scholarly journals Effect of Blended learning in Physical Education Classes on Intrinsic Motivation and Class Satisfaction in Female High School Students

2012 ◽  
Vol 54 (null) ◽  
pp. 165-185
Author(s):  
안성빈 ◽  
Minjeong Lyu ◽  
Man- Dong Huh
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Blended Learning ◽  
School Students ◽  
Female High School

scholarly journals Effect of a physical education-based dynamic stretching program on hamstring extensibility in female high-school students

Kinesiology ◽  
2016 ◽  
Vol 48 (2) ◽  
pp. 258-266 ◽  
Author(s):  
Carlos A. Becerra-Fernández ◽  
Rafael Merino-Marban ◽  
Daniel Mayorga-Vega
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Development Program ◽  
School Students ◽  
Dynamic Stretching ◽  
Maintenance Program ◽  
Baseline Levels ◽  
Female High School ◽  
Experimental Group

The purpose of the present study was to examine the effects of a dynamic stretching development program followed by a four-week detraining period and maintenance program on hamstring extensibility in a physical education setting. A sample of 108 female high-school students aged 16-17 years from four classes were clustered randomly and assigned to either an experimental or a control group. During physical education sessions, the experimental group students performed a dynamic stretching program twice a week for eight weeks. Subsequently, after a four-week period of detraining, the experimental group students completed a maintenance program twice a week during four weeks. The results of the two-way analysis of variance showed that the physical education-based development program significantly improved students’ hamstring extensibility (p<.001). Although after four weeks of detraining students’ flexibility reverted to its baseline levels (p>.05), the gains obtained previously were recovered after a four-week maintenance program (p<.001). Hence, a physical education-based dynamic stretching intervention is effective in improving and maintaining hamstring extensibility among female high-school students. However, after four weeks of detraining, students’ flexibility reverts to its baseline levels. These findings could help and guide teachers to design programs that guarantee a feasible and an effective development of flexibility in a physical education setting.

scholarly journals Motivación contextual desde la autodeterminación en las clases de Educación Física (Contextual motivation from self-determination in physical education classes)

Retos ◽  
2021 ◽  
pp. 88-94
Author(s):  
Pablo Cádiz Chacón ◽  
Luis Antonio Barrio Mateu ◽  
Dayneri León Valladares ◽  
Álvaro Hernández Sánchez ◽  
María Milla Palma ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Self Determination ◽  
Physical Education Class ◽  
School Students ◽  
Locus Of Causality ◽  
External Regulation ◽  
Identified Regulation

  El objetivo propuesto en el presente estudio fue determinar el tipo de motivación, desde la perspectiva de la autodeterminación, en estudiantes de enseñanza media, hacia la clase de Educación Física del Liceo Antonio Varas de la Barra en Arica, Chile, y su relación entre nivel de estudios y sexo. Participaron 717 estudiantes de 1ro a 4to medio. El instrumento utilizado fue la Escala del Locus Percibido de Causalidad en Educación Física (adaptación española). Entre los resultados se hallaron resultados medios-altos (5.09 y 5.22) para las dimensiones de Motivación Intrínseca y Regulación Identificada, respectivamente; mientras que las dimensiones Regulación Introyectada y Regulación Externa presentaron valores medios, 4.49 para la Regulación Introyectada y 4.72 para la Regulación Externa. Por su parte, la no motivación alcanzó un valor medio-bajo (3.70). Genéricamente, los varones aparentaron valores más alto que las damas, en todas las dimensiones, excepto en no motivación, sin embargo, estas diferencias no resultaron ser significativas estadísticamente. Se arribó a la conclusión de que la Motivación Intrínseca, la Regulación Identificada caracterizan a la población estudiada, la no motivación mostró resultados bajos, por lo que los alumnos de enseñanza media, sobre todo, los hombres de niveles superiores, se hallan motivados por la clase de Educación Física. Abstract. The objective proposed in the present study was to determine the type of motivation, from the perspective of self-determination, in high school students, towards the Physical Education class of the Antonio Varas de la Barra High School in Arica, Chile, and its relationship between level of studies and sex. 717 students from 1st to 4th grade participated. The instrument used was the Scale of the Perceived Locus of Causality in Physical Education (Spanish adaptation). Among the results, medium-high results (5.09 and 5.22) were found for the dimensions of Intrinsic Motivation and Identified Regulation, respectively; while the Introjected Regulation and External Regulation dimensions presented average values, 4.49 for Introjected Regulation and 4.72 for External Regulation. For its part, non-motivation reached a medium-low value (3.70). Generically, men appeared higher values ​​than women, in all dimensions, except non-motivation, however, these differences were not statistically significant. It was concluded that Intrinsic Motivation, Identified Regulation characterize the studied population, non-motivation showed low results, so that high school students, especially men of higher levels, are motivated by the P.E. Class.

Sign in / Sign up

Export Citation Format

Share Document