scholarly journals Influencia del tipo de feedback utilizado en el aprendizaje de una tarea motriz de equilibrio (Influence of the type of feedback on balance motor tasks learning)

Retos ◽  
2019 ◽  
pp. 435-440
Author(s):  
Adrià Marco Ahulló ◽  
Xavier García Massó ◽  
Carlos García Osa ◽  
Isaac Estevan Torres
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Secondary School ◽  
Motor Task ◽  
Study Data ◽  
Physical Education Teachers ◽  
Verbal Feedback ◽  
Motor Tasks ◽  
School Students

El feedback que aportan los docentes de Educación Física puede favorecer el aprendizaje de los estudiantes en tareas motrices. La importancia de conocer la influencia del tipo de feedback a utilizar parece clave para programar con éxito las tareas a realizar. Sin embargo, actualmente la literatura existente no es capaz de advertir qué tipo de feedback es el más efectivo para el aprendizaje de una tarea motriz en adolescentes. El objetivo del presente estudio fue analizar la influencia de tres tipos de feedback terminal-verbal: i) sobre el resultado, ii) sobre el procedimiento o iii) sobre ambos (procedimiento-resultado) en el aprendizaje de una tarea motriz. La muestra estuvo compuesta por 30 alumnos/as de primer ciclo de la Educación Secundaria Obligatoria con edades comprendidas entre los 13 y 14 años (divididos aleatoriamente en los 3 grupos). Las mediciones de los datos se realizaron durante el pretest, postest y prueba de retención. Los resultados mostraron que los adolescentes que recibieron feedback sobre el procedimiento, obtuvieron unas puntuaciones más bajas en Raíz Media Cuadrática (p < ,05), lo que se relaciona con un mayor rendimiento en la tarea, que quienes lo recibieron sobre el resultado o ambos. Los hallazgos obtenidos sugieren que, para favorecer el aprendizaje de una tarea motriz de equilibrio, se recomienda que el profesorado de Educación Física aporte feedback terminal–verbal sobre el procedimiento.Abstract. Depending on the type of feedback provided by physical education teachers, students’ motor learning might be enhanced or not. The importance of understanding the influence of types of feedback seems to be essential to organize any motor learning process appropriately. Currently, it is not clear which type of feedback is the most effective for adolescents’ motor learning. The purpose of this study was to examine students’ balance motor learning according to the type of terminal-verbal feedback provided (i.e., feedback on result, feedback on process, or both). Thirty secondary school students aged between 13 and 14 years old (randomly distributed into 3 groups) participated in the study. Data collection was carried out using a balance motor task involving postural control on an unstable Wii Balance platform. Measurements were conducted at pretest, posttest, and follow-up. The results showed that students who received the terminal-verbal feedback on the process presented lower Root Mean Squared (p < ,05), considered as a better performance, than those who received feedback on result or both types of feedback. Accordingly, to favor students’ balance motor learning it is recommended that physical education teachers provide terminal-verbal feedback on process.

scholarly journals Physical Education Teacher Effectiveness: Junior Secondary Student Perspectives on Influential Learning Factors

1998 ◽  
Vol 4 (1) ◽  
pp. 17-23
Author(s):  
Amy Sau Ching HA ◽  
David P. JOHNS
Keyword(s):  
Physical Education ◽  
Student Behavior ◽  
Corrective Feedback ◽  
Study Data ◽  
Physical Education Teachers ◽  
Effective Teacher ◽  
School Students ◽  
Time Space ◽  
Junior Secondary ◽  
Wide Range

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to identify and examine the potential determinants of junior secondary school students views on physical education teachers qualities affecting their learning. Students (N= 1,540), 791 males and 749 females were randomly selected from thirteen secondary schools of the territory for the study. Data were obtained from an 18-item response questionnaire developed and modified by the investigators. Results showed that teachers fairness, variety of teaching technique, subject knowledge, organizational skills, and teachers emotion were found to be the most influencing factors to students learning. Whilst male students indicated that time/space allotment should be accented in physical education classes, female students concerned more about teachers emotion. ANOVA tests on grade and gender found that secondary three males required better discipline during instructions while secondary one females expected precise explanation/demonstration as well as corrective feedback. Results of the study implied that contemporary physical education teachers must assume a wide range of roles to effect the desired change in student behavior. To be an effective teacher, it is necessary to apply a conscious effort in order to acquire the skills, attitudes and personal dispositions which respond to student needs.本研究旨在調查初中學生對體育教師的專業素質在學習上之影響。研究對象爲本地1,540名中一至中三男、女學生。研究結果顯示學生認爲教師的(一)公正持平(二)教學技巧多元化(三)本科知識(四)組織能力及(五)控制個人情緒等因素最能影響其學習。現代體育教師的角色漸趨多元化，教師應從不同角度瞭解學生在學習上的需要，務求達致優質教育的目標。

scholarly journals Analysis of Secondary School Students' Attitudes and Self-Efficacy Perceptions towards Physical Education and The Sports Course

2020 ◽  
Vol 10 (6) ◽  
pp. 14
Author(s):  
Gökhan Arıkan
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Self Efficacy ◽  
School Level ◽  
Physical Education Teachers ◽  
School Students ◽  
Self Sufficiency ◽  
Significant Difference ◽  
Two Factors ◽  
Students Attitudes

This study aimed to analyze attitudes and self-sufficiency perceptions of students from different license of sports and students with no sports branches at the secondary school level towards the physical education and sports course. Education should not be based solely on the increased or widespread use of written sources, images, and technological tools and equipment. It is a process in which students are involved in social, mental, and sports activities. However, great emphasis is given to physical education and sports, which have a direct and indirect effect on their physical, mental, emotional and social development, within educational activities. The study included 255 students (120 female, 135 male) studying at two different secondary schools in Şanlıurfa (Vatan secondary school with a sports facility and Ziyaeddin Akbulut secondary school without a sports facility) during the 2019-2020 academic year, and the Physical Education Predisposition Scale was used in the study. The scale is comprised of 11 items. It consists of two factors, namely 'Attitude' (6 items) and 'Self-Efficacy' (5 items). A significant difference between these schools was found based on the findings obtained from this scale. When the results were examined according to the gender variable, it was found that there was a significant difference between male students and female students in terms of the total scale dimension. Again, a significant result in favor of males was found in terms of self-efficacy dimension scores. In terms of sports branches, a significant difference was found between students who are licensed athletes and those who are not. However, no statistical difference was found when examined in terms of the family profession group. According to the attitude dimension results, there was a significant difference between students engaged in basketball and students engaged in handball as well as students without a branch and students engaged in handball. According to the results of the self-efficacy dimension, there was a significant difference between students without a branch and students engaged in basketball as well as those without a license and those engaged in handball. According to our findings, it is thought that the significant difference between the license is related to the reflection of the attitudes of physical education teachers in schools onto the students.

scholarly journals Anti-fat bias in secondary school teachers: Are physical education teachers more biased than mathematics teachers?

2020 ◽  
Vol 27 (1) ◽  
pp. 168-184 ◽  
Author(s):  
José Carmona-Márquez ◽  
Ángela Sierra-Robles ◽  
Manuel Sánchez-García ◽  
Pilar García-Rodríguez ◽  
Alicia Muñoz-Silva ◽  
...  
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Secondary School Teachers ◽  
Physical Education Teachers ◽  
School Teachers ◽  
School Students ◽  
Implicit Stereotypes ◽  
Adolescent Sample ◽  
And Mathematics

It has been suggested that physical education (PE) teachers hold strong anti-fat attitudes and that these can have an impact on the health of their students. In this study, we compare the attitudes and stereotypes towards obesity of PE teachers with those of their colleagues who teach mathematics. In addition, we evaluated the association between the teachers’ anti-fat biases and the level of physical activity (PA) of their students. The sample consisted of 81 PE teachers and 75 mathematics teachers. The adolescent sample consisted of 1792 secondary school students. The assessment of attitudes and stereotypes was conducted with the Implicit Association Test and the Anti-Fat Attitudes questionnaire. The PA level of the adolescents was determined by a self-administered instrument. PE and mathematics teachers showed similar biases, except for the automatic obesity–laziness association, which was stronger for PE teachers than for mathematics teachers. These distinctive implicit stereotypes of PE teachers were also significant predictors of the lack of PA in adolescents. We recommend the use of interventions aimed at reducing non-traditional forms of prejudice in teachers.

Verbal Aggressiveness of Physical Education Teachers and Students' Self-Reports of Behavior

2005 ◽  
Vol 96 (2) ◽  
pp. 493-498 ◽  
Author(s):  
Alexandra Bekiari ◽  
Dimitrios Kokaridas ◽  
Kimon Sakelariou
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Physical Education Teachers ◽  
Aggressive Behaviors ◽  
School Students ◽  
Verbal Aggressiveness ◽  
Self Reports ◽  
Teachers And Students ◽  
Second Year ◽  
Components Method

The purpose of this study was to develop a test for describing verbally aggressive behaviors of physical education teachers as perceived by secondary school students. The sample of 130 students (70 boys and 60 girls) were students in the second year of secondary school in Greece. 12 items designed for students were structured to describe possible verbal aggressive behaviors of physical education teachers as perceived by students and students' intention to respond. Exploratory factor analysis using the principal components method and varimax rotation yielded three factors, namely, (i) personal insults, threats, irony and their effect, (ii) intention to respond, and (iii) insults and threats toward others. Eigenvalues were greater than 1.00 for each of three factors which accounted for 69% of the total variance. Values of Cronbach alpha were .86, .88, and .78 for the three factors, respectively.

scholarly journals Physical Education Teachers’ Perceived Digital Competences: Are They Prepared for the Challenges of the New Digital Age?

2021 ◽  
Vol 14 (1) ◽  
pp. 321
Author(s):  
Gabriel Martínez-Rico ◽  
Mauro Alberola-Albors ◽  
Carlos Pérez-Campos ◽  
Rómulo J. González-García
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Communication Technologies ◽  
Physical Education Teachers ◽  
Digital Competence ◽  
School Students ◽  
Digital Devices ◽  
Information And Communication

The development of information and communication technologies impose great changes that require teachers to be constantly updated. Therefore, it is interesting to analyze the Digital Competence perceived by teachers and their ability to use digital devices in the classroom. The aim of this study is to investigate the technological resources and difficulties that Physical Education teachers have in schools, in addition to the training and methodological strategies required to adequately teach Physical Education classes in present times. For this, through a previously validated survey, we will observe the Digital Competence of teachers and whether there are differences between genders, according to age and teaching experience. A survey has been undertaken by 50 Physical Education teachers of secondary school students. The results show statistically significant differences according to teaching experience and age. In addition, younger teachers have a better perception of their ability to apply Digital Competence in the Physical Education classroom setting.

scholarly journals Coeducational Methodology Used by Physical Education Teachers and Their Perception in Students

2018 ◽  
Author(s):  
Pedro Valdivia-Moral ◽  
David Molero ◽  
Arturo Díaz-Suarez ◽  
Cristian Cofre ◽  
Maria Luisa Zagalaz-Sánchez
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Motor Activity ◽  
Secondary School Students ◽  
Activity Space ◽  
Physical Education Teachers ◽  
School Students ◽  
Male And Female ◽  
Female Teachers ◽  
Sexist Language

Background: In PE, the methodology used to develop coeducation must consider the tastes and preferences of students. The purpose of this work was to analyze how teachers work with different aspects of PE classes and how their work is perceived by students. Methods: The sample was formed by 176 teachers and 1,136 secondary school students. The research design was descriptive. The Questionnaire of Coeducational Aspects in Physical Education for teachers and the Questionnaire of Perception of Equality and Discrimination in Physical Education for Students. Results: The different statistical analyses showed significant differences in how male and female teachers assigned responsibility to the students and their control of motor activity space. In regards to the students, significant differences were found between boys and girls in their opinions of how their teachers apply the same rules to all the students. Conclusions: No differences exist between male and female teachers in regards to their utilization neither of materials and sexist language or in their evaluation and feedback given to the students. In regards to the students, girls perceive to a greater extent than their male counterparts that the activities in PE classes promote equality in the improvement of their capacities.

Sign in / Sign up

Export Citation Format

Share Document