scholarly journals Experiencia didáctica en educación física para la mejora de actitudes hacia la discapacidad auditiva en futuros profesionales de la actividad física y deporte (Teaching experience in physical education to improve attitudes towards hearing impairment in p

Retos ◽  
2020 ◽  
pp. 174-179
Author(s):  
Paulina Yesica Ochoa-Martínez
Keyword(s):  
Physical Education ◽  
Baja California ◽  
Teaching Experience ◽  
Hearing Impairments ◽  
Average Percentage ◽  
Before And After ◽  
The Mean ◽  
Recursos Humanos ◽  
Competencias Profesionales ◽  
Teaching Learning

  Objetivo: Evaluar la actitud hacia personas con discapacidad auditiva en futuros profesionales de la actividad física y deporte al participar en una experiencia didáctica bajo un modelo de competencias. Método: veinticinco estudiantes de la Facultad de Deportes de la Universidad Autónoma de Baja California, participaron en un programa de educación física y de mejora de actitudes hacia personas con discapacidad auditiva. Antes y después de la intervención se utilizó un cuestionario para evaluar las actitudes de universitarios hacia el estudiantado con discapacidad. Resultados: El análisis estadístico con test t-Student para muestras independientes reportó diferencias significativas (p<0.01) en los valores promedio de actitud antes 3.95±0.3 que después de la intervención 2.38±0.4, con un promedio de porcentaje de cambio de -39.7 Δ%. Conclusiones: En la formación de recursos humanos, es importante contar con competencias profesionales que mejoran la motricidad de personas con discapacidad auditiva, al igual que abordar una adecuada actitud en el proceso enseñanza aprendizaje en la educación física. Abstract. Aims: To evaluate the attitude towards people with hearing impairments in pre-service professionals of physical activity and sport how participate in a didactic experience under a competency model. Methods: twenty-five students from the Sports Faculty of the Autonomous University of Baja California participated in a training program to improve attitudes towards people with hearing impairments. Before and after the intervention, a questionnaire to assess university attitudes towards peers with disabilities was used. Results: A t-Student test for independent samples reported significant differences (p < 0.01) in the mean attitude values ​​before 3.95 ± 0.3 than after the intervention 2.38 ± 0.4, with an average percentage change in -39.7 Δ%. Conclusions: In the training of human resources, it is important to have professional competencies that improve the motor skills of people with hearing disabilities, as well as to approach an appropriate attitude in the teaching-learning process in physical education.

scholarly journals Evaluación de las creencias hacia la atención de personas con discapacidad auditiva, en prácticas a distancia de Educación Física de estudiantes universitarios durante la pandemia por COVID-19 (Evaluation of beliefs towards the care of people with hearin

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 713-718
Author(s):  
Paulina Yesica Ochoa-Martínez ◽  
Javier Arturo Hall-López ◽  
Edgar Ismael Alarcón-Meza ◽  
Ana Maria Teixeira
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Undergraduate Students ◽  
Teaching Practices ◽  
Baja California ◽  
Bachelor's Degree ◽  
Pedagogical Strategies ◽  
Before And After ◽  
Quasi Experimental ◽  
Teaching Learning

  Objetivo: Evaluar las creencias hacia la atención a la discapacidad en actividad física, en estudiantes de Licenciatura en Actividad Física y Deporte al realizar prácticas docentes de Educación Física a distancia durante la pandemia por COVID-19 a escolares con discapacidad auditiva. Método: Mediante un enfoque cuantitativo cuasiexperimental, se capacitó a 17 estudiantes de Licenciatura en Actividad Física y Deporte de la Facultad de Deportes de la Universidad Autónoma de Baja California, que realizaron prácticas docentes, implementando 12 clases de Educación Física a distancia a escolares con discapacidad auditiva, planeando, diseñando y aplicando estrategias pedagógicas acordes a su condición. Antes y después se evaluaron las actitudes sociales y profesionales hacia las personas con discapacidad. Resultados: El análisis estadístico con test t-Student para muestras independientes reportó diferencias significativas (p<0.05), el promedio de los 30 ítems del instrumento antes de las prácticas docentes fue 2.6 y después de las prácticas docentes 1.9 con un porcentaje de cambio de -29 Δ %. Conclusiones: Se mejoraron las creencias hacia la atención a la discapacidad a través de la actividad física, en un ambiente educativo a distancia, que es favorable en el proceso de enseñanza-aprendizaje de los estudiantes participantes, lo cual favorecerá competencias futuras para el desarrollo de intervenciones efectivas y adecuadas en poblaciones con discapacidades. Abstract. Objective: To evaluate the beliefs towards attention to disability in physical activity, in students of Bachelor's Degree in Physical Activity and Sport when carrying out virtual Physical Education teaching practices during the COVID-19 pandemic to schoolchildren with hearing disabilities. Method: Through a quasi-experimental quantitative approach of a quantitative type, 17 undergraduate students in Physical Activity and Sports from the Faculty of Sports of the Autonomous University of Baja California were trained, who carried out teaching practices, implementing 12 classes of Physical Education online to schoolchildren with hearing disability, planning, designing and applying pedagogical strategies according to their condition. Before and after, social and professional attitudes towards people with disabilities were evaluated. Results: The statistical analysis with t-Student test for independent samples reported significant differences (p <0.05), the average of the 30 items of the instrument before the teaching practices was 2.6 and after the teaching practices 1.9 with a change percentage of -29 Δ%. Conclusion: Beliefs towards attention to disability were improved through physical activity online educational environment, which is favorable in the teaching-learning process of participating students, providing elements for the development of future effective and adequate interventions in populations with disability.

scholarly journals Comparing the Musculoskeletal Disorders of the Neck Between the Teachers of Physical Education and Other Majors in High Schools of Tehran City, Iran

2020 ◽  
Vol 11 (1) ◽  
pp. 43-50
Author(s):  
Elham Rahimipour Najafabadi ◽  
◽  
Reza Rajabi ◽  
Mohammad Hossein Alizade ◽  
Ali Mirabedi ◽  
...  
Keyword(s):  
High Schools ◽  
Physical Education ◽  
Musculoskeletal Disorders ◽  
Teaching Experience ◽  
The Other ◽  
Cluster Sampling ◽  
Regular Exercise ◽  
Chi Square ◽  
Chi Square Test ◽  
The Mean

Introduction: Musculoskeletal Disorders (MDs) largely contribute to occupational diseases in the workplace. Prevention from these disorders requires their evaluation in different occupations. This study aimed to compare the MDs of the neck between the teachers of Physical Education (PE) and those of the other majors in the high schools of Tehran City, Iran. Methods: The study sample included 180 teachers of mathematics, PE, and the religion and lifestyle in the high schools of Tehran (with the Mean±SD age of 42.11±6.65 years, and the Mean±SD weight of 72.28±12.98 kg). The participants were selected from 19 districts of the Tehran Departments of Education using multistage cluster sampling. The standard Nordic questionnaire was administered to investigate MDs among the teachers. The obtained data were analyzed with the Chi-square test to compare the MDs of the neck between the three groups of teachers. Results: A significant relationship was observed between the neck problems of the female (P=0.016) and male (P=0.017) PE teachers and the other teachers. Moreover, the neck problems were associated with the teaching experience (P=0.024) and teaching major (P=0.004). Conclusion: Based on the results, it seems that regular exercise can reduce the developing risk of MDs in the neck. Thus, this study recommends the performance of regular exercise and the correction of job-related postures to all teachers.

scholarly journals PENINGKATAN PENINGKATAN KETERAMPILAN MENULIS TEKS CERAMAH MELALUI MODEL PEMBELAJARAN CONCEPT SENTENCE

2020 ◽  
Vol 5 (2) ◽  
pp. 262-269
Author(s):  
Willyana Ramlan
Keyword(s):  
Research Finding ◽  
Research Method ◽  
Learning Model ◽  
Teaching Writing ◽  
Model Concept ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Test Result

There were several reasons for conducting this study, students’ seriousness in attending writing speech text were still low and not excited. Therefore, the teacher must choose and apply an effective teaching learning model to improve students’ abilities in writing speech text. This study aims to improve students’ abilities in writing speech text through concept sentence model and investigated students’ responses through teaching writing speech text by using concept sentence model. The quasi experiment is the research method of this study. The control and experiment class were given pre-test and post-test to know the students’ abilities before and after treatment. The questionnaire also used to gain the data about students’ responses through teaching writing speech text by using concept sentence model. The research finding shows that the model concept sentence is effective to improve students’ ability in writing speech text . The indicators of the success of by using SPSS 23.0 are that: (1) the mean of pre-test result in the experiment class was 64,18 and  post-test result in the experiment class was 81,28, meanwhile the mean of pre-test result in the control class was 60,57 and  post-test result in the control class was 71,50; (2) the students’ responses through questionnaires found that the application concept sentence model was very positive.  

scholarly journals Revisión nacional e internacional de las competencias profesionales de los docentes de Educación Física (National and international review of Physical Education teachers’ professional competences)

Retos ◽  
2017 ◽  
pp. 393-388
Author(s):  
Inmaculada Rodriguez Gomez ◽  
Sagrario Del Valle ◽  
Ricardo De la Vega Marcos
Keyword(s):  
Physical Education ◽  
Content Management ◽  
Leadership Capacity ◽  
General Level ◽  
Physical Education Teachers ◽  
Teacher Competence ◽  
Four Dimensions ◽  
Didactic Knowledge ◽  
Competencias Profesionales ◽  
Teaching Learning

Se presenta un estudio sobre las competencias docentes con el fin de llegar a hacer una aproximación sobre qué competencias debe poner en práctica el profesorado de educación física que permita definir un perfil docente excelente y eficaz. Para conseguir este objetivo, se ha llevado a cabo una revisión de los marcos para la buena enseñanza a nivel nacional e internacional e investigaciones sobre las competencias profesionales de los docentes tanto a nivel general como en concreto de la educación física. Para ello, se decide adoptar el modelo competencial docente más aceptado en la literatura científica que las agrupa en cuatro dimensiones: Conocimiento del contenido de enseñanza, Conocimiento didáctico del contenido, Gestión/organización de la clase y la capacidad de liderazgo del docente y de relación con otros agentes. Se ha llegado a la conclusión, hasta la fecha, no se halla en la literatura revisada ningún instrumento validado que evalúe la confirmación de las cuatro competencias especificadas. Máxime cuando los cambios tan vertiginosos que sufre la sociedad actual, demanda un modelo de profesor que sepa adaptarse a los cambios poniendo en práctica un liderazgo creativo donde la relación con el estudiante ha de ser de reciprocidad durante todo el proceso enseñanza-aprendizaje.Abstract. A study about teaching competences is presented with the aim to get to an approximation of the competences advocating excellent and effective teaching profile when put into practice by physical education teachers. To achieve this goal, two actions were taken: a review of the frameworks for good teaching at national and international level, and a research on teachers’ professional competences both at a general level and in particular in physical education. Based on the most accepted teacher competence model in the scientific literature, four dimensions were identified: Knowledge of teaching content, didactic knowledge of content, Management / organization of the classroom, and teachers’ leadership capacity and relationship with other agents. As a conclusion, no validated instrument evaluating the confirmation of the four specified competences was found in the reviewed literature. Our society keeps a frenetic pace nowadays, therefore it demands a model of teacher who can adapt to changes and display creative leadership while building reciprocal relationships with students throughout the teaching-learning process.

The Uses of Printed Curriculum Materials by Teachers During Instruction and the Social Construction of Pedagogic Discourse in Physical Education

2015 ◽  
Vol 34 (1) ◽  
pp. 18-35 ◽  
Author(s):  
Carmen Peiró-Velert ◽  
Pere Molina-Alventosa ◽  
David Kirk ◽  
José Devís-Devís
Keyword(s):  
Physical Education ◽  
Social Construction ◽  
Teaching Experience ◽  
Pedagogical Knowledge ◽  
Experienced Teachers ◽  
Curriculum Materials ◽  
Data Registration ◽  
Enacted Curriculum ◽  
The Social ◽  
Teaching Learning

This paper examines teachers’ use of printed curriculum materials (PCM) during physical education (PE) instruction in Spanish secondary schools and the role they play in the enacted curriculum and in the construction of pedagogical knowledge. Three hundred and ten participants (mean age: 37.7 ± 8.7) responded to an interview-questionnaire on teachers’ pedagogical roles and tasks linked to PCM in PE. Results indicated that while PCM were used very frequently for registering students’ attendance and recording observational notes from lessons, textbooks were less and infrequently used. Both, ‘materials for data registration’ and ‘student textbook’ showed the highest and lowest level of teachers’ satisfaction, respectively. ‘Student diary’ was the PCM used more by female and less experienced teachers than their counterparts, while textbooks were used more by experienced teachers than those with less years of teaching experience. Over fifty percent of teachers considered PCM to be ‘Quite important’ because they facilitate students to study theoretical knowledge, investigate and be creative. The paper discusses the contribution of teachers’ use of PCM to the enacted curriculum and their participation in the social construction of PE knowledge through Bernstein’s theory of pedagogic device. In particular, it indicates that PE teachers are relatively independent from external agencies in curriculum development and participate in the social construction of pedagogical knowledge. Female and less experienced teachers’ use of PCM facilitated students’ participation in the construction of knowledge, which suggests weaker framing of the teaching-learning process..

scholarly journals Improving Students’ Achievement in Reading Descriptive Text through Reciprocal Teaching Strategy

2018 ◽  
Vol 1 (1) ◽  
pp. 29-48
Author(s):  
Rohdearni Wati Sipayung
Keyword(s):  
High School ◽  
Test Data ◽  
Teaching Strategy ◽  
Reading Strategy ◽  
Basic Knowledge ◽  
Reciprocal Teaching ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning

This paper describes how to improve students’ achievement in reading descriptive text through reciprocal teaching strategy. The sample of this paper are 21 Students of VIII-1 Grade in Senior High School of PTPN IV Bah Jambi. The pre- test data were distributed before the treatment of Reciprocal Teaching Strategy and the post-test data were taken after the treatment of teaching-learning reading descriptive text by using Reciprocal Teaching Strategy. The finding shows before the treatment of Reciprocal Reading Strategy, the basic knowledge of students at grade VIII SMP Swasta PTPN IV Bah Jambi was low since the mean of pre-test data was 25,95 and after the treatment, the students’ achievement in reading descriptive text was good where the mean of post-test data was 69,76 so that the mean difference before and after the treatment was 43,81

scholarly journals Ventajas e Inconvenientes de la Evaluación Formativa, y su Influencia en la Autopercepción de Competencias en alumnado de Formación Inicial del Profesorado en Educación Física (Advantages and Issues of Formative Assessment and its Influence on Self-Perce

Retos ◽  
2020 ◽  
pp. 417-424
Author(s):  
Francisco Javier Gallardo-Fuentes ◽  
Victor Manuel López-Pastor ◽  
Bastian Ignacio Carter-Thuillier
Keyword(s):  
Physical Education ◽  
Evaluation System ◽  
Public University ◽  
Educational Process ◽  
Physical Education Teacher ◽  
Student Body ◽  
Education Teacher ◽  
Before And After ◽  
El Sistema ◽  
Teaching Learning

Resumen. A juicio de múltiples autores la evaluación es una herramienta fundamental para que el profesor logre sus propósitos en el proceso de Enseñanza-Aprendizaje (E-A), ya que le permite constatar los avances del proceso. Pero además, la evaluación permite al maestro establecer un vínculo con el actor fundamental del proceso educativo: “el alumnado”. Los objetivos del estudio son:   a- analizar la percepción del alumnado sobre las competencias adquiridas y si varia por la aplicación de un sistema de evaluación formativa y compartida en una asignatura de formación del profesorado de educación física (FIPEF) de una universidad pública chilena. b- conocer la valoración del alumnado sobre dicho sistema de evaluación. Para ello se aplicaron cuestionarios antes y después de haber utilizado un sistema de evaluación formativa y compartida (EFyC) en una asignatura de formación inicial del profesorado en educación física de una universidad pública chilena. El estudio se llevó a cabo bajo diseño pretest-postest con la totalidad del alumnado que cursaba la asignatura, en una muestra de 25 alumnos y alumnas (Edad 23±1.9). Los principales resultados muestran una valoración positiva hacia el sistema de EFyC, con medias muy altas en los ítems que hacen referencia a las “ventajas” del mismo, mientras que la mayoría de los posibles “inconvenientes” tienen valoraciones bajas o muy bajas. Sólo algunas de estas características (asistencia continua, comprensión previa, continuidad del sistema de evaluación, esfuerzo que exige, trabajo que se puede acumular al final y desproporción trabajo/créditos) son apreciadas como posibles inconvenientes por algunos estudiantes. Además, el sistema de EFyC parece influir positivamente en la percepción de mejora en competencias “transversales”; “docentes generales” y “específicas docentes de educación física”. Abstract. In the opinion of many authors, assessment is a fundamental tool for teachers to achieve their purposes in the Teaching-Learning process, since it allows them to verify the progress of the process. In addition, evaluation allows teachers to establish a link with the fundamental actor of the educational process: "The Student".  The objectives of the study are: a- to analyze students' perception of the competencies acquired and whether it varies with the application of a formative and shared evaluation system in a physical education teacher training course (FIPEF) in a Chilean public university. b- to gain knowledge on the assessment of student body with such evaluation system. To do that, questionnaires were applied before and after using a system of formative and shared assessment (F&SA) in one subject of the Physical Education Teacher Education (PETE) program at a Chilean public university. The study was carried out using a pre-post design with all the students enrolled in the course, a sample of 25 individuals (Age 23±1.9). The main results show a positive appreciation of the F&SA system, with very high means in the items that refer to the “advantages” of the system, while most of the possible "disadvantages" show low or very low ratings; only some of these characteristics (continuous assistance, prior understanding, continuity of the evaluation system, effort required, work that can be accumulated at the end, and disproportion of work / credits) are experienced as possible disadvantages by some students. In addition, the F&SA system seems to positively influence the perception of improvement in the competences "Transversal"; "general teachers" and "specific physical education teachers".

scholarly journals DEVELOPING FLASHCARD MEDIA FOR TEACHING VOCABULARY TO THE SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL (Study Case in the seventh grade students at SMPN 1 Sanankulon)

2018 ◽  
Vol 10 (2) ◽  
pp. 178-192
Author(s):  
Hesty Puspita Sari ◽  
Nita Sutanti ◽  
Linda Tri Wahyuningsih
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
T Test ◽  
Seventh Grade ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Study Case ◽  
Teaching Learning ◽  
Interview Questionnaire

The aims of this research are not only to know the develop flashcard media for teaching vocabulary to the seventh grade students at SMPN 1 Sanankulon in 2018/2019 academic years but also to know the effectiveness of flashcard media for teaching vocabulary to the seventh grade students at SMPN 1 Sanankulon in 2017/2018 academic years, to know the students response toward the use of flashcard in teaching learning vocabulary to the seventh grade students at SMPN 1 Sanankulon in 2018/2019 academic years. This research is Research and Development (R&D), which used the Sugiyono’s model (2016:298) with adaptation. The data collecting through interview, questionnaire, documentation, and test. In this case, the researcher used three validators. They are validator of media and validators of material. The product user is VII F of SMPN 1 Sanankulon which consisted of 32 students. In this research, the researcher used one group pre-test and post-test experimental design to try out the product.  The result of the research showed that: 1) The result of media validation flashcard and guiding book got the average were 84,37% while the result of content of material validation 87,5%. The average for all validation was 85,41%. The score was catagorized as “very good” with interval 80% < x ≤ 100%. So, the developed flashcard media as a learning media in teaching and learning vocabulary to the seventh grade students was valid to be implemented for the seventh grade students and it can be used as media in teaching learning process especially in vocabulary mastery. 2) It proved by the result of the students’ test. The mean score of pre-test and post-test increased from 69,81 to the 94,37. It can be concluded that there was increased in mean score before and after treatment. Furthermore, Based on the result of t-test, it showed that value of t-test < t table. So, ho is rejected and ha is accepted. It can be concluded that there is significance of mean score the seventh grade students before and after treatment the product. In other word the product is proper if used in the seventh grade students at SMPN 1 Sanankulon. 3) It proved with result of questionnaire students’ response. It gained the total score 1038 then the criterion of score 1280. It accumulated on precentage that was 81,09%. It was very good category. It means, that used flashcard media in learning vocabulary is very positive for the seventh grade students. If seen in criteria of response this is absolutely agree response. So, in other word the students absolutely agree if used flashcard media in learning vocabulary.

scholarly journals THE USE OF CUE CARDS FOR TEACHING WRITING OF BIOGRAPHY TEXT

Prominent ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Ulya Maliyatika ◽  
Muh Syafei ◽  
Rusiana Rusiana
Keyword(s):  
Learning Process ◽  
Teaching Writing ◽  
Good Ability ◽  
Significant Difference ◽  
Before And After ◽  
The Media ◽  
The Mean ◽  
Written Test ◽  
Teaching Learning ◽  
Academic Year

Students at schools learn to write in order to express their ideas well. They should have a good ability in writingEnglish texts. However, many students find it difficult to express their ideas in a paragraph, and to make a composition correctly. The media factorseems to be one that makes the teaching-learning process unable to achieve its goal. Therefore, the authors propose to apply Cue Cards as teaching media to overcome the problem.The objective of the research is to scrutinize whether there is a significant difference between teaching writing of biography textbefore and that after being taught by using Cue Cards.This experimentemployed one group with pretest and posttest design was conducted at the eleventh grade students of SMA N 1 KaranganyarDemakin academic year 2017/2018 insecond semester. There were 34 students of grade XI IPS 1 taken as the sample through cluster random sampling.The datasetsfor this research were collected through written test. Before cue cards were used in the treatment, the measn score was60. After cue cards were used in some meetings of treatment, the mean score is 82. The hypothesis of the research stated that there is a significant difference between teaching writing of biography text on the eleventh grade students of SMA N 1KaranganyarDemak in academic year 2017/2018) before and after being taught by using cue cardsis confirmed. It can be seen from the calculation of t-test, withdegree offreedom (df) = 33, α = 0,05,  t (critical) is ±2.042 and t (obtained) is 8.79. The analysis showed that Ho was denied and Ha was confirmed.Therefore, it is suggested to the English teacherto keep usingcue cardsin teaching writing of biography text.

scholarly journals The Influence Of The Peer-Teaching Learning Model On Student Responsibility Attitude In Physical Education

2021 ◽  
Vol 4 (2) ◽  
pp. 277-289
Author(s):  
Alif Aryadi Hardi ◽  
Syahruddin Syahruddin
Keyword(s):  
Physical Education ◽  
Research Problem ◽  
Learning Model ◽  
Control Group ◽  
Student Responsibility ◽  
Peer Tutor ◽  
Before And After ◽  
Class Viii ◽  
Teaching Learning ◽  
Experimental Group

The research problem is the students' low attitude of responsibility. The research intends to find out how much influence the peer tutor learning model has on students' responsible attitudes in physical education. The type of research is a real experiment, the treatment variables are the peer tutor learning model (MTS) and the direct learning model (MTB). The dependent variable is the attitude of responsibility (STJ). The population in this study were all students of class VIII SMP Negeri 13 Makassar as many as 418 people, with a sample of 76 people who were divided into two groups, namely 38 people in the control group and 38 people in the experimental group. The study lasted for seven meetings in seven weeks, with details of the treatment in five meetings and before and after the treatment was given a pretest and posttest. The data were analyzed by paired t-test. The results showed that (1) there was a significant effect of MTB on students' STJ in physical education learning (p<0.05) (2) there was significant influence of MPL on students' STJ in physical education learning (p <0.05) (3) MTB is better at improving students' STJ in physical education learning than MPL (p<0.05). In conclusion, MTB is very good at improving STJ.. 

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