scholarly journals Motivation Assessment for Professional and Amateur Female Soccer Players

2021 ◽  
Vol 13 (4) ◽  
pp. 568-578
Author(s):  
Diana Victoria Gidu ◽  
Virgil Ene-Voiculescu ◽  
Carmen Ene-Voiculescu ◽  
Florin Cazan ◽  
Andreea Alexandra Georgescu ◽  
...  
Keyword(s):  
Self Esteem ◽  
Soccer Players ◽  
Control Group ◽  
High Level ◽  
Level Of Motivation ◽  
Experimental Group ◽  
Better Than ◽  
Female Subjects

This paper aims to determine the level of motivation in the case of both professional and amateur female soccer players in Romania. We have designed and administered a motivation questionnare (“Assessing motivation for soccer practice”) to a sample of 75 female subjects, comprising 25 professional and 50 amateur soccer players in the Romanian league. The results obtained for the general score of the questionnaire show no relevant differences between the experimental group and the control group (p > 0,05). However, the analysis of the scores for each motivational dimension shows that the experimental group obtained higher values for the dimensions „Self esteem” and „Necessity of movement” (p < 0,01). No relevant differences between the two groups were visible for the dimensions “Affiliation need” and “Combativeness; aggressivity”. The control group scored better than the experimental group for the dimension “Competition interest”. The analysis of the results indicates that, no matter which group they belong to, the players present a high level of motivation for soccer practice.

Pioneers on the Case for Promoting Motivation to Teach Text-Based Programming

2020 ◽  
pp. 073563312096604
Author(s):  
Can Fatih Efecan ◽  
Serkan Sendag ◽  
Nuray Gedik
Keyword(s):  
Programming Languages ◽  
Life Experiences ◽  
Real Life ◽  
Control Group ◽  
Motivational Intervention ◽  
Quasi Experimental ◽  
High Level ◽  
Learning Programming ◽  
Experimental Group ◽  
Better Than

Learning programming is a painful process for most students, especially those learning text- based programming languages. In this study, based on the principle of Bandura’s social learning theory, the vicarious real-life experiences of several pioneers in the field of IT and programming were presented as 15-minutes stories to a group of 9th graders learning to code in Python. A quasi-experimental research design was used to examine the effects of the theory and associated technique on student achievement. The 27 participants in the experiment group watched these presentations before engaging in programming activities while a control group were also observed who received no extra motivational intervention. Those in the experiment group were found to have significantly improved their programming achievement compared to those in the control group. Additionally, the functionality and originality of the experimental group projects were significantly better than those produced in the control group. They reported that they had been motivated by the pioneer stories, and their interest and self-efficacy beliefs in relation to creating high level programming projects were increased. The results highlight the benefits obtained from proper application of a “pioneer-story technique” to improve text-based programming skills.

scholarly journals Increase the performance in women soccer players by using autogen training and sugestiv technics

2018 ◽  
Vol XIX (1) ◽  
pp. 330-334
Author(s):  
Gidu D V
Keyword(s):  
Research Methods ◽  
Reaction Times ◽  
Soccer Players ◽  
Control Group ◽  
Positive Effects ◽  
Physical Abilities ◽  
Physical Performances ◽  
Level Of Motivation ◽  
The Relationship ◽  
Experimental Group

Objective: The purpose of this study was to examine the relationship between autogen training and sugetiv technic and the performances of women soccer players (both, psychological and physical performances). Research Methods and Procedures: In this study were participated 20 women soccer players from Selena SN Constanta team. The psychological abilities such as distributivity and concentration of attention, choise reaction times and the level of motivation was measured by standardised tests. The physical abilities was considered the precision of receiving, passing and shooting the ball. Results: The analysis of the data show that the experimental group obtained significant performances than control group (p < 0,05), with one exception – the values of choise reaction times. Discussion and Conclusions: The results confirm that the autogen training and sugestiv technic had positive effects regarding concentration and distributivity of attention and motivation of the subjects.

scholarly journals Effectiveness of Abdominal and Gluteus Medius Training in Lumbo-Pelvic Stability and Adductor Strength in Female Soccer Players. A Randomized Controlled Study

2021 ◽  
Vol 18 (4) ◽  
pp. 1528
Author(s):  
Héctor Guerrero-Tapia ◽  
Rodrigo Martín-Baeza ◽  
Rubén Cuesta-Barriuso
Keyword(s):  
Repeated Measures ◽  
Gluteus Medius ◽  
Soccer Players ◽  
Controlled Study ◽  
Control Group ◽  
Extrinsic Factors ◽  
Randomized Controlled ◽  
Limb Injuries ◽  
Experimental Group

Background. Abdominal and lumbo-pelvic stability alterations may be the origin of lower limb injuries, such as adductor pathology in soccer players. Imbalance can be caused by both intrinsic and extrinsic factors. Methods: In this randomized controlled trial over 8 weeks, 25 female footballers were randomly allocated to an experimental group (isometric abdominal training and gluteus medius-specific training) or a control group (isometric abdominal training). Evaluations were performed at baseline, at the end of the intervention and after a 4-week follow-up period. The exercise protocol in common for both groups included three exercises: Plank, Lateral plank and Bird dog. Specific exercises for the gluteus medius were: Pelvic drop and Stabilization of the gluteus medius in knee valgus. Outcome measures were lumbar-pelvic stability and adductor strength. Results: After the intervention, there was an increase in lumbo-pelvic stability in both groups, being greater in the control group than in the experimental group (mean differences [MD]: 4.84 vs. MD: 9.58; p < 0.01) with differences in the analysis of repeated measures (p < 0.001), but not in group interaction (p = 0.26). Changes were found in adductor strength in the experimental group (MD: −2.48; p < 0.001 in the left adductor; MD: −1.48; p < 0.01 in right adductor) and control group (MD: −1.68; p < 0.001 in the left adductor; MD: −2.05; p < 0.001 in the right adductor) after the intervention, with differences in the analysis of repeated measures in left (p < 0.001) and right (p < 0.001) adductor strength. Conclusions: An abdominal and gluteal training protocol shows no advantage over a protocol of abdominal training alone for lumbo-pelvic stability and adductor strength, while improvements in both variables are maintained at four weeks follow-up.

The Effectiveness of the Cooperative Problem-Based Learning Model in Learning Statics in Vocational Education

2021 ◽  
Vol 12 (3) ◽  
pp. 3020-3027
Author(s):  
Juniman Silalahi Et.al
Keyword(s):  
Vocational Education ◽  
Learning Outcomes ◽  
Research Method ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Simple Random Sample ◽  
Control Group ◽  
Conventional Models ◽  
Experimental Group ◽  
Better Than

This research aimed to determine the effectiveness of the Cooperative Problem-Based Learning (CPBL) Model in Learning Statics. The experimental class's research method was experimental, in which the experimental class was applied with the CPBL model, and the control class was applied with conventional models. A simple random sample carried out sampling for the experimental group and the control group. The instrument used was the learning outcomes test. The findings show that the experimental group's student learning outcomes are better than those of the control group. Thus, there is an increase in learning outcomes, and student effective results on the CPBL model in statics learning are in a very good category. It is concluded that the application of the CPBL model is more effective than conventional learning.

scholarly journals The Influence of Coaches’ Communication on The Level of Players’ Pre-Competitive Anxiety and Selfesteem

2016 ◽  
Vol 56 (2) ◽  
pp. 129-142
Author(s):  
Peter Kačúr
Keyword(s):  
Educational Program ◽  
Self Esteem ◽  
Control Group ◽  
Intervention Period ◽  
Lower Intensity ◽  
Somatic Anxiety ◽  
Competitive Anxiety ◽  
Cognitive Anxiety ◽  
Experimental Group ◽  
Mastery Approach

Summary The purpose of the study was to evaluate the influence of coaches` communication discourse determined by educational program Mastery Approach to Coaching (MAC) on changes of players` level of pre-competitive anxiety and self-esteem. The research was applied on 10 coaches of collective sports and 161 players. For diagnosing, the level of cognitive, somatic anxiety and selfesteem was used standardized questionnaire CSAI-2R. Players of experimental group decreased level of intensity of cognitive (p = 0.004) and somatic anxiety as well as frequency and increased level of selfesteem intensity (p = 0.021) and frequency during intervention period. After three months’ experiment period players of experimental group experienced lower intensity (p = 0.000) and frequency of cognitive anxiety as well as lower intensity (p = 0.012) and frequency (p = 0.037) of somatic anxiety than players in control group. Players of experimental group perceived direction of self-esteem intrusions (p = 0.041) as well as intrusions of cognitive and somatic anxiety more positively than players of control group after intervention period.

scholarly journals Cognitive load theory as a framework for simulation-based, ultrasound-guided internal jugular catheterization training: Once is not enough

CJEM ◽  
2018 ◽  
Vol 21 (1) ◽  
pp. 141-148 ◽  
Author(s):  
Robert McGraw ◽  
Tim Chaplin ◽  
Nicole Rocca ◽  
Louise Rang ◽  
Melanie Jaeger ◽  
...  
Keyword(s):  
Cognitive Load Theory ◽  
Control Group ◽  
Hand Motion ◽  
Load Theory ◽  
Local Standard ◽  
Technical Proficiency ◽  
Simulation Session ◽  
Approach To Teaching ◽  
Experimental Group ◽  
Better Than

ABSTRACTObjectiveThe main objective of this study was to use the principles of cognitive load theory to design a curriculum that incorporates a progressive part practice approach to teaching ultrasound-guided (USG) internal jugular catheterization (IJC) to novices. A secondary objective was to compare the technical proficiency of residents trained using this curriculum with the technical proficiency of residents trained with the current local standard of a single simulation session.MethodsThe experimental group included 16 residents who attended three 2-hour sessions of progressive part practice in a simulation lab. The control group included 46 residents who attended the current local standard of a single 2-hour simulation session just prior to their intensive care unit rotation. Technical proficiency was assessed using hand motion analysis and time to procedure completion.ResultsAfter three sessions, median scores for right hand motion (RHM) (34.5; [27.0-49.0]), left hand motion (LHM) (35.5; [20.0-45.0]), and total time (TT) (117.0 s; [82.7-140.0]) in the experimental group were significantly better than the control group (p<0.001). Results for eight experimental group residents who were assessed for retention at a later date revealed median scores for RHM (45.0; [32.0-58.0]), LHM (33.5; [20.0-63.0]), and TT (150.0 s; [103.0-399.6]), which were significantly better than those of the control group (p=0.01, p<0.01, and p=0.02, respectively).ConclusionThese results support multiple sessions of progressive part practice in a simulation lab as an effective competency-based approach to teaching USG IJC in preparation for the clinical setting.

scholarly journals Effectiveness of using a role playing strategy in developing dialogue skills in a language subject for students in the third grade intermediate in Hafr Al-Batin: فاعلية استخدام استراتيجية لعب الأدوار في تنمية مهارات الحوار في مادة لغتي لدى طلاب الصف الثالث المتوسط بحفر الباطن

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Mohammed bin Majed bin Shariah al - Shammari
Keyword(s):  
Role Playing ◽  
Self Esteem ◽  
Third Grade ◽  
Control Group ◽  
Control Groups ◽  
Teaching Role ◽  
Third Grade Students ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The aim of this study was to identify the effectiveness of teaching role playing strategy in developing dialogue skills in the immortal language of the intermediate third grade students. To achieve the objectives of the study, the researcher used the semi-experimental method by designing the two equal groups. The sample contains 51 students, 26 students for the control group and 25 students for the experimental group. The researcher used the statistical treatments using the SPSS program, The study has resulted in The results showed that the level of dialogue skills on the student scale among the average third-grade students in the experimental and control groups was medium. The mean of the two groups was on all dialogue skills (2.23). The skill of expressing the opinion is one of the most common dialogue skills, (2.25), while the skill of listening and listening is second, with an average of (2.24), followed by self-esteem in third place with an average of 2.23. Finally, ). In addition, there were statistically significant differences at the level of α 0.05 0.05 in post-performance in all dialogue skills (self-esteem, good listening and listening, respect for others, expression of opinion). In the light of its findings, the researcher made a number of recommendations.

scholarly journals Pelatihan Teknik Asertivitas untuk Meningkatkan Self-Esteem Korban Bullying

2016 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Amalia Hana Firdausi ◽  
Maria Goretti Adiyanti
Keyword(s):  
Primary School ◽  
Peer Interactions ◽  
Self Esteem ◽  
Control Group ◽  
Test Design ◽  
Post Test ◽  
Bullying Victims ◽  
And Control ◽  
Experimental Group ◽  
Quasi Experiment

The purpose of this study is to examine the effect of assertiveness techniquestraining to improve bullying victims’ self-esteem. This study was a quasi experiment withuntreated control group with pre-test and double post-test design. The data werecollected by using adaptation instrument of Peer Interactions in Primary School (PIPS)Questionnaire, assertiveness scale, and self-esteem scale. The subjects were 18 students in4 th -5 th grade who are indicated as bullying victims and have self-esteem scores categorizedin low to moderate levels (8 students in experimental group and 10 students in controlgroup). The result of the Mann Whitney U test showed that there was no difference inself-esteem scores between the experimental and control group during the pretest (p >0.05). After being treated, the differences in self-esteem scores were significant with Z = -3.113; p = 0.002 (p < 0,01) between the experimental group and control group, in which themean score of self-esteem in the experimental group was higher than the control group

scholarly journals IMPROVING THE QUALITY OF STUDENT QUESTIONS IN PRIMARY SCIENCE CLASSROOMS

2018 ◽  
Vol 17 (5) ◽  
pp. 800-811
Author(s):  
Sibel Kaya ◽  
Mustafa Temiz
Keyword(s):  
Primary Students ◽  
Control Group ◽  
Science Lesson ◽  
Primary Science ◽  
Science Classrooms ◽  
Student Questioning ◽  
High Level ◽  
Student Questions ◽  
Experimental Group

Even though student questioning is the key aspect of inquiry learning, students ask very few questions in Science classrooms. This research aimed to increase the number of high-level questions posed by primary students during science lessons. An experiment was designed in which the experimental group was taught about the taxonomy of questions that can be asked by students during a science lesson. The quality of selected student questions was discussed as a whole class throughout the implementation. In addition, the experimental group completed the textbook activities at the end of each section in groups, whereas, the control group finished these activities individually. The experiment lasted for 4 weeks (12 lessons), during the ‘Microscopic Organisms and Environment’ unit in two 4th-grade classrooms. After completing each section of the unit, student questions were collected. The questions were classified as either low-level or high-level questions. The findings showed that in the experimental group, there were significantly more high-level questions compared to the control group. The questions were longer and more comprehensive in the experimental group. In both groups, as students’ achievement increased, so did the number of questions they asked. Keywords: student questions, high-level questions, question taxonomy, primary science.

scholarly journals The Effectiveness of a Program Based on the Strategy of Positive Education in the Development of Self-Esteem of Kindergarten Children with Learning Difficulties

2014 ◽  
Vol 8 (1) ◽  
pp. 214
Author(s):  
Khadega M. Badraldien
Keyword(s):  
Education Program ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Positive Education ◽  
Normal Children ◽  
Before And After ◽  
Experimental Group

The results of several studies have shown that children with learning difficulties suffer from low selfesteem compared to normal children, which may affect their integration with their normal peers, social adaptation, and their academic superiority in subsequent years. Positive education is one of the modern strategies in education which is intended to focus on the positive and desirable behavior of the child rather than focusing on the negative or bad behavior. The present study aimed to find out the effectiveness of a program based on the strategy of positive educationin the development of self-esteem for children who suffer from learning difficulties. The study used the pre-academic skills scale to diagnose and sort children with learning difficulties and the self-esteem scale to determine the level of appreciation for children with learning difficulties for themselves before and after the implementation of the program. Overall, the results of the study indicated that the positive education program helped in developing children’s self-esteem and appreciation for themselves. The results showed that children of the experimental group had better selfesteem than the control group, and the positive education program had a significant impact on the development of self-confidence and self image. The results also indicated that the experimental group was better in integration and social interaction than the control group. The study recommended using the strategy of positive education not only with normal children but also with those with learning difficulties. The study also recommended that parents' and teachers' awareness of the importance of positive education and its impact on the growth of the child's personality and abilities should be enhanced. 

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