Personality-Related Determinants of Physical Activity Among Polish and Spanish Physical Education Students

We aimed to analyze personality-related determinants of physical activity among Polish and Spanish physical education (PE) students. The study was conducted among 219 Polish and 280 Spanish PE students, using the International Physical Activity Questionnaire (IPAQ) and the NEO-FFI Personality Inventory. Compared with Spanish PE students, their Polish counterparts are characterized by a higher level of extraversion and conscientiousness and a lower level of neuroticism. The level of total physical activity for all students was 8,697.21 METs, and this value was higher among Polish students. Among Polish and Spanish PE students, the level of total, vigorous, and moderate physical activity increased along with the increase in extraversion, while a decrease occurred along with the increase in neuroticism. The level of each domain of physical activity also increased in line with the intensification of student conscientiousness. In moderation analyses, it was shown that the home country of students may be considered a moderator of the relationship between conscientiousness and total exercise in such a way that the physical activity increased along with the increase in conscientiousness only among the Polish students. In addition, the country is a moderator of the correlation between moderate physical activity and neuroticism (p = 0.031), openness (p = 0.049), and conscientiousness (p = 0.019), with moderate activity only decreasing among Polish students and increasing along with the increase in openness and conscientiousness. Positive correlations among physical activity, extraversion, and conscientiousness, as well as negative ones with neuroticism, were demonstrated among Polish and Spanish students, and also the moderating impact of the country on the correlation between personality-related dimensions and physical activity.

Flipped Classroom: A Good Way for Lower Secondary Physical Education Students to Learn Volleyball

The ubiquity of digital technology in society and school demands that teachers and students explore various pedagogical approaches to make use of those technologies in a fruitful way in order to enhance students’ educational outcomes. One approach emerging in the field of physical education (PE) is the pedagogical approach called flipped classroom (FC). The first purpose of this study was to assess the effects of the application of an FC approach on 284 Spanish secondary PE students regarding learning of the conceptual content of the activity itself, in this case volleyball. The second purpose was to assess how this intervention affected their motivation from an SDT perspective. Through a quantitative approach, positive results were found regarding the positive development of autonomous motivation and cognitive learning among students following an FC approach. These results were compared to a control group following a traditional approach to PE, highlighting the relevance of the methodology applied. The findings of the present study would be valuable for policymakers and stakeholders looking to promote the integration of digital technology into PE as part of enhancing the outcomes of PE for all students and thus contributing to quality and sustainable education.

Motivation and Social Skills in Nursing Students Compared to Physical Education Students

One of the relevant factors that explain human behavior, in the acts that develops in daily life, is motivation. The aim of this study was to determinate the level of motivation and social skills in nursing degree student and compare with the level of motivation of physical education students. A descriptive and correlational study, with a cross-sectional design was used in this research (n= 101; 22.03 + 5.8 years old), using the Spanish version of the Situational Motivation Scale (SIMS). It can be highlighted that there is a predominantly female student population in this campus, with a higher motivational level. The predominant religion is the Christian/Catholic, counting with mean values in identified regulation superior to those of the rest. Regarding social skills, thinking (optimistic or pessimistic), empathy and assertiveness are the skills that influence the degree of motivation of students. Regarding the level of motivation, Nursing students show a medium-high level and Physical Education, a high level. Motivation is intrinsic in nursing students and more extrinsic in Physical Education students, although there are also high levels of intrinsic motivation. Uno de los factores relevantes que explican el comportamiento humano, en los actos que se desarrollan en la vida diaria, es la motivación. El objetivo de este estudio fue determinar el nivel de motivación y habilidades sociales en estudiantes de enfermería y compararlo con la motivación de estudiantes universitarios de educación física. Para ello, se realizó un estudio descriptivo y correlacional, con un diseño transversal, en (n=101; 22.03+5.8 años), utilizando la Escala de Motivación Situacional (SIMS). Se puede resaltar que hay una población estudiantil predominantemente femenina, con un mayor nivel de motivación, hecho que se repite en estudiantes de Educación Física. La religión predominante es la cristiana/católica, contando con valores medios en una regulación identificada superior a la del resto. El pensamiento, la empatía y la asertividad son las habilidades que influyen en el grado de motivación de los estudiantes. Existe una relación negativa entre la motivación intrínseca y la pasividad y entre la motivación intrínseca y la agresividad. En cuanto al nivel de motivación, el alumnado de Enfermería manifiesta un nivel medio-alto y el de Educación Física, un nivel alto. La motivación es intrínseca en estudiantes de enfermería y más extrínseca en el alumnado de Educación Física, aunque también, existen altos niveles de motivación intrínseca.

Sense of Self-Worth and Executive Aspects of the Self Among Female Handball Players and Physical Education Students

Introduction. The ambiguous results of research and various contradictory conclusions resulting from them, motivate researchers to undertake further attempts at analyses that could shed additional light on personality determinants of sports success. The authors of the study made 3 dimensions of personality the subject of their research – signifi cant from the point of view of achieving high sports results: self-esteem, hope for success and self-effi cacy. Objective. The aim of the study was to investigate self-esteem and selected personality traits describing the executive functions of the self and empirical verifi cation of the relationship between variables among female handball players and physical education students. Material and methods. The study comprised 3 groups of women: the fi rst – 33 female handball players aged 15-32, players of 1st league sports teams with an average training experience of over 10 years. The second – 42 female physical education students. The control group (non-training), consisted of female 39 philology students. In total, 114 women were included in the study. The following were used: the Polish adaptation of the Rosenberg Self-Esteem Scale (SES), the Hope for Success Questionnaire (KNS) by Łaguna, Trzebiński and Zięba, modelled on the basis of the Hope Scale by Snyder et al., and the Polish version of the Generalised Self-Effi cacy Scale (GSES) created by Schwarzer and Jerusalem. Results. Handball players do not diff er in their personality dimensions from female students of physical education, but they have greater willpower than non-trained women. In turn, physical education students, compared to the control group, are characterised by higher self-esteem, greater hope for success (greater willpower and the ability to fi nd solutions) and they have a stronger belief in their own effi cacy. Statistically signifi cant, positive correlations between self-esteem and features describing executive aspects of the self were found in all 3 groups of respondents. Similarly, in all 3 groups of women, a direct relationship between two-dimensional hope for success and self-effi cacy was observed. Conclusions. The study may be a contribution to research on the personality of handball players and have practical applications, being of interest to sports psychologists and coaches working with handball players.

The Level of Understanding of Pedagogical Competence of Physical Education, Health and Recreation Students of Sports Science Faculty

The study purpose. This study aims to determine the level of understanding of the pedagogical competence ofPhysical Education, Health and Recreation students of the Faculty of Sports Science, Yogyakarta State University, batch 2016. Materials and methods. This research method is a survey with a quantitative descriptive approach. The population is 180 physical education students, the sample selection is 52 physical education students using incidental sampling technique. The research instrument is a valid and reliable questionnaire. The data analysis technique is the analysis presented using the percentage. Results. The results obtained show that the level of understanding of the pedagogic competence of Physical Education, Health and Recreation students of the Faculty of Sports Science, Yogyakarta State University, class 2016 was “very low” 3.85% (2 students), “low” 67.31% (35 students), “medium” 19.23% (10 students), “high” 9.62% (5 students) and “very high” 0% (0 students). Conclusions. Based on the results of the study, it can be concluded that the level of understanding of the pedagogic competence of Physical Education students is in the low category.

Translation and validation of an extended German-language version of the Perceived Locus of Causality Questionnaire (PLOCQ-G) in a sample of physical education students

The aims of this study were to translate and validate an extended German-language version of the Perceived Locus of Causality Questionnaire (PLOCQ), a questionnaire that assesses behavioural regulations in the physical education (PE) context. Items assessing integrated regulation were added given that the original PLOCQ omits this factor. The sample consisted of 223 students from different German secondary schools. Psychometric analyses provided support for the six factors and 24-item model. Inter-correlations among the factors predominantly mirrored a simplex-like structure, except for the correlations between introjected and identified regulation and integrated regulation and its adjacent forms of regulation. Construct validity was demonstrated with positive correlations between the autonomous forms of regulation on the one hand and task orientation, perceived competence, and enjoyment on the other. Overall, this study showed that the PLOCQ‑G with six factors and 24 items has good psychometric properties and can be used to assess behavioural regulations in German PE students.

Physical education students’ usage and perceptions of a supplemental online health-related fitness knowledge curriculum (iPE)

The purpose of this study was to explore high school physical education students’ usage and perceptions of a supplemental online health-related fitness knowledge curriculum through the lens of the Unified Theory of Acceptance and Use of Technology. Individual interviews were conducted with 37 students who were enrolled in a ninth-grade physical education class. The course used an externally provided online curriculum designed to deliver and assess health-related fitness knowledge. Initial themes were generated using open and axial coding compiled into a codebook. The codebook was pilot-tested and finalized following peer debriefing sessions. Four main themes were developed: Home(room), Alone; Easy to Use, Easier to Ignore; Disconnected and Conflicted; and Low Value, Low Priority. Students completed their online work alone, but location and devices varied. Most thought the online platform was easy to navigate, and many completed multiple modules at once. Students sensed that the online content was disconnected from face-to-face physical education and questioned why they were required to engage in sedentary online learning for a physically active course. They also expressed difficulty understanding the value of the online content and assigned a low priority to completing it as a result. Implementing a supplemental online physical education curriculum presents challenges given the relative novelty of the modality within the subject. This study highlights the important role system design plays in the online learning process. It also illustrates the responsibility teachers have in helping students see the value of online learning opportunities by making connections to their own lives.

Establishing Normative Reference Values for the Utah Seated Medicine Ball Throw Protocol in Adolescents

The seated medicine ball throw (SMBT) is a field test intended to assess upper-body muscular power by measuring the maximal distance an individual can throw a medicine ball from an isolated, seated position. The SMBT has been used to assess upper-body power in various populations and to establish concurrent validity for other measures of upper-body power such as the bench press power test and the plyometric push-up. The SMBT is less costly and simpler to incorporate into a field test battery than other upper body power assessments. While the SMBT is a valid, reliable field test for upper-body power, normative reference standards for most populations, including adolescent (12-15 years old) physical education students, do not exist. Purpose: This study reports distances thrown in the SMBT to establish normative reference values in male and female physical education students, ages 12-15 years old. Methods: One hundred thirteen untrained male and female physical education students aged 12-15 years performed the SMBT field test three times on a single testing day. Participants threw a 2kg medicine ball with a 19.5 cm diameter while seated at 90 degrees after recording height and weight. Results: Participant data was separated by age gender for analysis. Mean and standard deviation for the SMBT for males was 4.3+/-0.7m and 5.2+/-0.8 m for ages 12-13 and 14-15, respectively, and for females was 3.4+/-0.5m and 3.7+/-0.5m for ages 12-13 and 14-15, respectively. Pearson correlation coefficients for between-trials comparisons for males and females ranged from r=0.85-0.97. Pearson correlation coefficients for average SMBT and age of participants was r=0.93. Normative reference values as percentile ranks for the SMBT scores for age groups 12-13 and 14-15 among males and females, respectively, were also established. Conclusion: The data presented provides an initial set of normative reference standards for coaches and students to determine upper-body muscular power using the SMBT.

Las representaciones sociales de la educación ambiental en clases de educación física, de los estudiantes y profesores de establecimientos educacionales de la IX región de la Araucanía, Chile (Social representations of environmental education in physical

La Educación Ambiental como contenido está vinculado de manera incipiente en el currículum nacional, la cual, por el contexto actual global y regional debería ser un eje central y transversal, que persiga concientizar, formar y modificar actitudes sobre el cuidado del ambiente desde las edades tempranas y durante toda la escolaridad. El propósito de la investigación es describir y comprender en profundidad las representaciones sociales de los estudiantes y profesores de Educación Física sobre Educación Ambiental de los establecimientos educacionales de las comunas Curacautín, Temuco y Puerto Saavedra de la IX Región de la Araucanía. La metodología de esta investigación es de enfoque cualitativo, la cual se lleva a cabo a través de entrevistas semiestructuradas abiertas, los datos son recopilados y analizados a través del software Atlas.ti versión 8. Los principales resultados de este estudio evidencian el escaso conocimiento de los estudiantes en relación con la Educación Ambiental. De igual forma los docentes de cada establecimiento consienten integrar la Educación Ambiental dentro de sus clases, pero de forma secundaria, sin abarcar contenidos concretos directamente relacionados con el cuidado del medio ambiente. Finalmente se concluye, que las representaciones sociales de los docentes y estudiantes revelan un interés por el tema y expresan diversas opiniones e ideas respecto de cómo podría ser abordado el contenido, de manera que el conocimiento sobre EA crezca y se desarrolle en el ámbito escolar. Abstract.Environmental Education as a content is incipiently linked to the national curriculum, which, due to the current global and regional context, should be a central and transversal axis that seeks to raise awareness, train and modify attitudes on environmental care from early ages and throughout schooling. The purpose of the research is to describe and understand in depth the social representations of Physical Education students and teachers about Environmental Education in educational establishments in the communes of Curacautín, Temuco and Puerto Saavedra in the IX Region of Araucanía. The methodology of this research is of qualitative approach, which is carried out through open semi-structured interviews, the data are collected and analyzed through the Atlas.ti version 8 software. The main results of this study show the scarce knowledge of the students in relation to Environmental Education. Likewise, the teachers of each establishment agree to integrate Environmental Education in their classes, but in a secondary way, without including concrete contents directly related to the care of the environment. Finally, it is concluded that the social representations of teachers and students reveal an interest in the subject and express diverse opinions and ideas regarding how the content could be approached, so that knowledge about EE grows and develops in the school environment.