scholarly journals ¿Cómo percibe el alumnado universitario de educación física la evaluación recibida? Contraste de dos metodologías diferentes (How do the university physical education students perceive the assessment received? Contrast of two different methodologies)

Retos ◽  
2015 ◽  
pp. 66-70 ◽  
Author(s):  
David Hotigüela Alcalá ◽  
Ángel Pérez Pueyo ◽  
Alejandro Saliceti Fonseca
Keyword(s):  
Physical Education ◽  
Personal Responsibility ◽  
Real Life ◽  
Evaluation Methodology ◽  
Key Factors ◽  
School Year ◽  
Physical Education Students ◽  
Validated Questionnaire ◽  
Spanish Universities ◽  
The University

El objetivo de este estudio es analizar cuál es la percepción que tiene el alumnado sobre la evaluación recibida a lo largo del curso escolar, incidiendo en tres factores fundamentales: la responsabilidad individual y grupal, la regulación del trabajo durante el proceso y la autenticidad de los aprendizajes adquiridos vinculados a la vida real. Los participantes son 642 estudiantes de ocho asignaturas vinculadas al ámbito de la enseñanza de la Educación Física (EF) de dos Universidades españolas, de los cuales 307 han recibido una evaluación tradicional y 335 han participado en la estrategia evaluativa del reparto de notas. Se ha utilizado un cuestionario validado sobre metodología y evaluación en formación inicial, en el que se especifican diferentes ítems vinculados al tipo de evaluación recibida. Se ha empleado un análisis cuantitativo, dividiéndose en descriptivo: medias, desviación típica (DT) y varianzas para cada uno de los factores de análisis e inferencial: tablas de contingencia y χ2, correlaciones y ANOVAS. Se ha observado cómo el alumnado que ha participado en el reparto de notas percibe el proceso de aprendizaje más guiado y coherente, asumiendo también que requiere de una responsabilidad mayor, tanto de uno mismo como para lo demás. Del mismo modo, se demuestra que el alumnado que más veces ha trabajado en grupo percibe el reparto de notas como una estrategia que facilita un aprendizaje más auténtico. Sin embargo, el curso en el que se encuentre el alumnado o su edad no determina su percepción respecto a esa autenticidad de los aprendizajes.Abstract. The aim of this study is to analyze the perception of the students on the evaluation received during the school year, focusing on three key factors: personal and group responsibility, labor regulation during the process and the authenticity of the acquired learning linked to real life. Participants were 642 students from eight school years related to Physical Education Teaching Education (PETE) of two Spanish Universities where 307 received a traditional evaluation and 335 participated in the assessment strategy of sharing notes. We used a validated questionnaire on evaluation methodology and initial training, in which there are different items related to the type of assessment received. The design followed a quantitative analysis, divided into descriptive: means, standard deviation and variances for each of the factors, and inferential analysis: contingency tables and χ2, correlations and ANOVAS. Students who participated in the distribution of notes perceived the learning process more coherent and directed, assuming a greater personal responsibility for oneself and the others. Similarly, students who have worked in groups more times perceived the distribution of notes as a strategy that facilitates a more authentic learning. However, school year or age did not determine their perceptions regarding the authenticity of learning.

scholarly journals Designing professional career by students – physical education teachers

1970 ◽  
Vol 14 (2) ◽  
Author(s):  
Wojciech Starościak ◽  
Urszula Dębska ◽  
Halina Guła-Kubiszewska
Keyword(s):  
Physical Education ◽  
Career Development ◽  
Modern Society ◽  
Physical Education Teachers ◽  
Education Students ◽  
Professional Career ◽  
Psychological Dimension ◽  
Physical Education Students ◽  
The University ◽  
Personal Career

Starościak Wojciech, Dębska Urszula, Guła-Kubiszewska Halina, Designing professional career by students – physical education teachers. „Kultura – Społeczeństwo – Edukacja” nr 2(14) 2018, Poznań 2018, pp. 183–203, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.14. The study identified physical education students’ opinions about and vision of personal career. It was conducted with a questionnaire designed by A. Cybal-Michalska for planning career prospects and career development in modern society by academic youth. Results demonstrate the professional expectations of the sample to be largely met. Students of the University School of Physical Education in Wroclaw are oriented towards individualistic and collectivistic values to a similar extent. Both groups are moderately satisfied with study choices and have a realistic outlook on the difficulties in finding a job consistent withtheir education. They assess the prospect of a satisfactory career on an equally moderate level, although individualist-oriented students perceive significantly fewer ways of achieving professional success. Collectivistic students emphasize values characteristic of a safe future and working with people and for people. Individualistic students are geared towards innovative and creative activities. Students perceive their careers in the psychological dimension, and select lifestyle and professionalism as the lead guides in career development.

The use of programmable support in the teaching of football techniques in women's groups

2019 ◽  
Vol 29 (85) ◽  
pp. 18-29
Author(s):  
Henryk Duda
Keyword(s):  
Physical Education ◽  
Control Group ◽  
Experimental Teaching ◽  
Physical Education Students ◽  
Group 6 ◽  
Motor Activities ◽  
Training Unit ◽  
Experimental Training ◽  
The University ◽  
The Given

Introduction. The dynamic development of football and the requirement of an effective game means that the learning process of footballers' activities requires the search for more and more effective methods, hence, in the study, programmed teaching is proposed, which, according to the author, will effectively prepare a player to master the technique of the game. Aim. The main objective of the study was to determine the effectiveness of providing information on a football player's motor activities using a method based on programmed teaching.Materials and methods. Experimental teaching and tests were carried out as continuous research for a period of 5 months in annual training cycles for a given group in the years 2006-2015, among third-year physical education students at the University of Physical Education in Kraków. The study included 120 female students who participated in programmed football classes were examined. In the given training cycles, two groups were created, one of which – the experimental group (6 people in the annual learning cycle), who throughout the study, participated in the experimental training unit once a week - theoretical and practical classes lasting 90 min. In the second group - the control group (6 people in the annual training cycle), the teaching process was carried out using traditional methods, where information about the footballer's movement activities was transmitted during practical exercises in the form of instructions. Results and conclusions. Analysis of the obtained research results confirms the research hypothesis that programmed teaching accelerates the learning of elements of football technique, hence, it can be used as support in the process of effective football learning to play football.

scholarly journals The Competences of Physical Education Students. Unified Versus Two-Tier University Studies

2012 ◽  
Vol 19 (2) ◽  
pp. 151-154
Author(s):  
Krystyna Buchta
Keyword(s):  
Physical Education ◽  
Further Education ◽  
Survey Method ◽  
Full Time ◽  
Education Students ◽  
Knowledge And Skills ◽  
Physical Education Students ◽  
University Studies ◽  
Random Survey ◽  
The University

AbstractIntroduction. The objective of the study was a comparative analysis of the results of unified and two-tier university studies in physical education at the Faculty of Physical Education and Sport in Biała Podlaska of the University of Physical Education in Warsaw. Material and methods. The study utilized 128 full-time final semester students. The study utilized a diagnostic poll and random survey method. On the basis of respondents' opinions, the following results were analyzed: respondents' expectations regarding their education and the level of their fulfilment, forms of activities undertaken during studies, professional plans and opinions regarding the course of studies in PE. Results. The analysis revealed that, when making the decision to study physical education, respondents expected to gain directional competences and knowledge and skills enabling further education. Respondents highly regarded the level of these competences gained. The majority of respondents expressed a wish to find employment in the education sector and other institutions of physical education. Conclusion. The result of the research indicated that transforming unified Master's studies into two-tier university studies did not bring about fundamental changes in the outcome of studies in physical education.

scholarly journals The Importance of Self-Esteem to Students Learning Responsibilities and Group Learning Commitment of Physical Education Students

2021 ◽  
Vol 6 (1) ◽  
pp. 53
Author(s):  
Jusuf Blegur ◽  
Zuvyati A. Tlonaen ◽  
Andreas J. F. Lumba ◽  
Julian J. Leko
Keyword(s):  
Physical Education ◽  
Personal Responsibility ◽  
Pearson Correlation ◽  
Group Learning ◽  
Self Esteem ◽  
Education Students ◽  
Physical Education Students ◽  
Learning Tasks ◽  
The Relationship ◽  
Correlation Design

<p>This study aims to examine the relationship between self-esteem and learning responsibility and group learning commitment of physical education students. We used a quantitative approach, with a correlation design. During the research, there were 88 physical education students from semester VI involved. In collecting the data, we used the State Self-Esteem Scale from Heatherton and Polivy (1991), the Personal Responsibility Questionnaire from Mergler (2007), and the Organization Commitment Scale from Allen and Meyer (1990). The research data were analyzed descriptively and used Pearson correlation with the assistance of SPSS. The descriptive test revealed that self-esteem is quite good (67%), responsibility for learning is relatively good (54.6%), and students’ group learning commitment is quite good (65.9%). Whereas, the Pearson test indicated that there is a positive and significant relationship between self-esteem and learning responsibilities (0.468) and the students’ group learning commitment (0.282). This study emphasizes that lecturers and peers need to support, maintain, and develop positive self-esteem through supportive feedback to encourage students’ learning behavior, such as being responsible and committed to group learning in completing various learning tasks.</p>

scholarly journals Mindfulness y educación física en la población universitaria. Una revisión sistemática (Mindfulness and physical education in University population. A systematic review)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 821-830
Author(s):  
Irene López Secanell ◽  
Javier Gené Morales ◽  
Nerea Hernaiz Agreda
Keyword(s):  
Physical Education ◽  
Psychological Health ◽  
Web Of Science ◽  
The United Kingdom ◽  
Revisión Sistemática ◽  
University Population ◽  
Spanish Universities ◽  
The University ◽  
Anxiety Depression ◽  
Emotional Level

  El objetivo de este estudio fue revisar las conclusiones de los artículos publicados en los últimos seis años sobre el uso del mindfulness en la población universitaria. Además, se examinaron cuántos de estos estudios se aplican dentro del campo de la Educación Física Universitaria. Se analizaron los artículos publicados desde 2014 hasta 2020 mediante las bases de datos ERIC, Taylor and Francis, Web of Science y SCOPUS, en base a los requerimientos de PRISMA y el modelo PICO. Se extrajo la información que sigue de los artículos seleccionados: autor, año, país, idioma, sujetos, duración, tipo de investigación (cualitativa/cuantitativa), programa de mindfulness utilizado, propósito y resultados. Como resultado se incluyeron 11 artículos. Ningún estudio fue publicado en España ni en español, siendo todos publicados en inglés y la mayoría (6 artículos) en el Reino Unido. La duración de las intervenciones varía entre 2 y doce semanas. De los 11 artículos, nueve fueron de diseño cuantitativo, uno cualitativo y uno mixto. Los resultados confirman los beneficios del mindfulness en los estudiantes universitarios mejorando su salud psicológica (estrés, ansiedad, depresión, motivación, autoaceptación) y también a nivel cognitivo y emocional. Los programas de mindfulness utilizados fueron MBI, MBCT, MBSR, MBSH y MTP. Por tanto, a pesar de los beneficios corroborados del mindfulness con la población universitaria, son escasos los estudios en el área de la Educación Física Universitaria y se estima pertinente la realización de intervenciones de mindfulness en universidades españolas para certificar su validez en estudiantes con dichas características socioculturales. Abstract. The aim of this study was to review the conclusions of published papers in the last six years on the use of mindfulness in the university population. In addition, how many of these studies are applied within the field of University Physical Education were examined. Articles published from 2014 to 2020 were analysed using the ERIC, Taylor and Francis, Web of Science and SCOPUS databases, based on the PRISMA requirements and the PICO model. The following information was extracted from the selected articles: author, year, country, language, individuals, duration, type of research (qualitative / quantitative), mindfulness program used, purpose and results. As a result, 11 articles were included. Neither study was published in Spain or in Spanish, all of which were published in English and the majority (6 articles) in the United Kingdom. The duration of the interventions varies between 2 and 12 weeks. Of the 11 articles, nine were of quantitative design, one qualitative and one mixed. The results confirm the benefits of mindfulness in university students improving their psychological health (stress, anxiety, depression, motivation, self-acceptance) and also on a cognitive and emotional level. The mindfulness programs used were MBI, MBCT, MBSR, MBSH and MTP. Therefore, despite the corroborated benefits of mindfulness with the university population, there are few studies in the area of University Physical Education and it is considered pertinent to carry out mindfulness interventions in Spanish universities to certify its validity in students with these sociocultural features.

scholarly journals Students’ Perception on Formative and Shared Assessment: Connecting two Universities through the Blogosphere

2017 ◽  
Vol 6 (1) ◽  
pp. 64-70 ◽  
Author(s):  
Daniel Martos-Garcia ◽  
Oidui Usabiaga ◽  
Alexandra Valencia-Peris
Keyword(s):  
Physical Education ◽  
Collaborative Learning ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Educational Innovation ◽  
Assessment Criteria ◽  
Education Students ◽  
Physical Education Students ◽  
Spanish Universities ◽  
Almost All

The aim of this study was to evaluate differences in physical education students’ perception on an educational innovation based on formative and peer assessment through the blogosphere. The sample was made up of 253 students from two Spanish universities. Data was collected using a self-reported questionnaire and t tests were employed in order to find differences among students’ groups. Results show significant differences in almost all of the items on which the students were questioned. Basque students were more satisfied with the assessment tool used than the Valencian students. Students found the blogosphere more active, meaningful, functional and motivating and that it made for collaborative learning in comparison to other traditional evaluation methods. They also showed disapproval related to the demands on attendance, continuity and the greater effort required. For future occasions, negotiation about assessment criteria with the students should be implemented right at the very start of the course.

scholarly journals What Physical Education Trainees Think about Teaching Profession and Mentoring during a TVET Practical Traineeship?

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Hassan Melki ◽  
◽  
Mohamed Sami Bouzid ◽  
◽  
◽  
...  
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Teaching Profession ◽  
University Teaching ◽  
Vocational Education And Training ◽  
Education Students ◽  
Physical Education Students ◽  
The University ◽  
The Relationship ◽  
And Training

The attitude of futures teachers of physical education and mentorship, are two mainvariables that may affect the number of student teachers being part of the profession, particularly in physical education universities that offer technical and vocational education and training (TVET).Therefore, the purpose of this study is to investigate attitudes of pre-service teachers toward the physical education teaching profession. In addition, this research attempts to understand whether the relationship between mentors and students affects the transfer of learning from the university during a practical teaching internship.This is a quantitative study using a questionnaire to examine attitudes towards the teaching profession and understand the views on mentoring of 169 physical education students in Tunisia to illustrate the importance of professional mentoring work.A descriptive statistics including means and standard deviations were used to describe each item and the mean of all items for each scale. In this context, SPSS (Statistical Package for Social Sciences) 16.0 software was applied.It was revealed that student teachers' answers were significantly higher while taking into consideration both of university teaching methods and of advice of university supervisor. These findings pave the way for integral implications: a greater transition from university learning to practice, producing future teachers who are ready to integrate and implementing university practices in a new context.

scholarly journals Assessment of the Level of Somatic Health of First-Year Students in the Period of Adaptation to Educational Activities in a Technical University

2020 ◽  
pp. 170-182
Author(s):  
A.M. Кaragodina ◽  
E.G. Prytkova ◽  
N.D. Zhegalov
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Comprehensive Evaluation ◽  
First Year ◽  
First Year Students ◽  
Somatic Health ◽  
School Year ◽  
Scientific Papers ◽  
Technical University ◽  
The University

The article considers the processes of quantitative measurement of the level of somatic health of first year students within adapting period to the educational environment of the University. The aim of the study is to assess the dynamics of the state of students’ somatic health in different periods of training. The study involved 68 students of the main and preparatory groups of the 1st year of the Volgograd State Technical University faculty of Economics and management, with an average age of 18.6±0.76 years. The results of diagnostics and evaluation of physical development, level of physical fitness and functional state of technical University students are presented. The study was organized on the basis of scientific papers in the field of adaptation processes and somatic health R.M. Baevsky (1979), G.L. Apanasenko (1988), N.M. Amosov (1998), E.N. Weiner (2001). Physical fitness testing was based on the use of testing and scoring standards of the curriculum of the Department of physical education. For a comprehensive evaluation of the physical condition E.A. Pirogova’s method was used (1986). The evaluation parameters of somatic health of first year students has changed relative to the periods of study. The lowest rates were observed in the period of admission to the University by the end of the school year, the average during the session, while high — after a period of rest over the holidays. As a result, conclusions are drawn about the need to monitor health factors in order to prevent failures of adaptive indicators that lead to disease. This kind of research monitoring should become a mandatory and permanent event in physical education classes at the University.

scholarly journals THE CORRELATION BETWEEN TIME MANAGEMENT AND STUDENT LEARNING OUTCOMES IN PHYSICAL EDUCATION

2019 ◽  
pp. 289
Author(s):  
Jusuf Blegur ◽  
M. Rambu P. Wasak ◽  
Mieke Souisa
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Learning Outcomes ◽  
Time Management ◽  
Management Skills ◽  
School Students ◽  
First Semester ◽  
School Year ◽  
Physical Education Students ◽  
Relationship Of

This research was conducted with an aim to examine the relationship of time management with the physical education learning outcomes in high-school students of both genders, aged 17.60±0.89 (Mean±SD). The data of Time management from respondents were taken using the Time Management Questionnaire (Alay & Kocak, 2002). Data on learning outcomes were taken from the learning value of Physical Education students in the first semester of the school year 2018/2019. The results of the descriptive test indicates that the time management of students was classified as fair (62.71%) and their learning outcomes were also good (83.05%), while the results of the Pearson test showed a significant relationship between time management with physical education learning outcomes (0.314) Thus, educators can train students to develop time management skills by arranging plans before doing, determining and setting work priorities, being responsible for work time and priorities, and avoiding unfavorable activities.

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