scholarly journals Physical Performance Testing For Entry-level Undergraduate Turkish Physical Education Students

2020 ◽  
Vol 52 (7S) ◽  
pp. 54-55
Author(s):  
CENGIZ AKALAN ◽  
ROBERT SCALES
Keyword(s):  
Physical Education ◽  
Physical Performance ◽  
Performance Testing ◽  
Education Students ◽  
Entry Level ◽  
Physical Education Students

scholarly journals The Impact of Physical Performance on Functional Movement Screen Scores and Asymmetries in Female University Physical Education Students

2021 ◽  
Vol 18 (16) ◽  
pp. 8872
Author(s):  
Dawid Koźlenia ◽  
Jarosław Domaradzki
Keyword(s):  
Physical Education ◽  
Physical Performance ◽  
Young Women ◽  
Injury Risk ◽  
Movement Patterns ◽  
Abdominal Muscles ◽  
Education Students ◽  
Functional Movement ◽  
Physical Education Students ◽  
The Impact

Association between physical performance and movement quality remains ambiguous. However, both affect injury risk. Furthermore, existing research rarely regards women. Therefore, this study aimed to assess the impact of physical performance components on FMS scores and asymmetries among young women—University Physical Education Students. The study sample was 101 women, 21.72 ± 1.57 years, body mass index 21.52 ± 2.49 [kg/m2]. The FMS test was conducted to assess the movement patterns quality. Physical performance tests were done to evaluate strength, power, flexibility. Flexibility has the strongest correlation with FMS overall (r = 0.25, p = 0.0130) and single tasks scores. A higher level of flexibility and strength of abdominal muscles are associated with fewer asymmetries (r = −0.31, p = 0.0018; r = −0.27, p = 0.0057, respectively). However, the main findings determine that flexibility has the strongest and statistically significant impact on FMS overall (ß = 0.25, p = 0.0106) and asymmetries (ß = −0.30, p = 0.0014). Additionally, a significant effect of abdominal muscles strength on FMS asymmetries were observed (ß = −0.29, p = 0.0027). Flexibility and abdominal muscles strength have the most decisive impact on movement patterns quality. These results suggest possibilities for shaping FMS scores in young women.

The Effect of Different Teaching Strategies on the Moral Development of Physical Education Students

1997 ◽  
Vol 17 (1) ◽  
pp. 85-98 ◽  
Author(s):  
Sandra L. Gibbons ◽  
Vicki Ebbeck
Keyword(s):  
Social Learning ◽  
Physical Education ◽  
Moral Development ◽  
Moral Judgment ◽  
Teaching Strategies ◽  
Self Report ◽  
Moral Reason ◽  
Education Students ◽  
Physical Education Students ◽  
And Behavior

This study examined the effectiveness of social learning (SL) or structural developmental (SD) teaching strategies on the moral development of elementary-age students. Participants were 204 physical education students in Grades 4,5, and 6; three classrooms in each grade were randomly assigned to control, SL, or SD groups. Self-report measures assessed moral judgment, reason, and intention; teachers rated prosocial behavior. By mid- and postintervention class-level analyses, the SL and SD groups scored significantly higher than the control on moral judgment and/or intention; by postintervention, the SD group was significantly higher on moral reason. Mid- and postintervention student-level analyses showed that the SL and SD groups scored significantly higher on moral judgment, intention, and behavior; the SD group was significantly higher on moral reason. These results provide support for the effectiveness of both social learning and structural-developmental teaching strategies on the moral development of children in physical education.

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