scholarly journals Predicción de la intención de ser físicamente activo del alumnado de Educación Física: un modelo mediado por la necesidad de novedad (Prediction of physical education students’ intention to be physically active: A model mediated by the need for novelty)

Retos ◽  
2019 ◽  
pp. 442-448
Author(s):  
Carlos Fernández-Espínola ◽  
Bartolomé J. Almagro ◽  
Javier A. Tamayo Fajardo
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
School Context ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Physical Education Teachers ◽  
First Year ◽  
Education Students ◽  
Physically Active ◽  
Physical Education Students

El objetivo del estudio fue analizar el rol que puede ejercer la necesidad de novedad en la motivación humana, testando un modelo en el que se relacionaba el clima motivacional que implica a la tarea con la necesidad de novedad, la motivación intrínseca y la intención de ser físicamente activo. Se utilizó una muestra de 732 estudiantes que cursaban de 1º de ESO a 1º de Bachillerato y con una edad media de 13.92. Se emplearon el factor clima tarea del cuestionario de Medida de las Estrategias Motivacionales en las clases de Educación Física, el factor novedad de la Escala de Medición de las Necesidades Psicológicas Básicas, el factor motivación intrínseca de la Escala del Locus Percibido de Causalidad en Educación Física y la Escala de Intención de ser Físicamente Activo. Los resultados del modelo mostraron que el clima motivacional que implica a la tarea predijo positivamente la necesidad novedad, la cual predijo positivamente la motivación intrínseca y ejerció un rol mediador entra ambas. Finalmente, la motivación intrínseca predijo de forma positiva la intención de ser físicamente activo. En conclusión, este estudio ha mostrado que la propuesta de tareas, metodologías y materiales novedosos por parte del docente de Educación Física, podrían aumentar los niveles de motivación autodeterminados en el alumnado y, en consecuencia, incrementar su intención de practicar actividad física fuera del contexto escolar en un futuro.Abstract. The aim of this study was to analyze the role that novelty need can play on human motivation. For that purpose, a model that linked task-involving motivational climate, novelty need, intrinsic motivation, and intention to be physically active, was tested. A sample of 732 students enrolled from the first year of Secondary School to the first year of Baccalaureate (five courses), with mean age of 13.92 years, participated in the study. The mastery climate factor from the Measurement of Motivational Strategies in Physical Education Classes Questionnaire, the novelty factor from the Psychological Needs in Exercise Scale, the intrinsic motivation factor from the Perceived Locus of Causality Scale, and the Intention to be Physically Active Scale, were used. The model outcomes showed that task-involving motivational climate positively predicted novelty need, which positively predicted intrinsic motivation and played the role of mediator between the two of them. Finally, intrinsic motivation positively predicted intention to be physically active. In conclusion, this study has shown that Physical Education teachers’ proposal of novel tasks, methodologies, and materials, could increase self-determined levels of motivation in students and, consequently, their intention to practice physical activity outside the school context in the future.

scholarly journals How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

2021 ◽  
Vol 18 (10) ◽  
pp. 5407
Author(s):  
Vicente Gaspar ◽  
Alexander Gil-Arias ◽  
Fernando Del Villar ◽  
Alba Práxedes ◽  
Alberto Moreno
Keyword(s):  
Physical Education ◽  
Healthy Lifestyle ◽  
School Context ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

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.

scholarly journals Motivational Predictors of Physical Education Students’ Effort, Exercise Intentions, and Leisure-Time Physical Activity: A Multilevel Linear Growth Analysis

2010 ◽  
Vol 32 (1) ◽  
pp. 99-120 ◽  
Author(s):  
Ian M. Taylor ◽  
Nikos Ntoumanis ◽  
Martyn Standage ◽  
Christopher M. Spray
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Growth Models ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Education Students ◽  
Physical Education Students ◽  
Mean Differences

Grounded in self-determination theory (SDT; Deci & Ryan, 2000), the current study explored whether physical education (PE) students’ psychological needs and their motivational regulations toward PE predicted mean differences and changes in effort in PE, exercise intentions, and leisure-time physical activity (LTPA) over the course of one UK school trimester. One hundred and seventy-eight students (69% male) aged between 11 and 16 years completed a multisection questionnaire at the beginning, middle, and end of a school trimester. Multilevel growth models revealed that students’ perceived competence and self-determined regulations were the most consistent predictors of the outcome variables at the within- and between-person levels. The results of this work add to the extant SDT-based literature by examining change in PE students’ motivational regulations and psychological needs, as well as underscoring the importance of disaggregating within- and between-student effects.

scholarly journals Correlação Entre Índice de Massa Corporal, Potência Muscular e Consumo de Oxigênio de Estudantes de Educação Física

2018 ◽  
Vol 20 (1) ◽  
pp. 29
Author(s):  
Felipe Da Silva Triani ◽  
Vicente Pinheiro Lima ◽  
Victor Gonçalves Corrêa Neto ◽  
Estêvão Rios Monteiro
Keyword(s):  
Physical Education ◽  
Body Mass ◽  
Rio De Janeiro ◽  
Muscle Power ◽  
Maximal Oxygen Consumption ◽  
Education Students ◽  
Height Measurement ◽  
Physically Active ◽  
Total Body Mass ◽  
Physical Education Students

A prática de exercícios é aceita como uma importante ferramenta no que tange seu impacto em relação à melhora do rendimento físicoesportivo, bem como na saúde da população. O objetivo do presente estudo foi verificar possíveis correlações entre o consumo máximo de oxigênio (VO2máx), potência muscular (ImpHoriz) e o índice de massa corporal (IMC) em estudantes de Educação Física. Dezesseis estudantes de Educação Física de uma faculdade particular localizada na zona oeste do Rio de Janeiro, de ambos os sexos, foram recrutados para o presente estudo. Os participantes realizaram três testes, durante três dias não consecutivos, com intervalo de 48 horas entre eles. Durante o primeiro dia de teste, medição da massa corporal total e altura foram realizadas para posterior cálculo do índice de massa corporal, o segundo dia de teste consistiu na avaliação da capacidade cardiorrespiratória e terceiro dia de teste consistiu na avaliação de força de membros inferiores. Como resultado, não foram encontradas boa correlação entre IMC e VO2máx (r = -0,168) e ImpHoriz (r = 0,242). Em contrapartida, foi observada boa correlação entre ImpHoriz e VO2máx (r = 0,801). Conclui-se que o IMC está diretamente relacionado com a potência muscular. Entretanto, em indivíduos fisicamente ativos esse fator parece não influenciar.Palavras-chave: Atividade Física. Avaliação Física. Desempenho. Composição Corporal. Saúde. AbstractPhysical exercise is accepted as an important tool related to the improvement in physical-sports performance, as well as the general population’s health. The purpose of the present study was to verify possible correlations among maximal oxygen consumption (VO2máx), muscle power (ImpHoriz), and body mass index (BMI) in Physical Education students. Sixteen Physical Education students from a private university located in the Western zone of Rio de Janeiro, of both sexes, were recruited for the present study. Participants performed three tests, during three non-consecutive days, with 48 hours rest interval among them. During the first testing day, total body mass and height measurement were performed for mass index calculation. The second and third testing day consisted of the cardiorespiratory capacity and lower limb muscle power evaluation, respectively. As result, weak correlation was found between BMI and VO2máx (r = -0.168) and ImpHoriz (r = 0.242). However, strength correlation was observed between VO2máx and ImpHoriz (r = 0.801). It is concluded that BMI is directly related to muscle power. However, in physically active subjects this factor does not influence.Keywords: Exercice. Athletic Performance. Performance. Body Composition.

scholarly journals FORMATION OF PROFESSIONAL SKILLS OF FUTURE PHYSICAL EDUCATION TEACHERS FOR WORK WITH STUDENTS

2020 ◽  
Vol 65 (4) ◽  
pp. 236-240
Author(s):  
А.Т. Baikenjeeva ◽  
◽  
G.А. Nazarova ◽  
Y.О. Makhambetov ◽  
◽  
...  
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Students ◽  
Knowledge And Skills ◽  
Young Specialist ◽  
Anatomical Features ◽  
Physical Education Students ◽  
Anatomical Knowledge ◽  
And Control

The specifics of the selection and work with students in a particular sport imposes certain requirements on the personality of a young specialist and the necessary set of knowledge and skills that a student must acquire in the learning process. A future physical education teacher should be able to correctly plan the types of exercises in teaching a student, depending on the physical and anatomical features of his body. The article deals with the structure and content of the skills of physical education students in the professional use of physiological and anatomical knowledge. It is characterized by: cognitive, constructive, communicative, organizational and control and corrective components.

scholarly journals Sport-Tourism Interests in the Light of all the Interests of Physical Education Students in the Selected Academies in Poland

2012 ◽  
Vol 19 (1) ◽  
pp. 68-71
Author(s):  
Anna Brojek ◽  
Anna Bochenek
Keyword(s):  
Physical Education ◽  
Social Background ◽  
First Year ◽  
Full Time ◽  
Sport Tourism ◽  
Education Students ◽  
Physical Education Students ◽  
The Right ◽  
Open Question ◽  
Academic Year

Sport-Tourism Interests in the Light of all the Interests of Physical Education Students in the Selected Academies in PolandIntroduction. Children's and youth's interests are of great importance in the view of pedagogical science. It is an element of a human's personality which makes people take action and for endeavours to achieve particular aims. Material and methods. The method applied in the research was the diagnostic survey based on a questionnaire. The questionnaire used in the research was the Springer's Interests Questionnaire adopted by Cekiera and an open question like ‘What are your interests?’. The survey was conducted in Academic Year 2008/2009 among 667 first-year physical education students of the first level of full-time studies in eight academies in Poland. Results. The conducted survey indicates that, among all the first-year physical education students' interests, there is a clear tendency for students to be interested in sport and tourism. The majority of respondents tends to be interested only in sport and tourism, they are defined as one-track mind students, and this can be proven through their deep and extensive knowledge in these subjects. The factors that significantly influence and differentiate the statistics of the survey were: sex, social background and place of residence. However, the type of school finished does not have an impact on the result of the survey since there is no connection between the finished school and interests. Conclusion. Owing to the fact that the majority of respondents definitely show a one-track mind interest in sport-tourism and care-education, it can be suggested that they tend to have the right qualities to be teachers of physical education.

scholarly journals Influence of Cooperative Learning Intervention on the Intrinsic Motivation of Physical Education Students—A Meta-Analysis within a Limited Range

2021 ◽  
Vol 18 (6) ◽  
pp. 2989
Author(s):  
Taofeng Liu ◽  
Mariusz Lipowski
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
Meta Analysis ◽  
Limited Range ◽  
Education Students ◽  
Bias Analysis ◽  
Factors Affecting ◽  
Learning Intervention ◽  
Physical Education Students

This study was conducted to explore physical education students’ intrinsic motivation and clarify the influence mechanism of cooperative learning methods on learning intrinsic motivation through meta-analysis. In accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) criteria, we screened literature from the years 2000–2020. The included literature underwent bias analysis on the basis of the five criteria proposed herein. Data were extracted and summarized from the included literature to analyze the causality before and after cooperative learning intervention. Statistical analysis was conducted to determine principal factors affecting physical education students’ learning intrinsic motivation. Simultaneously, the influencing mechanism of cooperative learning on physical education students’ intrinsic motivation was clarified. Results revealed that intrinsic motivation had a high total effect amount. In the experimental group, only three documents determined the significant influence of cooperative learning on physical education students’ intrinsic motivation. Moreover, the time and age differences needed to be considered thoroughly during the intervention. Therefore, cooperative learning intervention can improve physical education students’ intrinsic motivation significantly, and meta-analysis provided a theoretical foundation for applying cooperative learning to the teaching of physical education majors.

scholarly journals Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 17 (12) ◽  
pp. 4451
Author(s):  
Carlos Fernández-Espínola ◽  
Manuel Tomás Abad Robles ◽  
Daniel Collado-Mateo ◽  
Bartolomé J. Almagro ◽  
Estefanía Castillo Viera ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
Effect Size ◽  
Meta Analysis ◽  
Education Students ◽  
Physical Education Students ◽  
Learning Interventions

The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students’ intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.

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