Ansiedad ante el fracaso en educación física ¿puede la gamificación promover cambios en las alumnas de primaria? (Anxiety about failure in physical education. Can gamification promote changes in elementary school girls?)

Retos ◽  
2022 ◽  
Vol 44 ◽  
pp. 739-748
Author(s):  
Beatriz Rodríguez Martín ◽  
Gonzalo Flores Aguilar ◽  
Javier Fernández Río
Keyword(s):  
Physical Education ◽  
Achievement Motivation ◽  
Quantitative Data ◽  
Ad Hoc ◽  
Single Group ◽  
Work Enjoyment ◽  
Open Questions ◽  
Post Test ◽  
School Girls ◽  
Los Grupos

  Esta investigación valoró los efectos de un programa didáctico gamificado sobre la ansiedad ante el fracaso en Educación Física. Además, pudimos reconocer las posibles causas al analizar las impresiones del alumnado sobre la experiencia. Participaron 143 estudiantes de 5º y 6º de primaria. Se siguió un diseño pre-experimental, pre-test, post-test de un solo grupo, cuantitativo-cualitativo. Se administró la subescala Ansiedad y Agobio ante el Fracaso del Test de Motivación del Logro para el Aprendizaje en Educación Física (versión validada por Ruiz-Pérez et al. (2015) del Achievement Motivation in Physical Education Test, AMPET, de Nishida (1988)) y un cuestionario ad hoc con cuatro preguntas abiertas. Los datos cuantitativos mostraron que, tras la intervención didáctica, la ansiedad disminuyó de manera significativa. Los resultados cualitativos desvelaron aspectos positivos que pudieron promover dicha disminución, como: la superación de pruebas, el trabajo cooperativo, el disfrute de los elementos de la gamificación, la superación personal, el aprendizaje y la mejora de aspectos curriculares. Sin embargo, también se reconocieron otros aspectos negativos, como el trabajo de la resistencia y los grupos estables, lo cual deja entrever algunos aspectos de mejora en este planteamiento gamificado. Abstract: This research assessed the effects of a gamified project on anxiety about failure in Physical Education, perceiving the possible causes through the impressions of the students. 143 students from 5th and 6th grade participated. A pre-experimental, pre-test, post-test single-group, quantitative-qualitative design was followed. The Anxiety and Stress subscale was administered before the Failure of the Motivation Test of Achievement for Learning in Physical Education and open questions were used after the experience (version validated by Ruiz-Pérez et al. (2015) of the Achievement Motivation in Physical Education Test, AMPET, by Nishida (1988)) and an ad hoc questionnaire with four open questions. The quantitative data showed that anxiety decreased significantly after the intervention. The qualitative results revealed positive aspects that could promote said decrease: passing tests, cooperative work, enjoyment of the elements of gamification, personal improvement, learning and improvement of curricular aspects. However, other negative aspects were also recognized, such as resistance work and stable groups, which suggests some aspects of improvement in this gamified approach.

scholarly journals Innovación de educación emocional en el ocio educativo: el Método La Granja

2020 ◽  
Vol 38 (2) ◽  
pp. 495-513
Author(s):  
Cristina Gutiérrez-Lestón ◽  
Núria Pérez-Escoda ◽  
Mercedes Reguant Alvarez ◽  
Marta Eroles Asensio
Keyword(s):  
Emotional Regulation ◽  
Formal Education ◽  
Ad Hoc ◽  
Summer Camp ◽  
Emotional Competencies ◽  
Social Competencies ◽  
Five Dimensions ◽  
Open Questions ◽  
Post Test ◽  
Santa Maria

En este trabajo se presenta la aportación en educación emocional del Método La Granja, aplicado en el casal de verano realizado en la granja escuela de Santa María de Palautordera el verano de 2017. Se trata de una experiencia de educación no formal propuesta para favorecer el aprendizaje desde la emoción y la experimentación. El objetivo principal es valorar el efecto de la participación de 127 niños y niñas entre 8 y 14 años en términos de mejora de sus competencias emocionales, así como su percepción sobre la utilidad de lo aprendido. Sigue un paradigma pragmático que combina datos recogidos por distintas vías de aproximación. Incluye la aplicación del Cuestionario de Desarrollo Emocional (CDE-9-13 y CDE-SEC, del GROP) antes y al final, más un cuestionario de preguntas abiertas como postest. En la competencia emocional global, así como sus cinco dimensiones: conciencia, regulación, autonomía, competencias sociales y competencias de vida y bienestar, las puntuaciones aumentan, después de su participación en el Casal, esas diferencias resultaron significativas en todos los casos excepto en la última dimensión. Según los análisis lexicométrico y del contenido de las preguntas abiertas, hay coincidencias entre ambas observaciones, cuantitativas y el significado otorgado a la experiencia en términos de competencias emocionales. La discusión y conclusiones más relevantes giran en torno a la importancia de la reflexión como potenciador del aprendizaje, la duración e intensidad de las intervenciones y la alineación de todos los recursos empleados que interactúan de forma sinérgica en torno al logro de los objetivos, temas recogidos ampliamente en la literatura científica. This paper presents an innovative methodology in the emotional education field, La Granja, which was developed during a summer camp celebrated in 2017 in Santa María de Palautordera (Barcelona-Spain). It is a non-formal education experience proposed to promote learning from the emotions and experiences. The main goal is to assess the effect of this method on 127 children, between 8 and 14 years of age, in terms of improving their emotional competencies, as well as their perception of the usefulness of what they have learned. It follows a pragmatic paradigm that combines data collected by different approaches. It includes the application of the Emotional Development Questionnaire (CDE-9-13 and CDE-SEC, of the GROP) before and at the end of the summer camp, plus the ad hoc survey with open questions as post-test. In the global emotional competence, as well as its five dimensions: awareness, emotional regulation, emotional autonomy, social competencies, and life and wellbeing competencies, the scores increase, after their participation in the summer camp. These differences were significant in all cases except in the last dimension. According to the lexicometric analysis and the content of the open questions, there are coincidences between both quantitative observations and the meaning given to the experience in terms of emotional competencies. The most relevant discussion and conclusions are based on the importance of reflection as a learning enhancer, the duration and intensity of the interventions and the alignment of all the resources used that interact synergistically around the achievement of the objectives, topics broadly included in the scientific literature.

scholarly journals The Effect of Using Zoom Conference System on Students’ Speaking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 331
Author(s):  
Wahyudi Daud ◽  
Asri Nofa Rama
Keyword(s):  
Quantitative Data ◽  
P Value ◽  
Test Design ◽  
Single Group ◽  
Paired Sample ◽  
The Social ◽  
Post Test ◽  
Speaking Skill ◽  
The One ◽  
Conference System

he objective of this study is to investigate the effects of using zoom conference system on students’ speaking skill. This research is classified into pre-experimental research that uses one group pre-test and post-test. In the one group pre-test and post-test design, a single group is measured or observed not only after being treatment, but also before the treatment. The data of this research analyzed by using Statistical Package for the Social Science (SPSS, version 24.0) where the data of this study include quantitative data, namely students speaking skill on pre-test and post-test. Therefore, the data are analyzed by using descriptive statistic, while to test the hypothesis, the researcher used Paired Sample t-test to draw the conclusion whether or not it is accepted. The finding revealed that Zoom conferencing strategy has a noteworthy impact on students’ Speaking Skill. The probability value (p value) is less than the level of significant which p value is 0.000 < 0.05 (alpha value). Means, there is difference mean score on pre-test and post-test in experimental class.

scholarly journals The Effect of a Strength Training Programme in Adolescents in Physical Education Classes (El efecto de un programa de entrenamiento de fuerza en adolescentes en clases de educación física)

Retos ◽  
2019 ◽  
pp. 71-76
Author(s):  
Júlio Martins ◽  
João Cardoso ◽  
Samuel Honório ◽  
Adriana Silva
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Training Programme ◽  
Lower Limbs ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Los Grupos ◽  
Experimental Group

Abstract. Introduction: The motivation in Physical Education classes declines as students continue their studies, so its important programs that motivate and arouse interest in learning these themes, adding several and different approaches in these classes. Objective: The objective of the present study was to verify if the application of a strength circuit in high-school students could cause improvements in the strength of the upper and lower limbs. Methods: We evaluated 44 students (M = 24 / F = 20) of the 12th year in high school (EG = 22 students and CG = 22 students). Results: Significant differences in the post-test were observed in the horizontal jump, with a higher mean in the experimental group compared to the control group. In the 1kg medical ball throwing the differences were significant in both moments (pre and post-test), when comparing the groups, with a superior mean in the experimental group. In the 3 kg medicinal ball throwing, significant differences were also observed in both moments, comparing the performance of both groups. The push-up tests did not present significant differences in the pre-test, but showed significant differences in the post-test, with higher means in the experimental group. Conclusions: Through the applied training program, with a duration of 15 minutes, it was possible to verify that the experimental group obtained higher gains, when compared to the control group, for all the variables under study.Resumen. Introducción: la motivación en las clases de Educación Física disminuye a medida que los estudiantes continúan sus estudios, por lo que sus importantes programas motivan y despiertan interés en aprender estos temas, agregando vários Y diferentes enfoques en estas clases. Objetivo: El objetivo del presente estudio fue verificar si la aplicación de un circuito de fuerza en estudiantes de escuela secundaria podría causar mejoras en la fuerza de las extremidades superiores e inferiores. Métodos: Evaluamos 44 estudiantes (M = 24 / F = 20) del 12 ° año en la escuela secundaria (EG = 22 estudiantes y CG = 22 estudiantes). Resultados: Se observaron diferencias significativas en la prueba posterior en el salto horizontal, con p <0.05, con una media más alta en el grupo experimental en comparación con el grupo control. En el lanzamiento de balón médico de 1 kg, las diferencias fueron significativas en ambos momentos (antes y después de la prueba), al comparar los grupos, con una media superior en el grupo experimental. En el lanzamiento de balón medicinal de 3 kg, también se observaron diferencias significativas en ambos momentos, comparando el rendimiento de ambos grupos. Las pruebas de flexión no presentaron diferencias significativas en la prueba previa, pero mostraron diferencias significativas en la prueba posterior, con medias más altas en el grupo experimental. Conclusiones: A través del programa de entrenamiento aplicado, con una duración de 15 minutos, fue posible verificar que el grupo experimental obtuvo mayores ganancias, en comparación con el grupo de control, para todas las variables en estudio.

திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்துதல் [THIRUKKURAL KADRALIN VALI PADIVAM 2 MAANAVARKALIN UYARNILAIC SINTANAIT THIRANAI MEEMPADUTTUYAL] (IMPROVING THE LEVEL OF HOTS (HIGHER ORDER THINKING SKILLS) OF FORM 2 STUDENTS BY LEARNING THIRUKKURAL)

2019 ◽  
pp. 96-110
Author(s):  
Renita Prera Winsen
Keyword(s):  
Quantitative Data ◽  
Higher Order Thinking ◽  
Literary Work ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Qualitative And Quantitative ◽  
Revised Bloom's Taxonomy ◽  
Post Test ◽  
Data Collections

பேராக் மாநிலத்தில் தைப்பிங் மாவட்டத்தில் அமைந்துள்ள ஓர் இடைநிலைப்பள்ளியில் திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்தும் முயற்சியில் ஆய்வு மேற்கொள்ளப்பட்டது. தேர்ந்தெடுக்கப்பட்ட 10 மாணவர்கள் இந்த ஆய்வில் உட்படுத்தப்பட்டனர். திருக்குறளில் மாணவர்களின் ஆளுமையைக் கண்டறிய அந்த இடைநிலைப்பள்ளியின் தமிழாசிரியரிடம் நேர்காணல் நடத்தப்பட்டது. மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த படிவம் 1 மற்றும் படிவம் 2-இல் வரையறுக்கப்பட்ட ஆறு திருக்குறள்கள் தேர்தெடுக்கப்பட்டன. தேர்ந்தெடுக்கப்பட்ட திருக்குறள்கள் யாவும் சீரமைக்கப்பட்ட புளூமின் அறிவுசார் முறைப்பாட்டியலின் துணைக்கொண்டு பலதரப்பட கேள்விகள் தயாரிக்கப்பட்டது. ஆறு வாரத் திருக்குறள் வகுப்பிற்குப் பின் இக்கேள்விகள் யாவும் மாணவர்களுக்கு வழங்கப்பட்டன. கேள்விக்கான பதில்களிலிருந்து மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனில் ஏற்பட்ட மாற்றங்கள் கண்டறியப்பட்டது. ஆய்வின் முடிவாக, முறையான திருக்குறள் கற்றலின் வழி மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த முடியும் என்பது உறுதிச் செய்யப்பட்டது. (This study has been conducted with the purpose of improving the level of HOTS (Higher order thinking skills) of Form 2 students through learning Thirukkural. For this study, the Thirukkural, a well-known literary work of Tamil Language was taken. Thus, this research was carried out in a secondary school which is located at Taiping, Perak. The research was carried out under the design of action research. The sample of this study consisted of ten Form 2 students. Besides that, a teacher also interviewed in order to know the students' personality in learning Thirukkural. In this research, the learning process of Thirukkural approach was implemented for 6 weeks. There are 6 couplets of Thirukkural selected according to the syllabus of Form 1 and Form 2. This six couplets of Thirukkural used to test the level of HOTS. The questions were created based on Thirukkural, according to Revised Bloom's Taxonomy. The data of the study was collected through pre-test, the questions asked in Thirukkural classes and post-test via qualitative and quantitative data collection tools. The findings obtained through qualitative and quantitative data collections showed that the level of HOTS through learning Thirukkural among Form 2 students has improved.)

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT THROUGH THINK PAIR SHARE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Hotria Manik ◽  
Elia Masa Ginting
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Writing Achievement ◽  
The Third ◽  
Post Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Writing Tests

This study attempts to improve students’ writing achievement in recount text through Think-Pair-Share Strategy. This study was conducted by using classroom action research. The subject of the research was class VIII-1 SMPN 1 Pematangsiantar. The number of the students was 32 students, consisted of 5 males and twenty seven females. The research was conducted in two cycles and consisted of six meetings. The instruments for collecting data were writing tests as the quantitative data and diary notes, observation sheet, interview sheet and questionnaire sheet as qualitative data. Based on the writing score, students’ scores kept improving in every test. In analyzing the data, the mean of the students’ score for the first test as a pre-test was 57.84, for the second test as a post test I was 73.56, for the third test as a post test II was 77.56. Based on diary notes, observation sheet and questionnaire sheet, it was found that students were actively involved in writing process. The result of the research showed that Think-Pair-Share Strategy can improve students’ achievement in writing recount text.   Keywords: Think Pair Share, Writing, Recount text, Action research

How Achievement Motivation Influences the Attitude of Schoolchildren and Students Towards Independent Sports Activities

2019 ◽  
Vol 6 (1) ◽  
pp. 38-46
Author(s):  
A.S. Grachev
Keyword(s):  
Physical Education ◽  
Achievement Motivation ◽  
Russian Federation ◽  
Male Students ◽  
Way Of Life ◽  
Education Material ◽  
State Technological ◽  
Technological University ◽  
The Relationship ◽  
Sports Activities

Summary Purpose: to determine the relationship between achievement motivation and the attitudes of schoolchildren of 11-17 years old and students of 18-21 years old to independent sports and passing control standards in the discipline \”Physical Education\”. Material: 1576 schoolchildren (boys n = 780 and girls n = 796) of comprehensive schools of Belgorod, Stary Oskol, Stroitel and Shebekino (Belgorod region, Russian Federation) and 246 students (men n = 127) were surveyed. and women n = 119) Belgorod State Technological University named after V.G. Shukhov (Belgorod, Russian Federation). The questionnaire consisted of three blocks of questions: the 1st block of questions - questions aimed at determining the age, sex, place of study of the respondent; 2nd block of questions - 8 questions, allowing to assess the attitude of the respondent to independent sports activities and the desire to take control standards of the discipline Y’Physical Education\”; 3rd block of questions is a test of 20 questions, developed by A.A. Rean, to assess the motivation to achieve success and avoid failures. Results: the motivation for avoiding failures was diagnosed in 5% male students and 10% female students. A direct correlation between achievement motivation and the attitude of schoolchildren and students towards independent sports activities and passing control standards has been revealed. Conclusions: there are no differences in the correlation between the relationship between achievement motivation and attitudes toward independent sports by gender. Schoolchildren and students with motivation to achieve regular self-exercise. Schoolchildren and students with a pronounced motivation for avoiding failures prefer a passive way of life. They do not want to pass standards on the discipline \”Physical Education\” and do not go in for sports on their own.

scholarly journals The Effectiveness of a Formal Physical Education Curriculum on the Physical Ability of Children in a Preschool Context

2018 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Carol Boon Peng Loy-Ee ◽  
Patricia Mui Hoon Ng
Keyword(s):  
Physical Activity ◽  
Comparative Analysis ◽  
Physical Education ◽  
Experimental Design ◽  
Research Literature ◽  
Education Curriculum ◽  
The West ◽  
Physical Ability ◽  
Post Test ◽  
Quasi Experimental

Studies have pointed to the benefits of physical activity (PA), yet the level of PA participation among preschoolers islow. This in turn could have resulted in the limited research literature on the PA level or physical educationcurriculum (PEC) of preschool children. Those reviewed here are mostly from countries in the West, as those fromAsia are unavailable. To fill this gap, the present study was carried out to investigate the effectiveness of a formalPEC on the physical ability of a sample of five-year old children from several preschools in Singapore. Using aPhysical Ability Assessment (PAA) tool with five variables, a pre-test/post-test quasi-experimental design was usedto measure the effectiveness of the PEC with control and experimental groups for the comparative analysis. Theresults of the PAA are presented and the implications from the findings and analysis are discussed.

scholarly journals Effects of cervical mobilization and exercise on pain, movement and function in subjects with temporomandibular disorders: a single group pre-post test

2016 ◽  
Vol 24 (3) ◽  
pp. 188-197 ◽  
Author(s):  
Letícia Bojikian CALIXTRE ◽  
Bruno Leonardo da Silva GRÜNINGER ◽  
Melina Nevoeiro HAIK ◽  
Francisco ALBURQUERQUE-SENDÍN ◽  
Ana Beatriz OLIVEIRA
Keyword(s):  
Temporomandibular Disorders ◽  
Single Group ◽  
Post Test ◽  
And Function

scholarly journals La representación de la discapacidad en las imágenes de los libros de texto de Educación Física: ¿inclusión o exclusión? (Representation of disabilities in Physical Education textbooks image: inclusion or exclusion?)

Retos ◽  
2016 ◽  
pp. 88-95
Author(s):  
Irene Moya-Mata ◽  
Laura Ruiz Sanchis ◽  
Julio Martin Ruiz ◽  
Petra María Pérez Alonso-Geta ◽  
Concepción Ros Ros
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Ad Hoc ◽  
People With Disabilities ◽  
Maximum Level ◽  
Bivariate Analysis ◽  
Validity And Reliability ◽  
Significance Level ◽  
Kolmogorov Smirnov ◽  
Levene Test

El objetivo de la investigación es mostrar cómo se representan las personas con discapacidad en las imágenes de los libros de texto de Educación Física en la etapa de Educación Primaria. El estudio es de tipo empírico, descriptivo y comparativo entre los libros de texto analizados. La muestra recogió 3836 imágenes de libros de texto publicados en España entre los años 2006 y 2013, bajo la Ley Orgánica de Educación (LOE). La técnica de investigación fue el análisis de contenido a través de un sistema de categorías elaborado ad hoc, previa validación y fiabilidad mediante una prueba piloto, una consulta a expertos/as y una prueba intercodificadores. Para el análisis estadístico se utilizó el software SPSS 19.0. Se realizó un análisis univariante y bivariante con la prueba Kolmogorov-Smirnov, la prueba de Levene y el test Ji-Cuadrado de Pearson con un nivel de significación del 5%. Los resultados mostraron que las personas con discapacidad son prácticamente excluidas en dichas imágenes, siendo casi invisible la mujer con discapacidad. A su vez, la persona con discapacidad es de raza blanca, entre niña y joven y con una discapacidad física, principalmente representada en silla de ruedas. La actividad física que aparece en este colectivo se asocia a la práctica deportiva, en un ámbito competitivo y de máximo nivel. Estos resultados están muy alejados de la inclusión de la discapacidad en la sociedad actual y concretamente, en los libros de texto de Educación Física en Primaria, del sistema educativo español.  Abstract. The objective of this research is to show how people with disabilities are represented in Physical Education textbooks in use in Primary Education. The study design is empirical, descriptive, and focuses on comparing between the analyzed textbooks. A sample of 3,836 images were collected from textbooks published in Spain between 2006 and 2013, under the Organic Law of Education (LOE). A research technique based on content analysis was employed through a tailor-made system of categories, which was previously tested for validity and reliability in a pilot study, by consulting experts, as well as by intercoder agreement test. The statistical analysis of data was performed using the software SPSS 19.0. Univariate and bivariate analysis with Kolmogorov-Smirnov test, Levene test and Pearson Chi-Square test were performed, setting the significance level at 5%. Results showed that people with disabilities are mostly excluded in these images, especially impaired women. Disabled people are represented as Caucasian, either children or youth with a physical disability, mostly using wheelchair. Physical activity appearing in this group is associated with sports at a competitive and maximum level. These results are far from the inclusion of disability in today's society and specifically in textbooks of Physical Education in Primary Education within the Spanish educational system.

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