scholarly journals Influencia de la habilidad física percibida sobre la actitud del alumnado tras una unidad didáctica basada en Educación Deportiva (Influence of perceived skill on the attitude of students after a Sport Education unit)

Retos ◽  
2015 ◽  
pp. 16-20
Author(s):  
Antonio Calderón ◽  
Diego Martínez de Ojeda ◽  
Isabel Mª Martínez
Keyword(s):  
Decision Making ◽  
Physical Education ◽  
Learning Environments ◽  
Future Research ◽  
Sport Education ◽  
Physical Ability ◽  
Pedagogical Model ◽  
Positive Attitudes ◽  
Tenth Grade ◽  
Toma De Decisiones

En el presente trabajo se analizó desde una doble perspectiva (docente y alumnos) las sinergias que pueden existir entre la habilidad física percibida y la actitud del alumnado hacia la práctica de la educación física, tras la experiencia con una unidad didáctica bajo las premisas del modelo de Educación Deportiva. Para ello se registraron pre y post las variables objeto de estudio a través de cuestionario, diario y entrevistas, de una clase de cuarto de Secundaria (n=16) y de su docente. Tras el análisis, se ha podido comprobar que el modelo de Educación Deportiva genera entornos de aprendizaje que fomentan la autonomía y la toma de decisiones por parte de los alumnos, lo que estimula en los mismos, actitudes positivas hacia la práctica en educación física, también condicionadas por su habilidad física percibida. Variables estas últimas que deberían ser abordadas en investigaciones futuras, de forma conjunta con otras variables psicológicas y didácticas importantes.Palabras clave: Motivación, modelos de enseñanza, competencia percibida, Educación Deportiva.Abstract: The purpose of this paper was to analyze from the student and teachers’ view, the synergies between perceived skill and attitude of students, after a Sport Education unit. To do this, it was measured pre and post the variables under study, through survey, teacher’s log and interviews, of a tenth grade class (n = 16) and its teacher. Sport Education creates learning environments that promote autonomy and decision-making by students, increasing their positive attitudes towards physical education, also conditioned by perceived physical ability. Future research should be done together with other important educational and psychological variables.Keywords: Motivation, pedagogical model, perceived skill, Sport Education.

Effects of Student Skill Level on Knowledge, Decision Making, Skill Execution and Game Performance in a Mini-Volleyball Sport Education Season

2015 ◽  
Vol 34 (4) ◽  
pp. 626-641 ◽  
Author(s):  
Pilar Mahedero ◽  
Antonio Calderón ◽  
José Luis Arias-Estero ◽  
Peter A. Hastie ◽  
Anthony J. Guarino
Keyword(s):  
Decision Making ◽  
Skill Level ◽  
Future Research ◽  
Sport Education ◽  
Game Play ◽  
School Students ◽  
Test Analysis ◽  
Progressive Development ◽  
Student Skill ◽  
Game Performance

The purpose of the paper was to examine the effects of student skill level on knowledge, decision making, skill execution and game performance in a minivolleyball Sport Education season. Forty-eight secondary school students from two classes participated in a 12 lesson season. Knowledge, decision-making and skill execution (components of game play) were evaluated prior to and on completion of the season. Paired t test analysis showed that the game performance components of decision making and game play achieved significant gains. Further, results of the regression analyses detected that the sigmoidal model was indeed superior to the linear model for (a) skill execution, (b) game play, and (c) knowledge, by explaining 4.0, 2.8, and 3.25 times more of the variance respectively. That is, improvements of the highest and lowest skilled students were less significant than those of more moderate levels. This outcome, accompanied by a lack of general improvement in skill execution, suggests that future research should examine in more detail the progressive development of the tasks and learning experiences incorporated during seasons of Sport Education.

scholarly journals The three-axes model of planning in physical education (El modelo de planificación de tres ejes en Educación Física)

Retos ◽  
2017 ◽  
pp. 313-319
Author(s):  
Jesús Viciana ◽  
Daniel Mayorga-Vega
Keyword(s):  
Decision Making ◽  
Physical Education ◽  
Influential Factors ◽  
Physical Education Teachers ◽  
Decision Making Process ◽  
High Complexity ◽  
Toma De Decisiones ◽  
Practical Recommendations

The high complexity of planning Physical Education is due to the great quantity of factors that influence its process. Consequently, many doubts appear in the decision-making process of any formational stage of Physical Education teachers. There is a lack of theoretical-practical tools that help teachers to be their own constructors of their curriculum by helping them to design their own proposals, instead of using proposals made by others. The main purpose of this study was to provide Physical Education teachers a theoretical and practical framework, which will guide them in the decisional making process during planning, in order to include in their teaching all the influential factors that need to be taken into account. The three-axes model of planning is discussed as a guide for planning Physical Education, helping teachers through practical recommendations and proposing strategies in each axis in order to prepare an effective Physical Education planning.Resumen. La alta complejidad de la planificación de la Educación Física radica en la gran cantidad de factores que influyen en su proceso. Debido a ello, aparecen numerosas dudas en el proceso de toma de decisiones y en cualquier etapa de formación del docente de Educación Física. En determinados aspectos de la enseñanza como la planificación, existe una falta de herramientas teórico-prácticas que ayuden a los profesores a ser constructores de sus propios currículos, que les ayuden a diseñar sus propias propuestas curriculares y evitar así el uso descontextualizado de propuestas hechas por terceros. El principal propósito de este artículo es proporcionar a los profesores de Educación Física un marco teórico y práctico sobre el que basar y guiar sus decisiones de planificación cuando estén preparando sus currículos específicos, incluyendo así todos los factores influyentes que necesitan tener en cuenta en su enseñanza de la Educación Física. El modelo de tres ejes de la planificación es discutido como una guía para planificar la Educación Física, una ayuda de profesores a través de recomendaciones prácticas, y además propone estrategias en cada eje del modelo para preparar un plan efectivo de Educación Física.

scholarly journals Manipulación de los condicionantes de la tarea en Educación Física: Una propuesta desde la pedagogía no lineal (Manipulation constraints of the task in Physical Education: A proposal from nonlinear pedagogy)

Retos ◽  
2015 ◽  
pp. 22-27
Author(s):  
Alexander Gil Arias ◽  
M. Perla Moreno Arroyo ◽  
Fernando Claver Rabaz ◽  
Alberto Moreno Domínguez ◽  
Fernando Del Villar Álvarez
Keyword(s):  
Decision Making ◽  
Physical Education ◽  
Intervention Program ◽  
Team Sports ◽  
Assessment Instrument ◽  
Assessment Procedure ◽  
Systematic Observation ◽  
Task Constraints ◽  
Toma De Decisiones ◽  
Game Performance

El objetivo del estudio fue analizar el efecto de manipulación de diferentes condicionantes de la tarea sobre la toma de decisiones y la eficacia de la acción de ataque en voleibol. Se planteó un diseño pre-experimental en el que participaron 22 alumnos de Educación Física con una edad comprendida entre los 12 y 13 años. La variable independiente fue un programa de intervención aplicado durante las 9 sesiones de una Unidad Didáctica, la cual fue diseñada en base a los principios metodológicos de la pedagogía no lineal, centrándose fundamentalmente en manipular condicionantes de la tarea, tales como, espacio de juego, altura de la red y número de participantes. Las variables dependientes fueron la toma de decisiones y la eficacia en la acción de ataque. Ambas variables fueron evaluadas a partir de la observación sistemática, utilizando el “Game Performance Assesment Instrument” (GPAI) (Oslin, Mitchell, & Griffin, 1998) para la toma de decisiones y el “Team Sports Assesment Procedure” (TSAP) (Gréhaigne et al., 1997) para la eficacia de la acción de ataque. Los resultados del estudio determinaron que todos los participantes manifestaron una mejora significativa, tanto en la toma de decisiones como en la eficacia entre la medida pre-test y pos-test. Respecto a estos resultados, el profesor de Educación Física, con el propósito de hacer progresar a los alumnos en su competencia táctica, debe diseñar tareas motrices que sean representativas del juego real y cuya complejidad táctica sea adaptada al nivel de aprendizaje de los discentes.Abstract. The aim of the study was to analyze the effect of manipulating different task constraints, such as play space, net height and number of participants on decision-making and efficacy in the attack action in volleyball. A pre-experimental design, in which 22 students aged between 12 and 13 years participated, was implemented. The independent variable was an intervention program applied during the 9 sessions of a teaching unit, which was designed based on the methodological principles of nonlinear pedagogy, focusing primarily on manipulating the different task constraints referred to above. The dependent variables were the decision-making and the efficacy in the attack action. Both variables were evaluated through the systematic observation of the game action, using the Game Performance Assessment Instrument (GPAI; Oslin, Mitchell, & Griffin, 1998) for decision-making and the Team Sports Assessment Procedure (TSAP; Gréhaigne et al., 1997) for the efficacy of the attack action. The results of the study showed that all participants improved both decision making and efficacy between the pre-test and post-test measures. Regarding these results, Physical Education teachers, with the purpose of advancing students in the tactical competence, should design tasks representative of the game and with a tactical complexity adapted to the learning level of the students.

scholarly journals Postoje žiakov 4. ročníku základných škôl v okrese Zvolen k telesnej a športovej výchove

2012 ◽  
Vol 6 (2) ◽  
pp. 112-125
Author(s):  
Peter Mesiarik
Keyword(s):  
Education Research ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Basic Research ◽  
Research Tool ◽  
Sport Education ◽  
Positive Attitudes ◽  
Attitudes Toward Physical Education ◽  
Students First

This paper presents the results of research to determine attitudes of students 4thgrades of primary schools in the district Zvolen to physical and sport education. Research set consisted of 553 students from 8 urban and 8 village primary schools. As a basic research tool was a standardized questionnaire designed for attitudinal students first primary school. The authors found that boys and girls more positive and very positive attitudes toward physical and sport education over the indifferent attitudes. Students of urban primary schools had more positive attitudes than students of village primary schools. The most indifferent attitudes toward physical education for pupils showed low-class village primary schools, where are poor conditions for physical and sport education.

Adoption and fidelity of Sport Education in Spanish schools

2021 ◽  
pp. 1356336X2110360
Author(s):  
David Gutiérrez ◽  
Luis Miguel García-López ◽  
Peter Andrew Hastie ◽  
Yessica Segovia
Keyword(s):  
Physical Education ◽  
Survey Research ◽  
Central Region ◽  
Future Research ◽  
Instructional Model ◽  
Sport Education ◽  
Significant Percentage ◽  
Central Elements ◽  
Secondary Objective ◽  
And Gender

The main objectives of this study were to determine the percentage of teachers applying the Sport Education (SE) model in a central region of Spain and to identify the features these teachers perceived they were using when applying it. As a secondary objective, an attempt was made to respond to the differences in the application of the model depending on the educational stage and gender, and to determine any differences between the curriculum features of teachers applying SE and those who follow other methodologies. One hundred and ninety-nine physical education (PE) teachers participated in this study and a survey research design was used. The results reinforce the notion that PE teachers apply SE in a contextualised and pragmatic way. A significant percentage of teachers (64.8%) reported using SE in their curriculums, which demonstrates the success in expanding this instructional model in this region. Teachers also perceived that they applied a high percentage of the SE elements, although there was low fidelity to most of those elements that were considered to be central to the model such as extended units and permanent teams. Results are discussed based on literature about which goals are achieved and which ones are not based on the degree of fidelity to the central elements of the model. Implications for teacher training and future research are provided.

Improving Dynamic Decision Making through HCI Principles

2006 ◽  
pp. 311-316
Author(s):  
Hassan Qudrat-Ullah
Keyword(s):  
Decision Making ◽  
Learning Environments ◽  
Interactive Learning Environments ◽  
Decision Makers ◽  
Dynamic Decision Making ◽  
Future Research ◽  
Future Trends ◽  
Immediate Feedback ◽  
Managerial Decision ◽  
Simulation Based

CSBILEs allow the compression of time and space and provide an opportunity for practicing managerial decision making in a non-threatening way (Issacs & Senge, 1994). In a computer simulation-based interactive learning environments (CSBILEs), decision makers can test their assumptions, practice exerting control over a business situation, and learn from the immediate feedback of their decisions. CSBILE’s effectiveness is associated directly with decision-making effectiveness; that is, if one CSBILE improves decision-making effectiveness more than other CSBILEs, it is more effective than others. Despite an increasing interest in CSBILEs, empirical evidence to their effectiveness is inconclusive (Bakken, 1993; Diehl & Sterman, 1995; Moxnes, 1998). The aim of this article is to present a case for HCI design principles as a viable potential way to improve the design of CSBILEs and, hence, their effectiveness in improving decision makers’ performance in dynamic tasks. This article is organized as follows: some background concepts are presented first; next, we present an assessment of the prior research on (i) DDM and CSBILE and (ii) HCI and dynamic decision making (DDM); the section on future trends presents some suggestion for future research. This article concludes with some conclusions.

scholarly journals A systematic review of the role of Big Data Analytics in reducing the influence of cognitive errors on the audit judgement

2019 ◽  
Vol 22 (2) ◽  
pp. 187-202 ◽  
Author(s):  
Fawad Ahmad
Keyword(s):  
Decision Making ◽  
Big Data ◽  
Information Processing ◽  
Data Analytics ◽  
Big Data Analytics ◽  
Future Research ◽  
Cognitive Errors ◽  
Revisión Sistemática ◽  
Toma De Decisiones

This systematic literature review provides the association between memory processes, auditors judgement and decision-making process under the influence of cognitive errors. Due to limited cognitive resources, auditors are unable to analyze the population of accounting transactions, therefore, they use sampling and heuristics for information processing. In the context of Big Data (BD), auditors may face a similar problem of information overload and exhibit cognitive errors, resulting in the selection and analysis of irrelevant information cues. But Big Data analytics (BDA) can facilitate information processing and analysis of complex diverse Big Data by reducing the influence of auditor’s cognitive errors. The current study adapts Ding et al., (2017) framework in the auditing context that identify causes of cognitive errors influencing auditor’s information processing. This review identified 75 auditing related studies to elaborate the role of BD and BDA in improving audit judgement. In addition, role of memory, cognitive errors, and judgement and decision-making are highlighted by using 61 studies. The analysis provides useful insight in different open areas by proposing research propositions and research questions that can be explored by future research to gain extensive understanding on the association between memory and audit judgement in the context of BD and BDA. La revisión sistemática de la literatura proporciona la asociación entre los procesos de la memoria, el juicio de los auditores y el proceso de toma de decisiones bajo la influencia de errores cognitivos. Debido a los limitados recursos cognitivos, los auditores no pueden analizar la población de transacciones contables; por lo tanto, utilizan el muestreo y la heurística para el procesamiento de la información. En el contexto de Big Data (BD), los auditores pueden enfrentarse a un problema similar de sobrecarga de información y exhibir errores cognitivos, lo que resulta en la selección y análisis de indicios de información irrelevantes. No obstante, la analítica de Big Data (BDA) puede facilitar el procesamiento de información y el análisis de datos complejos y diversos al reducir la influencia de los errores cognitivos del auditor. El presente estudio adapta el marco de trabajo de Ding et al (2017) en el contexto de la auditoría que identifica las causas de los errores cognitivos que influyen en el procesamiento de la información del auditor. Esta revisión identificó 75 estudios relacionados con la auditoría para elaborar el papel de BD y BDA en la mejora del juicio de auditoría. Además, el papel de la memoria, los errores cognitivos y el juicio y la toma de decisiones se destacan mediante el uso de 61 estudios. El análisis proporciona una visión útil de los diferentes aspectos abiertos de la cuestión proponiendo propuestas y preguntas de estudio que puedan ser exploradas por la investigación futura para obtener una comprensión amplia de la asociación entre la memoria y el juicio de auditoría en el contexto de BD y BDA.

scholarly journals Combining Physical Education and unstructured practice during school recess to improve the students’ decision-making and execution (Combinando las clases de Educación Física con práctica no estructurada durante los recreos para aumentar la toma de decisi

Retos ◽  
2021 ◽  
pp. 502-511
Author(s):  
Alba Práxedes ◽  
Rafael González ◽  
Fernando Del Villar ◽  
Alexander Gil-Arias
Keyword(s):  
Decision Making ◽  
Physical Education ◽  
Control Group ◽  
Evaluation Tool ◽  
Systematic Observation ◽  
Teaching Games For Understanding ◽  
Post Test ◽  
Toma De Decisiones ◽  
School Recess ◽  
Experimental Group

  The purpose of this study was to analyze the effect of a unit of basketball based on Teaching Games for Understanding model combined with a program of unstructured practice based on small-sided games (experimental group), in comparison to the only application of the unit (control group), on the decision-making and execution in Physical Education students. Participants were 31 students with ages between 12 and 14. The intervention was conducted over four weeks, developing eight PE lessons and eight school recess to unstructured practice. The decision-making and the execution of the pass action were measured by systematic observation, using the Game Performance Evaluation Tool instrument. Results showed in the experimental group, significantly higher values in post-test with respect to pre-test, in both variables (decison-making, p = .001; execution, p = .024). Regarding to the control group, these differences were found only in the decision-making (p = .021). Findings demonstrated that the joined application of a unit with unstructured practise is more effective to improve decision-making and skill execution that if students are expose only in the Physical Education lessons. Therefore, we recommend teachers promote opportunities to students to have experiences in school recess.  Resumen: El propósito de este estudio fue analizar el efecto de una Unidad Didáctica de baloncesto basada en el modelo Enseñanza de los Juegos a través de la Comprensión, combinada con un programa de práctica no estructurada basado en juegos modificados (grupo experimental), en comparación con la aplicación únicamente de la Unidad Didáctica (grupo control), en la toma de decisiones y la ejecución en alumnos de Educación Física. Participaron 31 alumnos con edades entre 12 y 14 años. La intervención se realizó durante cuatro semanas, desarrollándose ocho clases de Educación Física y ocho recreos para la práctica no estructurada. La toma de decisiones y la ejecución fueron medidas a través de observación sistemática, usando el Instrumento de Evaluación del Rendimiento en el Juego. Los resultados mostraron en el grupo experimental, valores significativamente más altos en la evaluación final con respecto a la inicial, en ambas variables (toma de decisiones, p = .001; ejecución, p = .024).. Con respecto al grupo control, estas diferencias se encontraron solo en la toma de decisiones (p = .021). Los resultados demostraron que la aplicación conjunta de una Unidad Didáctica con práctica no estructurada es más efectiva para mejorar tanto la toma de decisiones como la ejecución de las habilidades, en vez de exponer a los alumnos solo a las clases de Educación Física. Por tanto, se recomienda que los profesores promuevan oportunidades de práctica en los recreos para los alumnos.

scholarly journals УЛОГА И ЗНАЧАЈ ШКОЛСКОГ СПОРТА У ПРОЦЕСУ ВАСПИТАЊА МЛАДИХ/THE ROLE AND IMPORTANCE OF SCHOOL SPORT IN EDUCATING THE YOUNG

TEME ◽  
2017 ◽  
pp. 1291
Author(s):  
Небојша Ранђеловић ◽  
Звездан Савић
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Sport Education ◽  
Sports Clubs ◽  
Active Involvement ◽  
School Sport ◽  
Positive Attitudes ◽  
The Difference ◽  
Different Levels ◽  
Education Process

School sport and physical education are mutually linked through numerous and complex ties and complement one another in the realization of a common goal – the preservation and improvement of health through a harmonious development of the personality with the help of physical activity and exercise. Physical education enables students to acquire a physical education and to form positive attitudes towards physical activity and sport, while taking part in school sport enables them to improve their motor skills through competing at different levels, and can represent a transition towards a more active involvement in sport via sports clubs and by taking part in official sports. However, official sport has in some of its manifestations obtained a completed different form. The principles of humanity have today been marginalized within it. This is reflected in sports education as a part of school sport and leads the sport education process to irreconcilable antagonism (oppositions) which is a consequence of fanatic, political and commercialized sport.School sport or sports in schools are terms which are quite often used synonymously, and are meant to reflect the same concept. At first glance they may seem to be interchangeable, since they both contain the word school. However, they are two different terminological determinants, two closely related yet different concepts. In this paper we will, among other things, indicate the difference between these two concepts in terms of their respective senses, and the possible implications of them being used interchangeably.

scholarly journals Estudio de las actitudes y el interés de los docentes de primaria de educación física por las TIC en la Comunidad Valenciana (Primary Physical Education teachers’ attitudes and interests towards ICT in the Valencian Community)

Retos ◽  
2018 ◽  
pp. 267-272
Author(s):  
José Díaz Barahona ◽  
Javier Molina-García ◽  
Manuel Monfort-Pañego
Keyword(s):  
Physical Education ◽  
Reliability And Validity ◽  
Future Research ◽  
Physical Education Teachers ◽  
Good Reliability ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
El Sistema ◽  
And Gender ◽  
Teachers Attitudes

Las actitudes negativas y el desinterés del profesorado parecen ser dos barreras que frenan la integración de las TIC en el sistema educativo. En educación física, además, faltan instrumentos específicos para estudiar y valorar estas variables. El objetivo del trabajo fue desarrollar y validar, por el método Delfhi, un cuestionario para conocer las actitudes y el interés del profesorado de educación física por las TIC atendiendo a la edad y al género. Posteriormente se aplicó a una muestra representativa de 145 docentes de enseñanza primaria de Valencia y área metropolitana. Los resultados indicaron que el cuestionario poseía una fiabilidad y validez adecuadas para estudiar dichas variables, confirmando la existencia de actitudes más positivas entre el profesorado joven respecto al de mayor edad. También revelaron que las actitudes funcionan como predictoras positivas del interés por las TIC y que la edad se relaciona negativamente con las actitudes. Estos hallazgos animan a profundizar en el estudio de las variables sociodemográficas en relación al uso de las TIC, pues su medición es clave para orientar los procesos de formación inicial y permanente del profesorado.Abstract. Negative attitudes and the lack of interest among teachers seem to be two of the main barriers to the integration of ICT in the educational system. In subjects such as physical education, there is a lack of specific instruments assessing teachers’ attitudes and interests towards ICT. The objective of this study was employ the Delphi method to develop and validate by age and gender a questionnaire to measure PE teachers’ attitudes and interest towards ICTs. Subsequently, the survey was applied to a representative sample of 145 primary school teachers from the city of Valencia and its metropolitan area. The results indicated that the questionnaire had good reliability and validity. Findings also showed that there are more positive attitudes among younger teachers than among the older ones. Moreover, the results showed that attitudes were positive correlates of ICT interest and that teachers’ age was negatively related to attitudes towards ICT. The present findings suggest the importance for future research to delve into sociodemographic variables in relation to the use of ICT.

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