scholarly journals Intención de práctica, satisfacción con la educación física y con la vida en función del género en estudiantes mexicanos y españoles (Intention of practice, satisfaction with physical education and life by gender in Mexican and Spanish students)

Retos ◽  
2019 ◽  
pp. 412-418 ◽  
Author(s):  
Raúl Fernández Baños
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Physical Education ◽  
Junior High School ◽  
Satisfaction With Life ◽  
Negative Relationship ◽  
Total Sample ◽  
Free Time ◽  
School Students ◽  
The Relationship

Los objetivos del presente estudio fueron: 1) Evaluar la relación entre la intención de práctica de actividad física en el tiempo libre con la satisfacción con la Educación Física y con la vida; y 2) analizar si existen diferencias en la intención de práctica de actividad física en el tiempo libre de los estudiantes, en la satisfacción con la Educación Física y con la vida en función del género y del país de procedencia. Participaron en el estudio 1137 estudiantes de educación secundaria obligatoria pertenecientes a centros públicos de España y México. Del total de la muestra, 457 fueron adolescentes mexicanos, de los cuales 246 eran chicas y 210 chicos. El resto de la muestra estuvo conformada por 680 adolescentes españoles, de los cuales 341 eran chicas y 339 chicos. Se utilizó un cuestionario compuesto por las siguientes escalas: Satisfacción con la materia de Educación Física, Satisfacción con la vida e Intención de Práctica de Actividad Física en el Tiempo Libre. Los análisis estadísticos que se realizaron fueron descriptivos, correlación de Spearman y la prueba de U de Mann-Withney, con el SPSS v.22. Los resultados revelaron diferencias significativas en función del sexo y en función del país. Adicionalmente, se encontró una relación positiva entre la satisfacción con la Educación Física con la intención de práctica y una relación negativa entre el aburrimiento con la educación física y la intención de práctica de actividad física en el tiempo libre. Abstract. The purposes of the present study were: 1) Assess the relationship between intention to practice physical activity in leisure time and physical education and life satisfaction; and 2) analyze the differences of the intention of practice physical activity in students' free time, satisfaction with physical education and life according to gender and origin. The participants of the study were 1137 Junior High School students belonging to public centers of Spain and Mexico. From the total sample, 457 were Mexican adolescents, of which 246 were girls and 210 boys. The rest of the sample was composed by 680 Spanish adolescents, 341 of which were girls and 339 boys. A questionnaire composed of the following scales was employed: Satisfaction with the Physical Education subject, Satisfaction with life and Intent of Practice of Physical Activity in Free Time. Descriptive statistical analysis with Spearman correlation and Mann-Whitney U test were applied according to the aims of the study and carried out with the SPSS v.22 software. The results showed significant differences in function of sex and country of origin. Additionally, a positive relationship between satisfaction with physical education and intention to practice, and a negative relationship between physical education boredom with the intention of practicing physical activity in free time were found.

scholarly journals Motivation and Physical Education Learning Achievement among Students with Hearing Impairment

2019 ◽  
Vol 59 (2) ◽  
pp. 129-137
Author(s):  
Alga Nugraha ◽  
Pamuji Sukoco ◽  
Aulia Annisa
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Hearing Impairment ◽  
Junior High School ◽  
Quantitative Methods ◽  
Learning Motivation ◽  
Physical Disorder ◽  
School Students ◽  
Motivation For Learning ◽  
The Relationship

Summary Playing is a pleasure for every child with no exception to the children who have physical disorder and their capability of motion is limited. Children with hearing impairment need appropriate motivation for learning and performing physical activities. This motivation affects also their Physical Education. For students with the hearing impairment, the materials that are supposed to be taught during the physical education lessons are divided according to the level of disability. Under these circumstances, the research is conducted to determine the relationship between the motivation to learn during the Physical Education lessons and the academic achievement among students with hearing impairment. Researchers used traditional Quantitative methods of research with 40 Junior High School students with hearing impairment from Indonesia, Sekolah Menengah Pertama Luar Biasa (SMPLB), category B. We used the questionnaire dealing with learning motivation of children to collect the data. The data were processed using the SPSS and analyzed by descriptive quantitative operations. Results of the study showed, that there is a relationship between learning motivation of Physical Education and learning outcomes of Physical Education among students of Category B SMPLB, where the value of 0,000 is less than 0.05.

Perceptions of Overweight Students Concerning Their Experiences in Physical Education

2009 ◽  
Vol 28 (3) ◽  
pp. 272-292 ◽  
Author(s):  
Josh Trout ◽  
Kim C. Graber
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Physical Education ◽  
Learned Helplessness ◽  
Growth Charts ◽  
School Students ◽  
Control Growth ◽  
Gender And Age ◽  
Male High School ◽  
The Relationship

The purpose of this investigation was to examine overweight students’ perceptions of and experiences in physical education. Specifically, the applicability of learned helplessness as a framework to understand their experiences was explored. Participants were seven female and five male high school students whose body mass index was at or higher than the gender- and age-specific 85th percentile based on Centers for Disease Control growth charts. Data collection included formal interviews with students and their parents. The primary findings indicate that students have mixed opinions concerning the benefits to be derived from physical education. Despite recognizing the relationship between lack of physical activity and obesity, many participants avoided participation because they had been traumatized to the extent of exhibiting symptoms consistent with learned helplessness. Participants demonstrated greater concern about visibility than they did about their performance, which suggests they might engage in physical activity if shielded from the view of peers.

scholarly journals Effects of Physical Exercise on Prosocial Behavior of Junior High School Students

Children ◽  
2021 ◽  
Vol 8 (12) ◽  
pp. 1199
Author(s):  
Yi Wan ◽  
Yue Zhao ◽  
Honglian Song
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Exercise ◽  
Prosocial Behavior ◽  
Junior High School ◽  
Junior High School Students ◽  
School Students ◽  
Bounds Test ◽  
The Relationship

Objective: This study aims to investigate whether physical activity can promote students’ prosocial behavior by analyzing the relationship between sports participation and the prosocial behavior of junior high school students. Methods: Based on the 2014–2015 China education panel survey (CEPS), the relationship between regular athletic sports and prosocial behavior was evaluated among eighth-grade students by ordinary least squares (OLS) estimation and propensity score matching (PSM) and the relationship between OLS and PSM was evaluated by Rosenbaum’s bounds test for a robustness test; the observations were analyzed for heterogeneity to identify those who benefit more from sports. Results: The OLS results showed that sporting behavior increased prosocial behavior scores by 4%, and the PSM results showed that regular physical exercise increased students’ prosocial behavior tendencies by over 0.2 standard deviations from the mean prosocial behavior score (standardized). According to the Rosenbaum’s bounds test, the estimates were robust and reliable, and the results of the heterogeneity analysis showed that with males and students whose fathers had more than 9 years of education, the students showed more significant improvements in prosocial behavior. Conclusion: Physical activity has a significant positive effect on students’ prosocial behavior, and gender and the father’s education are significantly related to prosocial behavior.

scholarly journals Junior high school students' perceptions of physical education subjects: An instrument development

2021 ◽  
Vol 6 (3) ◽  
pp. 394-402
Author(s):  
Mu’arifin
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Level ◽  
Development Research ◽  
School Students

Students' perception of the concept of physical education is one of the determinants of success in learning. Physical activity characteristics that are dominated by physical activity are often perceived as inaccurate, resulting in a low appreciation of it. This study aimed to develop an instrument to measure students' perceptions of the concept of physical education. This research is development research involving 693 junior high school students in Pacitan, Tulungagung, and Kediri districts. To measure the validity of the instrument, the biserial point correlation technique was used with the help of Microsoft Excel, and to measure the reliability of the instrument used the Cronbach Alpha analysis technique with the help of SPSS version 23. The results obtained were the compilation of 71 statements that could be used to measure students' perceptions of the concept of physical education. Teachers can use the results of this development to measure perceptions, especially junior high school students, about the concept of physical education subjects so that teachers can prepare learning materials based on the perception data obtained. This development research only measures perceptions at the junior high school level, it is hoped that further research can involve motivation and implementation of physical education learning at various levels of education.

The relationship between physical education and sports school students' positive thinking skill levels and their attitudes to learning: Comparison by gender and years of exercising

2020 ◽  
Vol 8 (4) ◽  
pp. 754-760
Author(s):  
Alparslan Ince ◽  
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Positive Thinking ◽  
Thinking Skill ◽  
School Students ◽  
Skill Levels ◽  
Quantitative Research Methods ◽  
The Relationship

The aim of this study was to compare the relationship between physical education and sports high school students' positive thinking skill levels and attitudes of learning in terms of gender and years of doing sports. The study is a descriptive method, one of the quantitative research methods. The study group consisted of 280 (age: 20.98 ± 1.390) university students from School of Physical Education and Sports in Ordu university. As a result, it was concluded that the students' positive thinking skills were at a high level, and the nature of learning, anxiety, expectation, and openness to learning sub-dimensions of the attitude tolearning scale were at high levels. It was concluded that there is a statistically significant and positive relationship between the nature of learning, Expectation, and openness to learning, and positive thinking skill from sub-dimensions of the attitude to learning scale, but there is a negatively significant relationship between anxiety and positive thinking skills

An Analysis of Affect and Expectancy Evaluations in Causal Attributions

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1115-1120
Author(s):  
Hirotsugu Yamauchi
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Elementary School Children ◽  
Causal Attributions ◽  
Paired Comparison ◽  
Junior High School Students ◽  
Successful Outcome ◽  
School Students ◽  
The Relationship ◽  
Comparison Data

Two relationships were examined, the relationship between the achievement-related affect and causal attributions for success or failure and the relationship between the expectancy shift and causal ascriptions for success or failure. Subjects were 417 elementary school children, 459 junior high school students, and 175 college students. Two hypothetical boys or girls who received similar marks on an examination but who attributed the results to different causes (ability, effort or luck) were described in a booklet. Subjects were asked to judge which person feels more pleasant (or unpleasant) and which person should expect the same outcome on further similar exams. The method of dual scaling was applied to the paired-comparison data for each sample. Two-dimensional solutions were extracted in the positive affect with success, the expectancy of success after success and the expectancy of failure after failure. Whereas a unidimensional solution was extracted in the negative affect with failure. Developmental shifts were found for successful outcome.

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