scholarly journals The Effects of App-Based Feedback on Students’ Sport Knowledge in Sport Education Badminton Season

2021 ◽  
Vol 2 (2) ◽  
pp. 43-46
Author(s):  
Hyeonho Yu ◽  
Hosung So ◽  
Minhyun Kim ◽  
Taemin Ha
Keyword(s):  
Physical Education ◽  
Motion Analysis ◽  
Skill Development ◽  
Cognitive Learning ◽  
Cognitive Outcomes ◽  
Sport Education ◽  
Video Technology ◽  
Specific Knowledge ◽  
The Past ◽  
Knowledge Enhancement

Introduction Sport education is a curriculum model that helps students to be a competent, literate, and enthusiastic sportsperson (Siedentop et al., 2020). The effectiveness of the model on badminton skill development has been demonstrated by previous literature (Hastie et al., 2011). Along with the skill development, cognitive outcomes (e.g., sport-specific knowledge) are considered to be important parts of one’s performance in sports. Cognition of ‘how to play’ in a sport is associated with improved performances (Thomas & Thomas, 1994). Therefore, teaching sport knowledge is important to enhance the effectiveness of practice and gameplay. Thomas and Thomas (1994) described the three concepts of sport knowledge in performance: (a) declarative (factual information, such as rules), (b) procedural (techniques and tactics), and (c) strategic knowledge (knowing how to learn). Given that the nature of sport knowledge has great potential to be developed for all levels of players (Dexter, 1999), it is important to dive into diverse ways to boost students’ cognitive learning while playing sports in physical education. Using advanced video technology, such as motion analysis mobile applications (Apps) with a feature of live capture for instant feedback, may enhance cognitive learning outcomes in physical education. Video technology has grown rapidly to support learning in physical education over the past decades (Palao et al., 2015; Rikli & Smith, 1980; van Wieringen et al., 1989). However, little is known about the effectiveness of a motion analysis App on students’ sport knowledge enhancement in sport education. Therefore, the App-based feedback was examined to identify its effectiveness on students’ sport knowledge enhancement during sport education badminton season. Introduction Sport education is a curriculum model that helps students to be a competent, literate, and enthusiastic sportsperson (Siedentop et al., 2020). The effectiveness of the model on badminton skill development has been demonstrated by previous literature (Hastie et al., 2011). Along with the skill development, cognitive outcomes (e.g., sport-specific knowledge) are considered to be important parts of one’s performance in sports. Cognition of ‘how to play’ in a sport is associated with improved performances (Thomas & Thomas, 1994). Therefore, teaching sport knowledge is important to enhance the effectiveness of practice and gameplay. Thomas and Thomas (1994) described the three concepts of sport knowledge in performance: (a) declarative (factual information, such as rules), (b) procedural (techniques and tactics), and (c) strategic knowledge (knowing how to learn). Given that the nature of sport knowledge has great potential to be developed for all levels of players (Dexter, 1999), it is important to dive into diverse ways to boost students’ cognitive learning while playing sports in physical education. Using advanced video technology, such as motion analysis mobile applications (Apps) with a feature of live capture for instant feedback, may enhance cognitive learning outcomes in physical education. Video technology has grown rapidly to support learning in physical education over the past decades (Palao et al., 2015; Rikli & Smith, 1980; van Wieringen et al., 1989). However, little is known about the effectiveness of a motion analysis App on students’ sport knowledge enhancement in sport education. Therefore, the App-based feedback was examined to identify its effectiveness on students’ sport knowledge enhancement during sport education badminton season.

Terminology Framework for Understanding of Physical Education and Sport

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Nenad Živanović ◽  
Petar Pavlović ◽  
Veroljub Stanković ◽  
Zoran Milošević ◽  
Nebojša Ranđelović ◽  
...  
Keyword(s):  
Physical Education ◽  
The Body ◽  
Physical Culture ◽  
Sport Education ◽  
Conceptual Content ◽  
The Past ◽  
The Social ◽  
Physical Recreation ◽  
Search And Selection ◽  
Selection Of

SummaryA word, a term, written or spoken is the most beautiful jewel that a civilization can make. It can be therefore said that the specialized terminology of a particular profession – is its jewel. This professional jewel, specialized terminology, reflects not only its present time but also all the past ages it was developed through into a jewel of a culture and its civilizational value.This also applies to the specialized terminology of physical culture that is, the terminology of physical education and sport. It is also the jewel which reflects the present and the past; its developmental path that has always been adjusted to the social circumstances and time it has existed in. Its terminology can provide insight into its development, rises and falls, turns to the prevailing ’’noble’’ ideas, inflow of foreign words into the body of the specialized terminology.Development of the specialized terminology for physical culture that is, physical education and sport includes not only deep consideration and proficiency but also good intentions to make improvements to the profession and not to the current geopolitical (in)conveniences.It is therefore very important to emphasize that search and selection of a term which can indeed reflect the conceptual content in question is neither easy nor automatic. Moreover, if a good intention is missing, then various problems in communication can occur. The Latins described it very well: Nomen est omen.Doubts about terms: physical culture – sport, physical education – sport education, physical exercising – physical activity, physical recreation – sport recreation are just some of the examples indicating that it is necessary to continue the development of the multilingual specialized terminology dictionary for our profession.

Operationalizing physical literacy through sport education in a university physical education program

2021 ◽  
pp. 1-17
Author(s):  
Siu Ming Choi ◽  
Kim Wai Raymond Sum ◽  
Tristan L. Wallhead ◽  
Fung Lin Elean Leung ◽  
Sau Ching Amy Ha ◽  
...  
Keyword(s):  
Physical Education ◽  
Education Program ◽  
Sport Education ◽  
Physical Literacy

PAROXYSMAL TACHYCARDIA IN INFANCY: FOLLOW-UP STUDY OF 47 SUBJECTS RANGING IN AGE FROM 10 TO 26 YEARS

PEDIATRICS ◽  
1973 ◽  
Vol 51 (1) ◽  
pp. 26-35
Author(s):  
Åke Lundberg
Keyword(s):  
Physical Education ◽  
Maintenance Therapy ◽  
Physical Working Capacity ◽  
Working Capacity ◽  
Paroxysmal Tachycardia ◽  
Follow Up Study ◽  
The Past ◽  
Triggering Factor

A follow-up study of 47 individuals with paroxysmal tachycardia in infancy is reported. The incidence of recurrence decreases from 55% during infancy to 17% up to 10 years of age; a slight increase to 23% is then observed in adolescence. There is a higher incidence of paroxysm in cases with preexcitation in the ECG. Physical overexertion may be a triggering factor in recurrences, but exemption from school physical education and sports should only be granted exceptionally. No signs of reduced physical working capacity were found in this group. The results of maintenance therapy do not appear to have improved in the past decade.

scholarly journals Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit

2018 ◽  
Vol 26 (1) ◽  
pp. 36-53 ◽  
Author(s):  
Alexander Gil-Arias ◽  
Fernando Claver ◽  
Alba Práxedes ◽  
Fernando Del Villar ◽  
Stephen Harvey
Keyword(s):  
Physical Education ◽  
Direct Instruction ◽  
Autonomy Support ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Sport Education ◽  
Teaching Games For Understanding ◽  
Hybrid Teaching ◽  
The Impact ◽  
Instruction Model

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

scholarly journals A Study on Word Association When Teaching the Theoretical Rules of Volleyball in Physical Education Classes

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Zsuzsa Nagy ◽  
Anetta Éva Müller
Keyword(s):  
Mental Health ◽  
Physical Education ◽  
Word Association ◽  
Physical Activities ◽  
The Body ◽  
Educational Content ◽  
Motor Abilities ◽  
The Past ◽  
Physical Education Lesson ◽  
Intellectual Knowledge

Physical Education as a subject – much like other subjects – has its own literary and educational content and the primary goal is the transference of that knowledge. In this respect, it is but one subject. At the same time it is unique, being the only subject dedicated to improving the body and the physique, yet “when we talk about the internal values of physical education, we only refer to its own literary and educational content. The meaning of this phrase includes the system of movement-based activities as well as the related intellectual knowledge” (RÉTSÁGI, 2011). During a Physical Education lesson students learn and practice movement-based activities, the importance of which is to improve their motor abilities, physical fitness (MÜLLER et al., 2013. MÜLLER et al., 2017) and mental health (BORBÉLY – MÜLLER, 2008). It may facilitate the prevention of numerous deformities or ailments, thus contributing to the preserving and of one’s health (MOSONYI et al., 2013., MÜLLER, 2015). For the past few years, multinational food companies (e.g. Danone and Nestlé) have also realized this, as they began to promote various programmes to support the regular physical activities of schoolchildren (RÁTHONYI – ODOR – RÁTHONYI, 2016). Physical Education in schools can only be considered effective if students come to appreciate and begin to feel the need for regular physical activities. For that purpose PE lessons are needed to be filled with content that is serious, requires effort (i.e. it should be a challenge that inspires improvement), but at the same time, it provides every student with feelings of success and enjoyment. This work, which at many times adapts to vastly different students (i.e. differentiates), is the duty of sports specialists and PE teachers (H. EKLER, 2013).

scholarly journals New Potential Solutions for Mentors in the Development of Physical Education Teachers

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
István Győri ◽  
József Márton Pucsok ◽  
Melinda Biró
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Public Education ◽  
Physical Education ◽  
Physical Education Teachers ◽  
The Past ◽  
Key Aspects ◽  
Special Factors

  The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches,  in the entire Public Education, especially Teacher Education sector. The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.  

scholarly journals “E a gente teve que aprender a conviver”: meninas e futsal escolar

2021 ◽  
Vol 5 (1) ◽  
pp. 106-122
Author(s):  
Antonio Jorge Martins Malvar ◽  
Osmar Moreira de Souza Junior
Keyword(s):  
Elementary School ◽  
Public School ◽  
Physical Education ◽  
Sport Education ◽  
Teaching Games For Understanding ◽  
Teaching Models ◽  
Palabras Clave ◽  
Teacher Researcher ◽  
Inductive Analysis

Resumo O objetivo da pesquisa foi analisar a participação das meninas de uma turma de 6º ano do Ensino Fundamental na prática do futsal nas aulas de Educação Física de uma escola pública do município de Feira de Santana-BA. Utilizamos uma unidade didática da modalidade futsal, com aplicação dos modelos de ensino dos esportes Teaching Games for Understanding (TGfU) e Sport Education, acompanhada de registros em diários de aula pelo professor-pesquisador. Após a coleta e leitura do corpus de análise, os dados foram categorizados através de uma análise indutiva, sendo que para o presente estudo apresentamos as categorias “Conquistas e superações vivenciadas pelas meninas” e “Dificuldades e desafios enfrentados pelas meninas”.Palavras-chave: Educação Física Escolar. Ensino Fundamental. Futsal. Meninas. “And we had to learn to live together”: girls and school futsal  Abstract The research objective was to analyze the participation of girls from a class of 6th grade of elementary school in futsal practice in Physical Education classes at a public school in the municipality of Feira de Santana – BA. We use a didactic unit of the futsal modality, with application of the teaching models of sports Teaching Games for Understanding (TGfU) and Sport Education, accompanied by records in class diaries by the teacher-researcher. After collecting and reading the analysis corpus, the data were categorized through an inductive analysis, and for the present study the categories “Achievements and overcoming experienced by girls” and “Difficulties and challenges faced by girls” are presented.Keywords: School Physical Education. Elementary School. Futsal. Girls. “Y tuvimos que aprender a vivir juntos”: niñas y fútbol sala en la escuela Resumen El objetivo de la investigación fue analizar la participación de niñas de una clase de 6° de primaria en la práctica de fútbol sala en las clases de Educación Física de un colegio público del municipio de Feira de Santana – BA. Usamos una unidad didáctica de la modalidad de fútbol sala, con aplicación de los modelos de enseñanza Teaching Games for Understanding (TGfU) y Sport Education, acompañada de registros en los diarios de clase del docente-investigador. Luego de recolectar y leer el corpus de análisis, los datos fueron categorizados mediante un análisis inductivo, y para el presente estudio se presentan las categorías “Logros y superaciones vividas por niñas” y “Dificultades y desafíos que enfrentan las niñas”.Palabras clave: Educación Física Escolar. Enseñanza Fundamental. Fútbol Sala. Niñas.

scholarly journals Visitando la ciudad de Tianshui. Una mirada a la cultura marcial de la Ruta de la Seda del Norte de China

2012 ◽  
Vol 4 (1) ◽  
pp. 64
Author(s):  
Stanley E. Henning
Keyword(s):  
Economic Development ◽  
Physical Education ◽  
Education Program ◽  
Martial Arts ◽  
Gansu Province ◽  
Short Article ◽  
Cultural Center ◽  
The Past ◽  
The Face ◽  
The Subject

<p>Tianshui city, located in China’s ancient cultural center in Gansu Province, includes a large rural area known as Qinzhou. This area houses pockets of traditional martial arts culture, which allow one to savor the past in the present, even in the face of China’s unprecedented economic development and social change in recent years. The picture described in this short article is based upon the author’s visits to Tianshui, most recently in 2007, on-site discussions with Professor Cai Zhizhong, who teaches martial arts in the physical education program of Tianshui Normal College, and Professor Cai’s writings on the subject. While the modernization taking place throughout China cannot help but have an influence on Tianshui’s traditional martial arts practices, one comes away hopeful that the strong historical awareness and sense of cultural pride exhibited by the area’s residents will insure a continuing role for Tianshui’s traditional martial arts.</p>

scholarly journals Educational course "Basics of working with fans" as a factor in the objectification of perception of the 2018 FIFA World Cup and football fans in Russia

2018 ◽  
Author(s):  
Victoria Alexandrovna Dihor ◽  
Nina Borisovna Serova ◽  
Dmitry Yurievich Narkhov
Keyword(s):  
Physical Education ◽  
Physical Culture ◽  
Russian Society ◽  
World Cup ◽  
Fifa World Cup ◽  
The Real ◽  
The Past ◽  
Physical Education Departments ◽  
Football Fans ◽  
Educational Course

The FIFA 2018 World Cup is a significant event for Russian society. Ministries carry out various actions to promote football in the country. The Russian society of sociologists conducted a survey (4703 respondents) to understand the attitude to the Championship. Further, the teachers of the Ural Federal University conducted a survey of the attitude to football fans. Scientists have found that over the past 7 years, citizens have become more positive about fanaticism, but there is a problem of lack of objective information. To solve this problem, teachers at the Institute of physical culture of the Ural Federal University have developed a special course "Basics of working with the fans". The course is designed for students, postgraduates and teachers of physical education departments of universities, as well as stewards and volunteers. Since September 2017, 118 students have been trained in this course. The course consists of two parts: theoretical – describing the types of fans, information about the differences between fans from different countries; practical – reviewing the real situations of interaction with fans, communicating with Russian and foreign fans. Classes are conducted by a sports psychologist who studies football fans for 8 years.

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