29 school phobic cases with similar clinical features were reported in some detail (Berget al., 1969).

scholarly journals Influence of power loads of a recreational orientation on the organism of student youth

2020 ◽  
pp. 93-96
Author(s):  
М. Koryukaev ◽  
A. Sobolenko
Keyword(s):  
Physical Education ◽  
Strength Training ◽  
Free Choice ◽  
Good Health ◽  
The Body ◽  
Physical Education Class ◽  
Class A ◽  
Education Class ◽  
The University ◽  
The Impact

The article reveals the features of power loads and their impact on the body of student youth. It was found that athletics is the most popular sport among student youth. The article reveals the influence of athletics on the body of students of higher education institutions in the process of physical education. The analysis of literature sources showed a tendency to the constant deterioration of the health of young people, reducing the motivation to engage in physical education. One of the ways to solve the problem of involvement in physical education is the free choice of forms of employment. That is, there is a need to introduce a system of attendance at a convenient time for students in the chosen specialization. The main popularity for girls is aerobics and fitness, and for boys athletic gymnastics. However, the introduction of this system leads to negative aspects of physical education classes for students in the curriculum, which affects the study of other disciplines. For example, after a physical education class, a student cannot quickly rebuild, get out of the excited state caused by emotions and physical stress of the class. Therefore, the task of physical training must be solved in the mandatory physical education classes held outside the university schedule in the afternoon. This is a direction of bodybuilding, based on the use of strength training complexes with different weights: barbells, dumbbells, dumbbells, exercise machines. It is a system of exercises that develops strength along with endurance, agility and some other physical qualities that promote good health. Over the last decade, studies have been conducted on the impact of recreational strength training.

Roberta J. Park: Paving the Sport History Highway While Saving Physical Education From a House Divided

2020 ◽  
pp. 1-6
Author(s):  
Patricia Vertinsky ◽  
Alison Wrynn
Keyword(s):  
Physical Education ◽  
Sports Medicine ◽  
The Body ◽  
Biomedical Sciences ◽  
Exercise Science ◽  
Sport History ◽  
History Of ◽  
Sport And Exercise ◽  
The University ◽  
Opening Up

Internationally acclaimed sport historian Roberta Park was among the Academy of Kinesiology’s leading scholars. Her extensive career at the University of California, Berkeley, was a powerful example of one woman’s agency and success in the hierarchical world of higher education. Systematically opening up the breadth of embodied and gendered practices deemed suitable for examination by sport historians, Park’s pioneering scholarship helped turn a narrow lane into the broad highway of sport history. She demonstrated that it is neither possible nor desirable to study the history of medicine, health, or fitness without accounting for the body, raising provocative questions about the historical origins of training regimens for sport and exercise, and excavating the histories of the biomedical sciences to better understand the antecedents of sports medicine and exercise science. She never abandoned her faith in the importance of the profession of physical education, properly supported by scholarly enquiry, holding up Berkeley’s foundational program as a template to guide physical education’s future and grieving its demise in 1997.

Ethics, Materialism and Higher Education: The Dilemma between Career and Social Goals

2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Rohit Kanda ◽  
G. S. Bhalla ◽  
Harish Handa ◽  
Vinay Kumar ◽  
Puneet Mahajan ◽  
...  
Keyword(s):  
Social Development ◽  
Academic Discipline ◽  
Principal Component ◽  
Social Goals ◽  
Career Goals ◽  
Western India ◽  
Principal Component Factor Analysis ◽  
Poor Students ◽  
And Gender ◽  
Sampling Procedures

This article assesses the ways in which the shifting ethical perspectives of money-orientated learned individuals influence their approach towards family, career and societal bounds. For the purpose of this study, a descriptive study of 100 college students was undertaken at a leading university in north-western India by using self-administered questionnaires with stratified random sampling procedures. A principal component (factor) analysis using varimax rotation and K-means clustering were conducted. The findings indicated that consumption communicative senior poor students and lifestyle communicative young poor students have no materialistic career goals. A high prospect for integrated career and social development is a common expectation, providing the need to assess other variables affecting integrated career and social development. Ethnicity, academic discipline and gender are factors of perspective, incitement and prospects towards ethics, materialism and career and social goals. Social interaction in consumption or lifestyle also has a significant impact on materialistic career goals and integrated career and social development. By increasing communicativeness, the probability of having low materialistic career goals also increases. Materialistic career goals of students substantially influence their integrated career and social development. Social groupings and institutional gatherings may devise new ways to inculcate social and academic ethics among their affiliates. Institutional change in instilling values in staff behaviour can result in positive outcomes and a social lifestyle.

scholarly journals A Comparison of Physical Education Students’ Motivation Using Polish and Turkish Versions of the Academic Motivation Scale

2016 ◽  
Vol 54 (1) ◽  
pp. 207-218 ◽  
Author(s):  
Agnieszka Ardeńska ◽  
Rajmund Tomik ◽  
Serkan Berber ◽  
Burak Düz ◽  
Barış Çivak ◽  
...  
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Academic Motivation Scale ◽  
Physical Education Students ◽  
Intellectual Abilities ◽  
Motivation Scale ◽  
And Gender ◽  
The University

AbstractMotivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was used (Vallerand et al., 1992). The aims of the study were twofold, first, to crossculturally validate Polish and Turkish versions of the Academic Motivation Scale and second, to identify and compare the motivation to study depending on nationality and gender. Both Polish and Turkish versions of the questionnaire were validated and converted to a four-factorial structure. The findings indicated that Polish and Turkish students’ motivation especially differed in amotivation and intrinsic motivation to know and experience stimulation. Moreover, Turkish female students proved to be at the lowest estimate of amotivation.

Outlaws and Misfits: The Identities of Modernist Criticism

2019 ◽  
Vol 14 (3) ◽  
pp. 337-356
Author(s):  
Ben Knights
Keyword(s):  
Literary Criticism ◽  
Close Reading ◽  
Industrial Capitalism ◽  
Emotional Maturity ◽  
English Departments ◽  
Emotional Autonomy ◽  
And Gender ◽  
Implicit Identity ◽  
The University ◽  
Cultural Positioning

The images of the writer as exile and outlaw were central to modernism's cultural positioning. As the Scrutiny circle's ‘literary criticism’ became the dominant way of reading in the University English departments and then in the grammar-schools, it took over these outsider images as models for the apprentice-critic. English pedagogy offered students not only an approach to texts, but an implicit identity and affective stance, which combined alert resistance to the pervasive effects of mechanised society with a rhetoric of emotional ‘maturity’, belied by a chilly judgementalism and gender anxiety. In exchanges over the close reading of intransigent, difficult texts, criticism's seminars sought a stimulus to develop the emotional autonomy of its participants against the ‘stock response’ promulgated by industrial capitalism. But refusal to reflect on its own method meant such pedagogy remained unconscious of the imitative pressures that its own reading was placing on its participants.

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