scholarly journals Biomechanical technology of injury prevention in the training of specialists in physical education and sports

2021 ◽  
Vol 7 (2) ◽  
pp. 65-76
Author(s):  
S.V Kozin
Keyword(s):  
Physical Education ◽  
Injury Prevention ◽  
Injury Risk ◽  
Professional Training ◽  
Low Complexity ◽  
Rock Climbing ◽  
Male Students ◽  
Control Group ◽  
Finger Injuries ◽  
Experimental Group

Purpose: to develop and experimentally test the biomechanical technology of injury prevention of future specialists in physical education and sports in the process of professional training (rock climbing for example). Material and Methods. The participants of this study were 84 male students engaged in amateur climbing aged 18-19 years. All athletes were also students of physical education faculties of Ukrainian universities; 40 athletes were in the experimental group and 44 athletes were in the control group. The biomechanical technology for injury prevention in the training of specialists in physical education and sports has been developed on rock climbing  for example. Developed biomechanical technology for injury prevention contains 3 areas: 1 - theoretical; 2 - analytical; 3 - practical. Injury risk (incidence) was defined as the number of injuries to the total number of athletes in the analyzed group. Relative risk (incidence rate ratio) was determined by the ratio of risk in the control group to the risk in the experimental group. The chance of injury was defined as the ratio of the number of injuries to the number of uninjured athletes in the analyzed group. The relative chance (Odds Ratio) was defined as the chances of injury in the control group to the chances of injury in the experimental group. These indicators were determined separately for low, medium and severe finger injuries. Results. The applied technology of injury prevention significantly influences the reduction of the number of injuries of athletes – future specialists on the physical education and sports (on rock climbing for example). It is established that the application of the developed technology of injury prevention reduces the risk of finger injuries: low complexity – in 2.364 times (95% CI = 0.925-6.041, P> 0,05) times; medium complexity – in 3.333 times (95% CI = 1.001-11.096, P (Fisher) = 0.030); high complexity – in 8.182 times (95% CI = 1.084-61.749, P (Fisher) = 0.011). Conclusions. The application of the developed biomechanical technology of injury prevention in the process of training specialists in physical education and sports significantly reduces the risk of injury to students.

scholarly journals IMPLEMENTATION OF CROSS-CURRICULAR INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PHYSICAL CULTURE

2020 ◽  
pp. 39-45
Author(s):  
Vitaliy Demchenko ◽  
Keyword(s):  
Physical Education ◽  
Professional Training ◽  
Physical Education Teachers ◽  
Control Group ◽  
Positive Trend ◽  
Future Teachers ◽  
Curricular Integration ◽  
Education Research Methodology ◽  
Experimental Group ◽  
Interdisciplinary Integration

The article examines the effectiveness of interdisciplinary integration in the training of future physical education teachers. The purpose of the article is to test the effectiveness of interdisciplinary integration in the training of future teachers of physical education. Research methodology includes: empirical methods: observations, questionnaires, pedagogical experiment is for checking the effectiveness of interdisciplinary integration in the training of future teachers of physical education; methods of mathematical statistics are for processing the results of experimental work. Analysis of the effectiveness of the implementation of interdisciplinary integration in the training of future teachers of physical education is based on a certain system of standards: pedagogical orientation, independence and professional maturity, which we used to diagnose their development by those activities that included students of the experimental group. After analyzing the data, it was found that students of the control and experimental groups have significant differences on such scales as: awareness, decision-making, planning and communication; as well as a positive trend on the scales: mnemonic, volitional and mental. According to the study, it can be said that future physical education teachers of the experimental group are more knowledgeable and confident in choosing their profession, they more rationally and adequately assess the situation and plan their future more thoughtfully than students in the control group.

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 EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PEDAGOGICAL CONDITIONS FOR INTENSIFYING THE EDUCATIONAL ACTIVITY OF FUTURE TEACHERS-ENGINEERS OF COMPUTER PROFILE IN PROFESSIONAL TRAINING

2020 ◽  
pp. 30-37
Author(s):  
Olha YESIPOVA ◽  
◽  
Mykhailo MEDVID ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Internal Quality ◽  
Control Group ◽  
Future Teachers ◽  
Educational Activities ◽  
Experimental Group

Responding to identified shortcomings is components of the internal quality assurance system of a higher education institution. A study of the educational activities of future teachers-engineers of computer profile found that most students are not going to devote their career to teaching, thus preferring engineering. Undoubt- edly, higher education institutions must respond to the requests of stakeholders, especially those seeking higher education. On the other hand, there are requests from employers (educational institutions) for teachers-engineers of computer profile. Therefore, further research was aimed at enhancing cognitive activity primarily by increasing motivation for pedagogical activity. Methods: pedagogical experiment. Results. An experimental test of the effectiveness of pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile in professional training. Originality. The results of the study testify to the effec- tiveness of certain pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile: changes of external motivation to internal will take place if the information and communication technologies are introduced into educational process of studying peda- gogical disciplines; change of position in the educational activity of future teachers-engineers of computer profile in the study of pedagogical disciplines will take place under the condition that students apply a project approach to the organization of their own educational activity; intensification of educational activity due to its correc- tion in future teachers-engineers of computer profile in the process of operative feedback at each stage of educational activity. Comparative analysis of experimental data shows an increase in the percentage of students of the experimental group compared to the control group with a high level of educational activities of future teachers-engineers of com- puter profile in the study of pedagogical disciplines for a stable active position of educational activity – by 34%, internal motivation to study – by 32%, by the ability to plan and organize their own educational trajectory – by 32%, by academic performance – by 25%). When comparing the results before and after the ex- periment: in the control group the empirical values of the criterion χ2 are less than critical, the characteristics of the compared groups coincide at the level of significance of 0.05; in experimental group the empirical values of the criterion χ2 are greater than the critical one, the signifi- cance of the difference in the characteristics of the com- pared groups is 95%.

scholarly journals The effect of prosody teaching on developing word recognition skills for interpreter trainees: An experimental study

2016 ◽  
Vol 7 (1) ◽  
pp. 1101-1107 ◽  
Author(s):  
Mahmood Yenkimaleki ◽  
Vincent J. van Heuven
Keyword(s):  
Word Recognition ◽  
English Language ◽  
Native Speakers ◽  
Theoretical Explanation ◽  
Male Students ◽  
Control Group ◽  
State University ◽  
Prosodic Features ◽  
Instruction Time ◽  
Experimental Group

The present study investigates the effect of the explicit teaching of prosodic features on developing word recognition skills with interpreter trainees. Two groups of student interpreters were composed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the State University of Arak, Iran. Participants were categorized into two groups at random, but with equal division between genders (9 female and 9 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups. Participants took a pretest of word recognition skill before starting the program. The control group received exercises in listening comprehension, while the experimental group spent part of the time on theoretical explanation and practical exercises developing conscious knowledge of prosodic features of English, such as word stress. The total instruction time was the same for both groups, i.e. 8 hours. Students then took a posttest of word recognition skills. The results show that prosodic feature awareness training did yield a statistically significant improvement of word recognition skills. The result has pedagogical implications for researchers in the field of second language teaching, instructors, curriculum designers, conductors of interpreting programs for training future interpreters, material producers and all who are involved in language study and pedagogy.

scholarly journals "Effectiveness of Diagnosis Based Remediation on Attainment of MLL in Mathematics among V Standard Students "

2009 ◽  
Vol 8 (1) ◽  
pp. 61
Author(s):  
Prakash K ◽  
Premalatha Sharma
Keyword(s):  
Rural Areas ◽  
Primary Schools ◽  
Male Students ◽  
Control Group ◽  
Test Design ◽  
Post Test ◽  
Class Room ◽  
Urban And Rural Areas ◽  
Regular Classes ◽  
Experimental Group

Present study is aimed to assess the effectiveness of diagnosis-based remediation programme in improving the proportionate of students mastering each competency (percentage of competency mastered) by the group of V standard students in the selected (experimental) schools of Shimoga District. A total of 100 students of 4 government primary schools from Shimoga district constituted the sample for the study, of which 50 were boys and remaining 50 were girls. They were selected from both urban and rural areas of Shimoga district. This is an experimental study with pre and post test design. Among the selected100 non-mastered students, 50 were non masters and they formed control group and remaining 50 constituted the experimental group. After 2 months of intervention for the experimental group, the investigator conducted post test for both controlled and experimental groups. The controlled group students were attending regular classes whereas students from experimental group were attending the intervention class outside the class room which was taken by the investigator himself. MLL based test developed by Kashinath (2005) was adapted and used for assessing selected MLL competencies, which had 7 competencies was administered on the students selected 4 government primary schools of Shimoga district. The results showed that experimental group had gained significantly higher competencies in total scores than the control group. Further, male students of experimental group had substantial gain compared to all other groups.

scholarly journals Formation of Psychophysical Readiness of Cadets for Future Professional Activity

2021 ◽  
Vol 14 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Ihor Bloshchynskyi ◽  
Grygoriy Griban ◽  
Ivan Okhrimenko ◽  
Vasyl Stasiuk ◽  
Dariya Suprun ◽  
...  
Keyword(s):  
Physical Education ◽  
Physical Training ◽  
Professional Training ◽  
Armed Forces ◽  
Academic Program ◽  
The Body ◽  
Experimental Program ◽  
Professional Activity ◽  
Control Group ◽  
Combat Activity

The experience of combat operations conducting in the eastern part of Ukraine in 2014-2020 convincingly demonstrated the need to increase the requirements for professional training of servicemen of the Armed Forces of Ukraine. Physical training is one of the main subjects of professional training and an important means of psychophysical readiness formation of servicemen of various military specialties for modern extreme professional and combat activities. The aim of the study is to examine the efficiency of the experimental academic program of the discipline of Physical Education, and Special Physical Training concerning the formation of psychophysical readiness of cadets of technical higher military educational institutions for future professional and combat activity. The study was conducted at S. P. Koroliov Zhytomyr Military Institute. 120 male cadets participated in the experiment. An experimental group (EG), which consisted of the cadets who were studying according to the experimental working academic program of the discipline (n=60), and a control group (CG), which included the cadets studying according to the current working academic program of the discipline (n=60) were formed. The criteria of the efficiency of the experimental program are determined to be the indicators of general and special physical fitness of cadets and the level of professionally important psychological qualities. Research methods: theoretical analysis and generalization of scientific and methodical literature, pedagogical observation, pedagogical experiment, methods of mathematical statistics. It was discovered that conducting classes according to the experimental program contributed to the improvement of the level of development of the cadets’ special physical qualities, mastering military-applied skills, the formation of professionally important psychological qualities. The most significant changes in EG cadets occurred in overcoming obstacle course, holding the angle on parallel bars, holding the body in a horizontal position, tests for determination of attention distribution and volume, mental performance – at the end of the experiment, and the indicators of EG cadets were significantly (p˂0.05-0.001) better than those of CG.It proves the necessity of correcting the academic program of Physical Education and Special Physical Training for senior cadets with the aim of their psychophysical readiness formation for future professional and combat activity.

scholarly journals Una unidad didáctica intermitente de acondicionamiento físico solo mejora los niveles de capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable de condición física (An intermittent physical fitness teaching unit only improves cardior

Retos ◽  
2019 ◽  
pp. 8-15
Author(s):  
Santiago Guijarro-Romero ◽  
Daniel Mayorga-Vega ◽  
Carolina Casado-Robles ◽  
Jesús Viciana
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Control Group ◽  
Activity Levels ◽  
Physical Activity Levels ◽  
Before And After ◽  
Teaching Unit ◽  
Experimental Group

El objetivo del presente estudio fue comparar el efecto de una unidad didáctica intermitente de acondicionamiento físico en Educación Física sobre los niveles de actividad física y capacidad cardiorrespiratoria entre estudiantes con un perfil saludable/no saludable de capacidad cardiorrespiratoria. Ochenta estudiantes de 2º-3º curso de Educación Secundaria fueron asignados aleatoriamente al grupo control y grupo experimental. El grupo experimental, dividido en perfiles saludable/no saludable, realizó una unidad didáctica intermitente de acondicionamiento físico para mejorar la capacidad cardiorrespiratoria. El grupo control trabajó un contenido diferente durante el mismo tiempo y con la misma frecuencia, pero sin hacer hincapié en la mejora de la capacidad cardiorrespiratoria. Antes y después de la intervención, la capacidad cardiorrespiratoria se evaluó objetivamente mediante el test de ida y vuelta de 20 metros. Los niveles de actividad física fueron medidos objetivamente a través de un pulsómetro durante las clases de Educación Física. Ambos perfiles tuvieron mayores niveles de actividad física durante las clases de Educación Física que el grupo control (p < .001). Sin embargo, solo los estudiantes con un perfil no saludable mejoraron significativamente sus niveles de capacidad cardiorrespiratoria tras la unidad didáctica (p < .01). Aunque una unidad didáctica intermitente de acondicionamiento físico parece tener un efecto similar en los niveles de actividad física de todos los perfiles de capacidad cardiorrespiratoria de los estudiantes, solo mejora la capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable. Abstract. The purpose of the present study was to compare the effect of a Physical Education-based physical fitness intermittent teaching unit on physical activity levels and cardiorespiratory fitness among students with healthy/unhealthy cardiorespiratory fitness profile. Eighty students from 2º-3º grades of Secondary Education were randomly assigned to the control group and experimental group. The experimental group, divided into healthy/unhealthy profiles, performed a physical fitness intermittent teaching unit to improve the cardiorespiratory fitness. The control group worked a different content during the same time and with the same frequency, but without emphasizing cardiorespiratory fitness improvement. Before and after the teaching unit, students’ cardiorespiratory fitness was objectively measured by the 20-meter shuttle run test. Participants’ physical activity levels were measured objectively using a heart rate monitor during Physical Education lessons. Students from both profiles had higher physical activity levels during Physical Education lessons than the control group (p < .001). However, only students with an unhealthy cardiorespiratory fitness profile statistically improved their cardiorespiratory fitness levels after the teaching unit (p < .01). Although an intermittent physical fitness teaching unit seems to have similar effect on physical activity levels of students from all cardiorespiratory fitness profiles, it only improves the cardiorespiratory fitness of those with an unhealthy one.

Perceptions of their knowledge, practices and competence in sports injury prevention recognition and management by physical education teachers in Yogyakarta, Indonesia

2021 ◽  
Vol 43 (2) ◽  
pp. 39-51
Author(s):  
Luthfi Hidayat ◽  
Meirizal ◽  
Yudha Mathan Sakti ◽  
Yuni Artha Prabowo Putro ◽  
Aditya Fuad Robby Triangga ◽  
...  
Keyword(s):  
Physical Education ◽  
Injury Prevention ◽  
Injury Risk ◽  
Life Support ◽  
Sports Injury ◽  
Physical Education Teachers ◽  
Self Awareness ◽  
Training Experience ◽  
Skill Levels ◽  
Knowledge Practices

During a Physical Education (PE) class, students may encounter risks of injury. PE teachers, therefore, should possess competent knowledge and skill levels in sports injury prevention as well as good self-awareness of their abilities to manage any injury. This study aimed to evaluate the perceived knowledge, practices, and competence in the area of sports injury prevention, recognition, and management of PE teachers in Yogyakarta Special Province. The associations between PE teachers’ sociodemographic characteristics and their self-perceptions were also investigated. Subjects were Senior High School PE teachers who were willing to complete the questionnaire developed by the research team. 191 PE teachers voluntarily participated in the study. The results showed the lowest scores were found for: 1) the teachers’ practice in recording students’ medical history and assessing injury risk when starting a new academic year; 2) the teachers’ practice in evaluating the condition of first aid kits and Basic Life Support (BLS) devices; and 3) the teachers’ perceived competence in splinting. Only greater knowledge of the PRICE principle was associated with the teachers’ level of education and training experience and splinting competence with years of teaching. BLS training experience had the stronger association with perceptions of knowledge and skills in the recognition and treating of injuries.

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 Effect of a one-session-per-week physical education-based stretching program on hamstring extensibility in schoolchildren

Kinesiology ◽  
2017 ◽  
Vol 49 (1) ◽  
pp. 101-108 ◽  
Author(s):  
Daniel Mayorga Vega ◽  
Francisco Javier Redondo-Martín
Keyword(s):  
Physical Education ◽  
Analysis Of Variance ◽  
Time Allocation ◽  
Intervention Program ◽  
Control Group ◽  
The Subject ◽  
Effective Development ◽  
Academic Year ◽  
Experimental Group

The purpose of this study was to examine the effects of a one-session-per-week stretching program on hamstring extensibility among schoolchildren in the physical education (PE) setting. Thirty seven 9-year-old schoolchildren from two classes were clustered and randomly assigned to an experimental group (n=19) or a control group (n=18). During PE classes, the experimental students performed a 3-minute stretching program once a week for the whole academic year (a total of 32 calendar weeks, but 28 weeks of intervention after excluding holidays). Hamstring extensibility (estimated by the classic sit-and-reach test) was assessed at the beginning (week 0), in the middle (week 18) and at the end (week 34) of the stretching intervention program. The results of the two-way analysis of variance showed that the PE-based stretching program improved statistically significantly the students’ sit-and-reach scores in the middle and at the end of the intervention (p&lt;.01). Since in PE many curricular contents need to be developed each academic year and the subject is also&nbsp;restricted by its limited curriculum time allocation, teachers could improve students’ hamstring extensibility by only a one-session-per-week stretching program. Therefore, in addition to the improvement of students’ flexibility levels, this intervention program might permit regular development of other PE curricular contents. This knowledge could help and guide teachers to design programs that guarantee a feasible and effective development of flexibility in the PE setting.

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