تأثير استخدام أسلوب الاكتشاف الموجه على تعلم جملة حركية على جهاز الحلق لدى طلاب تخصص التربية الرياضية

2019 ◽  
Vol 7 (1) ◽  
pp. 69-75
Author(s):  
Alaa Kamal Esa ◽  
Nedal Omar Alqassim
Keyword(s):  
Physical Education ◽  
Educational Program ◽  
Control Group ◽  
Guided Discovery ◽  
Educational Method ◽  
Technical Performance ◽  
Before And After ◽  
Student’S Performance ◽  
Discovery Method ◽  
Experimental Group

This study aims to identify the effect of using the guided discovery method on learning a dynamical system on the steady rings of the students of the Department of Physical Education. The sample of the study consisted of (40) male students who registered for gymnastics (2) course in the Department of Physical Education at the Technical University of Palestine for the fall semester of academic year 2017 / 2018, (20) of them who have no previous experience in performing on the steady rings were selected intentionally, then divided into two groups, each of (10) students, one of which was experimental, where the guided discovery method was applied on them, and the other group was traditional, they were taught using traditional method. The researchers then applied the educational program on the study sample for six weeks consecutively, with three classes per week, which all amounted to eighteen classes each of 60 minutes. After finishing the educational program, the researchers did the post-evaluation of the student’s performance on the steady rings to identify the effect of the mentioned educational method on improving the student’s performance, The researchers used arithmetic means, standard deviations, skewness coefficient, T-test for the differences before and after the experiment on each group of the study sample. The results showed that there were statistically significant differences between the before and after measurements in favor of the after ones, The results of the differences in the after measurements between the control group and the experimental group showed that there are statistically significant differences in favor of the experimental group in the level of learning the technical performance on the steady rings during the study. The researchers recommend the use of the guided discovery at learning the technical performance on the steady rings.

تأثير استخدام أسلوب الاكتشاف الموجه على تعلم جملة حركية على جهاز الحلق لدى طلاب تخصص التربية الرياضية

2019 ◽  
Vol 7 (1) ◽  
pp. 69-75
Author(s):  
Alaa Kamal Esa ◽  
Nedal Omar Alqassim
Keyword(s):  
Physical Education ◽  
Educational Program ◽  
Control Group ◽  
Guided Discovery ◽  
Educational Method ◽  
Technical Performance ◽  
Before And After ◽  
Student’S Performance ◽  
Discovery Method ◽  
Experimental Group

This study aims to identify the effect of using the guided discovery method on learning a dynamical system on the steady rings of the students of the Department of Physical Education. The sample of the study consisted of (40) male students who registered for gymnastics (2) course in the Department of Physical Education at the Technical University of Palestine for the fall semester of academic year 2017 / 2018, (20) of them who have no previous experience in performing on the steady rings were selected intentionally, then divided into two groups, each of (10) students, one of which was experimental, where the guided discovery method was applied on them, and the other group was traditional, they were taught using traditional method. The researchers then applied the educational program on the study sample for six weeks consecutively, with three classes per week, which all amounted to eighteen classes each of 60 minutes. After finishing the educational program, the researchers did the post-evaluation of the student’s performance on the steady rings to identify the effect of the mentioned educational method on improving the student’s performance, The researchers used arithmetic means, standard deviations, skewness coefficient, T-test for the differences before and after the experiment on each group of the study sample. The results showed that there were statistically significant differences between the before and after measurements in favor of the after ones, The results of the differences in the after measurements between the control group and the experimental group showed that there are statistically significant differences in favor of the experimental group in the level of learning the technical performance on the steady rings during the study. The researchers recommend the use of the guided discovery at learning the technical performance on the steady rings.

scholarly journals Una unidad didáctica intermitente de acondicionamiento físico solo mejora los niveles de capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable de condición física (An intermittent physical fitness teaching unit only improves cardior

Retos ◽  
2019 ◽  
pp. 8-15
Author(s):  
Santiago Guijarro-Romero ◽  
Daniel Mayorga-Vega ◽  
Carolina Casado-Robles ◽  
Jesús Viciana
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Control Group ◽  
Activity Levels ◽  
Physical Activity Levels ◽  
Before And After ◽  
Teaching Unit ◽  
Experimental Group

El objetivo del presente estudio fue comparar el efecto de una unidad didáctica intermitente de acondicionamiento físico en Educación Física sobre los niveles de actividad física y capacidad cardiorrespiratoria entre estudiantes con un perfil saludable/no saludable de capacidad cardiorrespiratoria. Ochenta estudiantes de 2º-3º curso de Educación Secundaria fueron asignados aleatoriamente al grupo control y grupo experimental. El grupo experimental, dividido en perfiles saludable/no saludable, realizó una unidad didáctica intermitente de acondicionamiento físico para mejorar la capacidad cardiorrespiratoria. El grupo control trabajó un contenido diferente durante el mismo tiempo y con la misma frecuencia, pero sin hacer hincapié en la mejora de la capacidad cardiorrespiratoria. Antes y después de la intervención, la capacidad cardiorrespiratoria se evaluó objetivamente mediante el test de ida y vuelta de 20 metros. Los niveles de actividad física fueron medidos objetivamente a través de un pulsómetro durante las clases de Educación Física. Ambos perfiles tuvieron mayores niveles de actividad física durante las clases de Educación Física que el grupo control (p < .001). Sin embargo, solo los estudiantes con un perfil no saludable mejoraron significativamente sus niveles de capacidad cardiorrespiratoria tras la unidad didáctica (p < .01). Aunque una unidad didáctica intermitente de acondicionamiento físico parece tener un efecto similar en los niveles de actividad física de todos los perfiles de capacidad cardiorrespiratoria de los estudiantes, solo mejora la capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable. Abstract. The purpose of the present study was to compare the effect of a Physical Education-based physical fitness intermittent teaching unit on physical activity levels and cardiorespiratory fitness among students with healthy/unhealthy cardiorespiratory fitness profile. Eighty students from 2º-3º grades of Secondary Education were randomly assigned to the control group and experimental group. The experimental group, divided into healthy/unhealthy profiles, performed a physical fitness intermittent teaching unit to improve the cardiorespiratory fitness. The control group worked a different content during the same time and with the same frequency, but without emphasizing cardiorespiratory fitness improvement. Before and after the teaching unit, students’ cardiorespiratory fitness was objectively measured by the 20-meter shuttle run test. Participants’ physical activity levels were measured objectively using a heart rate monitor during Physical Education lessons. Students from both profiles had higher physical activity levels during Physical Education lessons than the control group (p < .001). However, only students with an unhealthy cardiorespiratory fitness profile statistically improved their cardiorespiratory fitness levels after the teaching unit (p < .01). Although an intermittent physical fitness teaching unit seems to have similar effect on physical activity levels of students from all cardiorespiratory fitness profiles, it only improves the cardiorespiratory fitness of those with an unhealthy one.

scholarly journals The Effects of the TPACK-P Educational Program on Teachers’ TPACK: Programming as a Technological Tool

2018 ◽  
Vol 7 (3.34) ◽  
pp. 636
Author(s):  
Seong Won Kim ◽  
Youngjun Lee
Keyword(s):  
Statistical Analysis ◽  
Training Program ◽  
Content Knowledge ◽  
Educational Program ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Technological Tool ◽  
Experimental Group

Background/Objectives: This study examined the effects of introducing programming as a technological tool for teachers’ Technological Pedagogical Content Knowledge (TPACK) development.Methods/Statistical Analysis: Thirty-two teachers were divided into two groups, completing different types of TPACK educational programs. The control group’s TPACK training program was based on information and communication technology (ICT), while that of the experimental group was based on programming. To verify the effectiveness of the TPACK training program, tests were administered before and after the educational program. A statistical analysis of questionnaire results also investigated changes resulting from TPACK.Findings: Both the control and experimental groups showed statistically significant improvements in the post-test compared with the pre-test. However, in the detailed areas of TPACK by group, the improvements in the two groups differed. Unlike the control group, the experimental group showed a statistically significant improvement in the knowledge related to technology. This result illustrated that programming is effective in solving the problem of integrating technology into the classroom. In contrast, there was no significant difference in the post-test, as this was applied in the short term. However, programming has been shown to affect Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and TPACK. In summary, the results showed that a TPACK educational program based on programming is effective for teachers’ TPACK development. Keywords: TPACK, In-service teacher, Programming, TPACK-P, Educational program

scholarly journals Effects of a periodized functional strength training program (FST) on Functional Movement Screen (FMS) in physical education students

2020 ◽  
Vol 24 (3) ◽  
pp. 162-167
Author(s):  
Michał Sawczyn
Keyword(s):  
Physical Education ◽  
Strength Training ◽  
Statistical Significance ◽  
Rank Test ◽  
Training Intervention ◽  
Control Group ◽  
Before And After ◽  
Signed Rank Test ◽  
The Difference ◽  
Experimental Group

Background and Study Aim: To examine the effects of periodized functional strength training (FST) on FMS scores of sport university students with higher risk of injury. Material and Methods: Thirty three  participants (age 21.6±1.3 years, height 177.8±6.9 m, mass 80.4±7.7 kg) with FMS total score ≤ 14 were selected from eighty two volunteered students of University of Physical Education and Sport in Gdańsk and randomly assigned to experimental group (n=16) and control group (n=17). The FMS test was conducted one week before and one week after the 12 week training intervention. The experimental group participated in FST program through 12 weeks. The control group did not engaged in any additional physical activity than planned in their course of study. The  collected  data  were  analysed  using Statistica 13.3 pl (StatSoft Inc). Wilcoxon signed rank test was used to establish the statistical significance of the difference between FMS total scores within each group and Mann Whitney U test between groups before and after the 12 week training intervention. Results: 45 % of volunteers in the first FMS testing showed total scores ≤14. The experimental group that participated in FST program changed significantly FMS total scores after 12 weeks (p<0.05). There were also significant differences in FMS total score between groups after the experiment (p<0.05). Conclusions: There is a need for injury prevention programs for students of University of Physical Education and Sport in Gdańsk. It is clear from this study that FST is effective in improving FMS total score in students with cut off score ≤14.

scholarly journals Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors

2021 ◽  
Vol 90 (1) ◽  
pp. 1-9
Author(s):  
Gianpiero Greco
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Physical Education Teachers ◽  
Control Group ◽  
Educational Strategies ◽  
Social Emotional ◽  
Team Games ◽  
Before And After ◽  
Bullying Behaviors ◽  
Experimental Group

Abstract Youth with higher levels of resilience and self-efficacy are less likely to engage in aggressive behaviors or be victims of bullying. Previous anti-bullying approaches have often achieved no reduction in bullying behavior. Thus, the aim of this study was to examine the effect of 12 weeks of extracurricular multilateral teaching on the risk for students (aged 14–16 years) to be involved in bullying. Sixty male students were allocated to an experimental group (n = 30) that performed psychoeducational activities combined with physical exercise training and team games (90 min, 2d · week–1) or a control group (n = 30). Before and after the intervention, we used the Child and Youth Resilience Measure (CYRM-28) to assess individual capacities and resources, relationship with primary caregiver, contextual factors, and total resilience; and the Self-Efficacy Questionnaire for Children (SEQ-C) to measure academic, social, emotional, and total self-efficacy. Four participants from the experimental group withdrew. Significant improvements of crucial relevance were found for the resilience and self-efficacy scales (p < 0.05) in the experimental group. We found that multilateral teaching may improve resilience and self-efficacy in adolescents and make them less likely to engage in aggressive behavior or be bullied. Multilateral teaching should be considered an effective alternative to the anti-bullying approach, highlighting the crucial role of physical education teachers in the promotion of proactive educational strategies to reduce bullying behaviors.

Development Of Emotional Skills Among 15–16-Year-Old Adolescents In Physical Education Classes

2020 ◽  
Author(s):  
Arturas Akelaitis
Keyword(s):  
Physical Education ◽  
School Readiness ◽  
Educational Program ◽  
Short Form ◽  
Control Group ◽  
Self Awareness ◽  
Emotional Skills ◽  
Self Confidence ◽  
Educational Experiment ◽  
Experimental Group

Background: The aim of this study was to investigate the effectiveness of the 16 weeks educational program of emotional skills in physical education classes on development of emotional skills among 15–16-year-old adolescents in physical education classes. Study hy-pothesis – the application of 16 weeks educational program would allow expecting more de-veloped emotional skills among 15–16-year-old adolescents in physical education classes. Subjects and methods: Participants in the study were 51 pupils of the ninth grade (15.15±0.36). Experimental group consisted of 25 and the control group of 26 adolescents. The measures of emotional skills were evaluated using Emotional Intelligence Questionnaire – Short Form (TEIQue – SF), Social Emotional School Readiness Scale (BUSSESR), and self-confidence methodology, developed by Stolin (Пантилеев, Столин, 1989). Educational experiment was used as a method to verify the eficiency of the educational program. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyze the effects of the educational program. Results: After the 16-weeks educational program (structural physical education classes), a significant improvement was found in emotional skills scores for the experimental group compared with the control group, which had a statistically significant effects: adolescents in the experimental group had more developed self-awareness (F (1,49) = 5.86; p < .05; η 2 = .11), self-confidence (F (1,49) = 5.28; p < .05; η 2 = .10) skills, and the abilities to express emotions (F (1,49) = 5.95; p < .05; η 2 = .11) in physical education classes. These results indi-cated that the structural physical education classes had a positive influence on adolescents’ emotional skills. Conclusions: It was found that during the 16 weeks educational experiment the applied mea-sures of educational impact had a statistically significant effect on the components of exper-imental group 15–16-year-old adolescents’ self-awareness, self-confidence skills, and the abilities to express emotions in physical education classes.

scholarly journals Changes in Psychosocial Adjustment of Adolescent Girls in the Lessons of Physical Education

Medicina ◽  
2012 ◽  
Vol 48 (9) ◽  
pp. 69 ◽  
Author(s):  
Šarūnas Klizas ◽  
Romualdas Malinauskas ◽  
Diana Karanauskienė ◽  
Žibuoklė Senikienė ◽  
Irina Klizienė
Keyword(s):  
Physical Education ◽  
Adolescent Girls ◽  
Psychosocial Adjustment ◽  
Satisfaction With Life ◽  
Communication Disorders ◽  
Control Group ◽  
Education Material ◽  
Before And After ◽  
High Life Satisfaction ◽  
Experimental Group

Objective. The aim of the present study was to establish the changes in psychosocial adjustment of adolescent girls in the modified lessons of physical education. Material and Methods. An experimental design was used in the study. The experimental group included 14- to 15-year-old adolescent girls (n=128), and the control group comprised adolescent girls of the same school and the same age (n=137). The girls of the experimental group participated in modified physical education lessons. Once a month, they had a theory class where they received knowledge on communication disorders among adolescents and ways of preventing them by means of physical activities. In practical classes, the girls of the experimental group had sports games (basketball, volleyball, and football), enhancing physical abilities, and Pilates exercises. For the estimation of the level of adolescents’ psychosocial adjustment and its components (self-esteem and domination), an adapted questionnaire developed by Rogers and Dymond was applied. An adapted questionnaire developed by Huebner was administered to measure students’ satisfaction with life. Results. The analysis of the data demonstrated that when comparing the psychosocial adjustment of the adolescent girls in the experimental group before and after the experiment, a significant differences in the score of the psychosocial adjustment scale was established (53.81±8.34 vs. 59.41±7.66, P<0.05). After the experiment, high life satisfaction was reported by 42.19% of the girls (P<0.05). Conclusions. After the educational experiment, the index of the psychosocial adjustment scale in the experimental group improved statistically significantly.

scholarly journals Pengaruh Model Team Game Tournament (TGT) Terhadap Peningkatan Responsibility siswa dalam Pembelajaran Penjas Kelas VIII SMP Negeri 4 Kota Tasikmalaya

2020 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Resty Agustryani ◽  
Melya Nur Herliana ◽  
Novi Soraya
Keyword(s):  
Physical Education ◽  
Junior High School ◽  
Control Group ◽  
Student Responsibility ◽  
Before And After ◽  
Class Viii ◽  
Team Game ◽  
Effect Of Treatment ◽  
Responsibility Model ◽  
Experimental Group

The Effect of Team Game Tournament (TGT) Model on Increasing Student Responsibility in Physical Education Class VIII Junior High School Public 4 of Tasikmalaya CityThis study aimed to determine the effect of Team Game Tournament (TGT) Cooperative Learning on Increasing Students' Responsibility in physical education learning. The research variables were as follows: 1) TGT and conventional learning methods as the independent variables, 2) eight grade students of SMPN 4 Tsikmalaya as the attribute variable, and 3) increased responsibility as the dependent variable. The results of this study were Mann-Whitney test results obtained in the control group before being given a small ranking treatment that is 90 and a large ranking that is 102, as well as in the small ranking experimental group that is 90 and a large ranking that is 102. Whereas in the control group after being given rank treatment the small one is 90 and the big ranking is 108, and in the experimental group the small ranking is 105 and the big ranking is 120. Conclusion of this study that there is an increase in the questionnaire score of the attitude of responsibility before and after treatment is given. Test the effect of treatment on the value of post responsibility between the control group and the experimental group obtained significant results that there are differences that affect the responsibility of students of SMP N 4 Tasikmalaya City.Keywords: Responsibility, Learning Model, Team Game Tournament (TGT) Penelitian ini bertujuan untuk mengetahui: (1) Pengaruh Model Pembelajaran Kooperatif Tipe Team Game Tournament (TGT) Terhadap Peningkatan Responsibility Siswa dalam Pembelajaran Penjas. Variabel penelitian sebagai berikut: 1) variabel bebas yaitu model pembelajaran Team game tournament dan konvensional. 2) variabel atribut yaitu kelas VIII SMP Negeri 4  Kota Tasikmalaya. 3) variabel terikat: peningkatan responsibility. Hasil penelitian ini adalah Hasil uji test Mann-Whitney  didapat pada kelompok control sebelum diberikan perlakuan rangking yang kecil yaitu 90 dan rangking yang besar yaitu 102, serta pada kelompok eksperimen rangking yang kecil yaitu 90 dan rangking yang besar yaitu 102. Sedangkan pada pada kelompok kontrol setelah diberikan perlakuan rangking yang kecil yaitu 90 dan rangking yang besar yaitu 108, serta pada kelompok eksperimen rangking yang kecil yaitu 105 dan rangking yang besar yaitu 120.  Kesimpulan dalam peneliain ini bahwa terdapat peningkatan skor angket sikap tanggung jawab sebelum dan setelah diberikan perlakuan. Uji efek perlakuan terhadap nilai sikap tanggung jawab post antara kelompok kontrol dan kelompok eksperimen didapatkan hasil yang signifikansi yaitu terdapat perbedaan sehingga memberikan pengaruh terhadap responsibility siswa SMP N 4 Kota Tasikmalaya.Kata kunci: Responsibility, Model Pembelajaran, Team Game Tournament (TGT)

scholarly journals The Effect of Guided Discovery Method and Learning Interest on Students' Understanding of Physics Concepts

2020 ◽  
Vol 8 (2) ◽  
pp. 147-154
Author(s):  
Kaharuddin Arafah
Keyword(s):  
Standard Deviation ◽  
Average Score ◽  
Control Group ◽  
High Learning ◽  
Learning Methods ◽  
Guided Discovery ◽  
Physics Concepts ◽  
Discovery Method ◽  
Learning Interest ◽  
Experimental Group

This study aims to analyze differences in understanding of physics concepts between students taught using the guided discovery method with varied lectures, both overall, for high learning interest and for low learning interest. In addition to knowing the interaction between learning methods and learning interest in understanding students' physics concepts. To achieve this goal, an experimental study using a 2 x 2 factorial design was conducted. The population of the study was 193 students of class XI IPA of SMAN 18 Makassar in 2018/2019 Academic Year. The sample subjects of this study were taken through cluster sampling techniques, amounting to 64 people. Two classes as an experimental group were taught using the guided discovery method and two classes as a control class were taught with a varied lecture method. Data were analyzed using descriptive statistics and inferential satelistic two-way ANAVA at a significance level of 5%. The results of the descriptive analysis showed that the average score of understanding the physics concepts of the experimental group students was 18.57 with a standard deviation of 2.53. The average score of understanding the physics concepts of the control group students was 14.56 with a standard deviation of 2.86. The results of inferential analysis show that overall, there are differences in understanding of physical concepts between students taught using the guided discovery method and those taught with varied lectures. Further results, both for high learning interest and those with low learning interest, there are differences in understanding of physics concepts between students taught using the guided discovery method with varied lectures. Finally, the results obtained that there is no interaction between learning methods with interest in learning about understanding students' physics concepts.

scholarly journals The Influence Of The Peer-Teaching Learning Model On Student Responsibility Attitude In Physical Education

2021 ◽  
Vol 4 (2) ◽  
pp. 277-289
Author(s):  
Alif Aryadi Hardi ◽  
Syahruddin Syahruddin
Keyword(s):  
Physical Education ◽  
Research Problem ◽  
Learning Model ◽  
Control Group ◽  
Student Responsibility ◽  
Peer Tutor ◽  
Before And After ◽  
Class Viii ◽  
Teaching Learning ◽  
Experimental Group

The research problem is the students' low attitude of responsibility. The research intends to find out how much influence the peer tutor learning model has on students' responsible attitudes in physical education. The type of research is a real experiment, the treatment variables are the peer tutor learning model (MTS) and the direct learning model (MTB). The dependent variable is the attitude of responsibility (STJ). The population in this study were all students of class VIII SMP Negeri 13 Makassar as many as 418 people, with a sample of 76 people who were divided into two groups, namely 38 people in the control group and 38 people in the experimental group. The study lasted for seven meetings in seven weeks, with details of the treatment in five meetings and before and after the treatment was given a pretest and posttest. The data were analyzed by paired t-test. The results showed that (1) there was a significant effect of MTB on students' STJ in physical education learning (p<0.05) (2) there was significant influence of MPL on students' STJ in physical education learning (p <0.05) (3) MTB is better at improving students' STJ in physical education learning than MPL (p<0.05). In conclusion, MTB is very good at improving STJ.. 

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