scholarly journals The effects of application of music on the formation of students’ attitude towards physical education

2014 ◽  
Vol 46 (2) ◽  
pp. 364-384
Author(s):  
Ivana Djacic ◽  
Dusanka Lazarevic ◽  
Ana Orlic ◽  
Snezana Radisavljevic-Janic
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Analysis Of Variance ◽  
Positive Attitude ◽  
Physical Activities ◽  
Primary School Students ◽  
School Students ◽  
Attitudes Toward Physical Education ◽  
Students Attitudes ◽  
Experimental Group

A positive attitude towards physical education (PE) is an important component of students? engagement in classes and extracurricular physical activities. Relying on students? interests when planning the class work can contribute to the formation of such an attitude. The research was aimed at verifying the effects of the experimental programme ?Inclusion of music in Physical Education classes? on the formation of students? attitude towards PE. An experiment with parallel groups that lasted for 26 classes was applied in the research on the sample of 141 primary school students attending the seventh grade. In the initial and final testing two instruments for measuring the attitudes were applied: the Students? Attitudes toward Physical Education - SATPE and the Connotative Differential (CD-15). In the final testing, the experimental group also completed the questionnaire on students? assessment of classes with and without music. The analysis of variance has shown that the experimental group achieved considerably higher scores at the final testing compared to the initial on the cognitive and conative subscales of the CD-15 instrument. This change was not linked to gender, PE grade and involvement in music. It has been shown that students in the experimental group assessed more positively the classes accompanied by music compared to the classes without music, measured by the questionnaire on students? assessment of classes with and without music. It can be concluded that the application of music has influenced the development of a more positive attitude towards PE, observed via the cognitive and conative dimension, which points to the fact that it is justifiable and desirable to use music in PE education.

scholarly journals Edublog in Physical Education as an instrument for coeducation, commitment and intention to be physically active | El Edublog en Educación Física como herramienta para la coeducación, el compromiso y la intención de ser físicamente activo

2021 ◽  
Vol 14 (28) ◽  
pp. 1-8
Author(s):  
Lucía López-Postigo ◽  
Rafael Burgueño ◽  
Francisco Tomás González-Fernández ◽  
Honorato Morente-Oria
Keyword(s):  
Physical Education ◽  
Primary School ◽  
A Priori ◽  
Control Group ◽  
Primary School Students ◽  
Intervention Programme ◽  
School Students ◽  
Physically Active ◽  
Educación Primaria ◽  
Experimental Group

La presente investigación pretendió analizar los efectos del uso del blog educativo (i.e. Edublog) sobre la coeducación, compromiso con esta herramienta digital, calificación e intención de ser físicamente activo en clase de educación física en educación primaria. El estudio corresponde con un diseño cuasi-experimental, usando un grupo control, a priori, no equivalente y, un grupo experimental para una muestra total de 40 estudiantes de educación primaria (50.50% chicas; Medad = 10.55, DTedad = .51). Se tomaron medidas acerca del conocimiento de equidad y calificación al final del programa de intervención, medidas sobre la implicación con el Edublog durante todo el programa, mientras que la intención de ser físicamente activo se evaluó al inicio y al final del programa. Los resultados revelaron la existencia de diferencias estadísticamente significativas en el nivel de conocimiento de equidad, implicación con el Edublog y calificación a favor del grupo experimental. No hubo diferencias estadísticamente significativas en el nivel de intención de ser físicamente activo entre ambos grupos. A modo de conclusión, el Edublog puede ser un recurso didáctico tenido en cuenta por el profesorado a la hora de mejorar las experiencias educativas del alumnado de educación primaria cuando participa en educación física.AbstractThis research aimed at examining the effects of the usage of the educational blog (or Edublog) on coeducation, commitment to this digital tool, grades and intention to be physically active in Physical Education lessons in Primary school. The study adopted a quasi-experimental design with, a priori, a non-equivalent control group and an experimental group for a total of 40 primary school students (50.50% girls; Mage = 10.55, SDage = .51). Measures on knowledge of equity and grades were taken at the end of the intervention programme, measures on a commitment to Edublog were collected throughout the programme, while the intention to be physically active were assessed at the beginning and end of the intervention. The results revealed statistically significant differences in the level of knowledge of equity, the commitment of Edublog and grades a favour of the experimental group. There was a nonsignificant difference in the level of intention to be physically active among both groups. In conclusion, Edublog can be a learning recourse to be considered by teachers in improving primary school students’ educational experiences when they participate in Physical Education.

scholarly journals Primary school students' attitudes to inclusion in physical education classes

2018 ◽  
Vol 67 (2) ◽  
pp. 235-248
Author(s):  
Snežana Radisavljević-Janić ◽  
Iva Bubanja ◽  
Biljana Lazarević ◽  
Dušanka Lazarević ◽  
Ivana Milanović
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Primary School Students ◽  
School Students ◽  
Students Attitudes

scholarly journals PROGRAMMED PHYSICAL EDUCATION TEACHING AND ITS EFFECTS ON STUDENTS’ MOTOR SKILLS

2018 ◽  
Vol 15 (3) ◽  
pp. 501
Author(s):  
Nevenka Zrnzević ◽  
Jovana Zrnzević
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
First Grade ◽  
Analysis Of Covariance ◽  
Experimental Program ◽  
Primary School Students ◽  
School Students ◽  
Experimental Programme ◽  
Experimental Group

Nowadays the research of motor skills points to the lack of efficiency of teaching physical education and its effects on the development of motor skills, especially among students of an early school age. The aim of this research was to determine the effects of the applied experimental and current programme of physical education on the motor skills of the first-grade primary school students. The experimental program was carried out on a sample of 185 primary school students (106 students in the experimental group and 79 students in the control group). To determine the effects of the experimental programme a multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANOVA) were applied. Both programmes have effects on the changes of motor skills of students, but the effects of the experimental programme were significantly higher (p = .000). The best effects were achieved in the development of repetitive and explosive strength and segmental velocity among the students of the experimental group. The purpose of the research is reflected in increasing the level of scientific information on the motor skills of students. It can help teachers to plan, program, implement and control the teaching process more rationally and optimally.

scholarly journals The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class

2021 ◽  
Vol 13 (6) ◽  
pp. 3240
Author(s):  
Hyun Suk Lee ◽  
Junga Lee
Keyword(s):  
Virtual Reality ◽  
Elementary School ◽  
Physical Education ◽  
School Students ◽  
Virtual Reality Technology ◽  
Grade Levels ◽  
Attitudes Toward Physical Education ◽  
Sports Programs ◽  
Students Attitudes ◽  
Traditional Class

We analyzed the effects of an elementary school soccer class using virtual reality technology on students’ attitudes toward physical education class and the influence on class flow. The data from 113 elementary school students from Seoul and Gyeonggi-do were analyzed. Students were divided into groups that received either virtual reality or traditional classes (e.g., playing on a playground). Data were analyzed with three-way analyses of variance. Results revealed that students who participated in the virtual reality classes had more confidence, concentration, and experienced more flow (specifically, attention to PE class, integration of ability, challenge, and sense of control) than students who participated in the traditional class. This suggests that virtual reality technology positively affected students’ attitudes and flow. In subsequent research, it is necessary to develop and disseminate a variety of virtual reality sports programs and to conduct studies with students from various grade levels.

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