The commitment: A determinant basic mental skill in student’s performance in Physical Education and Sport

The purpose of this study was to analyze the mediating effect of satisfaction/enjoyment and boredom between the perception of autonomy support and academic performance in physical education. The sample consisted of 374 girls (Mage = 13.99; SD = 0.30) and 374 boys (Mage = 14.02; SD = 0.33) from the state of Nuevo León, Mexico. The instruments used were the Questionnaire for Autonomy Support in Physical Education (CAA-EF), Sport Satisfaction Intrinsic in Physical Education (SSI-EF) and the physical education performance of the students. The instrument’s validity tests were analyzed using confirmatory procedures. Descriptive, reliability, and validity analyses were carried out for each instrument, and the mediating effect was examined; a mediation analysis was performed using the PROCESS V.3.5 macro. The main results revealed that autonomy support is not a direct indicator of physical education performance, but rather that students must feel satisfied with physical education for there to exist a forecast for a positive physical education performance. Satisfaction with physical education was found to have a mediating effect between autonomy support and physical education performance. However, boredom did not have a mediating effect between autonomy support and the student’s performance in physical education class.

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تأثير استخدام أسلوب الاكتشاف الموجه على تعلم جملة حركية على جهاز الحلق لدى طلاب تخصص التربية الرياضية

مجلة جامعة فلسطين التقنية للأبحاث ◽

10.53671/ptukrj.v7i1.66 ◽

2019 ◽

Vol 7 (1) ◽

pp. 69-75

Author(s):

Alaa Kamal Esa ◽

Nedal Omar Alqassim

Keyword(s):

Physical Education ◽

Educational Program ◽

Control Group ◽

Guided Discovery ◽

Educational Method ◽

Technical Performance ◽

Before And After ◽

Student’S Performance ◽

Discovery Method ◽

Experimental Group

This study aims to identify the effect of using the guided discovery method on learning a dynamical system on the steady rings of the students of the Department of Physical Education. The sample of the study consisted of (40) male students who registered for gymnastics (2) course in the Department of Physical Education at the Technical University of Palestine for the fall semester of academic year 2017 / 2018, (20) of them who have no previous experience in performing on the steady rings were selected intentionally, then divided into two groups, each of (10) students, one of which was experimental, where the guided discovery method was applied on them, and the other group was traditional, they were taught using traditional method. The researchers then applied the educational program on the study sample for six weeks consecutively, with three classes per week, which all amounted to eighteen classes each of 60 minutes. After finishing the educational program, the researchers did the post-evaluation of the student’s performance on the steady rings to identify the effect of the mentioned educational method on improving the student’s performance, The researchers used arithmetic means, standard deviations, skewness coefficient, T-test for the differences before and after the experiment on each group of the study sample. The results showed that there were statistically significant differences between the before and after measurements in favor of the after ones, The results of the differences in the after measurements between the control group and the experimental group showed that there are statistically significant differences in favor of the experimental group in the level of learning the technical performance on the steady rings during the study. The researchers recommend the use of the guided discovery at learning the technical performance on the steady rings.

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Academic Monitoring in Human Anatomy as a Pedagogical Tool in Higher Education

Journal of Health Sciences ◽

10.17921/2447-8938.2020v22n4p250-253 ◽

2020 ◽

Vol 22 (4) ◽

pp. 250-253

Author(s):

Roger William de Souza Vitorino ◽

Deisy Paula dos Santos ◽

Luana Andrade Rogeri ◽

Célia Cristina Fornaziero ◽

Mayara Bocchi ◽

...

Keyword(s):

Higher Education ◽

Physical Education ◽

Bachelor's Degree ◽

Human Anatomy ◽

Statistical Program ◽

Practical Development ◽

Student’S Performance ◽

Monitoring Activities ◽

Additional Support ◽

Teaching Learning

AbstractThe objective of the present study was to evaluate the contribution of academic monitoring in the students’ performance of the Physical Education course in the discipline of Human Anatomy. The sample consisted of 50 students of the Physical Education course (Bachelor’s degree) who were taking the discipline of Human Anatomy (HA). The participants were divided into two groups: non-monitoring (NM) and monitoring (M). Academic monitoring actions were carried out during the students’ after class hours, in which they were assisted by the professor and three monitors. Thus, all the students who participated in the monitoring activities were included in the M group and those students who were not involved in monitoring activities were included in the NM group. The assessment used to verify student’s performance was the last test of the HA discipline. After verifying the data normality, the scores of the groups were compared using the Mann Whitney test. Data were expressed as mean and standard deviation from the mean using the Graph Pad Prism 6 statistical program. The adopted significance index was p <0.05. In the results it was observed that the M group obtained a better performance when compared to the NM group (p <0.001). Therefore, academic monitoring acted as a facilitating tool in the student’s theoretical-practical development and contributed to a better performance in the discipline of HA. Therefore, it can be used as an additional support in the teaching-learning process of students who participate in extra-class monitoring activities. Keywords: Learning. Education, higher. Education. ResumoO objetivo do presente estudo foi avaliar a contribuição da monitoria acadêmica no desempenho dos estudantes do curso de Educação Física na disciplina de Anatomia Humana. A amostra foi composta por 50 estudantes do curso de Educação Física (Bacharelado) que cursavam a disciplina de Anatomia Humana (AH). Os participantes foram distribuídos em dois grupos: Sem Monitoria (SM) e Com Monitoria (CM). As ações de monitoria acadêmica foram realizadas no contraturno dos estudantes, no qual, foram auxiliados pelo docente e por três monitores. Dessa forma, todos os acadêmicos que participaram das atividades de monitoria foram inseridos no grupo CM e aqueles estudantes que não se envolveram com atividades de monitoria, foram incluídos no grupo SM. A avaliação utilizada para verificar o desempenho dos estudantes foi a última prova da disciplina de AH. Após verificar a normalidade dos dados, as notas dos grupos foram comparadas por meio do teste Mann Whitney. Os dados foram expressos em média e desvio padrão da média por meio do programa estatístico Graph Pad Prism 6. O índice de significância adotado foi de p<0,05. Nos resultados foi observado que o grupo CM obteve um melhor rendimento quando comparado ao grupo SM (p<0,001). Nesse sentido, a monitoria acadêmica atuou como ferramenta facilitadora no desenvolvimento teórico-prático do discente e contribuiu para um melhor rendimento na disciplina de AH. Sendo assim, pode ser utilizada como um suporte adicional no processo ensino-aprendizagem dos acadêmicos que participam das atividades de monitoria extraclasse. Palavras-chave: Aprendizagem. Educação Superior. Educação.

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تأثير استخدام أسلوب الاكتشاف الموجه على تعلم جملة حركية على جهاز الحلق لدى طلاب تخصص التربية الرياضية

مجلة جامعة فلسطين التقنية للأبحاث ◽

10.53671/pturj.v7i1.66 ◽

2019 ◽

Vol 7 (1) ◽

pp. 69-75

Author(s):

Alaa Kamal Esa ◽

Nedal Omar Alqassim

Keyword(s):

Physical Education ◽

Educational Program ◽

Control Group ◽

Guided Discovery ◽

Educational Method ◽

Technical Performance ◽

Before And After ◽

Student’S Performance ◽

Discovery Method ◽

Experimental Group

This study aims to identify the effect of using the guided discovery method on learning a dynamical system on the steady rings of the students of the Department of Physical Education. The sample of the study consisted of (40) male students who registered for gymnastics (2) course in the Department of Physical Education at the Technical University of Palestine for the fall semester of academic year 2017 / 2018, (20) of them who have no previous experience in performing on the steady rings were selected intentionally, then divided into two groups, each of (10) students, one of which was experimental, where the guided discovery method was applied on them, and the other group was traditional, they were taught using traditional method. The researchers then applied the educational program on the study sample for six weeks consecutively, with three classes per week, which all amounted to eighteen classes each of 60 minutes. After finishing the educational program, the researchers did the post-evaluation of the student’s performance on the steady rings to identify the effect of the mentioned educational method on improving the student’s performance, The researchers used arithmetic means, standard deviations, skewness coefficient, T-test for the differences before and after the experiment on each group of the study sample. The results showed that there were statistically significant differences between the before and after measurements in favor of the after ones, The results of the differences in the after measurements between the control group and the experimental group showed that there are statistically significant differences in favor of the experimental group in the level of learning the technical performance on the steady rings during the study. The researchers recommend the use of the guided discovery at learning the technical performance on the steady rings.

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Stereotypes about overweight students and their impact on grading among physical education teachers

Social Psychology of Education ◽

10.1007/s11218-021-09649-4 ◽

2021 ◽

Author(s):

Sabine Glock ◽

Claudia Schuchart

Keyword(s):

Education Research ◽

Physical Education ◽

Normal Weight ◽

Verbal Description ◽

Physical Education Teachers ◽

Regression Analyses ◽

Overweight People ◽

Implicit Biases ◽

Student’S Performance

AbstractA student’s weight is a particularly important characteristic in physical education. Research has shown that physical education teachers and people working in this area are particularly likely to hold strong negative implicit biases toward overweight students and that these students tend to earn lower grades in physical education. Stereotypes of overweight people might color teachers’ judgments of these students. In this study, we experimentally investigated whether overweight students received lower grades from physical education teachers on an exercise than normal weight students. We presented a verbal description of an exercise and asked teachers to grade a student’s performance and to judge the student’s social and working behaviors. Teachers gave lower grades to the overweight student, and regression analyses showed that their stereotypical beliefs predicted their judgments. Teachers’ motivation to control prejudice had no relation to their judgments. Nonetheless, our results showed that the same performance was graded worse only because the student was overweight.

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