scholarly journals Competences of Social Interaction and their Role in the Process of Physical Education

2019 ◽  
Author(s):  
A.A. Bolotnikov ◽  
R.Sh. Imangulov ◽  
R.N. Gimadeev
Keyword(s):  
Social Interaction ◽  
Physical Education

scholarly journals Peer teaching: a solution to overcome the imbalance of psychomotor performance and social interaction in physical education learning

2019 ◽  
Vol 5 (2) ◽  
pp. 215
Author(s):  
Asngari Asngari ◽  
Sumaryanto Sumaryanto
Keyword(s):  
Social Interaction ◽  
Physical Education ◽  
Psychomotor Performance ◽  
Teaching Strategy ◽  
Peer Teaching ◽  
Learning Material ◽  
Teaching Concept ◽  
Micro Level ◽  
The Individual ◽  
Critical Literature

The learning process through peer teaching model is the teaching strategy used in physical education. Through interaction with peers or across the same age, the learning could occur in various domains. Physical education learning with various students characteristics results in the ability in absorbing the learning material as well. It causes the imbalance of psychomotor performance and social interaction. States that physical education in it also contains several demands change in the cognitive, affective, and psychomotor domains at the individual micro level. The purpose of the critical literature review of the writer is to find out that peer teaching is as a solution to overcome the imbalance of psychomotor performance and social interaction in physical education learning. This review contains a collection of international journals dealing with the topic of discussion collected and reviewed in this article. There are 10 international journals appropriate for the topic. The main finding of this review is that peer teaching is one of learning models which could be used to overcome the imbalance of psychomotor performance and social interaction. Peer teaching concept that has been compiled by Metzler using peer assistance contributes to the implementation of physical education learning. The students’ psychomotor performances which have not been evenly distributed could be helped by peer likewise social interaction.

Social Preferences for Learning among Adolescents in Secondary Physical Education

2010 ◽  
Vol 29 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Luis Miguel Ruiz ◽  
Jose Luis Graupera ◽  
Juan Antonio Moreno ◽  
Isabel Rico
Keyword(s):  
Social Interaction ◽  
Physical Education ◽  
Secondary Students ◽  
Grade Level ◽  
Social Preferences ◽  
Public And Private ◽  
Learning Preference ◽  
High Preference ◽  
Grade Level Differences ◽  
Very High

The purpose of the current study was to explore social interaction preferences for learning in Physical Education (PE) among Spanish secondary students. The sample consists of 6,654 students (3,500 girls and 3,154 boys, aged 12–17 years) from public and private urban and rural schools in two communities in Spain. All participants completed the Graupera/Ruiz Scale of Social Interaction Preferences in PE Learning (GR–SIPPEL) which explores four learning preference dimensions: cooperation, competition, affiliation, and individualism. Results indicated that the ordinal profile of students’ preferences in PE classes was: cooperative (very high preference), competitive and affiliate (high-moderate preference), and individualistic (moderate-low preference). Gender differences emerged: girls were less competitive and individualistic than boys, and slightly more cooperative and affiliate. Weak grade level differences were also observed.

Using features of meaningful experiences to guide primary physical education practice

2018 ◽  
Vol 25 (3) ◽  
pp. 599-615 ◽  
Author(s):  
Stephanie Beni ◽  
Tim Fletcher ◽  
Déirdre Ní Chróinín
Keyword(s):  
Social Interaction ◽  
Physical Education ◽  
Beginning Teacher ◽  
Motor Competence ◽  
Education Practice ◽  
Education Data ◽  
Self Study ◽  
Study Methodology ◽  
Meaningful Experiences ◽  
Preliminary Support

Providing meaningful experiences in physical education has long been identified as a key objective for teachers to strive toward. Supported by a critical friend, a beginning teacher used self-study methodology to analyse ways she drew from the features of meaningful experiences to guide her planning and instruction in primary physical education. Data from a striking/fielding games (e.g. softball, cricket) unit were collected and analysed. Results demonstrate how the teacher came to use the features of meaningful experiences (i.e. social interaction, fun, challenge, motor competence, personally relevant learning, and delight) in integrated ways to guide her planning and instruction in physical education. Through committing to prioritising meaningfulness and reconceptualising ways an experience may be meaningful, the teacher was able to foster these experiences for students primarily through using features of meaningful experiences to filter her decisions. This study offers preliminary support for pedagogies and approaches teachers may use to prioritise meaningful experiences in primary physical education.

scholarly journals INTERVENTION APPROACHES IN PHYSICAL EDUCATION IN ORDINARY SCHOOL TO ENHANCE SOCIAL INTERACTION IN A STUDENT WITH AUTISTIC SPECTRUM DISORDER: A CASE STUDY

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Maria Markaki ◽  
Nikoleta Chyta ◽  
Georgia Maggouritsa ◽  
Dimitrios Kokaridas
Keyword(s):  
Social Interaction ◽  
Physical Education ◽  
Autistic Spectrum Disorder ◽  
Intervention Program ◽  
Structured Interview ◽  
Spectrum Disorder ◽  
Autistic Spectrum ◽  
Social Reciprocity ◽  
The Impact

Co-education of students with Autistic Spectrum Disorder (ASD) during the lesson of Physical Education (PE) in the Greek School constitutes contemporary educational reality. However, its success depends on many factors, with the most important being the effective employment of cooperative physical education methods for students with disabilities or no disabilities. The purpose of this case study was to analyze the impact of a physical education intervention program on the reinforcement of the social interaction of a student with ASD, aged 10, in the ordinary school. The intervention exercise program included the following specific educational approaches and intervention strategies: a) game with the support of an adult (adult support game) b) integrated playgroups with guided involvement (Integrated Play Groups Model) and c) games between peers providing a model to imitate. The duration of the program was eight weeks, with a frequency of three times per week, each lesson of PE (Physical Education) lasting 45 minutes. The data collection tools that were used in the pre-intervention program were the semi-structured interview and the «Autism Social Skills Profile» scale (Bellini & Hopf, 2007), which was adapted in the Greek Language by Syriopoulou- Delli, Agaliotis and Papaefstathiou (2016). It was used before and after the intervention. The results of the research study showed that the student with ASD had positive experiences through his relationship with his classmates, increased his level of participation in the lesson of Physical Education (PE) throughout the implementation of the intervention program, and improved his social reciprocity through interaction and collaboration with his peers, without displaying improper or detrimental social behavior patterns. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0884/a.php" alt="Hit counter" /></p>

Collaboration and social interaction in Physical Education classes: Experience with the use of exergames

2013 ◽  
Author(s):  
Mateus David Finco ◽  
Marlom Zotti Bittencourt ◽  
Eliseo Berni Reategui ◽  
Milton Antonio Zaro
Keyword(s):  
Social Interaction ◽  
Physical Education
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