scholarly journals Discussion on the Application Effect of Happy PE Concept in Primary School PE Teaching

2021 ◽  
Vol 3 (3) ◽  
pp. 65
Author(s):  
Baoqing He
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Critical Period ◽  
Concept Formation ◽  
Primary School Students ◽  
School Students ◽  
School Sports ◽  
Practical Life ◽  
Set Up ◽  
Education Concept

The new curriculum standard points out that the ultimate goal of physical education is to guide students to establish a correct concept of lifelong physical education and promote students to extend physical exercise to practical life. In order to achieve the above goals, we must first enrich students' happy experience, so as to enhance students' inner motivation for physical education. For primary school students, they are in a critical period of life-long sports concept formation, which requires teachers must set up the happy physical education concept, make happy sports idea penetrated into each teaching link to rich students' happy experience, at the same time, also can optimize the elementary school sports teaching system and achieve the best teaching effect.

scholarly journals The Physical Education Class Perceived by Schoolchildren from 6 to 8 Years Old Expressed through Drawings

Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 666
Author(s):  
Javier Cachón-Zagalaz ◽  
Déborah Sanabrias-Moreno ◽  
María Sánchez-Zafra ◽  
Amador Jesús Lara-Sánchez ◽  
María Luisa Zagalaz-Sánchez
Keyword(s):  
Physical Education ◽  
Facial Expression ◽  
Primary School ◽  
Physical Education Class ◽  
Primary School Students ◽  
School Students ◽  
Education Class ◽  
Frequent Use ◽  
The Subject ◽  
The City

Physical Education is one of the subjects that arouses the most interest in children. The aim of this study is to find out the opinion that primary school students have about the Physical Education class. Drawings from a sample of 62 students from an educational centre in the city of Jaén, aged between six and eight years old, were analysed. The results show that the larger size of the drawings corresponds to the aspects that are to be emphasised. This subject is carried out regularly in the sports pavilion of the centre, making frequent use of materials such as sticks, hoops or balls. Cheerful colours are used, reflecting their enthusiasm for the subject. The smiling facial expression represents the schoolchildren’s interest in the subject. The most popular games or sports are basketball and pichi, both of them collective.

scholarly journals UPAYA PENINGKATAN KECERDASAN EMOSI SISWA SEKOLAH DASAR MELALUI PENDIDIKAN JASMANI HARMONI

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Eunike R. Rustiana
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Primary School ◽  
Cognitive Theory ◽  
Intervention Group ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Positive Attitudes ◽  
Before And After

Abstrak: Penelitian ini bertujuan untuk mendapatkan bukti bahwa Pendidikan Jasmani Harmoni efektif meningkatkan kecerdasan emosi siswa SD. Penelitian ini berdasar pada teori kognitif sosial dari Bandura. Materi Penjas Harmoni terdiri atas permainan, olahraga, dan tarian masal (tari Saman). Subjek penelitian adalah siswa kelas V enam SDN yang berbeda, dengan tiga kelas sebagai kelompok intervensi yang diajar penjas Harmoni, dan tiga kelas sebagai kelompok kontrol yang diajar penjas reguler. Perlakuan berlangsung selama 14 kali pertemuan. Kecerdasan emosi diukur sebelum dan sesudah perlakuan dengan Skala Perasaan modifikasi dari Bar-On EQ inventory. Hasil penelitian menunjukkan nbahwa Penjas Harmoni efektif meningkatkan kecerdasan emosi siswa SD, yaitu kecakapan intrapersonal, interpersonal, penyesuaian diri, pengelolaan stres, dan sikap positif. Tidak ada pengaruh jenis kelamin, namun ada pengaruh bersama antara tingkat akreditasi sekolah dan jenis perlakuan terhadap peningkatan kecerdasan emosi. Penjas Harmoni disarankan untuk dipakai guruguru penjas SD di Semarang guna melengkapi KTSP 2006. Kata Kunci: Pendidikan Jasmani Harmoni, kecerdasan emosiEFFORTS TO INCREASE THE EMOTIONAL INTELLIGENCE OF PRIMARY SCHOOL STUDENTS THROUGH HARMONY PHYSICAL EDUCATIONAbstract: This study is aimed to ascertain the effectiveness of Harmony Physical Education (HPE) program to increase primary school students’ emotional intelligence (EI). This study is based on Bandura’s social cognitive theory, The material of HPE is consist of games, sports, and group dance(Saman Dance). The subjects of the study were fifth grade students from different Public Elementary Schools. They were randomly assigned into control group (three classrooms) who received regular PE program, and intervention group (another three classrooms) who received HPE program. The treatment was conducted in 14 weeks. Emotional intelligence was assessed before and after the treatment using Emotional Scale that was modified from Bar-On EQ inventory. The results show that HPE Program is effective in increasing primary school students’ Emotional Intelegency which consists of intrapersonal, interpersonal, self adjustment, stress management, and positive attitudes. There were no gender role, but there is a relation between school acreditation level and the treatment used towards the improvement of emotional intelegency. Harmony Physical Education is recommended to be used by teachers in semarang as a supplement for KTSP 2006Keywords: harmony physical education, emotional intelligence 

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 The Positive Effects of a Combined Program of Creative Dance and BrainDance on Health-Related Ouality of Life as Perceived by Primary School Students

2018 ◽  
Vol 79 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Olga Theocharidou ◽  
Georgios Lykesas ◽  
Ioannis Giossos ◽  
Dimitrios Chatzopoulos ◽  
Maria Koutsouba
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Educational Intervention ◽  
Small Sample ◽  
Primary School Students ◽  
School Students ◽  
Creative Dance ◽  
Positive Effects ◽  
Health Related ◽  
The Impact

Abstract The combination of Creative Dance and BrainDance within the context of physical education could be a promising innovation. This combined program can be implemented in primary school to help students achieve a better and more holistic assessment of their Health-Related Quality of Life (HRQoL), covering aspects of physical, emotional, social, and mental functioning and well-being. The aim of this study was to investigate the impact that a combined Creative Dance and BrainDance program based on the Laban Theory of Movement Analysis has on HRQoL perceptions of primary school students when this program is implemented within the context of the physical education curriculum in primary school. For this purpose, an eight-week educational intervention was designed combining Creative Dance and BrainDance into one single program. The survey sample consisted of 32 fifth- and sixth-grade primary school students. The Kidscreen-52 questionnaire was used to collect data. Data analysis was performed with the use of descriptive statistical indices and mixed analysis of variance (ANOVA). Although the results showed no differences between the beginning and end of the educational intervention, a fact that might be due to the small sample and the time of the implementation of the program (limited to 8 weeks), its implementation produced very good results with regard to improvisation, body control, balance, and coordination, as well as kinaesthetic awareness and musical rhythmic skills. Creative Dance and BrainDance promote imagination, creativity, improvisation, and self-esteem in general, particularly in primary school students..

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