scholarly journals PENGARUH BAHAN AJAR MYOLOGI BERBASIS ANDROID UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA PJKR PADA MATA KULIAH ANATOMI

2018 ◽  
Vol 2 (1) ◽  
pp. 13-19
Author(s):  
Nurcholis Istiawan ◽  
Herman Kusdianto
Keyword(s):  
Physical Education ◽  
Mobile Learning ◽  
Experimental Research ◽  
Null Hypothesis ◽  
Teaching Material ◽  
Education Students ◽  
Physical Education Students ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Quasi Experimental

The use of android-based as teaching material for Myology becomes a fascinating innovation, especially for students in classroom learning, as in Anatomy subject. Mobile-learning based teaching material was supported by features of Android namely the materials, exercises, and the answer key which were interactively packaged. This study aims at investigating the effectiveness on the use of Myology android-based teaching material to enhance Physical Education students’ achievement in Anatomy subject. Quasi experimental research was used as the method by implementing pre and posttests on control and experimental classes with 30 students each class. In giving the treatment, experimental class used android based teaching material while the control class used conventional teaching materials. The data of students’ scores were analyzed using ANCOVA and the results showed that there was significant difference at .004. Therefore, null hypothesis was rejected. By then, it is concluded that Mylogy android-based teaching material was effective to be used in enhancing Physical Education students’ achievements at Anatomy subject (p<0.05).

scholarly journals MOBILE LEARNING FOR PHYSICAL EDUCATION STUDENTS IN VIETNAM: PROMISES AND CHALLENGES

2021 ◽  
Vol 6 (11) ◽  
Author(s):  
Nguyen The Luong ◽  
Nguyen Ngoc Vu ◽  
Nguyen Thi Hong Lien
Keyword(s):  
Physical Education ◽  
Learning Styles ◽  
Mobile Learning ◽  
Skills Training ◽  
Learning System ◽  
Easy Access ◽  
Education Students ◽  
Physical Education Students ◽  
Skills Learning ◽  
Mobile Learning System

The rise in mobile learning has seen an impressive increase as smartphones and tablets have increased in popularity in recent years. The cheap, easy access to these devices for students contributes to the need for use for educational and learning purposes. This trend is no exception for physical education. This study surveyed 125 physical education students in 4 badminton classes from 2018 to 2020 to evaluate their readiness for mobile learning in terms of hardware devices, technology skills, learning styles, and habits. Data coming from questionnaires in the courses and server logs of a mobile learning system show that the majority of physical education students in the study are ready for mobile learning despite some challenges regarding internet infrastructure and lack of formal online learning skills training. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0731/a.php" alt="Hit counter" /></p>

Comparison of Academic Learning Time in Physical Education: Students of Specialists and Nonspecialists

1986 ◽  
Vol 5 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Judith H. Placek ◽  
Lynda Randall
Keyword(s):  
Physical Education ◽  
Learning Activities ◽  
Academic Learning ◽  
Significant Variable ◽  
Classroom Teachers ◽  
Education Students ◽  
Learning Time ◽  
Physical Education Students ◽  
Significant Difference ◽  
Academic Learning Time

The purpose of the study was to compare the academic learning time (ALT) of elementary students in physical education classes taught by specialists with those taught by classroom teachers. Physical education classes of 7 specialists and 13 nonspecialists were observed using the revised ALT-PE instrument. The data revealed close similarities within the large categories of context and learner involvement, although interesting differences appeared within the subcategories. No significant difference was found in measures of ALT-PE. The results indicate that although specialists may select more appropriate learning activities, knowledge of content may not be the most significant variable in organizing for maximized student participation and success.

scholarly journals The Use of Testing, Demonstrating, Practicing, and Revising (TDPR) Technique to Improve Students' Ability in Pronouncing Plosive Consonants

2019 ◽  
Vol 5 (1) ◽  
pp. 18
Author(s):  
Rima Rahmaniah
Keyword(s):  
Experimental Research ◽  
Null Hypothesis ◽  
Research Method ◽  
Alternative Hypothesis ◽  
T Test ◽  
Classroom Activities ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean

Testing, Demonstrating, Practicing and Revising (TDPR) technique is a technique which includes testing, demonstrating, practicing and revising activities to know and improve the students’ pronunciation ability. Deriving from the importance of pronunciation, the main purpose of the current study is to investigate the use of Testing, Demonstrating, Practicing and Revising (TDPR) technique to improve the students’ ability in pronouncing plosive consonants. Based on the purpose of the study, a series of classroom activities with TDPR technique was done. In gathering the data, the researcher applied a quasi-experimental research method. Pre-test and post-test were distributed to 72 students of SMKN 1 Praya Tengah. The result of the study has revealed that there was a significant difference between the mean of pre-test and the post-test, t-test 5.10 ˃ t-table 1.994, it means that the null hypothesis (Ho) is rejected meanwhile alternative hypothesis (Ha) is accepted. It proved that the TDPR technique can improve students’ ability in pronouncing plosive consonants.

scholarly journals COMPARISON OF PHYSICAL ACTIVITY LEVEL BETWEEN COLOMBIAN AND BRAZILIAN PHYSICAL EDUCATION STUDENTS

2020 ◽  
pp. 1-5
Author(s):  
Luz Albany Arcila Castaño ◽  
Marco Carlos Uchida ◽  
João Francisco Barbieri ◽  
Ricardo Aurélio Carvalho Sampaio ◽  
Priscila Yukari Sewo Sampaio ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cardiovascular Risk ◽  
Physical Education ◽  
Normative Data ◽  
Short Form ◽  
Activity Level ◽  
Access To Information ◽  
Education Students ◽  
Physical Education Students ◽  
Significant Difference

Introduction: Evidence suggests that populations of developing countries present high levels of sedentarism. In contrast, it is also shown that educational level and access to information regarding the health benefits of exercise can raise a population’s level of physical activity (LPA). Thus, the present study aimed to evaluate the morphological profile (MP), level of physical activity (LPA) and cardiovascular risk among Brazilian (BPES) and Colombian physical education students (CPES) in an effort to determine if these specific subjects presented different results among themselves and in relation to normative data for each country. Method: The subjects, 59 BPES and 65 CPES, were evaluated through IPAQ in its short form, and had their MP determined through a bioelectric scale and waist measurement to determine the cardiovascular risk. Results: As result we verified that between BPES and CPES only waist circumference (WC) had significant difference (p = 0.016), being higher for CPES males. Comparing the results of the subjects with normative data, with the exception of CPES males, we observed higher LPA, better MP, and lower WC values. Female CPES were more active than their male peers, the opposite being true for the Brazilian subjects. Conclusion: We conclude that the repetitive exposition to information regarding the benefits of physical activity and the access to installations that allows for its practice not only raises LPA of physical education students, but also improves, in general, their MP and cardiovascular risk.

Effects of a Six-Week Compound Training (CT) on the Performance of Fundamental Skills in Basketball

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Jennifer G. Inovero ◽  
Jeffrey C. Pagaduan
Keyword(s):  
Resistance Training ◽  
Physical Education ◽  
Skills Training ◽  
Sport Performance ◽  
Upper Body ◽  
Specific Training ◽  
Education Students ◽  
Compound Training ◽  
Physical Education Students ◽  
Significant Difference

Compound training (CT) is the administration of sport-specific training and resistance training in separate training days. This study investigated the effects of a combined six-week resistance training and upper body plyometric program performed along with sport specific training in the performance of fundamental skills in basketball.  Fourteen (N= 14) female physical education students (age: 17.6 ± 0.63 years; height: 156.8 ± 5.1 cm) were divided randomly into two groups: the experimental group (EG; n=7) performed a combined six-week strength and plyometric training twice a week for six weeks and two hours of skills training a week and the control group (CG; n=7) performed two hours of skills training a week.  Pre-test and post test weight, height, grip strength, vertical jump and upper body strength (1Repetition Maximum) measures were gathered.  The American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) basketball skills test was administered to the subjects. A two-way repeated measures ANOVA revealed a nonsignificant interaction effect of intervention and test time in all the variables of the study.  A six-week compound training posted no significant difference on the physical and performance variables of female physical education students in a beginners’ class in basketball compared to sport-specific training. Key words:  compound training, resistance training, plyometrics, basketball skills, sport performance

scholarly journals Comparison study of resistance exercise nomenclature adopted among professionals and undergraduate physical education students

2016 ◽  
Vol 18 (2) ◽  
pp. 233
Author(s):  
Leonardo Mendes de Souza ◽  
Gabriel Andrade Paz ◽  
Viviane Schultz Straatmann ◽  
Humberto Miranda
Keyword(s):  
Physical Education ◽  
Resistance Exercise ◽  
Comparison Study ◽  
Education Students ◽  
Academic Degree ◽  
Education Professionals ◽  
The Past ◽  
Physical Education Students ◽  
Significant Difference ◽  
Resistance Exercises

DOI: http://dx.doi.org/10.5007/1980-0037.2016v18n2p233 In the past few years, increased popularity of resistance training (RT) and a significant increase in the number of professionals and undergraduate in Physical Education students have been observed. A variety of names has been usually adopted for the same resistance exercise in fields. The aim of the study was to compare the resistance exercise nomenclature adopted by physical education professionals and students, and also to identify the frequencies of names adopted for these resistance exercises. The study included 191 graduate students and active physical education professionals of RT centers and gyms in the state of Rio de Janeiro, Brazil. Ten exercises traditionally performed on RT programs were selected. The results indicated that there was no association between the nomenclature of exercises and academic degree for all exercises included in the survey. However, there was significant difference (p <0.001) among response frequencies for each exercise, for the whole sample. In this sense, this study enabled identifying significant differences in the nomenclature of resistance exercises. Therefore, nomenclature standardization is essential to establish a direction and clearness in communication among professionals.

scholarly journals Examining the Effect of Acute Whole-Body Vibration on Static and Dynamic Balance in Physical Education Students

2019 ◽  
Vol 8 (5) ◽  
pp. 142
Author(s):  
Duygu Aksoy
Keyword(s):  
Physical Education ◽  
Dynamic Balance ◽  
Whole Body Vibration ◽  
Whole Body ◽  
Education Students ◽  
Balance Test ◽  
Body Vibration ◽  
Physical Education Students ◽  
Significant Difference ◽  
Post Test

The purpose of the present study was to examine the effect of acute Whole Body Vibration (WBV) on static and dynamic balance in physical education students. A total of 30 healthy physical education students participated in this study. The participants were divided into two groups as the Control Group (n = 15) and the Whole Body Vibration group (n = 15). The control group did not carry out any trainings; and the WBV group did acute WBV. The first measurements of height, weight, flamingo balance test for static balance, and the Y balance test for dynamic balance were made for both groups before applying the WBV program. The final measurements were made right after the WBV application. Results are presented as mean &plusmn; standard deviation. The values that were obtained from the pre-test and post-test were analyzed with the paired sample t-test after their normality was checked with the Shapire-Wilk Test. The comparisons between the groups were analyzed by using an independent sample t-test at a significance level of p &lt; 0.05. The flamingo balance test was applied to determine the static balance values. According to the flamingo balance test, there was a significant difference between the right leg pre-test and post-test values of the WBV group (p &lt; 0.05). A significant difference was detected between the left leg pre-test and post-test values of the WBV group (p &lt; 0.05). The Y balance test was applied to determine the dynamic balance results. There was a significant difference between the right leg pre-test and post-test values of the WBV group (p &lt; 0.05). There was a significant difference between the left leg pre-test and post-test values of the WBV group. It was determined that the acute WBV has a positive effect on static and dynamic balance.

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