scholarly journals INFLUENCE OF SECTIONAL CLASSES ON THE PSYCHO-EMOTIONAL STATE STUDENTS WITH DISABILITIES

2020 ◽  
Vol 1 ◽  
pp. 248-255
Author(s):  
Alla Kovtun ◽  
◽  
Irina Stepanova ◽  
Valeriya Reshetilova ◽  
Amr Saber Hamza ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Education ◽  
Students With Disabilities ◽  
Well Being ◽  
Control Group ◽  
Emotional Wellbeing ◽  
Education Students ◽  
Physical Education Students ◽  
Adaptive Physical Education ◽  
Experimental Group

Introduction and purpose of the study. Among the main problems of young people with disabilities are overcoming social exclusion, getting used to family responsibilities, having concerns about their lack of opportunities for socialization, which can cause stress, anxiety, depression and other psycho-emotional symptoms and disorders. The hypothesis of scientific research is that engaging in physical education can restore, develop and enhance physical fitness and wellness of persons with disabilities, assist their self-actualization and social integration, which means to positively influence the students’ mental health and emotional wellbeing. The purpose of the study is to examine how physical education influences mental health and emotional wellbeing of students with disabilities in order to determine ways to improve their social adaptation. Materials and methods. The study carries out literature review of methodological studies and scientific research, as well as examines mental health and emotional wellbeing of students with disabilities using the SAS method. The control group consisted of 15 students from the O. Gonchar National University. The experimental group consisted of 10 students with disabilities enrolled in a powerlifting team. Results. The SAS method demonstrated that the indicators of activity and mood were similar for both groups: activity indicators (4.84±0.28 points in the control group, 4.45±0.31 points in the experimental group) and mood indicators (5.27±0.35 points in the control group, 5, 42±0.41 points in the experimental group). However, wellness scores in the students with disabilities were significantly higher than in their non-disabled peers (4.65±0.34 points in the control group, 5.46±0.23 points in the experimental group; P<0.05). The well-being score, made of a number of subjective feelings regarding one’s life satisfaction and an emotional evaluation, was average for both groups. Conclusions. The results of the study of students' mental health and emotional wellbeing according to the SAS method showed a positive influence of adaptive physical education sports as extra-curricular classes and courses on the well-being, activity levels, and moods of students with disabilities. The Adaptive Physical Education students were full of strength and more cheerful, optimistic, and satisfied than their non-disabled peers. Keywords: adaptive physical education, students, disability, emotional state, higher education

scholarly journals The Effect of a Proposed Program for Leaning Swimming based on Modern Styles of Teaching on Performance Skills and Swimming Anxiety

2009 ◽  
Vol 3 (2) ◽  
pp. 62
Author(s):  
Sadiq Alhayek ◽  
Abdelbaset Moobarak ◽  
Awatif Rubea’an
Keyword(s):  
Physical Education ◽  
Age Groups ◽  
Anxiety Scale ◽  
Control Group ◽  
Education Students ◽  
Front Crawl ◽  
Performance Skills ◽  
Physical Education Students ◽  
Experimental Group

The purpose of the current study was to investigate the effects of a proposed swimming on physical education students' performance and swimming anxiety. The sample consisted of the experimental group (N= 13) and the control group (N=13). The results indicated that the experimental group scored significantly higher than the control group on the skills of gliding stroke, front crawl kicking, back crawl kicking, standing, jumping into the water and crawl stroke. There were no statistically significant differences between the two groups in the elementary backstroke skills. The results also indicated that the experimental group scored significantly higher than the control group in the swimming anxiety scale. The researchers recommended conducting other studies with other age groups.

scholarly journals The Effects of a Running Consistency Programme on Footfall Variability and Performance in the Long Jump

2016 ◽  
Vol 23 (3) ◽  
pp. 145-152
Author(s):  
Marcin Starzak ◽  
Hubert Makaruk ◽  
Anna Starzak
Keyword(s):  
Training Programme ◽  
Control Group ◽  
Education Students ◽  
Acceleration Phase ◽  
Physical Education Students ◽  
Step Velocity ◽  
Post Test ◽  
Long Jump ◽  
And Performance ◽  
Experimental Group

Abstract Introduction. The main purpose of this study was to evaluate the effect of a training programme aimed to enhance toe-toboard consistency on footfall variability and performance in the long jump. Material and methods. The study involved 36 male physical education students. The experimental group participated in a 12-week training programme, whereas the control group was limited to taking part in the classes held at university. All participants performed 6 long jump trials during two testing sessions. The kinematic parameters were assessed using the Optojump Next device and were further analysed to determine the variability of footfall placement during the approach run. Results. The analysis revealed a significant (p < 0.01) decrease in footfall variability in the experimental group between the pre-test and post-test. After the completion of the training programme, the participants significantly (p < 0.05) improved their take-off accuracy. Additionally, they significantly (p < 0.05) increased their velocity in the last five steps before take-off and the effective distance of the jump (p < 0.001). Conclusions. The results of this study indicate that through specific training, it is possible to improve the consistency of the steps in the acceleration phase of the approach run in the long jump. Moreover, decreasing footfall variability helps achieve a more stable step pattern which may be beneficial for greater accuracy at the take-off board and makes it possible to increase step velocity at the final stage of the approach run.

scholarly journals Effects of a steps/day programme with evaluation in physical education on body mass index in schoolchildren 11-12 years of age

Kinesiology ◽  
2016 ◽  
Vol 48 (1) ◽  
pp. 132-141 ◽  
Author(s):  
Alberto Grao-Cruces ◽  
Rafael Ruiz-López ◽  
José-Enrique Moral-García ◽  
Alberto Ruiz-Ariza ◽  
Emilio J. Martínez-López
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Physical Education ◽  
Body Mass ◽  
Controlled Trial ◽  
Control Group ◽  
Education Students ◽  
Minimum Number ◽  
Experimental Group

The aim of the study was to assess the effects that a steps/day programme may have on body mass index (BMI) among primary education students (11.37±0.48 years). A six-week controlled trial with a follow-up was completed with an experimental group (N=66, pedometer + steps/day programme + reinforcement programme in their physical education (PE) marks + weekly follow-up in PE), and a control group (N=76). Omron HJ-152-E2 pedometers were used. Normoweight students complied with programme requirements to a greater extent than their overweight counterparts (72.7 vs 59.1%). The programmed minimum number of 12,000 steps/day for boys and 10,000 for girls was exceeded by 83% of boys and 60% of girls. The differences in the number of steps/day between boys (14,274) and girls (10,626) were significant across all the measured periods (p&lt;.05). The results show that the teenagers who complied with the programme requirements reduced their BMI significantly after the intervention (p&lt;.001) and this reduction persisted for six weeks after the programme (p&lt;.001). In conclusion, the six-week programme of 12,000 steps/day for boys and 10,000 for girls, jointly with a reinforcement programme in their PE marks and weekly follow-up by their PE teacher, reduces BMI significantly in 11-12-year-old schoolchildren. Monitored steps/day programmes in the PE curriculum increase out-of-school physical activity and reduce BMI in 11-12-year-old schoolchildren.

scholarly journals The Influence of 24-Hour Sleep Deprivation on the Strength of Lower Limb Muscles in Young and Physically Fit Women and Men

2020 ◽  
Vol 12 (7) ◽  
pp. 2762
Author(s):  
Karolina Kujawa ◽  
Marta Ołpińska-Lischka ◽  
Janusz Maciaszek
Keyword(s):  
Muscle Strength ◽  
Sleep Deprivation ◽  
Statistical Significance ◽  
Control Group ◽  
Education Students ◽  
Lower Limb Muscles ◽  
Physical Education Students ◽  
Flexor Muscles ◽  
And Control ◽  
Experimental Group

The aim of this study was to investigate the influence of 24-h sleep deprivation on the muscle strength of young, healthy and physically fit people. The research material consisted of physical education students. In total, 67 people participated in the study, including 38 women and 29 men. Respondents were divided into an experimental group “E” of 44 persons subjected to 24-h sleep deprivation and a control group “C” of 23 persons. Students completed the Epworth Sleepiness Scale (ESS) measuring daytime sleepiness. Students performed measurements of the maximum strength of knee joint extensor and flexor muscles. Measurements of muscle strength of flexors and extensors of the knee were taken on a UPR-02 A/S chair with Moment II by Sumer software. ANOVA (analysis of variance) was used to determine the significance of differences between experimental “E” and control “C” group. Statistical significance was defined at the level of p ≤ 0.05. Statistically significant differences were observed in the change of strength levels between groups at the strength moments of right (p < 0.05, η2p = 0.16) and left (p < 0.05, η2p = 0.08) knee muscles extensor. Changes in extensor muscle strength are significant for students with left dominant legs.

Using Cluster Analysis to Examine the Combinations of Motivation Regulations of Physical Education Students

2009 ◽  
Vol 31 (3) ◽  
pp. 358-379 ◽  
Author(s):  
Sarah Ullrich-French ◽  
Anne Cox
Keyword(s):  
Physical Activity ◽  
Cluster Analysis ◽  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Education Students ◽  
Physical Education Students ◽  
Adaptive Physical Education ◽  
Different Types ◽  
8Th Grade

According to self-determination theory, motivation is multidimensional, with motivation regulations lying along a continuum of self-determination (Ryan & Deci, 2007). Accounting for the different types of motivation in physical activity research presents a challenge. This study used cluster analysis to identify motivation regulation profiles and examined their utility by testing profile differences in relative levels of self-determination (i.e., self-determination index), and theoretical antecedents (i.e., competence, autonomy, relatedness) and consequences (i.e., enjoyment, worry, effort, value, physical activity) of physical education motivation. Students (N = 386) in 6th- through 8th-grade physical education classes completed questionnaires of the variables listed above. Five profiles emerged, including average (n = 81), motivated (n = 82), self-determined (n = 91), low motivation (n = 73), and external (n = 59). Group difference analyses showed that students with greater levels of self-determined forms of motivation, regardless of non-self-determined motivation levels, reported the most adaptive physical education experiences.

The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

2014 ◽  
Vol 36 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Tae Ho Yu ◽  
Hue Ryen Jang
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Autonomy Support ◽  
Intervention Program ◽  
Longitudinal Research ◽  
Autonomous Motivation ◽  
Well Being ◽  
Need Satisfaction ◽  
Control Group ◽  
Experimental Group

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

scholarly journals Frequent Immediate Knowledge of Results Enhances the Increase of Throwing Velocity in Overarm Handball Performance

2017 ◽  
Vol 56 (1) ◽  
pp. 197-205 ◽  
Author(s):  
Igor Štirn ◽  
Jamie Carruthers ◽  
Marko Šibila ◽  
Primož Pori
Keyword(s):  
Relative Increase ◽  
Control Group ◽  
Education Students ◽  
Velocity Change ◽  
Knowledge Of Results ◽  
Ball Size ◽  
Physical Education Students ◽  
Before And After ◽  
And Control ◽  
Experimental Group

AbstractIn the present study, the effect of frequent, immediate, augmented feedback on the increase of throwing velocity was investigated. An increase of throwing velocity of a handball set shot when knowledge of results was provided or not provided during training was compared. Fifty female and seventy-three male physical education students were assigned randomly to the experimental or control group. All participants performed two series of ten set shots with maximal effort twice a week for six weeks. The experimental group received information regarding throwing velocity measured by a radar gun immediately after every shot, whereas the control group did not receive any feedback. Measurements of maximal throwing velocity of an ordinary handball and a heavy ball were performed, before and after the training period and compared. Participants who received feedback on results attained almost a four times greater relative increase of the velocity of the normal ball (size 2) as compared to the same intervention when feedback was not provided (8.1 ± 3.6 vs. 2.7 ± 2.9%). The velocity increases were smaller, but still significant between the groups for throws using the heavy ball (5.1 ± 4.2 and 2.5 ± 5.8 for the experimental and control group, respectively). Apart from the experimental group throwing the normal ball, no differences in velocity change for gender were obtained. The results confirmed that training oriented towards an increase in throwing velocity became significantly more effective when frequent knowledge of results was provided.

Physiological and Psychological Effects of Active-Alert Hypnosis

1999 ◽  
Vol 84 (3_suppl) ◽  
pp. 1123-1126
Author(s):  
Hendrik M. DeVos ◽  
Justus R. Potgieter ◽  
Johannes H. Blaauw
Keyword(s):  
Blood Pressure ◽  
Work Capacity ◽  
Control Group ◽  
Anxiety State ◽  
Education Students ◽  
Average Systolic Blood Pressure ◽  
Physical Education Students ◽  
Significant Difference ◽  
Experimental Subjects ◽  
Experimental Group

10 female physical education students were given posthypnotic suggestions alluding to economy of effort in exercise. These suggestions were affirmed under self-hypnosis over two weeks. Experimental subjects pedalled on an exercise bicycle for 20 min. at 60% of their maximal work capacity while listening to suggestions from a hypnotist. The Control group ( n = 9) showed no differences between mean pretest and posttest scores on physical self-efficacy, trait anxiety, state anxiety, heart rate, blood pressure, and perceived rate of exertion. The average systolic blood pressure of the experimental group was the only positive significant difference between the pretest and posttest scores.

scholarly journals Relationship Among Physical Activity Level, Mood and Anxiety States and Quality of Life in Physical Education Students

2017 ◽  
Vol 13 (1) ◽  
pp. 82-91 ◽  
Author(s):  
Sandro Legey ◽  
Filipe Aquino ◽  
Murilo Khede Lamego ◽  
Flavia Paes ◽  
Antônio Egídio Nardi ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Physical Activity ◽  
Physical Education ◽  
Physical Activity Level ◽  
Activity Level ◽  
Education Students ◽  
Physical Education Students ◽  
The Relationship

Background:Physical activity level (PAL) is known to play an important role in reducing risk factors associated with sedentarism, in addition to improving the mental health and health-related quality of life (HRQL).Objective:Investigate the relationship of PAL and their domains with HRQL, mood state (MS) and anxiety.Method: 140 Physical Education students (23.6 ± 3.7 years) were evaluated. The Baecke Habitual Physical Activity and Quality of Life (QOL-36) questionnaires, State-Trait Anxiety Inventories (STAI-S and STAI-T) and Profile of Mood States (POMS) scale were used to investigate PAL, HRQL and mental health indicators. Pearson’s correlation coefficient examined the association between PAL and both mental health and HRQL parameters.Results:There was a correlation between state anxiety and both the domain leisure-time physical activity (LTPA) (p = 0.013) and total PAL score (p = 0.010). In relation to MS, a negative correlation was found between LTPA and total mood disorder (TMD) (p = 0.004). However, there were positive correlations between the vigor subscale and both LTPA (p=0.001) and total PAL (p=0.019). With respect to HRQL, analysis of the relationship between LTPA and total PAL demonstrated positive coefficients with the physical component summary (PCS) (p=0.000; p = 0.005), mental component summary (MCS) (p = 0.000; p = 0.006) and total HRQL (p = 0.000; p = 0.003).Conclusion:The findings suggest that the rise in LTPA was related to an increase in HRQL and MS. However, PAL was positively related to anxiety.

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