scholarly journals The Effect of Various Local Dances on Prospective Physical Education Teachers’ Attitudes towards the Folk Dance Course

2019 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Meryem Altun ◽  
Murat Atasoy
Keyword(s):  
Physical Education ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Control Group ◽  
Folk Dance ◽  
Dance Class ◽  
Dance Training ◽  
Significant Difference ◽  
Teachers Attitudes ◽  
Experimental Group

In this study, the effect of various local dances on prospective physical education teachers' attitudes towards the folk dance course was examined. The research was conducted by using an experimental design with pre-test/post-test control group. A total of 46 female students, which includes an experimental group consisting of 23 students attended the folk dance class and a control group consisting of 23 students did not attend the folk dance class, who are studying at Niğde Ömer Halisdemir University, School of Physical Education and Sports in the Department of Teaching in the spring term of the 2017-2018 academic year and who are aged 20 years, voluntarily participated in the study. In this research, the Folk Dance Course Attitude Scale for Prospective Physical Education Teachers developed by Turan (2015) was used. In the experimental group, the folk dances training program, which continues for 14 weeks with the program of 2 days of a week for 2 hours at each day, was conducted. The data were analyzed by using SPSS 22 (Statistical Package for the Social Sciences) package program. In the analysis of data, dependent sampling t-test was used for examining the differences between experimental and control groups. As a result of the research, it was observed that there was a significant difference in favor of students who took the folk dance training. This result shows that various local dances are effective in developing a positive attitude towards this course.

scholarly journals Opinions of the Physical Education Teachers about the Effect of Peer Education and Physical Activity Cards’ Usage on the Student Skills

2018 ◽  
Vol 8 (1) ◽  
pp. 172
Author(s):  
Mustafa Karadağ ◽  
Yüksel Savucu ◽  
Resul Ağırtaş ◽  
Gülbin Eskiyecek
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Quantitative Data ◽  
Peer Education ◽  
Skill Learning ◽  
Physical Education Teachers ◽  
Control Group ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

The purpose of this study was to determine the opinions of the physical education teachers about the effect of peer education and physical activity cards’ usage on the student skills. Physical education teachers used a questionnaire to follow the students through observation. One-hundred-twenty secondary school students in 2015-2016 semester in Elazığ participated to the study. The students in the sample group were divided into two 30-person groups and control group and experimental group were constituted. The formed groups were taught lessons by means of Physicak Activity Cards for 4 weeks. At the end of the four-week course period, opinions about peer education were obtained through individual and focus group interviews with the experimental and control group students. In addition, “Skill Learning Observation Forms” prepared by researchers and experts were also applied. In the analysis of the data, for qualitative dimension, descriptive analysis, for quantitative data, percentage, frequency, for repetitive measurements, t test and one-way variance analysis were used. The SPSS 22 package program was used for the analysis of the quantitative data. The quantitative data were explained through tabulation. Again, the data obtained from observation forms were presented in the form of tables with their frequency and percentage values. Themes were obtained by coding the qualitative data. When the influence of the physical activity cards on the students’ attitudes toward the class is considered, a significant difference was attained in the common effect of the experimental group. According to this result, the education received by the students in the experimental and control groups led to a significant difference in favor of the last-test at the pre- and post-program attitude levels. However, it was determined that being in different groups did not lead to a significant difference in students’ attitude scores. When we examined the student opinions about the cards, the most of the students expressed the opinions that teaching lessons through cards created difference in the classes and increased their participation in the class. It was also enhanced their exercise skills and self-confidence. They did not have difficulty while applying the cards, they led them to act in coordination, and they rendered the class more enjoyable.

scholarly journals Effects of Peer Education on Attitudes of Secondary School Students Towards the Course of Physical Education and Sports

2018 ◽  
Vol 6 (4a) ◽  
pp. 45
Author(s):  
Mustafa Karadağ ◽  
Resul Ağirtaş ◽  
Atilla Pulur
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Student Attitudes ◽  
Quantitative Data ◽  
Peer Education ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Experimental Group

The purpose of this study is to determine the changes in student attitudes towards the course of Physical Education and Sports as well as in students' development of skill as a result of using Peer Education in the course of Physical Education and Sports in secondary schools.The study was conducted with a total of 120 students, who studied in the 7th grade at Atatürk Secondary School located in the Province of Elazığ, District of Maden and at Cumhuriyet Secondary School located in the District of Sivrice, in the second term of 2015-2016 school year. The students in the sample group were divided into two 30-person groups, namely the control group and the experimental group. For heterogeneous selection of the students, the student selection was conducted by applying the Peer Educator Observation Form and the "Who is this?" Test in the classroom. The process was explained to the designated peer educators and their voluntary consent forms were obtained. "The Course of Physical Education Attitude Scale" was applied to all students before starting the process. After providing the students comprising the experimental group with the necessary information about peer education, the lessons were taught through the method of peer education. And in the control group, the course of physical education and sports was conducted through the traditional teaching methods. At the end of 4 weeks of application, "The Course of Physical Education Attitude Scale" was reapplied to both the experimental group and the control group.The attitude scale was applied twice, before and after the education. The qualitative data were obtained from the diaries of the physical education teachers and students. In the analysis of the data, for qualitative dimension, descriptive analysis, for quantitative data, %, frequency, for repetitive measurements, t test and one-way variance analysis were used. The SPSS (22) package program was used for the analysis of the quantitative data. The quantitative data were explained through tabulation. Again, the data obtained from observation forms were presented in the form of tables with their frequency and percentage values. Themes were obtained by coding the qualitative data.At the end of the research, the education received by the students in the experimental and control groups led to a significant difference in pre- and post-program attitude level in favor of the end-test. However, it was determined that being in different groups did not lead to a significant difference in students' attitude scores.

scholarly journals IMPLEMENTATION OF CROSS-CURRICULAR INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PHYSICAL CULTURE

2020 ◽  
pp. 39-45
Author(s):  
Vitaliy Demchenko ◽  
Keyword(s):  
Physical Education ◽  
Professional Training ◽  
Physical Education Teachers ◽  
Control Group ◽  
Positive Trend ◽  
Future Teachers ◽  
Curricular Integration ◽  
Education Research Methodology ◽  
Experimental Group ◽  
Interdisciplinary Integration

The article examines the effectiveness of interdisciplinary integration in the training of future physical education teachers. The purpose of the article is to test the effectiveness of interdisciplinary integration in the training of future teachers of physical education. Research methodology includes: empirical methods: observations, questionnaires, pedagogical experiment is for checking the effectiveness of interdisciplinary integration in the training of future teachers of physical education; methods of mathematical statistics are for processing the results of experimental work. Analysis of the effectiveness of the implementation of interdisciplinary integration in the training of future teachers of physical education is based on a certain system of standards: pedagogical orientation, independence and professional maturity, which we used to diagnose their development by those activities that included students of the experimental group. After analyzing the data, it was found that students of the control and experimental groups have significant differences on such scales as: awareness, decision-making, planning and communication; as well as a positive trend on the scales: mnemonic, volitional and mental. According to the study, it can be said that future physical education teachers of the experimental group are more knowledgeable and confident in choosing their profession, they more rationally and adequately assess the situation and plan their future more thoughtfully than students in the control group.

scholarly journals Pre-service physical education teachers’ attitudes toward inclusive physical education

2021 ◽  
Author(s):  
Michael Braksiek
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Convergent Validity ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Degree Programs ◽  
Confirmatory Factor Analyses ◽  
Valid Instrument ◽  
Pete Programs ◽  
Teachers Attitudes

AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

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.

scholarly journals The Effect of Reflection-Supported Process-Based Writing Teaching on Iraqi EFL Students' Writing Performance and Attitude

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salam Hamid
Keyword(s):  
Performance Test ◽  
College Of Education ◽  
Attitude Scale ◽  
Control Group ◽  
Writing Performance ◽  
Significant Difference ◽  
Efl Students ◽  
Writing Assignment ◽  
And Control ◽  
Experimental Group

The study aims at finding out the effect of process-based writing teaching supported by students' reflection on their performance in, and attitude toward writing. It hypothesizes that there is no statistically significant difference between the mean score of the experimental group taught writing according to the reflection-supported process-based approach and the control group taught writing according to the process-based approach in the writing performance test and writing attitude scale. To achieve the aims of the study, two second year sections in the Department of English of the College of Education/ Ibn Rushd for Human Sciences are randomly assigned as the experimental and control groups with 43 and 45 students respectively. The experiment in this study lasts for 15 weeks during which both groups are taught writing according to the process approach and given one writing assignment per week. Only the experimental group students are required to reflect on their writing performance in every writing assignment by using a reflection sheet prepared for this purpose. At the end of the experiment, the two instruments of the study, i.e., a writing performance test and attitude toward writing scale are administered on both groups. The statistical manipulation of the results achieved shows that supporting the process orientation to writing teaching with a phase of students reflection on their writing performance is effective in developing their writing performance and helping them formulate positive attitude toward writing. In the light of the results and conclusions achieved, a set of recommendations is put forward.

Singapore teachers’ attitudes towards the use of information and communication technologies in physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 481-494 ◽  
Author(s):  
Nien Xiang Tou ◽  
Ying Hwa Kee ◽  
Koon Teck Koh ◽  
Martin Camiré ◽  
Jia Yi Chow
Keyword(s):  
Physical Education ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Communication Technologies ◽  
Physical Education Teachers ◽  
Full Time ◽  
Demographic Groups ◽  
Significant Difference ◽  
Information And Communication ◽  
Teachers Attitudes

The purpose of the present study was to examine and compare Singaporean physical education teachers’ attitudes towards information and communication technologies in physical education across different demographic groups that included gender, age, teaching experience, and school level. A total of 422 Singaporean full-time physical education teachers (mean age = 38.47 years, standard deviation = 8.31) completed the Physical Education Teachers’ Subjective Theories Questionnaire to assess their perspectives towards the integration of information and communication technologies into physical education teaching practice. Mann–Whitney U and Kruskal–Wallis H tests were conducted to examine the differences in participants’ attitudes across different demographic groups. Results revealed that attitudes towards information and communication technologies significantly differed between teachers of different gender, age, and teaching experience. However, no significant difference was found in attitudes towards information and communication technologies among teachers of different school levels. The findings of this study can inform policy-makers and stakeholders with an interest in promoting the integration of information and communication technologies in physical education.

scholarly journals Implementing a Teacher-Focused Intervention in Physical Education to Increase Pupils’ Motivation towards Dance at School

2020 ◽  
Vol 12 (11) ◽  
pp. 4550 ◽  
Author(s):  
Diana Amado ◽  
Pablo Molero ◽  
Fernando Del Villar ◽  
Miguel Ángel Tapia-Serrano ◽  
Pedro Antonio Sánchez-Miguel
Keyword(s):  
Physical Education ◽  
Psychological Needs ◽  
Experienced Teachers ◽  
Self Determination ◽  
Physical Education Teachers ◽  
Control Group ◽  
Motivational Strategies ◽  
Motivational Style ◽  
Teachers Training ◽  
Experimental Group

A teacher-focused intervention that supports the needs for autonomy, competence and relatedness was designed and implemented, to help experienced teachers develop a motivational style during dance teaching sessions at school. Four schools in Mexico, with 12 physical education teachers and 921 pupils, participated in the research. A program was developed at the beginning with the teachers in the experimental group to support the psychological needs of autonomy, competence and relatedness. Both groups were assessed at the beginning and at the end of the program and the results showed that participants from the experimental group had an increase in their perception of autonomy, relatedness and self-determination levels towards dance teaching sessions at school compared with participants from the control group. In conclusion, teachers’ training is important to increase pupils’ motivation towards dance. Schools should focus on encouraging teachers’ “training in motivational strategies to create pupils’” adaptive behaviors.

scholarly journals Effects of a Circuit Training Program on Muscular and Cardiovascular Endurance and their Maintenance in Schoolchildren

2013 ◽  
Vol 37 (1) ◽  
pp. 153-160 ◽  
Author(s):  
Daniel Mayorga-Vega ◽  
Jesús Viciana ◽  
Armando Cocca
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Development Program ◽  
Physical Education Teachers ◽  
Control Group ◽  
Muscular Endurance ◽  
Circuit Training ◽  
Cardiovascular Endurance ◽  
Maintenance Program ◽  
Experimental Group

The purpose of this study was to evaluate the effects of a circuit training program along with a maintenance program on muscular and cardiovascular endurance in children in a physical education setting. Seventy two children 10-12 years old from four different classes were randomly grouped into either an experimental group (n = 35) or a control group (n = 37) (two classes for each group). After an eight-week development program carried out twice a week and a four-week detraining period, the experimental group performed a four-week maintenance program once a week. The program included one circuit of eight stations of 15/45 to 35/25 seconds of work/rest performed twice. Abdominal muscular endurance (sit-ups in 30 seconds test), upper-limbs muscular endurance (bent arm hang test), and cardiovascular endurance (20-m endurance shuttle run test) were measured at the beginning and at the end of the development program, and at the end of the maintenance program. After the development program, muscular and cardiovascular endurance increased significantly in the experimental group (p < 0.05). The gains obtained remained after the maintenance program. The respective values did not change in the control group (p > 0.05). The results showed that the circuit training program was effective to increase and maintain both muscular and cardiovascular endurance among schoolchildren. This could help physical education teachers design programs that permit students to maintain fit muscular and cardiovascular endurance levels.

scholarly journals Analysis on the effects of folk dance training on players’ spatial expectation levels

2019 ◽  
Vol 23 (5) ◽  
pp. 249-255
Author(s):  
M. Kaya ◽  
A. Yilmaz
Keyword(s):  
Spatial Perception ◽  
Study Groups ◽  
Control Group ◽  
Folk Dance ◽  
Control Groups ◽  
Significance Level ◽  
Dance Training ◽  
Study Results ◽  
Significant Difference ◽  
Folk Dancing

Background and Study Aim: The purpose of this study was to investigate the effects on spatial perception and spatial anticipation levels the effects of control and study groups with 16 week training folk dancing training. Material and Methods: 120 voluntary college students with no folk dancing background, 60 of which is female has participated in the study. The study group had folk dancing training of 16-week whereas control group has not done any training. Brixton Spatial Expectations test was administered to control groups at the first, eighth and sixteenth weeks of the training. Validation of which has previously been done "Prospects Brixton Spatial Test" has been used in the study. A statistical analysis of the data obtained was done with available statistical software (IBM SPSS Statistics 19, SPSS inc., An IBM Co., Somers, NY) and the significance level was taken as 0.05 and 0.01. Similar results were obtained between experimental and control groups in this study. Results: There were not significant differences between groups in terms of measurement time as well as in gender. As a result: Short-term training of folk dancing seems to have no impact on the level of spatial perception. Conclusions: To have a significant effect, a long-term folk dance training is required. In addition, level of spatial perception on folk dance training has no significant difference in terms of gender.

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