Η επίδραση διαφορετικών διδακτικών προσεγγίσεων στην πολλαπλή νοημοσύνη και στην επίτευξη των στόχων της φυσικής αγωγής στην πρωτοβάθμια εκπαίδευση

2020 ◽  
Author(s):  
Γρηγόριος Μασάδης
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Multiple Intelligences ◽  
Motivational Climate ◽  
Activity Class ◽  
Satisfaction Questionnaire ◽  
One Way Anova

Ο κύριος σκοπός της έρευνας ήταν να διερευνήσει την επίδραση διαφορετικών διδακτικών προσεγγίσεων – δασκαλοκεντρικών, συνδυασμός δασκαλοκεντρικών και μαθητοκεντρικών μεθόδων διδασκαλίας, ομαδοσυνεργατική μέθοδο διδασκαλίας σύμφωνα με την κυρίαρχη νοημοσύνη κάθε μαθητή - στις πολλές νοημοσύνες των μαθητών. Επιμέρους στόχοι της έρευνας ήταν: α. Ο έλεγχος της εγκυρότητας και αξιοπιστίας όλων των ερωτηματολογίων που χρησιμοποιήθηκαν στην έρευνα. β. Η διερεύνηση του κλίματος παρακίνησης που επικρατεί κατά τη διάρκεια του μαθήματος. γ. Η διερεύνηση του βαθμού της ικανοποίησης που αποκομίζουν οι μαθητές από τη συμμετοχή τους στο μάθημα. δ. Η διερεύνηση του βαθμού της εκμάθησης των κινητικών δεξιοτήτων μέσα από τρεις διδακτικές προσεγγίσεις. ε. Να εξετάσει το φύλο ως παράγοντα διαφοροποίησης της ανάπτυξης των «πολλών νοημοσυνών», του κλίματος παρακίνησης και της ικανοποίησης. Στην έρευνα πήραν μέρος : α. 657 μαθητές, για τον έλεγχο της εγκυρότητας και της αξιοπιστίας του ερωτηματολογίου που αξιολογεί τις «πολλές νοημοσύνες». β. 469 μαθητές, για τον έλεγχο της εγκυρότητας και της αξιοπιστίας του ερωτηματολογίου που διερευνά το κλίμα παρακίνησης. γ. 732 μαθητές, για τον έλεγχο της εγκυρότητας και της αξιοπιστίας του ερωτηματολογίου που διερευνά την ικανοποίηση των μαθητών. δ. Στην κύρια έρευνα συμμετείχαν 387 μαθητές της E΄ και Στ΄ τάξης. Το παρεμβατικό πρόγραμμα ήταν διάρκειας 2 μηνών και διεξήχθησαν 16 μαθήματα από τα οποία 4 μαθήματα καλαθοσφαίρισης, 4 μαθήματα πετοσφαίρισης, 4 μαθήματα κλασικού αθλητισμού και 4 μαθήματα παραδοσιακών χορών. Η διδασκαλία των κινητικών δεξιοτήτων πραγματοποιήθηκε με το στιλ του παραγγέλματος για την πρώτη πειραματική ομάδα, με συνδυασμό δασκαλοκεντρικών (αμοιβαία διδασκαλία, μη αποκλεισμού) και μαθητοκεντρικών (καθοδηγούμενη ανακάλυψη) μεθόδων διδασκαλίας για τη δεύτερη πειραματική ομάδα ενώ η τρίτη πειραματική ομάδα διδάχθηκε τα αντικείμενα με την ομαδοσυνεργατική μέθοδο με τις ομάδες να αποτελούνται από μαθητές με την κυρίαρχη νοημοσύνη. Για τη συλλογή των δεδομένων χρησιμοποιήθηκαν τα ερωτηματολόγια: α. «Multiple Intelligences Profiling Questionnaire VII» β. «Motivational Climate in Physical Education Scale» και γ. «Physical Activity Class Satisfaction Questionnaire (PACSQ)». Για την αποτίμηση της μάθησης του γνωστικού αντικειμένου χρησιμοποιήθηκε η Κλίμακα Διαβαθμισμένων Κριτηρίων για την Αξιολόγηση του Ελληνικού Παραδοσιακού Χορού. Οι στατιστικές αναλύσεις που πραγματοποιήθηκαν ήταν: α. Στοιχεία περιγραφικής στατιστικής. β. Διερευνητική παραγοντική ανάλυση όλων των ερωτηματολογίων. γ. Επιβεβαιωτική παραγοντική ανάλυση όλων των ερωτηματολογίων για την εγκυροποίησή τους τους στον ελληνικό μαθητικό πληθυσμό. δ. One-way Anova ανάλυση για τη διαπίστωση διαφορών στους μέσους όρους των τριών πειραματικών ομάδων κατά την αρχική μέτρηση ε. Ανάλυση αξιοπιστίας και εγκυρότητας για τον έλεγχο της εσωτερικής συνοχής των παραγόντων. στ. Ανάλυση διακύμανσης επαναλαμβανόμενων μετρήσεων για να ελεγχθεί εάν υφίστανται στατιστικά σημαντικές διαφορές εντός και μεταξύ των ομάδων (πειραματική και ελέγχου) από μέτρηση σε μέτρηση (αρχική και τελική) για την εξέταση πιθανών διαφορών εντός και μεταξύ των ομάδων από μέτρηση σε μέτρηση καθώς και η εξέταση πιθανών διαφορών στον μέσο όρο των μετρήσεων μεταξύ της πειραματικής και της ομάδας ελέγχου. Από τη στατιστική ανάλυση των δεδομένων διαπιστώνεται ότι: α. Η ελληνική έκδοση των ερωτηματολογίων «Αξιολόγηση πολλών νοημοσυνών», «Κλίμα Παρακίνησης στο μάθημα της Φυσικής Αγωγής» και «Ικανοποίηση από το μάθημα της Φυσικής Αγωγής» αποτελούν έγκυρα και αξιόπιστα όργανα μέτρησης των «πολλών νοημοσυνών» μαθητών/τριών Ε΄ και Στ΄ τάξης δημοτικού σχολείου καθώς και του κλίματος παρακίνησης και της ικανοποίησης που απολαμβάνουν οι μαθητές/τριες από τη συμμετοχή τους στο μάθημα της φυσικής αγωγής. β. Οι παράγοντες όλων των ερωτηματολογίων παρουσίασαν αξιόπιστη εσωτερική συνοχή. γ. Παρατηρήθηκαν στατιστικά σημαντικές μεταξύ των τριών πειραματικών ομάδων από μέτρηση (αρχική) σε μέτρηση (τελική) για κάθε παράγοντα όλων των ερωτηματολογίων. δ. Το φύλο δεν αποτέλεσε παράγοντα διαφοροποίησης των επιπέδων του κλίματος παρακίνησης και της ικανοποίησης από το μάθημα. Από την ανάλυση των δεδομένων συμπεραίνεται ότι: α. Η ομαδοσυνεργατική μέθοδος διδασκαλίας, που οι ομάδες της αποτελούνται από μαθητές και μαθήτριες με την ίδια κυρίαρχη νοημοσύνη, μπορεί να εφαρμοστεί με επιτυχία στο μάθημα της φυσικής αγωγής. β. Ο συνδυασμός δασκαλοκεντρικών και μαθητοκεντρικών μεθόδων διδασκαλίας και η ομαδοσυνεργατική μέθοδος διδασκαλίας με τις ομάδες να αποτελούνται από μαθητές και μαθήτριες με την ίδια κυρίαρχη νοημοσύνη συμβάλλουν σημαντικά στη βελτίωση των επιπέδων των νοημοσυνών, του κλίματος παρακίνησης και της προσλαμβάνουσας ικανοποίησης από τη συμμετοχή στο μάθημα. γ. Το στιλ του παραγγέλματος, ο συνδυασμός δασκαλοκεντρικών και μαθητοκεντρικών μεθόδων διδασκαλίας και η ομαδοσυνεργατική μέθοδος διδασκαλίας με τις ομάδες να αποτελούνται από μαθητές/τριες με την ίδια κυρίαρχη νοημοσύνη αποτελούν τρεις διδακτικές μεθόδους κατάλληλες για τη διδασκαλία των κινητικών δεξιοτήτων.

scholarly journals Association between Motivational Climate, Adherence to Mediterranean Diet, and Levels of Physical Activity in Physical Education Students

2019 ◽  
Vol 9 (4) ◽  
pp. 37 ◽  
Author(s):  
González-Valero ◽  
Ubago-Jiménez ◽  
Ramírez-Granizo ◽  
Puertas-Molero
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Mediterranean Diet ◽  
Motivational Climate ◽  
Social Recognition ◽  
Physical Education Teachers ◽  
Cross Sectional ◽  
Healthy Habits ◽  
Active Lifestyles ◽  
Perceived Motivational Climate

Physical Education is an essential educational area to develop physical-healthy habits and motivational orientations, which are fundamental to guide the situation of future Physical Education teachers. These professionals will have a fundamental role in teaching different types of motivations, active lifestyles, and healthy habits in youths. For this reason, the objective of the study is to know the association between motivational climate, adherence to the Mediterranean diet (MD), and the practice of physical activity in future Physical Education teachers. A cross-sectional and nonexperimental study was carried out using a single measurement within a single group. The sample consisted of 775 university students from the cities of Andalusia (Spain). Motivational climate was evaluated through the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), levels of physical activity were evaluated through the adolescent version of the Physical Activity Questionnaire (PAQ-A), and level of adherence to the MD was assessed through Mediterranean Diet Quality Index (KIDMED). On one hand, the healthy and self-improvement component promoted by physical activity favors an orientation focused on process and learning. Likewise, the competitive component is key to motivation focused on product and social recognition. In addition, future Physical Education teachers should pay special attention to the unequal recognition among members that physical activity can generate, in order to avoid personal disregard and social rejection. The ego climate is related to a high adherence to the MD. On the other hand, the future Physical Education teachers who manifest motivational processes based on fun and their own satisfaction have low levels of adherence to the MD.

scholarly journals Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist

2020 ◽  
Vol 17 (16) ◽  
pp. 5885 ◽  
Author(s):  
Juha Kokkonen ◽  
Arto Gråstén ◽  
John Quay ◽  
Marja Kokkonen
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Social Competence ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Motivational Climate ◽  
Theory Approach ◽  
School Students ◽  
Cross Sectional ◽  
Motivational Climates

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

Validation of the Physical Education Teachers' Physical Activity Self-efficacy Scale with a Turkish Sample

2009 ◽  
Vol 37 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Okkes Alpaslan Gencay
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Test Results ◽  
Validity And Reliability ◽  
One Way Anova ◽  
Reliable Scale

The main purpose of this study was to determine the validity and reliability of the Physical Education Teachers' Physical Activity Self-efficacy Scale (PETPAS), developed by Martin and Kulinna (2003), in a Turkish setting, and to test if there are any differences according to gender and teaching experience of Turkish PE teachers. The Turkish version of the PETPAS was administered to 227 physical educators from 3 cities in Turkey. Exploratory factor analysis showed that the scale consists of 4 dimensions, as does the original. Cronbach's alpha was .86, and both the Equal-Length Spearman Brown split-half coefficient (r = .72) and Guttman's split-half coefficient (r = .73) showed good results. The independent t test results revealed that there were significant gender differences in space, time, and institution subscales. One way ANOVA results also indicated that student and space subscales significantly differed according to teaching experience of the PE teachers. These results indicated that the PETPAS is a valid and reliable scale for Turkish culture.

scholarly journals Trainee Teachers’ Situational Motivation and Motivational Climate towards Physical Education Lessons during COVID-19 Pandemic

2021 ◽  
Vol 45 (3) ◽  
pp. 201-207
Author(s):  
Ngien Siong Chin ◽  
Boon Sian Teo ◽  
Eng Hoe Wee
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Physical Education ◽  
Teaching Methods ◽  
Age Groups ◽  
Motivational Climate ◽  
Trainee Teachers ◽  
Gender And Age ◽  
Situational Motivation ◽  
One Way Anova

This study examined the trainee teachers’ situational motivation and motivational climate towards Physical Education lessons in primary schools during COVID-19 pandemic. The participants were 160 trainee teachers comprising of 115 males and 45 female aged 21 to 26 years old (1.10±0.30) from two Institute of Teacher Education Campuses in Sarawak, Malaysia. The participants were administrated the Situational Motivation Scale (SIMS: Guay, Vallerand & Blanchard, 2000) and Teacher Initiated Motivational Climate in Physical Education Questionnaire (TIMCPEQ; Papaioannou, 1998). Descriptive analysis, independent-samples t-test, one-way ANOVA, two-way ANOVA and correlation were utilized. Independent-samples t-test indicated that there were no significant differences for all variables in SIMS and TIMCPEQ on gender and age groups. The one-way ANOVA was used to compare the effect on teaching methods in SIMS and TIMCPEQ. There was a significant difference in teacher-initiated mastery orientation for the three teaching methods, F(2,157)=3.31, p=0.04. Post-hoc comparisons using the Tukey HSD test revealed that the mean score for the online learning (3.87±0.78) was significantly different than the mixed methods (4.22±0.55). However, the face-to-face learning method (3.96±0.62) did not significantly differ from the online learning and mixed methods. Furthermore, two-way ANOVA was used to examine the effect of gender and age groups in SIMS and TIMCPEQ which revealed no significant main effect of gender and age groups. Additionally, there was no statistically significant interaction between gender × age groups for all variables in SIMS and TIMCPEQ. The findings revealed statistically significant positive relationship between the variables in SIMS and TIMCPEQ ranging from very weak (0.24) to very strong (0.90). The findings revealed the necessity for positive motivational climate through adaptive educational resources, alternative teaching approaches and methods that would support and motivate the trainee teachers, educators and students in the teaching and learning of PE during this challenging time.

scholarly journals Procesos psicosociales en Educación Física: actitudes, estrategias y clima motivacional percibido (Psychosocial processes in Physical Education: attitudes, strategies, and perceived motivational climate)

Retos ◽  
2017 ◽  
pp. 19-24
Author(s):  
Ana Cabello Moyano ◽  
Manuel Moyano Pacheco ◽  
Carmen Tabernero Urbieta
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motivational Climate ◽  
Demographic Variables ◽  
Motivational Strategies ◽  
Social Variables ◽  
Positive Attitudes ◽  
Perceived Motivational Climate ◽  
Psychosocial Processes ◽  
Task Oriented

El objetivo de la presente investigación es analizar diferentes procesos psicosociales en Educación Física. Se examinan variables sociodeomográficas -tales como la edad, sexo y práctica de actividad física fuera del horario escolar- en relación a variables psicosociales como las actitudes (hacia el docente y el área), estrategias motivacionales (tarea/ego) y clima motivacional percibido (tarea/ego). A través de diferentes análisis se ponen a prueba varias hipótesis en relación a las mismas. La muestra se compone de 422 adolescentes de diferentes cursos de Educación Secundaria Obligatoria, agrupados en 21 grupos-clase. Los resultados muestran que el alumnado más joven y los chicos (vs. chicas) presentan actitudes más positivas y una mayor motivación hacia la Educación Física. Los chicos presentan unas estrategias y un clima motivacional orientado al ego, en mayor medida que las chicas. En relación a la práctica de actividad física fuera del horario escolar, los que sí la practican son los que muestran una actitud más positiva hacia el área y el docente, así como unas estrategias y clima motivacional orientadas a la tarea. Asimismo, en relación con las actitudes que el alumnado desarrolla hacia la Educación Física y el docente, los datos muestran la importancia relativa de las estrategias motivacionales y clima motivacional orientado hacia la tarea. Finalmente, se discuten los resultados en el marco de investigaciones previas y se proponen implicaciones prácticas para la docencia y la intervención psicosocial. Abstract. The objective of this research is to analyze different psychosocial processes in physical education. Socio-demographic variables - such as age, sex, and hours of practice of physical activity outside the school - in relation to psycho-social variables like attitudes (towards the teacher and area), motivational strategies (task/ego), and perceived motivational climate (task/ego) are examined. Several hypotheses regarding those variables are tested through different analyses. The sample is composed by 422 adolescents from secondary education, grouped into 21 class groups. Results show that the youngest students, as well as boys (vs. girls), present more positive attitudes and greater motivation toward physical education. Boys present strategies and motivational climate aimed at the ego to a greater extent than girls. In relation to the practice of physical activity outside of school, those engaged in it show a more positive attitude towards subject and teacher, as well as task-oriented strategies and motivational climate. Additionally, in relation to attitudes that students develop towards physical education and teaching, data show the relative importance of task-oriented motivational strategies and motivational climate. Finally, the results are discussed in the framework of previous research, and several practical implications for teaching and psychosocial intervention are proposed.

scholarly journals The Physical Activity Class Satisfaction Questionnaire (PACSQ) in Greek educational context: Psychometric properties

Acta Gymnica ◽  
2021 ◽  
Vol 51 ◽  
Author(s):  
Grigorios Masadis ◽  
Filippos Filippou ◽  
Evangelos Bebetsos ◽  
Stella Mavridou ◽  
Olga Kouli ◽  
...  
Keyword(s):  
Physical Activity ◽  
Psychometric Properties ◽  
Educational Context ◽  
Activity Class ◽  
Satisfaction Questionnaire

scholarly journals Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education

2017 ◽  
Vol 36 (4) ◽  
pp. 398-408 ◽  
Author(s):  
Christine E. Johnson ◽  
Heather E. Erwin ◽  
Lindsay Kipp ◽  
Aaron Beighle
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Student Perceptions ◽  
Motivational Climate ◽  
Goal Theory ◽  
Activity Time ◽  
Southeast United States ◽  
8Th Grade ◽  
And Performance ◽  
Perceived Motivational Climate

We used achievement goal theory to examine students’ physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences in enjoyment and PA; and 3) determine if dimensions of motivational climate predicted enjoyment and PA levels in PE, controlling for gender and grade. Youth (n = 290, 150 girls) from three southeast United States middle schools wore a pedometer and completed a motivational climate and enjoyment questionnaire. Boys were more active and enjoyed PE more than girls, and 7th/8th grade students were more active than 6th grade students. Enjoyment was positively predicted by teacher’s emphasis on two mastery climate dimensions, controlling for gender. PE activity time was predicted by two performance climate dimensions, controlling for gender and grade. Implications for practice are discussed.

scholarly journals Adaption and validity of the “Physical Activity Class Satisfaction Questionnaire» (PACSQ) in Greek educational dancing context

2021 ◽  
Vol 21 (2) ◽  
pp. 13-23
Author(s):  
Filippos Filippou ◽  
Stella Rokka ◽  
Stella Douka ◽  
Athena Pitsi ◽  
Aikaterini Koupani ◽  
...  
Keyword(s):  
Physical Activity ◽  
Factor Analysis ◽  
Factor Model ◽  
Related Factor ◽  
Validity And Reliability ◽  
Activity Class ◽  
Satisfaction Questionnaire ◽  
Confirmatory Factor ◽  
Degree Of Satisfaction ◽  
Positive Feelings

La satisfacción es un factor que contribuye a aumentar la participación en las actividades deportivas, principalmente porque está vinculada a procedimientos conductuales responsables de generar sentimientos positivos en las personas involucradas. El objetivo de este estudio fue confirmar el "Cuestionario de Satisfacción de La Clase de Educación Física" en un contexto educativo de danza griega. También se examinó la coherencia interna del cuestionario. La muestra del estudio consistió en 482 participantes, 184 de los cuales eran hombres y 298 eran mujeres. Todos los participantes asistieron a cursos de danza tradicional griega en diferentes asociaciones de danza en Grecia. La escala consta de 45 preguntas que constituyen nueve factores. Se realizaron los siguientes análisis estadísticos: La validez y fiabilidad del cuestionario se examinaron mediante un análisis de factores exploratorios y un análisis de factores confirmatorios. Se llevó a cabo un análisis de fiabilidad para examinar la cohesión interna de los factores. Se calcularon estadísticas descriptivas para examinar ampliamente el grado de satisfacción. El análisis de los resultados llegó a la siguiente conclusión: a) La versión griega del cuestionario mostró propiedades psicométricas estacionarias estables, que apoyan parcialmente su uso en el contexto de la danza griega. b) Las correlaciones entre las subescalas indicaban un modelo de factor relacionado que soporta la validez de la construcción de escalas. Satisfaction is a contributing factor to increasing participation in sports activities, especially due to the fact that it is linked to behavioral procedures responsible for causing positive feelings to people involved. The aim of this study was to confirm the “Physical Activity Class Satisfaction Questionnaire” in a Greek educational dancing context. The internal consistency of the questionnaire has also been examined. The sample of the study consisted of 482 participants, 184 males, and 298 females. All participants have attended Greek traditional dance courses in dancing associations among Greece. The scale consists of 45 questions which constitute nine factors. The following statistical analyses were carried out: Questionnaire’s validity and reliability were examined via exploratory factor analysis and confirmatory factor analysis. Reliability analysis was conducted to examine the internal cohesion of the factors. Descriptive statistics have been calculated to broadly examine the degree of satisfaction. Results’ analysis arrived at the following conclusion: a. The Greek version of the questionnaire has shown stable stationary psychometric properties, which partially support its use in the Greek dancing context. b. Correlations among subscales indicated a related factor model supporting the construct validity of the scale. A satisfação é um fator que contribui para aumentar a participação nas atividades desportivas, principalmentepor estar ligada a procedimentos comportamentais responsáveis por gerarem sentimentos positivos nas pessoas envolvidas. O objetivo deste estudo foi confirmar o “Questionário de Satisfação da Aula de Educação Física” num contexto educacional grego de dança. A consistência interna do questionário também foi examinada. A amostra do estudo foi composta por 482 participantes, sendo que 184 eram homens e 298 eram mulheres. Todos os participantes frequentaram cursos de dança tradicional grega em diferentes associações de dança na Grécia. A escala é composta por 45 questões que constituem nove fatores. Foram realizadas as seguintes análises estatísticas: A validade e confiabilidade do questionário foram examinadas através de uma análise de fatores exploratória e uma análise de fatores confirmatória. A análise de confiabilidade foi conduzida para examinar a coesão interna dos fatores. Foram calculadas estatísticas descritivas para examinaramplamente o grau de satisfação. A análise dos resultados chegou à seguinte conclusão: a) A versão grega do questionário mostrou propriedades psicométricas estacionárias estáveis, que suportam parcialmente o seu uso no contexto da dança grega. b) As correlações entre as subescalas indicaram um modelo de fator relacionado que suporta a validade de construção da escala.

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