Effect of a six-week dance-based physical education intervention on primary school children’s creativity: A pilot study

2020 ◽  
Vol 27 (1) ◽  
pp. 203-220
Author(s):  
Ross D Neville ◽  
Kyriaki Makopoulou
Keyword(s):  
Pilot Study ◽  
Physical Education ◽  
Primary School ◽  
Controlled Trial ◽  
School Context ◽  
Second Grade ◽  
International Consensus ◽  
Second Grade Students ◽  
Post Hoc ◽  
Post Assessment

There is international consensus that creativity is a fundamental outcome of schooling. Opportunities exist to enhance the creativity of schoolchildren, particularly in movement-based subjects such as physical education (PE). In this pilot study, we investigated the effect of a six-week dance-based PE intervention on children’s creativity in a primary school context. Forty second grade students participated in a controlled trial. One class ( n = 20) was assigned to the intervention and participated in dance-based PE lessons (10 girls, 10 boys; age 7–8 years). The other class ( n = 20) was assigned to the control condition and continued regular PE with no dance (10 girls, 10 boys; age 7–8 years). Pre–post assessment of creativity was obtained through an adapted version of Guilford’s (1967) Alternative Uses task. Data were analysed using linear mixed models, with adjustment made for children’s perceived dance ability and for baseline differences in creativity between groups. The overall effect of the intervention was small ( d = 0.36, 95%CI = –0.21 to 0.92), but not statistically significant ( p = 0.21). Post-hoc analysis revealed a large difference in the effect of the intervention between children with above and below-average baseline creativity ( d = 1.26, 95%CI = 0.14 to 2.39, p = 0.03). Children with above-average creativity at baseline benefitted more ( d = 0.99, 95%CI = 0.01 to 1.96, p = 0.047). This pilot study provides further support for the place of dance and creativity within the PE curriculum. However, particular attention should be given to students’ starting points.

Efficacy of a Second-Grade Science Program: Increasing Science Outcomes for All Students

2021 ◽  
pp. 074193252198909
Author(s):  
Christian T. Doabler ◽  
William J. Therrien ◽  
Maria A. Longhi ◽  
Greg Roberts ◽  
Katherine E. Hess ◽  
...  
Keyword(s):  
Science Achievement ◽  
Controlled Trial ◽  
Science Instruction ◽  
Effect Sizes ◽  
Second Grade ◽  
Guided Inquiry ◽  
Randomized Controlled ◽  
Second Grade Students ◽  
Cluster Randomized ◽  
Business As Usual

This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control conditions. A cluster randomized controlled trial was employed, with 294 students nested within classrooms and classrooms nested within condition. The Sci2 program was implemented for a total of 10 lessons (5 hr) in treatment classrooms, whereas control classrooms provided business-as-usual science instruction. Overall treatment effects were observed on three of four science outcome measures. The reported effects were moderate to large, with effect sizes (Hedges’ g) ranging from 0.48 to 0.94. Moderation analyses indicated that science knowledge at pretest did not moderate Sci2’s effects. Implications for practice and research are discussed.

scholarly journals Developing Learning Model of Basic Throw In Physical and Health Education Through Games for Second Grade Students In Central Semarang District

2020 ◽  
Vol 5 (1) ◽  
pp. 7
Author(s):  
Selvi Atesya Kesumawati ◽  
Husni Fahritsani ◽  
Saipul Ambri Damanik
Keyword(s):  
Primary School ◽  
Field Testing ◽  
Primary Students ◽  
Development Model ◽  
Second Grade ◽  
Primary School Students ◽  
School Students ◽  
Initial Product ◽  
Second Grade Students ◽  
Physical And Health Education

This study aims to produce a model of basic throw through games which is useful for teachers in giving lessons to primary school students. This development model is a procedural development, because it is in accordance with the problem to be solved and the objectives to be achieved. The procedure used includes five main stages, namely: 1) conducting an analysis of the product you want to develop, 2) making an initial product of a model of basic throw through games for primary students, 3) expert validation, 4) field testing, and 5) product revision. The data are qualitative and quantitative data, while the instruments are list question and observations. Data analysis uses percentages to analyze and subject ratings to assess the feasibility, quality and acceptability of the product. The research study in a model of basic throw through games for primary students along with the development of infrastructure, regulations, and playing techniques. The model for developing basic throw through this game is proven to be feasible, of quality, then acceptable for developing the concept skills of game motion and increasing the physical fitness of primary school students, because respondents when playing ball show that the average category is quite good, meaning that this development model is average - can be demonstrated.

Introducing Computational Thinking Unplugged in Early Childhood Education Within the Context of Physical and Natural Science Courses

2022 ◽  
pp. 197-222
Author(s):  
Michail Kalogiannakis ◽  
Kalliopi Kanaki
Keyword(s):  
Early Childhood ◽  
Pilot Study ◽  
Natural Science ◽  
Computational Thinking ◽  
Second Grade ◽  
Educational Activities ◽  
Science Courses ◽  
Digital Era ◽  
Educational Framework ◽  
Second Grade Students

In the contemporary digital era, introducing computational thinking concepts is considered an imperative need at all stages of schooling, since they are inextricably linked to skills applicable and beneficial in everyday life. This chapter presents a novel educational framework that aims to foster the growth of computational thinking at early childhood stages, within the context of physical and natural science courses, pursuing the unplugged philosophy and following the principles of game-based, project-based and collaborative learning. This chapter also presents a relevant pilot study, conducted with second grade students of a Greek primary school, with the objective of assessing the feasibility of the proposed educational framework, as well as examining its effectiveness. The results stemming from the pilot are promising and reveal that the proposed approach serves our goal to enhance computational thinking at the first stages of schooling through engaging and fun educational activities that appeal to young students.

Effects of Specific Verbal Praise on Off-Task Behavior of Second-Grade Students in Physical Education

1989 ◽  
Vol 8 (2) ◽  
pp. 162-169 ◽  
Author(s):  
Hans van der Mars
Keyword(s):  
Physical Education ◽  
Second Grade ◽  
Student Conduct ◽  
Teacher Praise ◽  
Audio Cues ◽  
Task Behavior ◽  
Second Grade Students ◽  
Verbal Praise ◽  
Skill Performance ◽  
Experienced Male

The effects of specific verbal praise by an experienced male physical education specialist on off-task behavior of three second-grade students were studied. A multiple baseline research design across subjects was used to assess the intervention, consisting of teacher praise aimed at the subjects’ class conduct and motor skill performance. To ensure that (a) the intervention would be implemented, and (b) that the praise would be contingent upon appropriate student conduct and skill performance, audio-cues were provided by way of prerecorded cues on microcassettes. Two boys and one girl in a second-grade class served as subjects. Off-task behavior and teacher praise data were collected from videotapes of 15 regular physical education classes. Results showed that the baseline levels of off-task levels were reduced significantly after introduction of the intervention for each subject. Specific verbal praise was effective in reducing off-task behavior of second-grade students in physical education.

scholarly journals The Metacognitive Training for obsessive-compulsive disorder: A pilot study

2020 ◽  
Author(s):  
Franziska Miegel ◽  
Cüneyt Demiralay ◽  
Anna Sure ◽  
Steffen Moritz ◽  
Birgit Hottenrott ◽  
...  
Keyword(s):  
Pilot Study ◽  
Obsessive Compulsive Disorder ◽  
Online Survey ◽  
Psychological Treatment ◽  
Controlled Trial ◽  
Pilot Trial ◽  
Obsessive Compulsive ◽  
Obsessive Compulsive Symptoms ◽  
Compulsive Disorder ◽  
Post Assessment

AbstractMore than 50% of patients with obsessive-compulsive disorder (OCD) do not receive first-line psychological treatment such as cognitive-behavioral therapy with exposure and response prevention. To narrow this treatment gap, there is an urgent need for therapies that are easy to disseminate and highly accepted by patients. The aim of the present pilot study was to evaluate the effectiveness of the Metacognitive Group Training for OCD (MCT-OCD). Fifty patients with OCD participated in the MCT-OCD for 4 weeks during their inpatient stay in a single-arm pilot trial. Patients were assessed before and after the intervention and filled out an online survey 6 months after post assessment. Results showed a decrease in obsessive compulsive symptoms according to the Yale-Brown Obsessive Compulsive Scale (primary outcome) from baseline to post assessment with a large effect size. Symptom reduction remained stable over 6 months and was positively correlated with appraisal ratings of the training. The reduction in frequency of obsessive compulsive symptoms, distress due to obsessive compulsive symptoms, cognitive biases, and depressive symptoms remained stable over 6 months after the intervention. Our findings tentatively imply that the MCT-OCD is a promising treatment for OCD patients. A randomized controlled trial is thus warranted to further clarify the efficacy of the MCT-OCD. Trial Registration: German Clinical Trials Register (DRKS-ID: DRKS00012531), date of registration: 16.06.2017.

scholarly journals “BRAINballs” educational balls - An innovative teaching method in education "Children learn while playing"

2020 ◽  
Author(s):  
Van Han Pham
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Primary Schools ◽  
Teaching Method ◽  
Second Grade ◽  
Math Skills ◽  
School Students ◽  
Innovative Teaching ◽  
Second Grade Students ◽  
Before And After

The method of teaching using "BRAINballs" educational balls in physical education classes has been researched and widely applied to children of pre-schools and primary schools in Poland, with the aim of developing motor skills, improve physical development and academic achievement of students. In this article, we present an empirical pedagogical study using BRAINballs in teaching physical education classes to second grade students at primary schools in Vietnam. The purpose of the study was to examine changes in math skills, English and physical fitness in students from the experimental class compared to the control class at two times before and after the experiment. The results of this study will be the premise for further research to prove the effectiveness and suitability of BRAINballs when applied to teaching primary school students in Vietnam.

Introducing Computational Thinking Unplugged in Early Childhood Education Within the Context of Physical and Natural Science Courses

2020 ◽  
pp. 164-190 ◽  
Author(s):  
Michail Kalogiannakis ◽  
Kalliopi Kanaki
Keyword(s):  
Early Childhood ◽  
Pilot Study ◽  
Natural Science ◽  
Computational Thinking ◽  
Second Grade ◽  
Educational Activities ◽  
Science Courses ◽  
Digital Era ◽  
Educational Framework ◽  
Second Grade Students

In the contemporary digital era, introducing computational thinking concepts is considered an imperative need at all stages of schooling, since they are inextricably linked to skills applicable and beneficial in everyday life. This chapter presents a novel educational framework that aims to foster the growth of computational thinking at early childhood stages, within the context of physical and natural science courses, pursuing the unplugged philosophy and following the principles of game-based, project-based and collaborative learning. This chapter also presents a relevant pilot study, conducted with second grade students of a Greek primary school, with the objective of assessing the feasibility of the proposed educational framework, as well as examining its effectiveness. The results stemming from the pilot are promising and reveal that the proposed approach serves our goal to enhance computational thinking at the first stages of schooling through engaging and fun educational activities that appeal to young students.

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