An Analysis of the Relationship among the Mentoring Role of the Department of Physical Education Professor, Self-leadership, Academic Self-effectiveness, and Satisfaction with University Life of the Student

2018 ◽  
Vol 27 (2) ◽  
pp. 439-452 ◽  
Author(s):  
Jin-Hwa Shin ◽  
Seung-Bong Kim ◽  
Han-Na Yu
Keyword(s):  
Physical Education ◽  
University Life ◽  
The Relationship

Job disengagement among physical education teachers: insights from a cross-sectional web survey with path modeling analysis (Preprint)

2021 ◽  
Author(s):  
Nasr Chalghaf ◽  
Wen Chen ◽  
Noomen Guelmami ◽  
Noureddine Ben Said ◽  
Maher Ben Khalifa ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Work Stress ◽  
Perceived Stress ◽  
Work And Family ◽  
Shared Responsibility ◽  
Physical Education Teachers ◽  
The Relationship ◽  
Conflict Scale

BACKGROUND Physical education teachers often experience stress and job disengagement. OBJECTIVE This study aims to develop a measurement scale of job disengagement among physical education teachers and to present an explanatory model by presenting the mediating role of perceived stress as a major factor in disengagement and job satisfaction, also the relationship between family and work as an indirect effect for this phenomenon. METHODS A total of 268 primary and secondary school physical education teachers, made up of 165 men (54.46%) and 138 women (45.54%) participated voluntarily in our study. The measuring instruments are the work disengagement scale, the Perceived stress scale, the Work-family conflict scale (WFC), the family-work conflict scale (FWC), and the scale of dissatisfaction at work. RESULTS the Arabic language versions of the WFC and the FWC had reasonably adequate psychometric properties which were justified by confirmatory analyzes and by the measurement of reliability, convergent and discriminant validity through the measurement model in SmartPls. Likewise, the structural model established with the SmartPLS software confirmed strong links of the concepts FWC, WFCS, the questionnaire of job satisfaction, the perceived stress with the disengagement of work among teachers of physical education. CONCLUSIONS There is a growing interest in helping teachers cope with the daily pressures of work and family. A positive organizational context is a context with clear values regarding work priorities that constitutes the basis of a feeling of shared responsibility and professional support.Good conditions can act as protective factors reducing work stress and positively influencing personal well-being, work attitudes, work commitment, and professional efficiency. Additional teacher research is needed to examine the relationship between perceived work stress and the role of families, also the extent to which this association can have a significant impact on teachers' commitment to work.

scholarly journals The relationship between the social responsibility and the job performance among physical education professors

2020 ◽  
Vol 24 (4) ◽  
pp. 203-207
Author(s):  
Kenioua Mouloud ◽  
Krine Nawal
Keyword(s):  
Social Sciences ◽  
Physical Education ◽  
Social Responsibility ◽  
Job Performance ◽  
Pearson Correlation ◽  
Main Study ◽  
The Social ◽  
The Mean ◽  
The Relationship

Background and Study Aim. The study aimed to know the level of social responsibility and job performance among the physical education professors and examine the relationship between the social responsibility and the job performance. Material and Methods. The participants were 29 physical educations professors (male) from Institute of Physical Education and Sport University of Ouargla. The social responsibility and the job performance scales were used as search tools. Data analyses were carried out by means of statistical packet for social sciences (SPSS) 26.00 software program. The Mean, Std. Deviation and Pearson Correlation were used in the main study. In addition, alpha-Cronbach was used in the exploratory study Results. The level of social responsibility and job performance is high among physical education professors, and there is a positive correlation between social responsibility and job performance. Conclusions. Given the importance of the role of social responsibility and job performance and the lack of enough studies in this specialization, it is necessary to conduct more additional studies that would serve knowledge in this specialization.

scholarly journals El Deporte y la Televisión: El papel del profesional de Educación Física (Sport and Television: the role of the professional of Physical Education)

Retos ◽  
2015 ◽  
pp. 33-37
Author(s):  
Milena Avelaneda Origuela ◽  
Cinthia Lopes da Silva
Keyword(s):  
Physical Education ◽  
Critical Analysis ◽  
Formal Education ◽  
Media Culture ◽  
Cultural Element ◽  
The Media ◽  
Methodological Procedures ◽  
The Relationship ◽  
Medios De Comunicacion

Este trabajo tiene como objetivo analizar la relación existente entre el deporte y la televisión, e identificar el papel del profesional del área de Educación Física en relación al deporte televisivo. Los diferentes medios de comunicación de masa (MCM) producen discursos e imágenes relacionadas al deporte, atribuyéndole a este elemento de la cultura, una serie de significados. Específicamente, ver el deporte a través de la televisión, es muy diferente de verlo en estadios y gimnasios, porque la producción televisiva está restricta a las jugadas y escenas previamente elegidas y seleccionadas por periodistas y productores de la información. Como procedimientos metodológicos, se realizó una revisión bibliográfica de carácter cualitativa, así como un análisis textual, temático, interpretativo y crítico de los libros de estudiosos del Ocio, de la Comunicación y de la Educación Física. Las conclusiones son las siguientes: Al transmitirse el deporte por la televisión, éste es transformado en un «telespectáculo». Es en este proceso que se hace fundamental el papel desempeñado por el profesional de Educación Física, así como sus conocimientos. Este profesional, basado en la perspectiva de la Educación para el Ocio, será capaz de facilitar en sus alumnos el acceso al conocimiento propio del área, y el que éstos alcancen un nivel superior o inventivo de comprensión. De esta manera la intervención pedagógica realizada en la educación formal será fundamental para que dichos sujetos tengan acceso a elementos teóricos tales que les permita realizar una lectura competente del deporte difundido por el conjunto de medios de comunicación, y con ello disfruten de sus momentos de ocio con calidad.Palabras clave: Deporte; Ocio; Medios de Comunicación; Cultura.Abstract: This paper has the objective of analyzing the relationship between sports and television, and identifies the role of the professional who acts in the field of Physical Education related to sport on television. The media institution produces discourses and an image related to sports and attributes a group of signifiers to this cultural element. Watching sport on television is different from watching them in a stadium or a gymnasium. This occurs because the televise production is restrict to the passes and scenes chosen previously by journalists and producers. As methodological procedures, it was made bibliographical review of qualitative type and also, thematic, textual, interpretative and critical analysis of the books written by scholars in the field of Leisure, Communication and Physical Education. The conclusions are: sport, when it is showed by television, it is transformed into entertainment. During this process, the role of the professional of Physical Education is essential to mediate knowledge. The teacher, based on the perspective of education for leisure, can help students to have access to the knowledge so they can reach superior and inventive level of comprehension. Accordingly, pedagogical mediation realized in formal education will be essential so that the subjects have access to theoretical elements for a qualified reading of the sport showed by media, thus, they can enjoy their moments of leisure with quality. Key words: Sport; Leisure; Mass Media; Culture.

scholarly journals The Role of Gender in the Relationship Between Narcissism and Perfectionism in Hungarian Physical Education Students

2021 ◽  
Vol 66 (1) ◽  
pp. 37-48
Author(s):  
Éva Kállay ◽  
Sebastian Pintea ◽  
László Tóth
Keyword(s):  
Gender Differences ◽  
Physical Education ◽  
Strong Relationship ◽  
Education Students ◽  
Specific Population ◽  
Physical Education Students ◽  
Socially Prescribed Perfectionism ◽  
The Relationship ◽  
Three Components

"Literature indicates a strong relationship between narcissism and perfectionism, however, there is little information about this relationship in sports, and even less regarding the way gender affects this relationship. Our paper aims to answer the following questions, in a sample of 202 Hungarian physical education students: (i) are there gender differences in narcissism and perfectionism and how large are these differences?, (ii) how strong is the relationship between narcissism and perfectionism?, (iii) does this relationship vary as a function of perfectionism's components?, and (iv) are there any gender differences in the relationship between narcissism and perfectionism? Our results indicate that the male participants attained significantly higher levels of narcissism than the female participants. Furthermore, we found no significant gender differences in any of the three components of perfectionism a low to moderate association between narcissism and Self-oriented perfectionism and Other-oriented perfectionism, while on the entire sample, narcissism did not correlate with Socially-prescribed perfectionism. Analyzing this relationship separately in the two genders, our investigation indicates a moderate association between narcissism and all the three components of perfectionism only in the case of male participants, these relationships being non-significant for the female participants. These findings indicate that narcissism, in this specific population, is just one of the predictors of perfectionism (and maybe not even the most relevant one). We propose that future studies should focus on exploring other predictive factors of perfectionisms. Keywords: narcissism, perfectionism, gender, sports "

scholarly journals Tecnologia, corpo e educação física: entre a formação e a prática docente

2021 ◽  
Vol 5 (2) ◽  
pp. 235-249
Author(s):  
Evandro Antonio Corrêa ◽  
Deivide Telles de Lima
Keyword(s):  
Physical Education ◽  
Social Issues ◽  
Continuous Process ◽  
The Body ◽  
Human Beings ◽  
Cultural Economic ◽  
De Se ◽  
The Face ◽  
The Relationship

ResumoEste ensaio visa refletir as relações entre a formação em Educação Física, o corpo em movimento e as tecnologias na educação escolar. Compreendemos que a Educação Física precisa compreender esse corpo e suas diferentes nuances face as tecnologias, as quais podem contribuir como ferramentas auxiliadoras no processo de emancipação dos seres humanos no sentido de se tornarem mais reflexivos, críticos e criativos. Com os avanços das tecnologias observamos mudanças rápidas na sociedade, e o mesmo com o corpo. Torna-se necessário o debate sobre as inter-relações que ocorrem na sociedade entre a tecnologia, corpo e educação como um processo histórico e contínuo de transformações que envolvem questões culturais, econômicas, políticas, sociais que tem (re)configurado a atuação do professor de Educação Física com “novos” saberes e competências no âmbito escolar.Palavras-chave: Educação Física. Corpo. Tecnologia. Educação. Technology, body and physical education: between training and teaching practiceAbstractThis essay aims to reflect the relationship between training in Physical Education, the body in movement and technologies in school education. We understand that Physical Education needs to understand this body and its different nuances in the face of technologies, which can contribute as auxiliary tools in the emancipation process of human beings in order to become more reflective, critical and creative. With advances in technologies, we observe rapid changes in society, and the same with the body. It is necessary to debate the interrelationships that occur in society between technology, body and education as a historical and continuous process of transformations involving cultural, economic, political, social issues that have (re)configured the role of the Physical Education teacher with “new” knowledge and skills in the school environment.Keywords: Physical Education. Body. Technology. Education. Tecnología, cuerpo y educación física: entre la formación y la práctica docenteResumenEste ensayo tiene como objetivo reflejar las relaciones entre la formación en Educación Física, el móvil y las tecnologías en la educación escolar. Entendemos que la Educación Física necesita comprender este cuerpo y sus diferentes matices de cara a las tecnologías, que pueden contribuir como herramientas auxiliares en el proceso de emancipación del ser humano para volverse más reflexivo, crítico y creativo. Con los avances de la tecnología observamos cambios rápidos en la sociedad, y lo mismo ocurre con el cuerpo. Es necesario debatir las interrelaciones que se dan en la sociedad entre tecnología, cuerpo y educación como un proceso histórico y continuo de transformaciones que involucran cuestiones culturales, económicas, políticas, sociales que han (re) configurado el rol del docente de Educación Física con “nuevos” saberes, competencias en el entorno escolar.Palabras clave: Educación Física. Cuerpo. Tecnología. Educación.

scholarly journals The Effect of School Climate on Pre-Service Physical Education Teachers’ Burnout Syndrome: The Mediator and Regulatory Role of Class Level

2021 ◽  
Vol 10 (2) ◽  
pp. 53
Author(s):  
Cüneyt Taşkın ◽  
Tolga Kaan Bahadır
Keyword(s):  
School Climate ◽  
Physical Education ◽  
Significant Relationship ◽  
Burnout Syndrome ◽  
Regulatory Role ◽  
Grade Levels ◽  
Class Level ◽  
School Burnout ◽  
The Relationship

The main purpose of this study is to examine the mediating and regulatory role of current classroom levels in the relationship between the school climate as perceived by prospective physical education and sports course teachers and their feelings of burnout. The participants in this study included 303 teaching students, 144 women, and 159 men. The school climate scale and the school burnout scale were used to collect data. Hypotheses were tested using correlation and regression-based path analysis. The results showed that there is a negative significant relationship between perceived school climate at 1st, 2nd and 4th grade levels and school burnout, and a positive significant relationship between perceived school climate at the 3rd grade level and school burnout. In the relationship between the perceived school climate and feelings of burnout, class level has a mediating and regulatory effect. In addition, it has been determined that higher class level strengthens the feeling of burnout, while a low level weakens this feeling. By comparing the obtained results with the findings in the literature, suggestions were made to sports education researchers.

Victims and Perpetrators of Bullying in Physical Education Lessons: The Role of Peer Support, Weight Status, Gender, and Age in Polish Adolescents

2021 ◽  
pp. 088626052110172
Author(s):  
Joanna Borowiec ◽  
Magdalena Król-Zielińska ◽  
Wiesław Osiński ◽  
Adam Kantanista
Keyword(s):  
Physical Education ◽  
Peer Support ◽  
Weight Status ◽  
Physical Education Teachers ◽  
School Aged Children ◽  
Gender And Age ◽  
Logistic Regressions ◽  
The Relationship ◽  
Classmate Support

Physical education is a space in which adolescents may become the victims or perpetrators of bullying. The aim of this study was to evaluate the relationship between being a victim or perpetrator of physical, verbal, or social bullying in physical education, and peer support, gender, weight status, and age. The sample consisted of 2, 848 adolescents (1, 512 girls and 1, 336 boys) aged 14–16 from Poland. The participants’ body mass index was determined based on their measured height and weight. The Health Behaviour in School-Aged Children questionnaire was used to assess whether the participants were victims or perpetrators of bullying. Peer support during physical education was assessed using the modified Teacher and Classmate Support Scale. The analysis of logistic regressions revealed that low peer support increased the probability of being the victim of physical, verbal, and social bullying (odds ratio [ OR], 1.58–2.91) and becoming a perpetrator of bullying ( OR, 1.14–1.37) in physical education. Additionally, being overweight increased the likelihood of being a verbal victim ( OR, 1.39) and being obese raised the probability of becoming social victim ( OR, 1.60). Boys more often experienced ( OR, 1.12–2.06) and caused bullying ( OR, 1.25–1.89) than girls. Moreover, victims were mainly younger (14-year-old) students ( OR, 1.16–1.21), while perpetrators were more often older (15- and 16-year-old) adolescents ( OR, 1.12–1.20). This research indicated that peer support can play a key role in preventing bullying in physical education. Physical education teachers should pay special attention to unpopular and rejected students because they most often become the victims and perpetrators of bullying. Creating a climate that fosters the development of high peer support might protect adolescents from becoming a victim—and a perpetrator—of bullying in physical education.

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