scholarly journals Análisis de la motivación, participación y actitud en actividad física extraescolar (Analysis of the motivation, attitude and participation in extracurricular physical activity)

Retos ◽  
2015 ◽  
pp. 61-63
Author(s):  
José Arturo Abraldes Valeiras ◽  
Francisco M. Argudo Iturriaga
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Physical Education ◽  
Experimental Design ◽  
Teaching Style ◽  
Traditional Teaching ◽  
Attitude Questionnaire ◽  
The Third ◽  
Quasi Experimental

El objetivo de este estudio fue evaluar el efecto de los estilos de enseñanza sobre la participación y motivación en el alumnado de Educación Física de 3º de la E.S.O. Se realizó un diseño cuasi-experimental a un grupo de 30 alumnos, dividiéndolo en dos subgrupos, A y B, de 15 alumnos, a los que se les aplicará el estilo de enseñanza tradicional (de tipo mando directo) al subgrupo A, y un estilo que fomente la participación al subgrupo B. El estudio experimental abarcó un total de 9 sesiones prácticas de Educación Física en un Centro de Educación Secundaria Obligatoria. Se pasó un cuestionario de actitud hacia la actividad física antes de comenzar y al finalizar la unidad didáctica de juegos y deportes, para valorar si se produce algún tipo de modificación en la conducta de los alumnos; y un cuestionario de satisfacción-motivación al término de cada bloque de sesiones. Las variables objeto del estudio serán: los estilos de enseñanza tradicionales de mando directo y estilos que favorecen la socialización, la motivación, la participación, la actitud y la satisfacción.Abstract: The current essay tries to evaluate the effect of the styles of teaching about participation and motivation among the students of Physical Education in the third year of secondary education. A quasi-experimental design was carried out in a group of 30 students, and it was divided into two subgroups, A and B, of 15 students, to which it will be applied the traditional teaching style (of direct lead character) to the subgroup A, and a style that will promote the participation of the subgroup B. The experimental essay covered a total of 9 practical sessions of Physical Education in a school of secondary education. An attitude questionnaire towards physical activity was done before starting and finishing the educational unit of games and sports, to value if any kind of modification was produced in the behaviour of the students; and a satisfaction-motivation questionnaire at the end of each section of sessions. Variables subject of the study will be: traditional teaching style of direct lead and styles that help to socialization, motivation, participation, attitude and satisfaction.

scholarly journals The Effectiveness of a Formal Physical Education Curriculum on the Physical Ability of Children in a Preschool Context

2018 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Carol Boon Peng Loy-Ee ◽  
Patricia Mui Hoon Ng
Keyword(s):  
Physical Activity ◽  
Comparative Analysis ◽  
Physical Education ◽  
Experimental Design ◽  
Research Literature ◽  
Education Curriculum ◽  
The West ◽  
Physical Ability ◽  
Post Test ◽  
Quasi Experimental

Studies have pointed to the benefits of physical activity (PA), yet the level of PA participation among preschoolers islow. This in turn could have resulted in the limited research literature on the PA level or physical educationcurriculum (PEC) of preschool children. Those reviewed here are mostly from countries in the West, as those fromAsia are unavailable. To fill this gap, the present study was carried out to investigate the effectiveness of a formalPEC on the physical ability of a sample of five-year old children from several preschools in Singapore. Using aPhysical Ability Assessment (PAA) tool with five variables, a pre-test/post-test quasi-experimental design was usedto measure the effectiveness of the PEC with control and experimental groups for the comparative analysis. Theresults of the PAA are presented and the implications from the findings and analysis are discussed.

scholarly journals The effect of bilingual Physical Education on students’ Physical Activity. Things are not always as they seem

2020 ◽  
Vol 15 (43) ◽  
pp. 53-61
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Experimental Design ◽  
Secondary School ◽  
Vigorous Physical Activity ◽  
Integrated Learning ◽  
Quasi Experimental ◽  
Males And Females ◽  
The Difference ◽  
Group 2

One of the priorities of ET2020 is to increase the efficiency of teaching through the Content and Language Integrated Learning (CLIL) approach. In Physical Education (PE), it is still not crystal clear whether sessions that involve CLIL undergo such substantial modifications that the amount of physical activity in the lessons is jeopardized when compared with ordinary Physical Education lessons. The objectives of this study were: (1) to determine the difference in Moderate to Vigorous Physical Activity (MVPA) between a CLIL and a non-CLIL group; (2) to analyse the progression of MVPA during a PE unit; (3) to analyse the possible differences in MVPA between males and females. A quasi-experimental design was implemented. The sample consisted of 48 from a Spanish secondary school, divided into a CLIL group and a non-CLIL group. GENEActiv Accelerometers were used to objectively measure their MVPA. The results showed significant differences in favour of the CLIL group, whose average MVPA was higher than that of the non-CLIL group. In conclusion, the results suggest that CLIL may be a valid approach to use in PE without compromising students’ physical activity.

scholarly journals Physical activity levels during physical education in Spanish children

2021 ◽  
pp. 001789692098874
Author(s):  
Francisco Javier Huertas-Delgado ◽  
Víctor Segura-Jiménez ◽  
Manuel Ávila-García ◽  
Greet Cardon ◽  
Pablo Tercedor
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Experimental Design ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Ministry Of Education ◽  
Active Teaching ◽  
Physical Activity Levels ◽  
Quasi Experimental ◽  
Education Culture

Introduction: Physical education (PE) can contribute to total daily physical activity (PA) among children. In consequence, the Spanish Ministry of Education, Culture and Sport has developed 16 teaching units focused on increasing PA levels during PE lessons, called Unidades Didácticas Activas (UDA; Active Teaching Units). Objectives: The goal of this study was to compare whether children participating in UDA lessons spent more time in moderate-to-vigorous physical activity (MVPA) than children participating in traditional lessons. Design: Quasi-experimental design. Methods: A total of 355 children (8–9 years old, 53.9% boys) from 7 schools in Granada participated in the study. Students were divided into two groups: a traditional PE group ( n = 204) and a UDA group ( n = 151). Time spent in MVPA was assessed using tri-axial accelerometers. Results: Time spent in MVPA was higher in the group engaged in the UDA lessons compared to the group that received traditional lessons (13.6 vs 15.2 minutes, p = .021, Standard Error = 0.27). The percentage of children who met international MVPA recommendations was similar for both groups (UDAs: 12.7% and traditional: 13.2%, p = .504). Conclusions: UDA lessons and their methodology favoured greater participation in MVPA compared to a traditional PE approach. It will be important to change PE methodology (including duration, frequency and focus) to achieve MVPA goals.

scholarly journals Análisis del desarrollo curricular de la Educación Física en la Enseñanza Secundaria Obligatoria: Comparación de los currículos autonómicos (Analysis of curriculum development of Physical Education in Secondary Education: Comparison of regional curricula)

Retos ◽  
2016 ◽  
pp. 82-87
Author(s):  
David Méndez Alonso ◽  
Angel Pérez Pueyo ◽  
Antonio Méndez Giménez ◽  
Francisco Javier Fernandez Río ◽  
José Antonio Prieto Saborit
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Physical Education ◽  
School Context ◽  
Research Work ◽  
Activity Levels ◽  
Autonomous Community ◽  
Autonomous Communities ◽  
Credit Hours ◽  
Curricular Development

Tres fueron los objetivos de esta investigación: a) analizar el desarrollo curricular autonómico a partir del RD 1.105/2014 que establece el currículo básico de Educación Secundaria Obligatoria (ESO) en relación a la Educación Física (EF), b) comparar la carga horaria asignada a esta asignatura, y c) examinar las diferentes posibilidades que los currículos autonómicos han contemplado para incrementar la actividad física (AF) de los estudiantes en horario lectivo. Se realizó un análisis comparativo y cualitativo de las 15 normativas curriculares autonómicas disponibles. Los resultados muestran una elevada disparidad entre las autonomías en la manera de abordar los elementos curriculares. La catalogación de la EF como asignatura específica ha provocado serias divergencias, principalmente en los contenidos. Pese a las reiteradas reivindicaciones de los docentes y profesionales de la salud, la carga horaria se ha mantenido inmutable en relación a las leyes anteriores: dos horas semanales. Con todo, la consideración de propuestas en el marco de las asignaturas de libre configuración autonómica podría representar una vía eficaz para el incremento de la AF en los centros educativos.Abstract. The present research work has three main goals: a) to assess curricular development of RD 1105/2014, which establishes the basic curriculum in compulsory Secondary Education, in relation to Physical Education; b) to compare credit hours of this subject by Autonomous Community; and c) to examine the different curricular strategies that each Autonomous Community has taken into consideration to increase students’ physical activity levels within the school context. A comparative, qualitative analysis was carried out to assess 15 Spanish Autonomous Communities’ curricula. Results showed high disparities among Communities. The fact that Physical Education has been stated by law as a specific subject has led to sharp differences, mainly in terms of contents. Despite education and health professionals’ recurrent demands for change, physical education credit hours have remained unaltered: 2 hours per week. However, the consideration of different proposals within the new free-configuration autonomous subjects framework could represent an effective strategy to increase physical activity in educational contexts.

The Effect of Using Class PC and Interactive Boards on Students' Academic Achievement and Creative Thinking

2017 ◽  
Vol 7 (2) ◽  
pp. 1-23
Author(s):  
Mohamad M. Hileh ◽  
Abdel-Aziz Ahmad Sharabati ◽  
Tamara Yacoub Nasereddin ◽  
Suheir Mustafa Hussein
Keyword(s):  
Academic Achievement ◽  
Experimental Design ◽  
Primary Schools ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

The purpose of the article is to investigate the impact of teaching and learning methods on Jordanian students' performance in primary schools. This study is of quasi-experimental design. Three tools are used in this study: an interactive board, a class PC and traditional tools. The data was collected by questionnaires, and then regressions were used to test the hypothesis. The results indicate that for creativity thinking, the highest difference between pre and post-test is related to class PC followed by traditional learning and finally interactive boards. Moreover, results indicate that the three tools affect fluency, flexibility and originality, while they have no significant effect on elaboration. The results also indicate that for the academic achievement class the PC reported the highest mean, followed by interactive boards and finally by traditional tools. Furthermore, results show that using class the PC and interactive boards affect students' creative thinking as compared to traditional teaching.

scholarly journals Reflection on exam grades to improve calibration of secondary school students: a longitudinal study

2020 ◽  
Vol 15 (3) ◽  
pp. 291-317
Author(s):  
Marloes L. Nederhand ◽  
Huib K. Tabbers ◽  
Joran Jongerling ◽  
Remy M. J. P. Rikers
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
The Third ◽  
School Year ◽  
Quasi Experimental ◽  
Actual Grade ◽  
Calibration Accuracy ◽  
The Difference

Abstract Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their performance, their so-called calibration accuracy. This longitudinal quasi-experimental study, set in secondary education, examined how to increase students’ awareness of the accuracy of their grade estimates in order to improve their calibration accuracy. During an entire school year, students from year 1, 2, and 3 provided grade estimates after each of their French exams. Subsequently, when students received their grades, the level of reflection support on their earlier estimates was manipulated. The first group of students just received their grade, the second group had to calculate the difference between their estimate and the actual grade, and the third group also had to reflect on reasons for a possible mismatch. We expected that more reflection support would lead to more improvement in calibration accuracy. Results showed that providing grade estimates already improved calibration accuracy over the school year, regardless of level of reflection support. This finding shows that asking for grade estimates is an easy-to-implement way to improve calibration accuracy of students in secondary education.

Student Attitude Toward Physical Education and Physical Activity: A Review of Measurement Issues and Outcomes

1999 ◽  
Vol 19 (1) ◽  
pp. 97-125 ◽  
Author(s):  
Stephen Silverman ◽  
Prithwi Raj Subramaniam
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Reliability And Validity ◽  
Student Attitude ◽  
Attitude Measurement ◽  
Measurement Issues ◽  
The Third ◽  
Attitude Research ◽  
Major Section

This paper reviews the literature on student attitude in physical education. First, an overview of the concept of attitude is presented followed by a discussion of why we need to investigate student attitude. Next, there is a detailed discussion of issues related to attitude measurement—factors that often are problematic in research in this area. Both quantitative and qualitative tools are discussed with a particular focus on developing an instrument that has the properties of reliability and validity. The third major section of the paper presents an overview of the results of attitude research in physical education. Finally, the paper concludes with implications for research in this area.

scholarly journals The Effect of A Process Approach Using Report Writing Frame on Students’ Writing Achievement

2017 ◽  
Vol 6 (1) ◽  
pp. 49-64
Author(s):  
Khoiriyatul Hariro
Keyword(s):  
Experimental Design ◽  
Academic Writing ◽  
English Education ◽  
Process Approach ◽  
Writing Achievement ◽  
Education Department ◽  
Report Writing ◽  
The Third ◽  
Writing Class ◽  
Quasi Experimental

This study is aimed at investigating the effect of process approach using Report Writing Frame on students’ writing achievement. The design of this study was quasi-experimental design. The subjects of this study were the third-semester students of Academic Writing class of English Education Department of Brawijaya University of Malang. The result of t-test showed that the students who were taught using Report Writing Frame have better writing achievement than those who were taught without using Report Writing Frame. Besides, from the five categories or aspects which were scored; organization, content, grammar, vocabulary, and mechanic, it indicated that the students who were taught using Report Writing Frame had more significant improvement in term organization, content, and vocabulary.

scholarly journals Physical fitness as a means of developing the learning motivation of medical students

2021 ◽  
Author(s):  
В.В. Фалалеев
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Physical Education ◽  
Learning Motivation ◽  
Academic Disciplines ◽  
Motivation To Learn ◽  
The Third ◽  
Knowledge Assimilation ◽  
The Subject ◽  
Medical University

Актуальность данной статьи обусловлена тем, что развитие мотивации учения является важнейшей психолого-педагогической задачей, решение которой способствует повышению качества обучения и усвоения знаний студентами. В данной статье отражены некоторые результаты исследования мотивации учения студентов-медиков, которое проводилось в Казанском государственном медицинском университете с участием в нем 142 человек. Студентам-медикам с первого по третий курс было предложено, в виде эссе, продолжить фразу: «Я люблю учебный предмет «Физическая культура», потому что…». На основе анализа результатов нами сделаны выводы, и предложен перечень рекомендаций для преподавателей, следование которым может помочь повысить уровень учебной мотивации студентов. В статье доказано, что на основе развития мотивации к занятиям физической культурой можно развить мотивацию учения в целом. Данная статья предназначена для преподавателей различных учебных дисциплин. The relevance of this article is stipulated by the fact that development of learning motivation is the most important psycho-pedagogical task, solution of which contributes to improvement of learning quality and knowledge assimilation of students. This article reflects some results of the study of learning motivation of medical students, which was conducted in Kazan State Medical University with the participation of 142 people. Medical students from the first to the third year were asked, in the form of an essay, to continue the phrase: "I love the subject "Physical Education" because...". Based on the analysis of the results we draw conclusions and propose a list of recommendations for teachers, following which can help to increase the level of learning motivation of students. The article proves that, on the basis of the development of motivation to engage in physical activity, it is possible to develop motivation to learn in general. This article is intended for teachers of different academic disciplines.

scholarly journals Análisis de una experiencia de prevención primaria en violencia de género en Educación Secundaria / Analysis of an Experience of Primary Prevention in Gender Violence in Secondary Education

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Jon Mikel Luzarraga ◽  
Juan Manuel Núñez-Lozano
Keyword(s):  
Secondary Education ◽  
Primary Prevention ◽  
Experimental Design ◽  
Prevention Program ◽  
Repeated Measures ◽  
Fourth Grade ◽  
Gender Violence ◽  
Knowledge And Attitudes ◽  
Quasi Experimental ◽  
Cognitive Knowledge

ABSTRACTThis paper presents a prevention program that examined genderbased violence carried out using the “The Mask of Love” program (TML). In order to evaluate the effectiveness of the TML program, we implemented a quasi-experimental design with repeated measures using pretest-postest in a sample of fourth grade in Secondary Education. The results indicate an increase in knowledge and attitudes about gender violence within couples. The intervention sessions with the TML improve cognitive knowledge of the formal aspects of the program, but did not change the attitudes they held at the beginning of the study with regard to stereotypes and prejudices.RESUMENEste trabajo presenta los resultados y las conclusiones de una experiencia de prevención primaria en violencia de género llevada a cabo con el programa LMA (La máscara del Amor). El programa llevado a cabo fue elaborado fundamentalmente, para incrementar la sensibilidad de los/as estudiantes en torno a la violencia de género y, a su vez, para fomentar cambios y mejorar sus actitudes. Con el objetivo de analizar y/o evaluar la efectividad que tiene el programa LMA, se optó por un diseño cuasi experimental con medidas repetidas pretest-postest en una muestra de 48 alumnos/as de 4º de Educación Secundaria, dividida a su vez en dos grupos, sin grupo control. Los resultados mostraron un incremento de los conocimientos, percepciones y actitudes relacionados con los hechos que definen la realidad de la violencia de género en pareja; así mismo, se apreció correlación entre el promedio de las actividades realizadas y la medida de evaluación de conocimientos sobre la violencia de género. Como conclusión, el desarrollo de este programa mostró ser una herramienta eficaz para la prevención primaria en violencia de género. Por contra, el programa LMA no modificó la percepción que los/as alumnos/as tuvieron del resto de sus compañeros/as, por lo que difícilmente actúa en los estereotipos y prejuicios que puedan ser formados en relación al tema que nos ocupa. Contacto principal: [email protected]

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