scholarly journals The impact of sport education on fundamental values

2017 ◽  
Vol 10 (19) ◽  
pp. 52-57
Author(s):  
Beatrice Abălașei ◽  
Radu Iacob ◽  
Rareș Puni
Keyword(s):  
Physical Education ◽  
Survey Method ◽  
Human Being ◽  
Sport Education ◽  
Athletic Activity ◽  
Physical Education Lesson ◽  
Collaborative Behavior ◽  
Universal Values ◽  
The Impact ◽  
Fundamental Values

Abstract Sports values are those through which the human being attempts to develop under the rules, decisions, regulations, laws drafted by national or international organizations and accepted by each athlete. In the physical education lesson, when one or more values are appropriated, becoming convictions, they particularly structure the student's behavior, child's behavior and constitute an authentic leader of the actions and the way they are. Athletic activity is the only way to systematically and continuously develop sporting values and the desire to compete induced in the physical education lesson where students receive a knowledge system that forms a true theory of competition - all in the spirit of friendship, knowledge and mutual respect based on human being dignity. The aim of our approach is to educate children with universal values, Olympic values, and create a selfless, proactive, collaborative behavior that removes hierarchy. At the basis of education in the spirit of universal values will be sports games with modified rules. At the basis of the study, the survey method was based on a questionnaire and the analysis combined the qualitative and the quantitative interpretation. The results of the study point to the need to educate children through the means of action specific to physical education and sport, implicit of universal ones.

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.

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.

Incorporation of Physical Activity Challenges Within a Sport Education–Based Physical Education Class

2021 ◽  
Vol 78 (5) ◽  
Author(s):  
Hairui Liu ◽  
Peter Hastie
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Sport Education ◽  
Physical Education Class ◽  
Calorie Consumption ◽  
Energy Expenditures ◽  
Education Class ◽  
Formal Requirement ◽  
Weekly Journal ◽  
The Impact

This study examined the impact of including a formal requirement of achieving predetermined energy expenditures as part of students’ participation grades during a Sport Education–based college physical education class. Calorie consumption was measured using the Heart Zones Blink 3.0 sensor, and the percentage of students who reached the lesson target was calculated across a 15-week semester. The instructor kept a weekly journal and students participated in interviews at mid and end of term. Results showed that the average calorie consumption across the semester well exceeded the daily targets, while the percentage of students who reached the daily challenge cutoff ranged from 77% to 100% (average = 87%). Analysis of the journal entries and interviews resulted in the generation of four themes: students’ commitment to reaching the activity targets, group-based strategies for achieving physical activity targets, activity consequences of officiating roles, and activity challenges problematized skill development for some. Subscribe to TPE

scholarly journals The impact of introducing fitness themes in the physical education lesson on adolescent girls

2020 ◽  
pp. 257-270
Keyword(s):  
Physical Education ◽  
Adolescent Girls ◽  
Healthy Lifestyle ◽  
Training Programme ◽  
Psychomotor Skills ◽  
Research Subjects ◽  
Physical Education Lesson ◽  
Ability To Act ◽  
The Impact ◽  
Experimental Group

The influence of physical development on adolescent girls place physical education and sport at the core of functional somatic and motor harmonisation, but also turns them into defining factors for a healthy lifestyle. Our research aims to find solutions for one of the desiderata of physical education, namely developing bio-psychomotor skills and building the ability to act and maintain a positive psychophysical tone in adolescent girls. In this regard, motor programmes were developed using the means of fitness, which were introduced in the physical education lesson. The research was carried out in the 2019-2020 school year at the “Grigore Moisil” National College in Bucharest. The groups participating in the experiment are made up of 40 girl students in the 10th grade (aged 15-16 years). The study was conducted over 8 weeks during 16 physical education lessons. The research subjects were assessed by initial and final tests. Following the motor programme performed using the means of fitness, the motor ability of the experimental group has improved, which is supported by significant statistical evidence for all 6 tests: push-ups, sit-ups, trunk extension from the prone position, standing long jump, 50-m speed run with a standing start, 800-m endurance run. The training programme applied to the experimental group had higher efficiency than the traditional training programme commonly used in the physical education lesson.

scholarly journals Relationship Between Personal and Social Responsibility and the Roles Undertaken in Sport Education

2021 ◽  
Vol 40 (1) ◽  
pp. 76-85
Author(s):  
Eva Guijarro ◽  
Ann MacPhail ◽  
Sixto González-Víllora ◽  
Natalia María Arias-Palencia
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Elementary School Students ◽  
Personal Characteristics ◽  
Sixth Grade ◽  
Sport Education ◽  
School Students ◽  
Sixth Grade Students ◽  
Personal And Social Responsibility ◽  
The Impact

Purpose: To examine the impact of undertaking roles in Sport Education on responsibility levels of elementary school students. Method: Forty-one fifth- and sixth-grade students participated in a 15-lesson season. Students undertook five different roles into the Sport Education season and presented differing initial perceived responsibility scores. Results: Results in this study convey students’ responsibility improvements for both personal and social responsibility during a season of Sport Education. There are differences in students with low perceived responsibility depending on the role they undertake, whereas students with high perceived responsibility do not present any difference according to the role they perform. Conclusion: In the physical education context, the teachers have to consider the personal characteristics of the students in the process of mapping students to roles.

scholarly journals Impact of Sports Education Model in Physical Education on Students’ Motivation: A Systematic Review

Children ◽  
2021 ◽  
Vol 8 (7) ◽  
pp. 588
Author(s):  
Ricardo Tendinha ◽  
Madalena D. Alves ◽  
Tiago Freitas ◽  
Gonçalo Appleton ◽  
Leonor Gonçalves ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Positive Impact ◽  
Sport Education ◽  
Eligibility Criteria ◽  
Motivated Behavior ◽  
Wide Range ◽  
Education Model ◽  
The Impact ◽  
The Relationship

Background: Research has suggested that applying the Sport Education Model (SEM) in Physical Education (PE) increases students’ motivation. However, it is important to systematize this evidence to have a clearer idea. Therefore, this study aimed to analyze the impact of the SEM on the students’ motivation. Methods: A systematic review with a narrative synthesis was performed. In March 2021, an articles search was conducted in PubMed, Scopus, and Web of Science. Eligibility criteria were: longitudinal or experimental study design; outcomes included PE settings; results reported the relationship between the SEM and students’ motivation. Results: Fourteen studies were included, totaling 2146 students. The majority of the studies indicated a significant association between the SEM and motivation, particularly in autonomy and more enjoyment toward PE. Conclusions: This review supports that the SEM has a positive impact on motivation. The SEM offers a wide range of opportunities for students to develop more self-determined motivated behavior in PE classes. Therefore, the SEM should be considered when developing or adapting existing PE programs to promote students’ intrinsic motivation to engage in physical activity.

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