scholarly journals Environmental Knowledge of Participants’ Outdoor and Indoor Physical Education Lessons as an Example of Implementing Sustainable Development Strategies

2022 ◽  
Vol 14 (1) ◽  
pp. 544
Author(s):  
Marcin Pasek ◽  
Elena Bendíková ◽  
Michalina Kuska ◽  
Hanna Żukowska ◽  
Remigiusz Dróżdż ◽  
...  
Keyword(s):  
Physical Education ◽  
Subjective Assessment ◽  
Young Person ◽  
Environmental Knowledge ◽  
Control Group ◽  
Ecological Knowledge ◽  
Environmental Attitude ◽  
Physically Active ◽  
Final Study ◽  
The Impact

(1) Background: The purpose of the study was to assess the impact of physical activity outdoors in nature as part of physical education in schools on the level of knowledge and ecological attitudes. (2) Material and methods: A total of 220 students took part in the study, with 103 of them in the treatment group, which usually practiced outdoor physical education classes, and 117 in the control group, which practiced mainly indoor. The project lasted 21 months, covering the last two years of primary school. The authors used the Children’s Environmental Attitude and Knowledge Scale CHEAKS in this study. The authors sought for an answer to the question of whether bringing a young person closer to nature by participating in a greater number of outdoor physical education lessons results in in-depth environmental knowledge. (3) Results: The appearance of seven statistically significant differences in ecological knowledge in the final study in favor of the group having outdoor physical education lessons proves the cognitively and visually stimulating role of a natural environment for physically active people. The location of physical education lessons turned out to be a much stronger condition for in-depth knowledge than gender, place of residence, parents’ education level, and subjective assessment of the financial satisfaction level. (4) Conclusion: These results are an incentive to further developing the young generation’s contact with nature through outdoor physical education lessons.

scholarly journals Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

2019 ◽  
Vol 16 (13) ◽  
pp. 2326 ◽  
Author(s):  
Manzano-Sánchez ◽  
Valero-Valenzuela ◽  
Conde-Sánchez ◽  
Chen
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Personal Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

scholarly journals Sport education model and self-determination theory

Kinesiology ◽  
2016 ◽  
Vol 48 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Ricardo Cuevas ◽  
Luis Miguel García-López ◽  
Jaime Serra-Olivares
Keyword(s):  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Control Group ◽  
Sport Education ◽  
School Students ◽  
Post Intervention ◽  
Physically Active ◽  
Education Model ◽  
The Impact

Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.

scholarly journals Satisfacción en las clases de Educación Física y la intencionalidad de ser activo en niños del nivel de primaria (Satisfaction in the Physical Education classroom and intention to be physically active in Primary school children)

Retos ◽  
2019 ◽  
pp. 33-40
Author(s):  
María Del Carmen Zueck Enríquez ◽  
Adrián Alonso Ramírez García ◽  
Judith Margarita Rodríguez Villalobos ◽  
Hugo Eduardo Irigoyen Gutiérrez
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Intervention Program ◽  
Great Influence ◽  
Primary School Children ◽  
Control Group ◽  
School Students ◽  
Physically Active ◽  
The Impact ◽  
Experimental Group

La investigación demuestra la gran influencia de la clase de educación física (EF) en los alumnos del nivel de primaria en sus niveles de satisfacción e intención a la práctica física y que permita una adherencia y estilos de vida saludable. El propósito de este estudio fue identificar el impacto en el grado de satisfacción, intención a la práctica del alumno. Se optó por un enfoque mixto, cuantitativo-cualitativo concurrente en el cual se utiliza una recolección de datos en forma paralela a través de encuestas y observaciones participantes, con un grupo experimental que aplicó un programa de intervención y un grupo testigo con sus actividades normales durante un semestre, para el análisis de los datos se realizó una triangulación múltiple. Se encontró que los niveles de satisfacción, intencionalidad a la práctica fue mayor en los grupos que tuvieron una clase debidamente planeada, El grupo experimental tiene significativamente mayor gusto por la clase (p < .001) e intención de ser físicamente activo, en tres de las cinco preguntas se encontraron diferencias significativas en Además de Educación Física me gusta practicar deporte” (p < .034), Además de Educación Física formar parte de un club (p < .024) y Además de Educación Física mantenerme activo (p < .020).Abstract. The present research highlights the great influence of the physical education (PE) subject on primary school students’ satisfaction and intention to be physically active, which determines healthy adherence and lifestyle. The purpose of this study was to identify the impact of PE on students’ degree of satisfaction and intention to engage in physical activity (PA). We opted for a mixed quantitative-qualitative approach with data being collected both through surveys and observation of participants. An experimental group followed an intervention program, whereas a control group engaged in the pre-established activities during a semester. Multiple triangulation was run for the analysis of the data. The experimental group had significantly greater interest in the class (p < .001) and intention to be physically active; significant differences were found in three of the five questions as follows: in Besides Physical Education I like to practice sport (p < .034), Besides Physical Education I like to be part of a club (p < .024), and Besides Physical Education I like to stay active (p < .020).

scholarly journals How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

2021 ◽  
Vol 18 (10) ◽  
pp. 5407
Author(s):  
Vicente Gaspar ◽  
Alexander Gil-Arias ◽  
Fernando Del Villar ◽  
Alba Práxedes ◽  
Alberto Moreno
Keyword(s):  
Physical Education ◽  
Healthy Lifestyle ◽  
School Context ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

scholarly journals Physically Active Breaks in the Teaching Process

2021 ◽  
Vol 45 (3) ◽  
pp. 235-242
Author(s):  
Ivan Holik ◽  
Vesna Štemberger ◽  
Petra Pejić Papak ◽  
Vilko Petrić ◽  
Matea Kitak
Keyword(s):  
Physical Activity ◽  
Educational Achievement ◽  
Positive Influence ◽  
Educational Process ◽  
T Test ◽  
Control Group ◽  
Teaching Process ◽  
Physically Active ◽  
Active Breaks ◽  
The Impact

The aim of this research is to study the impact of physically active breaks, accompanied by video materials, on the level of pupils’ educational achievement and their attitudes toward physically active breaks during the teaching process in the classroom. The research lasted for two months, and the apposite sample consisted of a total of 38 pupils aged 10 to 11. The influence of physically active breaks on the educational achievement was estimated by the percentage of correct answers in the tasks of mathematics, while the Croatian version of the questionnaire Attitudes towards the Physical Activity Scale (APAS) was used for evaluating the attitudes toward physically active breaks with video materials. Differ ences between the initial and final measuring inside the same group were tested by the Student’s dependent sample t-test, while for differences between the experimental and control group the Student’s independent sample t-test was used. The obtained results showed that the ability to solve mathematical tasks in the experimental group has significantly improved when compared to the control one and that physically active breaks have a positive influence on the pupils’ attitudes toward physical activity. The implementation of physically active breaks into teaching has an impact on pupils’ productivity in the educational process, while at the same time their need for movement is fulfilled.

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

scholarly journals Static Postural Balance in Modern Pentathletes: A Pilot Study

2019 ◽  
Vol 16 (10) ◽  
pp. 1760 ◽  
Author(s):  
Dorota Sadowska ◽  
Tomasz Sacewicz ◽  
Małgorzata Lichota ◽  
Justyna Krzepota ◽  
Maria Ładyga
Keyword(s):  
Postural Balance ◽  
Postural Sway ◽  
Control Group ◽  
Physically Active ◽  
Eyes Closed ◽  
Test Conditions ◽  
The Stability ◽  
High Level ◽  
The Impact ◽  
Conscious Control

Postural balance is a key element of shooting effectiveness, which determines the outcome of modern pentathlon competitions. The aim of the study is to examine the postural balance of 27 pentathletes (12 females and 15 males; mean age: 18.0 ± 1.8 years), and 26 physically active, untrained subjects (12 females and 14 males; mean age: 22.5 ± 1.4 years), and to investigate the impact of footwear on the stability of the shooting position in pentathletes. Methods: Static postural balance was examined during quiet stance in four test conditions (standing in footwear with eyes opened, standing in footwear with eyes closed, standing barefoot with eyes opened, and standing barefoot with eyes closed). During each postural balance measurement, the participant remained still on the platform, with their arms in front of their body. Postural balance in the shooting position was only evaluated in the group of pentathletes. The athlete was asked to assume a comfortable shooting position on the platform and to aim at the target. Standard pentathlon targets and pistols were used in the study. Measurements were carried out twice (barefoot and in footwear). Results: In all conditions, pentathletes achieved lower values of posturographic measures than in the control group. In non-visual conditions, measures describing the surface area of the centre of pressure decreased in pentathletes and increased in the control group. Both pentathletes and non-athletes were equally stable barefoot as in footwear. Footwear did not affect postural sway in the shooting position in pentathletes. Conclusions: Pentathletes were found to have significantly better stance stability and were less vision-dependent in postural balance than untrained subjects. Bearing in mind that the shooting position of pentathletes was as stable barefoot as in footwear, the main factors which were most likely responsible for minimising body oscillations in the pentathletes were their high level of concentration and conscious control of body alignment.

scholarly journals Sedentary Death Syndrome

2004 ◽  
Vol 29 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Simon J. Lees ◽  
Frank W. Booth
Keyword(s):  
Public Health ◽  
Physical Activity ◽  
Chronic Diseases ◽  
Physical Inactivity ◽  
Scientific Basis ◽  
Control Group ◽  
Physically Active ◽  
Public Health Burden ◽  
The Impact ◽  
Active Controls

Sedentary death syndrome (SeDS) is a major public health burden due to its causing multiple chronic diseases and millions of premature deaths each year. Despite the impact of physical inactivity, very little is known about the actual causes of physical inactivity-induced chronic diseases. It is important to study the mechanisms underlying molecular changes related to physical inactivity in order to better understand the scientific basis of individualized exercise prescription and the rapies for chronic diseases, and to support improved public health efforts by providing molecular proof that physical inactivity is an actual cause of chronic diseases. Physical activity has a genetic basis. A subpopulation of genes, which have functioned to support physical activity for survival through most of humankind's existence, require daily exercise to maintain long-term health and vitality. Type 2 diabetes (T2D) is an example of a SeDS condition, as it is almost entirely preventable with physical activity. To determine the true role of physical inactivity in the development and progression of T2D, information is presented which indicates that comparisons should be made to physically active controls, rather than sedentary controls, as this population is the healthiest. Use of sedentary subjects as the control group has led to potentially misleading interpretations. If physically active individuals were designated as the control group, a different interpretation would have been drawn. It is thought that there is no difference in GLUT4 concentration between T2D and sedentary groups. However, GLUT4 expression is higher in active controls than in sedentary and T2D groups. Therefore, to obtain causal mechanisms for SeDS in order to allow for scientifically based prevention and therapy strategies, physically active subjects must serve as the control group. Key words: physical inactivity, chronic diseases, diabetes, glucose

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 Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

2020 ◽  
Vol 10 (4) ◽  
pp. 110 ◽  
Author(s):  
Ove Østerlie ◽  
Ingar Mehus
Keyword(s):  
Physical Education ◽  
Intervention Group ◽  
Control Group ◽  
Flipped Learning ◽  
Upper Secondary ◽  
Health Related ◽  
Cognitive Knowledge ◽  
Situational Motivation ◽  
The Impact ◽  
Knowledge Learning

The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students’ motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.

Sign in / Sign up

Export Citation Format

Share Document