Body and Sartorial Paradox in Physical Education: A New Look at the Gender Interaction and Co-Educational System in Physical Education Class

Since the Tunisian Revolution of 2010, two views (modernism and conservatism) conduct two opposite social projects for the Tunisian population, which affect, in first order, the school from primary to secondary level. The Tunisian educational system is based on co-education, contradicting the country’s conservatism culture. The religious dress (veil/hijab) is accepted and tolerated in schools. Physical education, as an educational discipline, had to adapt to these changes, especially to the religion dress and gender interaction. The aim of this paper is to study, through the representations of physical education’s (PE) teachers, the paradoxes observed between physical practice and religious dress (veil/Hijab) and the management of the co-educational system in PE classes. This is based on the opinion which indicates that this matter requires the student’s body and physical ability to be independent from their gender, dress or motor skills. The results show a difference in opinion between females and male teachers regarding gender interaction and religious dress.

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Teachers' Performance in Relation to Teaching of Motor Skills during Lessons of Physical Education

Polish Journal of Sport and Tourism ◽

10.2478/pjst-2014-0003 ◽

2014 ◽

Vol 21 (1) ◽

pp. 17-20

Author(s):

Janusz Gałecki ◽

Lech Kurpeta ◽

Igor Cieśeliński

Keyword(s):

Physical Education ◽

Motor Skills ◽

Skills Development ◽

Physical Education Teachers ◽

Male And Female ◽

Professional Career ◽

Female Teachers ◽

Upper Secondary ◽

And Gender ◽

Upper Secondary Schools

Abstract Introduction. The aim of the study was to assess the teacher's performance during developing motor skills in students by physical education teachers. Results and findings from the assessment of preparatory, indicatory, control, correcting and pro-social activities are presented in the paper. Motivating and informing activities were assessed and reported in the first part of the study [1]. Material and methods. The study was conducted in 55 upper-secondary schools in the Lubelszczyzna province. Thirty female and 52 male teachers, representing all stages of the professional career, participated. Based on a pre-defined form used for the surveillance, data from 315 school classes was collected. Results. The data was analysed with respect to gender and the stage of professional career of the participants. Significant differences in the conduct of the subsequent activities were found between male and female teachers. Minor tendencies towards alterations were observed among individual stages of the career. Conclusions. In general, the studied teachers performed satisfactorily as regards students' motor skills' development, regardless their stage of professional career, and gender.

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MOBAK 1 Assessment in Primary Physical Education: Exploring Basic Motor Competences of Portuguese 6-Year-Olds

Perceptual and Motor Skills ◽

10.1177/0031512518804358 ◽

2018 ◽

Vol 125 (6) ◽

pp. 1055-1069 ◽

Cited By ~ 2

Author(s):

Ana Quitério ◽

João Martins ◽

Marcos Onofre ◽

João Costa ◽

João Mota Rodrigues ◽

...

Keyword(s):

Gender Differences ◽

Physical Education ◽

Motor Skills ◽

Motor Competence ◽

Test Items ◽

Movement Skills ◽

Object Movement ◽

Complex Motor ◽

And Gender ◽

Complex Motor Skills

Children’s motor competence is known to have a determinant role in learning and engaging later in complex motor skills and, thus, in physical activity. The development of adequate motor competence is a central aim of physical education, and assuring that pupils are learning and developing motor competence depends on accurate assessment protocols. The MOBAK 1 test battery is a recent instrument developed to assess motor competence in primary physical education. This study used the MOBAK 1 to explore motor competence levels and gender differences among 249 ( Mage = 6.3, SD = 0.5 years; 127 girls and 122 boys) Grade 1 primary school Portuguese children. On independent sample t tests, boys presented higher object movement motor competence than girls (boys: M = 5.8, SD = 1.7; girls: M = 4.0, SD = 1.7; p < .001), while girls were more proficient among self-movement skills (girls: M = 5.1, SD = 1.8; boys: M = 4.3, SD = 1.7; p < .01). On “total motor competence,” boys ( M = 10.3, SD = 2.6) averaged one point ahead of girls ( M = 9.1, SD = 2.9). The percentage of girls in the first quartile of object movement was 18.9%, while, for “self movement,” the percentage of boys in the first quartile was almost double that of girls (30.3% and 17.3%, respectively). The confirmatory model to test for construct validity confirmed the assumed theoretical two-factor structure of MOBAK 1 test items in this Portuguese sample. These results support the MOBAK 1 instrument for assessing motor competence and highlighted gender differences, of relevance to intervention efforts.

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Attention in physical education classes: Differences between colletive sports (Atención en las clases de educación física: diferencias entre deportes colectivos)

Retos ◽

10.47197/retos.v37i37.71533 ◽

2019 ◽

pp. 129-133

Author(s):

Jorge Manuel Folgado dos Santos ◽

João Petrica ◽

João Serrano ◽

Marco Batista ◽

Samuel Honório ◽

...

Keyword(s):

Physical Education ◽

Motor Skills ◽

Team Sports ◽

Physical Education Class ◽

9Th Grade ◽

Education Class ◽

Important Mediator ◽

Teaching Learning ◽

And Behavior ◽

Mediator Variable

Attention is considered an important mediator variable in the teaching / learning process, because of that, the scientific community made several investigations in order to understand what students are thinking, what strategies are best to captivate their attention and the type of instructions and/or feedback to develop students’ performance in achieving motor skills. In this research we tried to find differences in attentional profiles, of students during the practice of football and basketball at different moments of a Physical Education class. The sample consists of 156 students of both genders (84 females and 72 males), between 12 and 16 years old ( of 3rd Primary School (7th, 8th and 9th grade) to which a questionnaire was applied, ATEST- EF (Petrica 2010). Questionnaire which students had to point out what they were thinking at certain time of the Physical Education class. This was applied in team sports (football and basketball). In descriptive terms we found that students are in general aware of the task, information and behavior, and there are a few differences between the percentages between them, but from the test Chi_Square we found no statistical differences between the different moments of the Physical Education class. We concluded that, in this sample we didn’t verified the importance of attention and students focus in the different moments of team sport’s practiceResumen: La atención se considera un mediador importante en el proceso de enseñanza / aprendizaje, por lo que ya se han llevado a cabo varias investigaciones para percibir los pensamientos de los alumnos, las estrategias para atraer su atención y el tipo de instrucción y / o feedback que se debe dar a los alumnos para desarrollar el rendimiento en la realización de habilidades motoras. En esta investigación, tratamos de encontrar diferencias en los perfiles de atención de los estudiantes durante la enseñanza de deportes colectivos (fútbol y baloncesto), en varios momentos de la clase de Educación Física. La muestra estuvo compuesta por 156 estudiantes de ambos sexos (84 mujeres y 72 hombres), con edades comprendidas entre 12 y 16 años (x ̃ = 14,9 ± 1,3), de la 3ra escuela primaria (7º, 8º y 9º grado) a la que se aplicó un cuestionario, ATEST-EF (Petrica 2010), en el que los estudiantes tendrían que indicar que estaban pensando en ciertos momentos de la clase de Educación Física, este se aplicó en las modalidades deportivas como el fútbol y el baloncesto. En términos descriptivos, encontramos que los estudiantes generalmente están atentos a la tarea, la información y el comportamiento, y hay algunas diferencias porcentuales entre las dos modalidades, pero a partir de la prueba Qui_Square, no encontramos diferencias estadísticamente significativas entre los diferentes momentos de la clase en las modalidades deportivas colectivos. Por lo tanto, se apoya que, en esta muestra, no se verificó la importancia de los momentos diferenciados en relación con la atención y en qué se enfocan los estudiantes.

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Contribution of the game in the development of motor skills during the physical education class

Timisoara Physical Education and Rehabilitation Journal ◽

10.2478/tperj-2013-0020 ◽

2013 ◽

Vol 6 (11) ◽

pp. 59-63 ◽

Cited By ~ 1

Author(s):

Eugen Bota

Keyword(s):

Physical Education ◽

Motor Skills ◽

Dynamic Games ◽

Dynamic Game ◽

Test Results ◽

Physical Education Class ◽

School Students ◽

Physical Exercises ◽

Long Jump ◽

Positive Effect

Abstract Goal of this work : checking the influence of the dynamic game (taught in physical education lessons) on the development of motor skills in VIth class middle school students. Materials and methods: The study was conducted over a period of six months, involving 30 students: boys (15) and girls (15), aged between 12 and 13. The evaluation of the athletes’ physical capacity was done by performing the following tests: speed running 50 m, long jump on the spot, resistance running 800 m G / 1000 m B, trunk lifting from lying position to sitting. Given the nature of the study, it did not require the use of sophisticated equipments. Conclusions: Methodical practicing of physical exercises (dynamic games) proves itself more and more successful in terms of growth and normal, harmonical development of children and youth. In terms of motor skills, they have improved, which was revealed by the final testing results. Comparative analysis of the two test results across all samples showed that using dynamic games during the lessons had a positive effect on students. This drove to the effort capacity’s improvment with the parameters that were statistically significant in all the tests.

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