scholarly journals Análise das relações interpessoais dos alunos em Educação Física

2020 ◽  
Vol 6 (1) ◽  
pp. 10-19
Author(s):  
Elisa Ângelo ◽  
Francisco Campos ◽  
Elsa Silva ◽  
Luís Rama
Keyword(s):  
Physical Education ◽  
Intervention Program ◽  
Interpersonal Relationship ◽  
Well Being ◽  
9Th Grade ◽  
Class B ◽  
Before And After ◽  
The Relationship

Physical Education, when taught in an integrating and facilitating way of learning, allows students to acquire specific skills (eg., interpersonal relationship). Thus, we aim to: a) characterize the well-being and lifestyle of young teenagers in 9th grade class; b) characterize the interpersonal relationship, both in terms of acceptance and rejection; c) associate the interpersonal relationship (acceptance and rejection) of the students with them well-being and lifestyle feeling. Twenty-eight students, from 14 to 16 years old, participated in the study. An intervention program was applied in Physical Education classes, for 14 weeks, based on group exercises (in pairs). Before and after the intervention, was applied a questionnaire, constructed and validated according to the reference literature. After the intervention program, student’s interpersonal relationship improved and there were greater acceptance and less rejection. This in-depth knowledge will enable us to pedagogically act in a more fruitful way given the relationship rooted within a group.

scholarly journals Importancia de la aplicación de técnicas de relajación en el aula de educación física (Importance of the relaxation techniques application in the physical education classroom)

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 405-415
Author(s):  
Sara Bellver-Pérez ◽  
Cristina Menescardi
Keyword(s):  
Physical Education ◽  
Classroom Climate ◽  
Intervention Program ◽  
Well Being ◽  
Progressive Relaxation ◽  
Control Group ◽  
Relaxation Techniques ◽  
School Activities ◽  
Before And After ◽  
Educational Task

  Esta investigación tiene como objetivo analizar los beneficios a nivel personal y escolar tras un programa de técnicas de relajación en el aula de Educación Física (EF). Un total de 177 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria participaron en el estudio, divididos en grupo control (n = 87) y experimental (n = 90). Estos últimos realizaron una intervención didáctica relajatoria de 10 sesiones dentro del centro (en EF) y 10 retos extraescolares donde se abordaron diversos métodos (i.e., masaje, relajación progresiva de Jacobson, yoga, entrenamiento autógeno de Schultz y mindfulness). De acuerdo con el objetivo de estudio, antes y después de la realización de la intervención, el alumnado completó el Cuestionario de Hábitos de Relajación-Mindfulness para conocer los hábitos del alumnado que influyen en su competencia relajatoria, la Escala de Relajación Escolar para conocer su nivel de competencia relajatoria y un Cuestionario de evaluación del programa. Además, se entrevistó a dos profesores para conocer su opinión sobre la aplicación del programa. Los resultados mostraron que la intervención produjo mejoras notables en los hábitos de los y las estudiantes, así como un bienestar psicofísico y conductual que influye directamente en el clima de aula y en el rendimiento académico. Se concluye que la aplicación de estrategias diversas de esta disciplina resulta importante durante la tarea educativa. Abstract: This research aims to analyze the personal and scholar-level benefits of a program of relaxation techniques in Physical Education (PE) lessons. A total of 177 students of the third and fourth grade of Secondary Education participated in the current study. Participants were divided into control group (n = 87) and experimental group (n = 90) with whom a relaxing educational intervention was carried out during 10 PE lessons and 10 outside school activities consisting of various methods (i.e., massage, Jacobson's progressive relaxation, yoga, Schultz's autogenic training and mindfulness). According to the study aim, before and after carrying out the intervention, the students completed the Mindfulness-Relaxation Habits Questionnaire to know the habits of the students that influence their relaxation competence, the School Relaxation Scale to know their level of relaxation competence and a program evaluation questionnaire. In addition, two teachers were interviewed to find out their opinion on the application of this program. The results showed the intervention program produced notable improvements in the students' habits, as well as a psychophysical and behavioral well-being that directly influences the classroom climate and academic performance. It is concluded that the application of diverse strategies of this discipline is important during the educational task.

An Exploratory Study of Spiritual Dimensions Among Nursing Students

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Mary A Wehmer ◽  
Mary T Quinn Griffin ◽  
Ann H. White ◽  
Joyce J. Fitzpatrick
Keyword(s):  
Nursing Students ◽  
Spiritual Care ◽  
Well Being ◽  
Spiritual Practices ◽  
Religion And Spirituality ◽  
Spiritual Experiences ◽  
Daily Spiritual Experiences ◽  
Before And After ◽  
Spiritual Well Being ◽  
The Relationship

This exploratory descriptive study of spiritual experiences, well-being, and practices was conducted among 126 nursing students. Participants reported a higher level of spiritual well-being and life scheme than self-efficacy for well-being and life-scheme. Thus, students appeared to view the world and their role in it slightly more positively than their ability to affect their lives and make decisions. The students reported the most frequent spiritual experiences as being thankful for blessings; the next most frequent spiritual experiences having a desire to be close to God, feeling a selfless caring for others, and finding comfort in one’s religion and spirituality. Students used both conventional and unconventional spiritual practices. Further study is necessary to study the relationship among spiritual practices, daily spiritual experiences, and spiritual well-being among nursing students and to evaluate these before and after implementation of specific educational offerings focused on spirituality and spiritual care in nursing.

Abstract P033: Relationship Between Adiponectin Level and Metabolic Syndrome after Weight Loss in Patients with Abdominal Obesity

Circulation ◽  
2013 ◽  
Vol 127 (suppl_12) ◽  
Author(s):  
Aelita Berezina ◽  
Olga Belyaeva ◽  
Olga Berkovich ◽  
Elena Baranova ◽  
Tatyina Karonova
Keyword(s):  
Metabolic Syndrome ◽  
Weight Loss ◽  
Abdominal Obesity ◽  
Metabolic Disorders ◽  
Intervention Program ◽  
Adiponectin Level ◽  
The Metabolic Syndrome ◽  
Outpatient Intervention ◽  
Before And After ◽  
The Relationship

Objective: to investigate the relationship between adiponectin level and metabolic syndrome (MS) after weight loss in patients with abdominal obesity (AO). Method: A 3-year randomized lifestyle intervention trial performed in 153 patients with AO, age 43,2±0,8 yrs, BMI 32,1±1,9 kg/m 2 . 74 patients keep hypocaloric diet (gr.1), 79 patients keep diet and performed aerobic exercise (gr.2). Adiponectin concentration, body mass (BM), waist circumference (WC), body fat (BF), BMI, the levels of BP, glucose, insulin, HOMA-IR, TC, HDL-C, LDL-C, TG, CRP were measured before and after a 3-years outpatient intervention program. Results. 100% patients with AO had some metabolic disorders and 38% had MS before the treatment. The adiponectin levels and others parameters didn’t differ between the groups before intervention (p>0,05). In 3 years 53 (71,6%) and 58 (73,4%) patients from 1 and 2 groups reduced weight. The rate of improving BM, BMI, BF, WC, HDL-C, TG and insulin was grater in patients gr.2 (p<0,05). The favorable dynamics of MS (MS didn’t appeared at the end of study or didn’t registered in patients who had it before) didn’t differ between the groups 1 and 2 (81,1% and 91,4%, p>0,05). The increasing of adiponectin level occurred more often in patients gr.2, than gr.1 (93,1% and 58,5%, p=0,001, respectively). Adiponectin level increased only in patients gr.2 (18,0±1,1mcg/ml and 23,8±1,3 mcg/ml, p= [[Unable to Display Character: &#1088;]]=0,0001), didn’t changed in gr.1 (p>0,05). It was established that in patients with combination of weight loss and increasing of adiponectin level favorable dynamics of MS occurred more often than in patients who lost weight without increasing of adiponectin level (91,7% and 69,2%, p=0,0001). In patients with favorable dynamics of MS increasing of adiponectin level had met more often, than in patients with unfavorable dynamics of MS (MS continued or appeared) (88,6% and 11,4%, p=0,0001). Increasing of adiponectin level associated with positive dynamics of the MS - OR=9,1 (4,0-20,6). Conclusion. Combination of weight loss and increasing of adiponectin level associated with favorable dynamics of the metabolic syndrome.

“Know That You’re Not Just Settling”: Exploring Women Athletes’ Self-Compassion, Sport Performance Perceptions, and Well-Being Around Important Competitive Events

2021 ◽  
pp. 1-11
Author(s):  
Margo E.K. Adam ◽  
Abimbola O. Eke ◽  
Leah J. Ferguson
Keyword(s):  
Women Athletes ◽  
Well Being ◽  
Sport Performance ◽  
Collective Case Study ◽  
Self Compassion ◽  
Before And After ◽  
Performance Perceptions ◽  
Difficult Times ◽  
The Relationship

Self-compassion, an adaptive self-attitude, is a resource that women athletes use during emotionally difficult times and as a way to reach their potential. The relationship between self-compassion and sport performance, however, is complex. The role and experience of self-compassion within perceived important competitive events are important to explore, as athletes face unique pressures and stressors in these meaningful sport experiences. This collective case study describes women athletes’ self-compassion, sport performance perceptions, and well-being around a self-identified important competitive event. Competitive women athletes (N = 9) participated in two one-on-one interviews, before and after their important competitive event. Results from the holistic, functional, and thematic analyses are represented by holistic case descriptions and an overarching theme, Continuing to Excel in Sport, and subthemes, Reframing Criticism and A Determined Approach. In important competitive events, women athletes utilize self-compassion to promote performance perceptions and well-being when preparing, competing, and reflecting to excel in sport.

scholarly journals The Influence of the Physical Education Environment on Children’s Well-Being and Physical Activity Across the Transition from Primary to Secondary School

2014 ◽  
Vol 36 (6) ◽  
pp. 574-583 ◽  
Author(s):  
Ian M. Taylor ◽  
Christopher M. Spray ◽  
Natalie Pearson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Transition Period ◽  
School Transition ◽  
Well Being ◽  
Self Concept ◽  
Physical Education Teachers ◽  
Education Environment ◽  
Before And After

The purpose of the study was to explore change in children’s physical self-concept and self-reported physical activity over a school transition period, as well as motivational and interpersonal influences on these two outcomes. Data were collected from 545 children (mean age = 10.82, SD = 0.39, 51% female) at three time points before and after the United Kingdom secondary school transition. Multilevel modeling revealed that physical self-concept and physical activity showed different patterns of decline over the course of the study. Changes in the extent to which physical education teachers were perceived to provide psychological need support, peer focus on self-referenced learning and mastery, and changes in autonomous motives toward physical education classes were positively associated with these outcome variables. The present study provides novel insight into important motivational and interpersonal factors that may need to be targeted to prevent negative developmental patterns over a potentially challenging period for children.

The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

2014 ◽  
Vol 36 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Tae Ho Yu ◽  
Hue Ryen Jang
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Autonomy Support ◽  
Intervention Program ◽  
Longitudinal Research ◽  
Autonomous Motivation ◽  
Well Being ◽  
Need Satisfaction ◽  
Control Group ◽  
Experimental Group

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

scholarly journals The Relationship between Natural Environment Relatedness and Emotional Well-Being: A Systematic Review and Proposed Conceptual Framework Experience

2021 ◽  
Vol 9 (4) ◽  
pp. 77-98
Author(s):  
Noorlila Ahmad ◽  
Siti Fatimah Abd Rahman
Keyword(s):  
Conceptual Framework ◽  
Natural Environment ◽  
Well Being ◽  
Spiritual Values ◽  
Future Studies ◽  
Before And After ◽  
Key Variables ◽  
Nature Connectedness ◽  
The Relationship ◽  
Positive Effect

The influence of the natural environment on emotional well-being has been highlighted at the peak of the Covid 19 pandemic that saw most countries impose prolonged total lockdowns and movement restrictions on their citizens. While researchers have recently emphasized the need to focus not only on students’ academic achievement but also on their inner needs, which include their emotional well-being, studies have found nature connectedness has a positive effect on emotional well-being and physical health. Many studies on nature and well-being have focused on physiological and psychological experimental research to examine before and after exposure to nature. However, there is still a need for further investigation how emotional connection between nature environments in the aspect of restorativeness and spiritual values improve mental health.  This paper systematically reviewed previous studies about the relationship between exposure to the natural environment and well-being focusing on key variables, underpinning theories, methodological processes and samples. As a result of the review, a conceptual framework is proposed for future studies on relationship between exposure to the natural environment and well-being. We hope that the proposed framework will be empirically tested in future studies.

scholarly journals “Measure Your Belly.” New Zealand Children’s Constructions of Health and Fitness

2002 ◽  
Vol 22 (1) ◽  
pp. 39-48 ◽  
Author(s):  
Lisette Burrows ◽  
Jan Wright ◽  
Justine Jungersen-Smith
Keyword(s):  
Physical Activity ◽  
New Zealand ◽  
Physical Education ◽  
Well Being ◽  
The Body ◽  
Self Monitoring ◽  
National Education ◽  
Health And Fitness ◽  
Fitness And Health ◽  
The Relationship

The expansion of health as a concept, repeated expressions of nationwide concerns about young people’s health, and the accompanying information explosion about health and fitness have worked together to support versions of physical education that explicitly address health issues. The conflation of health with physical education, however, is not without problems. This paper explores some consequences of the relationship between health, fitness, and physical activity through an examination of students’ responses to questions relating to health and fitness in the New Zealand National Education Monitoring Project. The children responding to the NEMP tasks were very familiar with the relationship between physical activity, fitness, and health. While this seems to point to the efficacy of physical and health education programs, the ways in which these children seem to have accepted this relationship with a great deal of certainty does not necessarily contribute to their health and well-being but rather suggests an acceptance of discourses that are associated with guilt, the self-monitoring of the body, and which seem to deny the pleasure that can be associated with physical activity.

Daily and school physical activity of 16 year-old girls and boys

2019 ◽  
Vol 4 (3) ◽  
pp. 12-19
Author(s):  
Dorota Groffik ◽  
Karel Frömel ◽  
Marta Witek-Chabińska ◽  
Rafał Szyja ◽  
Radim Žatka ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Children And Adolescents ◽  
Healthy Lifestyle ◽  
After School ◽  
Before And After ◽  
The Difference ◽  
Before School ◽  
The Relationship ◽  
Active Locomotion

The aim of the work was to determine the relationship between school and all-day physical activity of 16-year-old girls and boys based on weekly monitoring using pedometers. The research also took into account the level of all-day physical activity of less and more active pupils before school classes. 169 people were examined, including 93 girls and 76 boys from secondary schools of the Silesian region. The subjects wore a pedometer for 5 school days, recording the number of steps performed in individual segments of the day (time before classes at school, during classes at school and time after completing classes at school) in specially prepared tables. The research results indicated that girls are more active in terms of the number of steps taken on school days from boys. Girls and boys meet the recommendation of the school number of steps in the dimension of 3 000. However, the difference in physical activity was observed, considering the division of respondents into less and more active in time before school classes. Students who are less active in terms of the number of steps taken before the start of classes at school do not meet the recommended school recommendation of physical activity. It is necessary to look for reserves of physical activity throughout the day. In addition to physical education lessons, the school should promote activity during breaks, mid-term exercises or encourage active locomotion before and after school classes. Encouraging an increased number of walks, active transport to/from school, cycling, roller skating among children and adolescents is an important element in the preparation for lifelong activity and a healthy lifestyle.

Sign in / Sign up

Export Citation Format

Share Document