Effect of Fatigue on Knee Kinematics During Countermovement Jumps in Female Students of Physical Education With Valgus Knee Deformity

This article continues a series of authors’ publications focused on the problem of practical support of modern rhythmic gymnastics classes for students at non-sport related universities who select this sport as a base for the «Physical Education» (72 hours) and «Applied Physical Education» (328 hours) academic disciplines. The first study «On the issue of practical support of modern rhythmic gymnastics classes for students at non-sport related universities» [3] revealed that methodical correction must include the search for efficient approaches to the arrangement of music-supported motor training of students. Research methods and organization. We assessed students' music-supported motor technique according to the indicators of musical awareness and musicality levels. We applied testing and questionnaire surveys to determine the level of musical awareness. We used methods of an expert assessment and testing to identify musicality. Research results. This research presents outcomes of an assessment of music-supported motor technique of female students after two terms of modern rhythmic gymnastics classes. The assessment aimed at the scientific substantiation of revising music-supported motor training methods and the development of appropriate practical materials for this topic. Conclusion. The research revealed the low level of music-supported motor technique of female students engaged in rhythmic gymnastics in the framework of Physical Education course at the university. We used data received from our study to identify research gaps in the explored type of training and to determine the directions for revising music-supported motor training methods of students engaged in rhythmic gymnastics at non-sport related universities. The article contains a fragment of the dissertation by T.V. Sizova «Music-supported motor training for students at rhythmic gymnastics classes at non-sport related universities» prepared under the supervision of O.G. Rumba.

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Attitude of Female Students Towards Physical Education and Sports

Journal of Balkumari College ◽

10.3126/jbkc.v9i1.30088 ◽

2020 ◽

Vol 9 (1) ◽

pp. 65-70

Author(s):

Pashupati Adhikari

Keyword(s):

Physical Education ◽

Data Collection ◽

Female Students ◽

Degree Of Freedom ◽

Chi Square ◽

Positive Attitudes ◽

Chi Square Test ◽

Level Of Significance ◽

The University ◽

Very High

This study presents an attitude of female students studying B.Ed. third year towards physical education and sports within Kathmandu valley. Initially, it was hypothesized that there is no significance difference in attitude of physical education and sports among female students of different campuses. From these 6 campuses, 184 female students were randomly selected. A five-point Likert-type scale was applied for data collection from the selected students who studied in B.Ed. third year. Altogether five opinion statements were used for data collection. It was found that all respondents showed positive attitudes towards physical education and sports. In order to test whether there is significant interdependence in score among the respondents in different perspectives. The chi-square test score was applied as statistical test at the 0.05 level of significance. The chi-test under contingency table: independent of opinion among the respondent, if (χ2>α=0.05 in different degree of freedom) and independent if (χ2≤ α=0.05 in different degree of freedom). For the measurement of attitude for physical education and sports,it has enough evidence in the data to accept alternatives hypothesis; there is relation or interdependence of attitude towards physical education and sports among the respondents. Because, the score is very high among the response of respondent. The study suggests that the university teacher must be accountable to construct professional environment.

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Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

European Physical Education Review ◽

10.1177/1356336x19865556 ◽

2019 ◽

Vol 26 (2) ◽

pp. 392-409 ◽

Cited By ~ 1

Author(s):

Annica Caldeborg ◽

Marie Öhman

Keyword(s):

Young Adult ◽

Physical Education ◽

Adult Female ◽

Female Students ◽

Physical Contact ◽

Photo Elicitation ◽

Physical Education Teachers ◽

Pedagogical Tool ◽

Starting Point ◽

Teachers And Students

Research within the field of intergenerational touch has shown that there is a tension between the need to use physical contact as an obvious pedagogical tool, and the no-touch discourse. Within this tension physical contact between physical education teachers and students has also been shown to be a gender/ed issue with heteronormative points of departure. The aim of this study is to investigate how young adult female students’ talk about physical contact between teachers and students in physical education is related to heteronormativity. The study takes its starting point in Foucault’s work on discourses and Butler’s performative perspective. Thirteen female students in upper secondary school were interviewed in four focus groups using photo elicitation. In the findings, three performatives are identified that show how the students’ talk about physical contact between teacher and student in physical education is related to heteronormativity. The three performatives are: (a) gendering with age; (b) being wary of men; and (c) feeling sympathy for men. The paper discusses the effects the heteronormative discourse has on young adult female students and male teachers in relation to physical contact in physical education.

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Valgus Knee Deformity—Etiology and Treatment

Journal of Pediatric Orthopaedics ◽

10.1097/01241398-198309000-00024 ◽

1983 ◽

Vol 3 (4) ◽

pp. 527-530 ◽

Cited By ~ 11

Author(s):

John A. Herring ◽

Michael G. Ehrlich

Keyword(s):

Valgus Knee ◽

Knee Deformity

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Lateral or medial approach for valgus knee in total knee arthroplasty - which one is better? A systematic review

Journal of International Medical Research ◽

10.1177/0300060519882208 ◽

2019 ◽

Vol 47 (11) ◽

pp. 5400-5413 ◽

Cited By ~ 1

Author(s):

Bin Wang ◽

Dan Xing ◽

Jiao Jiao Li ◽

Yuanyuan Zhu ◽

Shengjie Dong ◽

...

Keyword(s):

Total Knee Arthroplasty ◽

Knee Arthroplasty ◽

Evaluation Method ◽

Primary Total Knee Arthroplasty ◽

Lateral Approach ◽

Tibial Tubercle ◽

Valgus Knee ◽

Medial Approach ◽

Knee Deformity ◽

Total Knee

Objective To identify whether the medial or lateral approach is superior for patients with valgus knees undergoing primary total knee arthroplasty (TKA). Methods Studies evaluating the 2 approaches were sourced from the PUBMED, EMBASE, Web of Science, and OVID databases. The quality of included studies was assessed using a modified quality evaluation method, and differences between approaches were systematically reviewed. Results Seventeen observational studies were included. The studies were published between 1991 and 2016, and included 5 retrospective studies and 12 prospective studies. Sixteen evaluation methods for the study outcomes were identified. Twelve and eight complication types were identified by studies reporting the lateral and medial approaches for valgus knee, respectively. Several studies showed that pain scores and knee function were superior using a lateral approach. Conclusion The lateral approach (combined with a tibial tubercle osteotomy or proximal quadriceps snip) was more useful and safer than the medial approach in the treatment of severe uncorrectable valgus knee deformity in patients undergoing TKA. Most of the available evidence supports the use of a lateral approach provided that the surgeon is familiar with the pathological anatomy of the valgus knee.

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Effect of Aggression on Peer Acceptance Among Adolescents During School Transition and Non-Transition: Focusing on the Moderating Effects of Gender and Physical Education Activities

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16173190 ◽

2019 ◽

Vol 16 (17) ◽

pp. 3190

Author(s):

Myoungjin Shin ◽

Changhyun Lee ◽

Yongsik Lee

Keyword(s):

Physical Education ◽

Peer Acceptance ◽

Negative Relationship ◽

School Transition ◽

Female Students ◽

Moderating Effects ◽

Youth Policy ◽

Negative Effect ◽

Education Activity ◽

Policy Institute

The present study examined the effect of aggression on peer acceptance among adolescents. We focused on the moderating effects of gender and participation in physical education activities and examined whether these effects varied during school transition. We used longitudinal data of adolescents aged 10 to 17 years that were obtained from a survey that was conducted by the National Youth Policy Institute. In only early adolescence, the interaction effect of gender and physical education activity influenced the relationship between aggression and peer acceptance. Specifically, the negative relationship between aggression and peer acceptance was strengthened among female students who participated in physical education activities as compared to female students who did not. This effect was not observed in male students. However, during transition from primary to secondary school, the negative effect of physical education activities did not exist. For middle-adolescents, for whom physical education activities increased more than previous years, the negative relationship between aggression and peer acceptance worsened. These influences were the same, regardless of gender. Thus, this study suggests that physical education activities improve the negative relationship between aggression and peer acceptance during school transition.

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