scholarly journals Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes

2019 ◽  
Vol 11 (7) ◽  
pp. 2057 ◽  
Author(s):  
Yi-Hsiang Pan ◽  
Chen-Hui Huang ◽  
I-Sheng Lee ◽  
Wei-Ting Hsu
Keyword(s):  
High School ◽  
Physical Education ◽  
Control Group ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Sport Education ◽  
Learning Effects ◽  
Education Curriculum ◽  
High School Physical Education ◽  
Experimental Group

The purposes of the study were to examine the students’ learning effects of different physical education curriculum model, which merged Teaching Personal and Responsibility (TPSR), respectively, with the Sport Education Model (SEM) and Traditional Teaching Model (TTM) for better learning effects in high school physical education classes. A pretest-posttest quasi-experimental design was used with an experimental group (TPSR-SEM; 75 students, Mage = 16.78 ± 0.54 years) and a control group (TPSR-SEM; 58 students, Mage = 16.82 ± 0.57 years). Experimental and control group sessions spanned 32 lessons over 16 weeks. Multivariate analysis of covariance was used for statistical analysis. The findings of research showed that the TPSR-SEM experimental group could improve more learning effects than the TPSR-TTM control group in the dependent variables, including sport self-efficacy, sport passion, responsibility, and game performance. We concluded that TPSR-SEM group could improve more learning effects than the TPSR-TTM group in the cognitive, psychomotor, and affective domains for physical education courses. It is worthy to develop TPSR-SEM in the physical education curriculum.

scholarly journals Use of body-ballet in high school physical education

2013 ◽  
pp. 40-47 ◽  
Author(s):  
Т. М. Кравчук ◽  
О. С. Курочка
Keyword(s):  
High School ◽  
Physical Education ◽  
Body Mass ◽  
Physical Training ◽  
Control Group ◽  
School Age ◽  
Testing Methods ◽  
Classical Dance ◽  
High School Physical Education ◽  
Experimental Group

Objective: to develop a method of physical education high school age girls body mass Ballet and verify its effectiveness.Methods. To solve the problems raised in the paper, we used the following methods: study and analysis of educational, scientific and methodological literature; interviews with experts and questionnaires; pedagogical supervision; teacher testing; methods of mathematical statistics. The experiment was conducted at the high school school № 167 m. Kharkiv and lasted from September 2012 to April 2013. As researched by a pupil of high school of 15 people - and 15 control group - experimental group. Investigated the control group attended lessons of physical training conducted by the curriculum of secondary schools. For the studied experimental group were held for three months training with body-ballet.Conclusions. The method of physical education high school age girls body mass ballet synthesizes the elements of classical dance, aerobics health yoga, and Pilates and other than sports and recreation values brings also artistic and aesthetic, which contributes to their dance, musicality, expression and creativity activity of the individual.Organizing and conducting exercises with elements of ballet body in high school and increase the level of flexibility, strength, agility and endurance high school, which was experimentally proven in the course of our study. 

scholarly journals Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes

2021 ◽  
Vol 13 (2) ◽  
pp. 578
Author(s):  
Cristiana Bessa ◽  
Peter Hastie ◽  
António Rosado ◽  
Isabel Mesquita
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Traditional Teaching ◽  
Sport Education ◽  
School Students ◽  
Self Confidence ◽  
High School Physical Education ◽  
Quasi Experimental ◽  
Curricular Model

Physical Education (PE) is recognized for its value in developing personal and social development. However, the instructional approach adopted by the teacher may affect the achievement of positive outcomes. This study aimed to examine the effects of two different teaching approaches, Traditional Teaching (TT) and the Sport Education (SE) model, on students’ empowerment and self-confidence in high school PE classes. A total of 430 high-school students (66.7% male), aged 14–21 years (M = 16.22, SD = 1.03) enrolled in 10th, 11th and 12th grades, participated in this study. A pretest-posttest quasi-experimental design was used across 18 classes. Classes met two times a week during a period of 8 weeks for a total of 1080 min. The Psychological Empowerment Instrument was used to measure empowerment. Students’ self-confidence was measured with the self-confidence sub-scale of the Competitive State Anxiety Inventory-2. The findings of the research revealed that only SE was effective in improving high school students’ empowerment and self-confidence. In the TT group, no gains were found, even decreasing over time. These results reinforce the adequacy of SE in PE as a curricular model to be used by teachers, particularly for the development of students’ empowerment and self-confidence.

scholarly journals Development of Video Modelling of Freestyle Swimming in High School Physical Education

2019 ◽  
Vol 6 (1) ◽  
pp. 332
Author(s):  
Eko Ari Ari Anto ◽  
Sugiyanto Sugiyanto ◽  
Hanik Liskustyawati
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Large Scale ◽  
Development Stage ◽  
Small Scale ◽  
Control Group ◽  
Learning Materials ◽  
High School Physical Education ◽  
Experimental Group

This study aims to develop a video modelling of freestyle swimming in high school physical education (PE). This study uses Borg & Gall research and development (R&D) method which has been developed by Sugiyono that has two stages; pre-development and development stage. Pre-development was including small-scale and large-scale trial experiments which were conducted with five and ten ten-year students, respectively, participated from Batik 1 Surakarta High School. Then, the development stage was included 20 ten-year students of the same school.  They were assigned into two groups randomly. The experimental group, including 10 students, was received the video modelling of freestyle swimming learning materials, while the control group including 10 students was taught by the teacher that consisted of the same learning materials as those used by the experimental group. The result shows that the experimental group has better performance in freestyle swimming technique than the control group. The video modelling is categorized as very good product with 80% percentage score. This means that the video modelling has been properly used and declared as effective freestyle swimming learning media for high school students.

scholarly journals Research on the Application of PBL Teaching Method in Physics Experiment Teaching

2021 ◽  
pp. 53-56
Author(s):  
Qi Tian ◽  
Zhi-Xin Huang ◽  
Wei Li ◽  
Ming-Hai Wu ◽  
Yu-Jie Chen
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
The Times ◽  
Physics Experiment ◽  
Experimental Group ◽  
Better Than

Discuss the method and effect of problem-based teaching method (PBL) in the teaching of physics experiment in junior high school. Method: A total of 92 students in two junior high school classes were selected, and one of them was randomly set as the experimental group (46 students) and the other one was the control group (456 students). The experimental group added PBL teaching on the basis of traditional teaching methods. Methods, the control group was taught according to the traditional teaching method only, and finally the teaching effect of the two groups was compared. Results: The physics performance of the experimental group was significantly higher than that of the traditional teaching group (P<0.05). The students in the experimental group were better than traditional teaching in subjective evaluations such as learning initiative, learning interest, thinking ability training, practical ability, and innovation ability. Conclusion: The PBL teaching model is more adapted to the development of the times, and the effect is better than traditional teaching. It can combine the learning and practical skills of students, and the comprehensive ability can be greatly improved.

scholarly journals Examining Attitudes of Students Regarding the Sports Education Model and Direct Teaching Model

2017 ◽  
Vol 5 (12) ◽  
pp. 79
Author(s):  
Nevruz Bilgin ◽  
Oğuzhan Dalkıran
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Control Group ◽  
Teaching Model ◽  
Data Collection Tool ◽  
Significant Difference ◽  
Education Model ◽  
Direct Teaching ◽  
Perceived Choice ◽  
Experimental Group

The aim of the research was to investigate the effects of sports education model and direct teaching model on the attitudes of the students, and the differences among the attitudes of students. The study group of the research included 29 students from 6th and 7th grade of a secondary school in the 2015-2016 academic years. The experimental group consisted of students attended in the sixth class in which the physical education and sports lesson was conducted using the "sports education model" while the control group was the students in the 7th class in which the physical education and sports lesson was conducted using the "direct teaching model". As a data collection tool; the "Internal Motivation Inventory" developed by Ryan (1982) and adapted to Turkish by Çalışkur (2013) was used. In the analysis of the data; the "Mann Whitney U" test was used for the significance of the differences between post-implementation attitudes of the groups. In addition, the interview questions prepared by the researchers were answered by the students and the data were recorded. As a result; significant differences were found in the students' interest/enjoyment, perceived competence, value/benefit, effort/importance and work perception dimensions, but no significant difference was detected in the perceived choice rights and pressure/tension.

The Effects of Choice on Autonomous Motivation, Perceived Autonomy Support, and Physical Activity Levels in High School Physical Education

2013 ◽  
Vol 32 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Yew Meng How ◽  
Peter Whipp ◽  
James Dimmock ◽  
Ben Jackson
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Autonomy Support ◽  
Intervention Group ◽  
Autonomous Motivation ◽  
Control Group ◽  
Activity Levels ◽  
High School Physical Education ◽  
Perceived Autonomy Support

This study examined whether the provision of choice in physical education (PE) enhanced students’ autonomous motivation, perceived autonomy support, and physical activity (PA) levels, relative to a “regular PE” control group. Students from eight intact high school PE classes (N = 257, Mage = 12.91) were randomly assigned to control (i.e., four classes) and intervention (i.e., four classes) conditions. Students in the intervention group were given a unique opportunity to choose their preferred participatory role in their PE units, while control students participated in normal teacher-led PE, and data were collected over a 15-week program (i.e., three units of five weeks each). The results indicated that a lack of choice in PE aligned with less positive perceptions of autonomy support among students within the control group, compared with their counterparts in the intervention group. In some choice formats, students exhibited significantly higher PA levels than students who undertook normal PE. These findings indicate that offering choice in high school PE lessons may encourage perceptions of autonomy support and levels of in-class physical activity.

scholarly journals The Effect of a Strength Training Programme in Adolescents in Physical Education Classes (El efecto de un programa de entrenamiento de fuerza en adolescentes en clases de educación física)

Retos ◽  
2019 ◽  
pp. 71-76
Author(s):  
Júlio Martins ◽  
João Cardoso ◽  
Samuel Honório ◽  
Adriana Silva
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Training Programme ◽  
Lower Limbs ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Los Grupos ◽  
Experimental Group

Abstract. Introduction: The motivation in Physical Education classes declines as students continue their studies, so its important programs that motivate and arouse interest in learning these themes, adding several and different approaches in these classes. Objective: The objective of the present study was to verify if the application of a strength circuit in high-school students could cause improvements in the strength of the upper and lower limbs. Methods: We evaluated 44 students (M = 24 / F = 20) of the 12th year in high school (EG = 22 students and CG = 22 students). Results: Significant differences in the post-test were observed in the horizontal jump, with a higher mean in the experimental group compared to the control group. In the 1kg medical ball throwing the differences were significant in both moments (pre and post-test), when comparing the groups, with a superior mean in the experimental group. In the 3 kg medicinal ball throwing, significant differences were also observed in both moments, comparing the performance of both groups. The push-up tests did not present significant differences in the pre-test, but showed significant differences in the post-test, with higher means in the experimental group. Conclusions: Through the applied training program, with a duration of 15 minutes, it was possible to verify that the experimental group obtained higher gains, when compared to the control group, for all the variables under study.Resumen. Introducción: la motivación en las clases de Educación Física disminuye a medida que los estudiantes continúan sus estudios, por lo que sus importantes programas motivan y despiertan interés en aprender estos temas, agregando vários Y diferentes enfoques en estas clases. Objetivo: El objetivo del presente estudio fue verificar si la aplicación de un circuito de fuerza en estudiantes de escuela secundaria podría causar mejoras en la fuerza de las extremidades superiores e inferiores. Métodos: Evaluamos 44 estudiantes (M = 24 / F = 20) del 12 ° año en la escuela secundaria (EG = 22 estudiantes y CG = 22 estudiantes). Resultados: Se observaron diferencias significativas en la prueba posterior en el salto horizontal, con p <0.05, con una media más alta en el grupo experimental en comparación con el grupo control. En el lanzamiento de balón médico de 1 kg, las diferencias fueron significativas en ambos momentos (antes y después de la prueba), al comparar los grupos, con una media superior en el grupo experimental. En el lanzamiento de balón medicinal de 3 kg, también se observaron diferencias significativas en ambos momentos, comparando el rendimiento de ambos grupos. Las pruebas de flexión no presentaron diferencias significativas en la prueba previa, pero mostraron diferencias significativas en la prueba posterior, con medias más altas en el grupo experimental. Conclusiones: A través del programa de entrenamiento aplicado, con una duración de 15 minutos, fue posible verificar que el grupo experimental obtuvo mayores ganancias, en comparación con el grupo de control, para todas las variables en estudio.

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