Relations between Female Students' Personality Traits and Reported Handicaps to Rhythmic Gymnastics Performance

2005 ◽  
Vol 96 (2) ◽  
pp. 361-373 ◽  
Author(s):  
Claude Ferrand ◽  
Stephane Champely ◽  
Philippe C. Brunel
Keyword(s):  
Physical Education ◽  
Personality Traits ◽  
Trait Anxiety ◽  
Self Esteem ◽  
Female Students ◽  
Physical Education Teachers ◽  
Point Scale ◽  
Significant Variance ◽  
Rhythmic Gymnastics ◽  
Public Self Consciousness

The present study evaluated the relative contributions of Self-esteem, Trait anxiety, and Public Self-consciousness to self-handicapping on a sex-typed task, within a specific academic sport context. Prior to the competitive examination used to recruit French Physical Education Teachers, female sport students ( N = 74) were asked to list and rate on a 7-point scale handicaps which could be disruptive to their Rhythmic Gymnastics performance. Self-esteem did not account for significant variance in any category of handicaps. Trait Anxiety was negatively related to handicaps related to Rhythmic Gymnastics and to Social and Work Commitments. Public Self-consciousness was significantly related to endorsement of Friends and Family Commitments handicaps. These results were discussed in relation to the literature.

ON THE ASSESSMENT OF MUSICAL AND MOTOR PREPAREDNESS OF STUDENTS ENGAGED IN MODERN RHYTHMIC GYMNASTICS IN NON-PHYSICAL EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (3) ◽  
pp. 82-90
Author(s):  
Tatyana Sizova ◽  
Olga Rumba
Keyword(s):  
Physical Education ◽  
Female Students ◽  
Academic Disciplines ◽  
Expert Assessment ◽  
Motor Training ◽  
Training Methods ◽  
Rhythmic Gymnastics ◽  
Practical Support ◽  
Questionnaire Surveys ◽  
Assessment And Testing

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.

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

2019 ◽  
Vol 26 (2) ◽  
pp. 392-409 ◽  
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.

Girls’ Experiences in Physical Education: Competition, Evaluation, & Degradation

2005 ◽  
Vol 21 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Cheryl van Daalen
Keyword(s):  
Physical Education ◽  
Positive Relationship ◽  
Self Esteem ◽  
School Nurses ◽  
Physical Education Teachers ◽  
Female Friendship ◽  
Adolescent Women ◽  
School Based ◽  
Athletic Ability ◽  
Opt Out

School nurses are often asked to participate in the health component of many physical education (PE) programs in schools. With this opportunity comes an ability to invite a model of physical education that enables physical, mental, and relational health. A pilot study was initiated to explore why girls’ enrollment in physical education was dwindling once the compulsory credits were achieved. What emerged was the reality that for many girls, physical education was a source of constant shaming regarding their athletic ability and eventually themselves. Forced competition, degrading evaluation, and sexuality- and size-related harassment by both peers and teachers led the participants in this study to opt out of any further physical education classes. Within school-based physical education exists an opportunity to promote the health of adolescent women. School nurses, in partnership with physical education teachers and girls, can construct a model of physical education that is neither based on competition nor athletic ability, but rather on building a positive self-esteem and a positive relationship with one’s body. This model would be rooted in participation, fun, and female friendship.

scholarly journals SELF-ESTEEM, ADVERSITY QUOTIENT AND SELF-HANDICAPPING: WHICH ASPECTS ARE CORRELATED WITH ACHIEVEMENT GOALS?

2021 ◽  
Vol 40 (1) ◽  
pp. 147-157
Author(s):  
Hasanuddin Jumareng ◽  
Edi Setiawan
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Self Esteem ◽  
Goal Achievement ◽  
Female Students ◽  
Significance Level ◽  
Bivariate Correlation ◽  
Potential Factors ◽  
Quantitative Correlational Study ◽  
High Level

Psychology is one of the potential factors to be successful in physical education learning at universities. However, it is still unknown that among self-esteem, adversity quotient, and self-handicapping has more correlation with achievement goals. This quantitative correlational study aims to investigate the correlation among self-esteem, adversity quotient, self-handicapping, and achievement goals. The participants of this study were 80 female students. These student were in the third or fourth years of the participating universities. The instruments to collect the data were self-esteem, adversity quotient, self-handicapping, and achievement goal questionnaires. In statistical analysis, SPSS version 25 was used to find bivariate correlation and regression with a significance level of .05. The results show that self-esteem is positively correlated with adversity quotient, self-handicapping, and goal achievement. Then, the adversity quotient is positively correlated with self-handicapping and achievement goals. Meanwhile, self-handicapping has a negative correlation with achievement goals. To optimally achieve the goals in physical education classes, the aspects of self-esteem and adversity quotient should be correlated. However, self-esteem does not necessarily need to be correlated with self-handicapping. This study benefits the development of science, especially the field of psychology and physical education. The result of this study may be used to produce students with a high level of achievement goals in physical education learning at universities.

scholarly journals Self esteem and student participation in the activities of physical education and sport at high school education in Algeria Hechaichi Abdelouaheb & Yaqub Al Eid

2010 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Hechaichi Abdelouaheb ◽  
Yaqub Al Eid
Keyword(s):  
High School ◽  
Gender Differences ◽  
Physical Education ◽  
Self Esteem ◽  
Female Students ◽  
The Self ◽  
High School Education ◽  
Male Students ◽  
High Participation ◽  
The Difference

The purpose of the present study was to investigate the difference between high school female and male students regarding participation in the lessons of physical education and self-esteem. The sample of this study comprised 305 students (136 males, 169 females). The Rosenberg self-esteem scale, and the Fox and Corbin physical self perception profile were administered to them. Results of the study revealed significant differences in self-esteem, particularly in physical self-esteem between students with high participation and students with low participation in physical education, as well as gender differences in self-esteem especially among students with low participation in the lesson of physical education. Results also demonstrated that the participation of female students in the lesson of physical education was not affected by the self esteem level. 

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