Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education

2020 ◽  
pp. 1356336X2095017 ◽  
Author(s):  
Alexander Gil-Arias ◽  
Stephen Harvey ◽  
Francisco García-Herreros ◽  
Sixto González-Víllora ◽  
Alba Práxedes ◽  
...  
Keyword(s):  
Physical Education ◽  
Autonomous Motivation ◽  
Test Time ◽  
Sport Education ◽  
School Students ◽  
Post Intervention ◽  
Teaching Games For Understanding ◽  
Social Stereotypes ◽  
Quasi Experimental ◽  
Pedagogical Models

As an alternative to the direct instructional model, Metzler proposed a range of pedagogical models that include second generation models such as teaching games for understanding (TGfU) and sport education (SE). These pedagogical models have key design features that can promote high levels of autonomous motivation for both boys and girls. Consequently, the purpose of this study was to investigate the motivational outcomes of elementary boys and girls as they participated in an invasion game unit through two pedagogical models: a hybrid TGfU/SE unit or a direct instruction unit. Participants were 292 elementary school students (mean age = 10.41, standard deviation age = 0.49), who were taught through a hybrid TGfU/SE unit or a more traditional teacher-centred format within a pre-intervention/post-intervention quasi-experimental design. The hybrid unit was designed according to the characteristics of SE, while learning tasks were designed to integrate the pedagogical principles of TGfU. A 2 (pedagogical model) × 2 (test-time) × 2 (gender) multivariate analysis of variance was performed to detect between-groups and within-group differences. Significant differences in student motivation were observed for both boys and girls who participated in the hybrid TGfU/SE unit in both analyses across all motivational outcomes. Despite the existence of social stereotypes in terms of physical activity, teachers’ use of hybrid TGfU/SE units promotes an autonomy-supportive, inclusive, and equitable learning environment where all students, regardless of their gender and/or content focus of the unit and have opportunities to increase their engagement, enjoyment, and social interactions within physical education lessons.

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 Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes

2021 ◽  
Vol 13 (2) ◽  
pp. 578
Author(s):  
Cristiana Bessa ◽  
Peter Hastie ◽  
António Rosado ◽  
Isabel Mesquita
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Traditional Teaching ◽  
Sport Education ◽  
School Students ◽  
Self Confidence ◽  
High School Physical Education ◽  
Quasi Experimental ◽  
Curricular Model

Physical Education (PE) is recognized for its value in developing personal and social development. However, the instructional approach adopted by the teacher may affect the achievement of positive outcomes. This study aimed to examine the effects of two different teaching approaches, Traditional Teaching (TT) and the Sport Education (SE) model, on students’ empowerment and self-confidence in high school PE classes. A total of 430 high-school students (66.7% male), aged 14–21 years (M = 16.22, SD = 1.03) enrolled in 10th, 11th and 12th grades, participated in this study. A pretest-posttest quasi-experimental design was used across 18 classes. Classes met two times a week during a period of 8 weeks for a total of 1080 min. The Psychological Empowerment Instrument was used to measure empowerment. Students’ self-confidence was measured with the self-confidence sub-scale of the Competitive State Anxiety Inventory-2. The findings of the research revealed that only SE was effective in improving high school students’ empowerment and self-confidence. In the TT group, no gains were found, even decreasing over time. These results reinforce the adequacy of SE in PE as a curricular model to be used by teachers, particularly for the development of students’ empowerment and self-confidence.

scholarly journals Effects of Teaching Games for Understanding Integrated Sport Education Model on College Students’ Football Cognitive Performance and Motor Skills

2021 ◽  
Vol 72 ◽  
pp. 274-287
Author(s):  
Zhen-Rong JIA
Keyword(s):  
Physical Education ◽  
Teaching Methods ◽  
Teaching Method ◽  
Sport Education ◽  
Research Subjects ◽  
Teaching Games For Understanding ◽  
Experimental Teaching ◽  
Quasi Experimental ◽  
Innovative Thinking ◽  
Education Model

Football is internationally popular. It does not -need particularly tall and large figures for playing football that it is extremely suitable for the figure of oriental people. For this reason, football is suitable for being promoted domestically. In the football teaching in PE curricula, it is discovered that most students are lack of interests in football. The effect of Teaching Method of Physical Education is an important issue concerned by physical education related people. PE workers should absorb innovative thinking and concepts with multiple methods to match the time trend, and teachers should understand the complementary relationship among teaching methods. Applying experimental design to the quasi-experimental study, 224 students at a university in Hainan Province are selected as the experimental research subjects for the 16-week (3 hours per week for total 48 hours) experimental teaching study. An experimental class (112 students) is taught with Teaching Games for Understanding integrated sport education model, and the control class (112 students) remains general traditional instruction. Suggestions are proposed according to the results, expecting to help students’ adaptive development and allow students acquiring sense of achievement through inspiration, creation, fun, and gamification teaching methods to enjoy learning fun and achieve the idea of learning with fun in football education.

scholarly journals Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit

2018 ◽  
Vol 26 (1) ◽  
pp. 36-53 ◽  
Author(s):  
Alexander Gil-Arias ◽  
Fernando Claver ◽  
Alba Práxedes ◽  
Fernando Del Villar ◽  
Stephen Harvey
Keyword(s):  
Physical Education ◽  
Direct Instruction ◽  
Autonomy Support ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Sport Education ◽  
Teaching Games For Understanding ◽  
Hybrid Teaching ◽  
The Impact ◽  
Instruction Model

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

2008 ◽  
Vol 30 (2) ◽  
pp. 240-268 ◽  
Author(s):  
Athanasios Mouratidis ◽  
Maarten Vansteenkiste ◽  
Willy Lens ◽  
Georgios Sideridis
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Equation Modeling ◽  
School Students ◽  
Intention To Participate ◽  
Motivational Model ◽  
Intentions To Participate

Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

scholarly journals “E a gente teve que aprender a conviver”: meninas e futsal escolar

2021 ◽  
Vol 5 (1) ◽  
pp. 106-122
Author(s):  
Antonio Jorge Martins Malvar ◽  
Osmar Moreira de Souza Junior
Keyword(s):  
Elementary School ◽  
Public School ◽  
Physical Education ◽  
Sport Education ◽  
Teaching Games For Understanding ◽  
Teaching Models ◽  
Palabras Clave ◽  
Teacher Researcher ◽  
Inductive Analysis

Resumo O objetivo da pesquisa foi analisar a participação das meninas de uma turma de 6º ano do Ensino Fundamental na prática do futsal nas aulas de Educação Física de uma escola pública do município de Feira de Santana-BA. Utilizamos uma unidade didática da modalidade futsal, com aplicação dos modelos de ensino dos esportes Teaching Games for Understanding (TGfU) e Sport Education, acompanhada de registros em diários de aula pelo professor-pesquisador. Após a coleta e leitura do corpus de análise, os dados foram categorizados através de uma análise indutiva, sendo que para o presente estudo apresentamos as categorias “Conquistas e superações vivenciadas pelas meninas” e “Dificuldades e desafios enfrentados pelas meninas”.Palavras-chave: Educação Física Escolar. Ensino Fundamental. Futsal. Meninas. “And we had to learn to live together”: girls and school futsal  Abstract The research objective was to analyze the participation of girls from a class of 6th grade of elementary school in futsal practice in Physical Education classes at a public school in the municipality of Feira de Santana – BA. We use a didactic unit of the futsal modality, with application of the teaching models of sports Teaching Games for Understanding (TGfU) and Sport Education, accompanied by records in class diaries by the teacher-researcher. After collecting and reading the analysis corpus, the data were categorized through an inductive analysis, and for the present study the categories “Achievements and overcoming experienced by girls” and “Difficulties and challenges faced by girls” are presented.Keywords: School Physical Education. Elementary School. Futsal. Girls. “Y tuvimos que aprender a vivir juntos”: niñas y fútbol sala en la escuela Resumen El objetivo de la investigación fue analizar la participación de niñas de una clase de 6° de primaria en la práctica de fútbol sala en las clases de Educación Física de un colegio público del municipio de Feira de Santana – BA. Usamos una unidad didáctica de la modalidad de fútbol sala, con aplicación de los modelos de enseñanza Teaching Games for Understanding (TGfU) y Sport Education, acompañada de registros en los diarios de clase del docente-investigador. Luego de recolectar y leer el corpus de análisis, los datos fueron categorizados mediante un análisis inductivo, y para el presente estudio se presentan las categorías “Logros y superaciones vividas por niñas” y “Dificultades y desafíos que enfrentan las niñas”.Palabras clave: Educación Física Escolar. Enseñanza Fundamental. Fútbol Sala. Niñas.

scholarly journals Valoración del alumnado y profesorado del material convencional y auto-construido: estudio longitudinal de diseño cruzado en Educación Deportiva (Students and teachers assessment of conventional and self-made material: longitudinal crossover study in Phys

Retos ◽  
2016 ◽  
pp. 20-25 ◽  
Author(s):  
Antonio Méndez-Giménez ◽  
Diego Martínez de Ojeda Pérez ◽  
Juan José Valverde-Pérez
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Order Type ◽  
Study Data ◽  
The Self ◽  
Physical Education Teachers ◽  
Activity Levels ◽  
Sport Education ◽  
Quasi Experimental ◽  
Educación Primaria

 En la actualidad, el modelo de Educación Deportiva destaca entre los enfoques de enseñanza centrados en el alumnado y con mayor impacto en los profesionales de la educación física. Los beneficios de su hibridación con el enfoque basado en la autoconstrucción de materiales no han sido aún explorados ni de manera longitudinal ni en Educación Primaria. El objetivo fue conocer y comparar la valoración de los docentes y su alumnado del uso de dos tipos de material (convencional y autoconstruido) durante dos temporadas consecutivas de Educación Deportiva. Participaron un total de 51 estudiantes de 3º y 4º de educación primaria y sus dos maestros de educación física. Se realizó un diseño cruzado simple cuasi-experimental de grupos aleatorios y muestreo no probabilístico por conveniencia, en el que los dos niveles de la variable independiente (material convencional y autoconstruido) se aplicaron a los dos cursos participantes. Para la recogida de datos se utilizaron los diarios del docente así como entrevistas grupales a los estudiantes y entrevistas individuales a los docentes, antes y después de la implementación de cada unidad didáctica: ultimate e indiacas. Los datos fueron analizados por medio de comparaciones constantes. Los resultados indican un alto entusiasmo del alumnado durante ambas unidades, aunque muestran una inercia metodológica favorable al material autoconstruido según el orden del tipo de material utilizado. Además, se encontró que el material autoconstruido fomenta la actividad física extraescolar. Futuras investigaciones deberán analizar el nivel de actividad física en la educación física y en el período extraescolar dependiendo del material utilizado.Abstract. Currently, the Sport Education model stands out among the teaching approaches centered on the students and having a higher impact on the Physical Education teachers. The benefits of the hybridization based on self-made materials have not been studied either longitudinally or in Primary Education. The objective was to know and to compare the assessment of teachers and their students regarding the use of two types of materials (conventional and self-made) during two consecutive Sport Education seasons. A total of 51 students enrolled in grades 3 and 4 of Primary Education and their two Physical Education teachers took part in the experience. We used a quasi-experimental simple crossover design with randomized groups and non-probabilistic convenience sampling, in which the two levels of the independent variable (conventional and self-made materials) were applied in the two grade levels participating in the study. Data were collected by means of teacher diaries, group interviews with the students and individual interviews with the teachers, before and after implementation of each of the following didactic units: «ultimate» and «indiacas». Data collection was performed using constant comparisons. The results showed a high level of students’ enthusiasm during both didactic units, although the data analyzed indicated a methodological inertia to the self-made material, according to the order type of the used material. Besides, it was found that the self-made material encourages participation in extracurricular physical activities. Further studies are required to analyze physical activity levels in and outside the Physical Education setting as a function of the material used.

Interdisciplinary Teaching of Physics in Physical Education: Effects on Students’ Autonomous Motivation and Satisfaction

2020 ◽  
Vol 39 (2) ◽  
pp. 156-164
Author(s):  
Athanasios Papaioannou ◽  
Dimitrios Milosis ◽  
Christos Gotzaridis
Keyword(s):  
Physical Education ◽  
Autonomous Motivation ◽  
Holistic Education ◽  
Physical Activities ◽  
Physics Concepts ◽  
Quasi Experimental ◽  
Education Effects ◽  
Situational Motivation ◽  
And Control ◽  
Effective Integration

Purpose: This quasi-experimental study evaluated the effects on students’ autonomous motivation and satisfaction from a program integrating physics concepts in physical education. Method: A total of 487 students (age 13 ± 1) participated in the study. The participants were students participating in physical education classes divided into intervention (n = 183), comparison, and control condition (n = 150 and n = 154, respectively). Before the intervention and three times during its implementation, the students responded on measures of situational motivation with good construct validity. Results: The intervention increased the students’ autonomous motivation and satisfaction in physical education and decreased the students’ amotivation. Conclusion: An effective integration of physics concepts and physical activities can promote meaningful learning, a holistic education perspective, autonomous motivation, and wellness in physical education.

scholarly journals Using Physical Education to Promote Leisure-Time Physical Activity in Lower Secondary School Students: The PETALS Trial

2020 ◽  
Author(s):  
Jekaterina Schneider ◽  
Juho Polet ◽  
Mary Hassandra ◽  
Taru Lintunen ◽  
Arto Laukkanen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Physical Activity Behavior ◽  
Autonomous Motivation ◽  
School Students ◽  
Post Intervention ◽  
Activity Behavior ◽  
Perceived Autonomy Support

Abstract Background Inadequate physical activity in young people is associated with several physical and mental health concerns. Physical education (PE) is a potentially viable existing network for promoting physical activity in this population. However, little research has been conducted on whether PE teachers can influence students’ engagement in leisure-time physical activity. The present study therefore examined the efficacy of an intervention aimed at increasing PE teachers’ autonomy support on students’ leisure-time physical activity (the PETALS trial). The intervention was guided by the trans-contextual model (TCM) explaining the processes by which PE teachers’ provision of autonomy support during PE promotes students’ motivation and engagement in physical activity in their leisure time. Methods The study adopted a cluster-randomized, waitlist control intervention design with randomization by school. Participants were PE teachers (N = 29, 44.83%female; M age = 42.83, SD = 9.53yrs) and their lower secondary school students (N = 502, 43.82%female; M age = 14.52, SD = 0.71yrs). We measured TCM constructs, including perceived autonomy support, autonomous motivation in PE and leisure time, beliefs and intentions towards leisure-time physical activity, and physical activity behavior at baseline, post-intervention, and at one-, three-, and six-months. Study hypotheses were tested through a series of ANOVAs and structural equation models using post-intervention and one-month follow-up data. Results We found no changes in TCM constructs or physical activity behavior in either group at post-intervention or at one month. Path analyses supported two propositions of the TCM as change variables: perceived autonomy support had a significant effect on autonomous motivation in PE and autonomous motivation in PE had a significant effect on autonomous motivation in leisure time. Although we found a direct effect of autonomous motivation in leisure time on physical activity, we did not find support for the third premise of the TCM that autonomous motivation in leisure time indirectly affects physical activity through beliefs and intentions. Conclusions Current findings did not support the efficacy of the PETALS intervention at changing physical activity behavior and TCM constructs. More research is required to determine whether the TCM predictive validity is supported when other model variables are manipulated through experimental and intervention studies. Trial registration: ISRCTN, ISRCTN39374060. Registered 19 July 2018, https://doi.org/10.1186/ISRCTN39374060

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.

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