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Liang J, Wang L, Luo J, Yan Y, Fan C. The relationship between student interaction with generative artificial intelligence and learning achievement: serial mediating roles of self-efficacy and cognitive engagement. Front Psychol 2023; 14:1285392. [PMID: 38187430 PMCID: PMC10766754 DOI: 10.3389/fpsyg.2023.1285392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 11/28/2023] [Indexed: 01/09/2024] Open
Abstract
Generative artificial intelligence (GAI) shocked the world with its unprecedented ability and raised significant tensions in the education field. Educators inevitably transition to an educational future that embraces GAI rather than shuns it. Understanding the mechanism between students interacting with GAI tools and their achievement is important for educators and schools, but relevant empirical evidence is relatively lacking. Due to the characteristics of personalization and real-time interactivity of GAI tools, we propose that the students-GAI interaction would affect their learning achievement through serial mediators of self-efficacy and cognitive engagement. Based on questionnaire surveys that include 389 participants as the objective, this study finds that: (1) in total, there is a significantly positive relationship between student-GAI interaction and learning achievement. (2) This positive relationship is mediated by self-efficacy, with a significant mediation effect value of 0.015. (3) Cognitive engagement also acts as a mediator in the mechanism between the student-GAI interaction and learning achievement, evidenced by a significant and relatively strong mediating effect value of 0.046. (4) Self-efficacy and cognitive engagement in series mediate this positive association, with a serial mediating effect value of 0.011, which is relatively small in comparison but also shows significance. In addition, the propensity score matching (PSM) method is applied to alleviate self-selection bias, reinforcing the validity of the results. The findings offer empirical evidence for the incorporation of GAI in teaching and learning.
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Affiliation(s)
- Jing Liang
- College of Management Science, Chengdu University of Technology, Chengdu, China
| | - Lili Wang
- School of Logistics, Chengdu University of Information Technology, Chengdu, China
| | - Jia Luo
- Business School, Chengdu University, Chengdu, China
| | - Yufei Yan
- Business School, Southwest Minzu University, Chengdu, China
| | - Chao Fan
- College of Management Science, Chengdu University of Technology, Chengdu, China
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Li H, Cheong JPG. Using the ADDIE model to design and develop physical education lessons incorporated with a functional training component. Front Public Health 2023; 11:1201228. [PMID: 37809003 PMCID: PMC10556500 DOI: 10.3389/fpubh.2023.1201228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Accepted: 09/06/2023] [Indexed: 10/10/2023] Open
Abstract
Introduction Good physical fitness is the foundation of a healthy lifestyle. For students, the school becomes the main place to improve their physical fitness. The traditional physical education class places little emphasis on improving physical fitness and students' physical fitness have continued to decline. To address these challenges, this study aimed to design and develop a functional training program that can be incorporated into existing physical education lessons to improve students' physical fitness levels. Methods This study adopted the instructional design framework of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model to guide the design and development of the functional training program. After development, the program was implemented and evaluated. Results The results showed the program aroused students' interest and significantly improved students' physical fitness. Conclusion This study showed the usefulness of functional training in improving the physical fitness of primary school students. In addition, it provided a reference for how to use functional training in conjunction with the physical education syllabus.
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Affiliation(s)
- Hailing Li
- Faculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, Malaysia
- Department of Physical Education, Putian University, Putian, Fujian, China
| | - Jadeera Phaik Geok Cheong
- Faculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, Malaysia
- UM STEM, Universiti Malaya, Kuala Lumpur, Malaysia
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Wei L, Zhang W, Lin C. The study of the effectiveness of design-based engineering learning: the mediating role of cognitive engagement and the moderating role of modes of engagement. Front Psychol 2023; 14:1151610. [PMID: 37303900 PMCID: PMC10250629 DOI: 10.3389/fpsyg.2023.1151610] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 05/02/2023] [Indexed: 06/13/2023] Open
Abstract
Aim Design-based engineering learning (DBEL) offers a potentially valuable approach to engineering education, but its mechanism of action has yet to be verified by empirical studies. Accordingly, the present study aimed to establish whether DBEL produces better learning outcomes, thereby building a strong, empirically grounded case for further research into engineering education. Methods To build a more comprehensive model of design-based engineering learning, the variables of cognitive engagement (the mediator) and modes of engagement (the moderator) were introduced to build a theoretical process model. Questionnaires and multiple linear regression analysis were used to verify the model. Results and discussion All four features of DBEL (design practice, interactive reflection, knowledge integration, and circular iteration) were found to exert significant and positive effects on learning outcomes. Moreover, cognitive engagement was found to both fully and partially mediate the relationships between these features and the outcomes of engineering learning; under two different modes of engagement, the positive effects of the learning features on cognitive engagement differed significantly. Conclusion The paper concluded the following: (1) a design-based learning approach can enhance engineering students' learning outcomes, (2) cognitive engagement mediates between design-based engineering learning and learning outcomes (3) a systematic mode of engagement produces better learning outcomes than a staged modes of engagement.
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Affiliation(s)
- Lina Wei
- Institute of Medical Education/National Center for Health Professions Education Development, Peking University, Beijing, China
- School of Education, Peking University, Beijing, China
| | - Wei Zhang
- School of Public Affairs, Zhejiang University, Hangzhou, China
- Institute of China's Science, Technology and Education Policy, Zhejiang University, Hangzhou, China
| | - Chenhua Lin
- School of Public Affairs, Zhejiang University, Hangzhou, China
- Institute of China's Science, Technology and Education Policy, Zhejiang University, Hangzhou, China
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Deng A, Chen A. Cognitive Load and Energy Balance Knowledge in High-School Physical Education. JOURNAL OF TEACHING IN PHYSICAL EDUCATION : JTPE 2023; 42:165-174. [PMID: 36643894 PMCID: PMC9838786 DOI: 10.1123/jtpe.2021-0231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain. METHODS A stratified random sample of high-school students (N = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio. RESULTS The path analysis results revealed that the reasoning learning tasks had direct significant effects on students' knowledge gain (βi-Diet and i-Exercise = 0.34, p < .01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students' knowledge gain (p > .05). DISCUSSION These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle.
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Affiliation(s)
- Anqi Deng
- Behavioral Medicine Research Group, Department of Psychology, College of Arts and Science, University of South Carolina, Columbia, SC, USA
| | - Ang Chen
- Pedagogical Kinesiology Laboratory, Department of Kinesiology, School of Health and Human Sciences, University of North Carolina at Greensboro, Greensboro, NC, USA
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Roure C, Dieu O. Matching Learning Tasks With Students' Conative Stages in Badminton: Effects on Situational Interest. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2022:1-10. [PMID: 35412449 DOI: 10.1080/02701367.2021.2015060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 12/02/2021] [Indexed: 06/14/2023]
Abstract
Purpose: The purpose of this study was to determine the extent to which matching three learning tasks with students' conative stages in badminton can increase their situational interest. Method: Ninety-seven secondary school students (Mage = 13.0, SD = 1.4, 50.5% girls, aged 11-16) practiced three learning tasks in badminton, designed to reflect the game intentions associated with their conative stages. They responded to the 15-item situational interest scale after practicing each of the three learning tasks. Results: According to the differences related to the SI dimensions scores between the learning tasks, matching the design of three learning tasks with the students' game intentions results in higher scores in the SI dimensions. Conclusion: Using the conative stages to characterize students' expertise levels in badminton, this study fine-tunes the connection between the students and the learning tasks by exceeding the common criterion related to the students' technical skills. This study also confirms that instant enjoyment, exploration intention, attention demand, and challenge were key dimensions underlying students' motivation in badminton in relation to its technical, tactical and physical components.
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Phan HP, Ngu BH, Chen SC, Lin RY, Wang HW, Shih JH, Shi SY. Empirical validation of the psychological concept of a perceived feeling of 'energy': Advancement into the study of positive psychology. PLoS One 2021; 16:e0259762. [PMID: 34793500 PMCID: PMC8601505 DOI: 10.1371/journal.pone.0259762] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Accepted: 10/26/2021] [Indexed: 11/19/2022] Open
Abstract
The paradigm of positive psychology, significant in nature, helps to explain the proactivity and motivation of human agency, such as a secondary school student's state of autonomy, confidence, and personal resolve to strive for optimal learning and/or non-learning experiences. Our recent research development, in tandem with other scholars' inquiries, has focused on one aspect of positive psychology-namely, a person's achievement of 'optimal best', which reflects the maximization of his/her state of functioning (e.g., cognitive functioning). Capitalizing on our previous research, we develop a psychological concept that we term as a 'perceived feeling of energy'. A perceived feeling of energy (e.g., a perceived feeling of liveliness) is proposed to act as a 'motivational engine', or as a central driver, which then could predict and enhance a person's achievement of optimal best. Six hundred and twenty-seven university students (N = 438 women, 189 men) responded to a suite of self-report questionnaires. Structural equation modelling (SEM) techniques were used to test a conceptual model, where we focused on the antecedent (i.e., the direct impact of self-efficacy on a perceived feeling of energy) and consequence of a perceived feeling energy (i.e., the impact of a perceived feeling of energy on personal resolve, and the sustaining of optimal best). Analysis of results showed support for our original hypothesized model-for example: self-efficacy as an antecedent of energy and the central role of the energy as a predictor and potential mediator of future outcomes.
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Affiliation(s)
- Huy P. Phan
- School of Education, University of New England, Armidale, Australia
- College of Education, National Taipei University of Education, Taipei, Taiwan
- Department of Industrial Engineering and Management Information, Huafan University, New Taipei City, Taiwan
| | - Bing H. Ngu
- School of Education, University of New England, Armidale, Australia
| | - Si-Chi Chen
- College of Education, National Taipei University of Education, Taipei, Taiwan
| | - Ruey-Yih Lin
- Department of Industrial Engineering and Management Information, Huafan University, New Taipei City, Taiwan
| | - Hui-Wen Wang
- Department of Asian Philosophy and Eastern Studies, Huafan University, New Taipei City, Taiwan
| | - Jen-Hwa Shih
- Department of Buddhist Studies, Huafan University, New Taipei City, Taiwan
| | - Sheng-Ying Shi
- Department of Buddhist Studies, Huafan University, New Taipei City, Taiwan
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Phan HP, Ngu BH. Introducing the Concept of Consonance-Disconsonance of Best Practice: A Focus on the Development of 'Student Profiling'. Front Psychol 2021; 12:557968. [PMID: 33995160 PMCID: PMC8121024 DOI: 10.3389/fpsyg.2021.557968] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Accepted: 04/07/2021] [Indexed: 11/17/2022] Open
Abstract
The present study, using a non-experimental approach, investigated a theoretical concept of best practice, which we recently introduced - namely: a 'state of consonance' and a 'state of disconsonance' of best practice. Consonance of best practice posits that different levels of best practice (e.g., low level of best practice versus optimal level of best practice), as well as other comparable psychological constructs (e.g., motivation towards learning) would cluster or 'group' together. Disconsonance of best practice, in contrast, would indicate non-overlapping of contrasting levels of best practice (i.e., low level of best practice versus optimal level of best practice). Taiwanese undergraduates (N = 831) from five private universities in Taipei City and New Taipei City, Taiwan took part in the study by responding to a suite of Likert-scale questionnaires (e.g., Best Practice Questionnaires, Motivation towards Learning Questionnaire), which took approximately 30-35 min to complete. Cluster analysis, commonly known as ClA, was used to analyze the data and seek theoretical understanding into the nature of the consonance of best practice. Results, overall, showed support for our proposition, resulting in four distinct profiles: 'a Balanced Profile,' 'an Intrinsic Motivation Profile,' 'a Current Best Practice + Interest Profile,' and 'a Current Best Practice + Motivation Profile.' This evidence, helping to advance further research development, has a number of practical implications for consideration. For example, how could we use the Balanced Profile to develop learning objectives and/or pedagogical practices that would encourage students to enjoy their learning experiences?
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Affiliation(s)
- Huy P. Phan
- School of Education, University of New England, Armidale, NSW, Australia
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Syrmpas I, Goudas M. Elementary Students' Knowledge Development during the Implementation of "After School Exercise" Program. CHILDREN (BASEL, SWITZERLAND) 2021; 8:248. [PMID: 33806793 PMCID: PMC8004788 DOI: 10.3390/children8030248] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Revised: 03/10/2021] [Accepted: 03/18/2021] [Indexed: 11/16/2022]
Abstract
Physical education should focus not only on students' motor and emotional development but also on their cognitive development. The purpose of the present study was to examine whether elementary students' health-related knowledge and physical activity-related goal setting increased after they participated in a program. The program aimed at promoting after school physical activity among students. Participants were 244 fifth- and sixth-grade students (116 boys and 128 girls). Students' knowledge was examined by means of a multiple-choice test, cognitive assignments and a retrospective pre-post questionnaire. The results from the three measures indicated that students enhanced their knowledge both regarding the health benefits of physical activity (PA) and effective goal setting. Hence, it can be argued that the program was effective in promoting students' skills and knowledge related to PA.
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Affiliation(s)
- Ioannis Syrmpas
- Department of Physical Education and Sport Science, Lab of Exercise Psychology & Quality of Life, University of Thessaly, Karyes, 42100 Trikala, Greece;
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9
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Chen S, Sun H, Zhu X, Chen A, Ennis Posthumous CD. Learners' motivational response to the Science, PE, & Me! curriculum: A situational interest perspective. JOURNAL OF SPORT AND HEALTH SCIENCE 2021; 10:243-251. [PMID: 33742604 PMCID: PMC7987648 DOI: 10.1016/j.jshs.2019.11.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/31/2018] [Revised: 08/16/2019] [Accepted: 09/26/2019] [Indexed: 06/12/2023]
Abstract
BACKGROUND The Science, PE, & Me! (SPEM) curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences. The purpose of this study was to evaluate students' motivational response to the SPEM curriculum from the situational interest perspective. METHODS The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition. Although all students in the 3rd, 4th, and 5th grades in the targeted schools were eligible to participate in the study, a random sample of students from the experimental (n = 1749; 15 schools) and comparison groups (n = 1985; 15 schools) provided data. Students' motivational response to the SPEM curriculum or comparison curriculum was measured using the previously validated Situational Interest Scale-Elementary. Data were analyzed using structural mean modeling. RESULTS The results demonstrated that the experimental group (as reference group) showed significantly higher enjoyment (z = -2.01), challenge (z = -6.54), exploration (z = -12.195), novelty (z = -8.80), and attention demand (z = -7.90) than the comparison group. CONCLUSION The findings indicate that the SPEM curriculum created a more situationally interesting context for learning than the comparison physical education curriculum.
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Affiliation(s)
- Senlin Chen
- School of Kinesiology, Louisiana State University, Baton Rouge, LA 70803, USA.
| | - Haichun Sun
- Department of Teaching and Learning, University of South Florida, Tampa, FL 33620, USA
| | - Xihe Zhu
- Department of Human Movement Sciences, Old Dominion University, Norfolk, VA 23529, USA
| | - Ang Chen
- Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27402, USA
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10
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Phan HP, Ngu BH. Perceived 'optimal efficiency': theorization and conceptualization for development and implementation. Heliyon 2021; 7:e06042. [PMID: 33553737 PMCID: PMC7848644 DOI: 10.1016/j.heliyon.2021.e06042] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Revised: 09/15/2020] [Accepted: 01/18/2021] [Indexed: 11/05/2022] Open
Abstract
We recently advanced the study of positive psychology by introducing the theory of optimization, which explains the underlying process of optimal best. Our continuing research interest has led us to a newly developed concept, termed as ‘optimal efficiency’. Optimal efficiency, we contend, focuses on the utilization of resources as well as the amount of time and effort that a person would have to expend during the course of his/her learning. How much time and effort, for example, should a student expend before it is perceived as being ‘inefficient’? Optimal efficiency, in this analysis, is concerned with an important relationship – namely: the minimization of expenditure of time, effort, resources, etc. versus the maximization in productivity. Perceived efficiency is related to the teaching and training of judgment, decision making, autonomy, and self-determination – for example, in terms of successful schooling, a student has to decide whether it is worthwhile to expend so much time and effort on a given task when he/she may not necessarily pass. In our conceptual analysis and proposition of optimal efficiency, we consider the impact of cognitive load theory, which places emphasis on calculated investment and subsequent use of cognitive resources to process information for the purpose of achieving effective learning in a subject matter. Using cognitive load theory as a basis, we attempt to validate the concept of optimal efficiency by taking into account three main types of cognitive load imposition: extraneous, intrinsic, and germane. For example, we consider the possibility that a reduction in extraneous cognitive load imposition could instill a perception of efficiency, resulting in a person's achievement of optimal best. Emphasis on encouragement of germane cognitive load, in contrast, could be perceived as being more efficient, likewise yielding exceptional outcomes in a subject matter.
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Affiliation(s)
- Huy P Phan
- School of Education, University of New England, Armidale, NSW 2351, Australia
| | - Bing H Ngu
- School of Education, University of New England, Armidale, NSW 2351, Australia
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Zhu X, Haegele JA, Sun H. Health-related fitness knowledge growth in middle school years: Individual- and school-level correlates. JOURNAL OF SPORT AND HEALTH SCIENCE 2020; 9:664-669. [PMID: 33308818 PMCID: PMC7749269 DOI: 10.1016/j.jshs.2019.04.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/01/2018] [Revised: 10/13/2018] [Accepted: 01/24/2019] [Indexed: 06/12/2023]
Abstract
BACKGROUND Health-related fitness knowledge (HRFK) has been an essential concept for many health and physical education programs. There has been limited understanding and longitudinal investigation on HRFK growth. This longitudinal study examined HRFK growth and its individual- and school-level correlates in middle school years under 1 curriculum condition: Five for Life. METHODS Participants were 12,044 students from 47 middle schools. Data were collected at both individual/participant and school/institution levels. Individual-level variables included gender, grade, and HRFK test scores. School-level variables included percentage of students receiving free and reduced meals (FARM), student-to-faculty ratio for physical education, and school academic performance (SAP). We used hierarchical linear modeling to examine HRFK 3-year growth in relation to individual- and school-level correlates. RESULTS The average HRFK score at 6th grade for females was 42.81% ± 1.32%. The predicted HRFK growth was 17.06% ± 1.02% per year, holding other factors constant. A 1-standard deviation increase in FARM correlated with a 14.68%-point decrease in predicted test score (p = 0.02). A 1-standard deviation increase in SAP was associated with an 11.90%-point increase in HRFK score. Males had a significantly lower growth rate than females during the middle school years (0.78%/year, p = 0.02). CONCLUSION The result showed that both individual- and school-level variables such as gender, FARM, and SAP influenced HRFK growth. Educators should heed gender differences in growth curves and recognize the correlates of school-level variables.
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Affiliation(s)
- Xihe Zhu
- Department of Human Movement Sciences, Old Dominion University, Norfolk, VA 23529, USA.
| | - Justin A Haegele
- Department of Human Movement Sciences, Old Dominion University, Norfolk, VA 23529, USA
| | - Haichun Sun
- Department of Teaching and Learning, University of South Florida, Tampa, FL 33620, USA
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Sahli H, Selmi O, Zghibi M, Hill L, Rosemann T, Knechtle B, Clemente FM. Effect of the Verbal Encouragement on Psychophysiological and Affective Responses during Small-Sided Games. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17238884. [PMID: 33260395 PMCID: PMC7731112 DOI: 10.3390/ijerph17238884] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 11/25/2020] [Accepted: 11/26/2020] [Indexed: 01/24/2023]
Abstract
Verbal encouragement (VE) is considered as external motivation provided by physical education teacher. For this reason, this study aimed to examine the effects of VE on psychophysiological and affective responses during small-sided games (SSG). Sixteen male school students (age: 17.37 ± 0.48 years) completed four sessions of a 4-a-side SSG. Two sessions occurred with VE (SSGE), and two sessions did not include VE (SSGNE). Heart rate was continuously recorded, and rating of perceived exertion (RPE) and blood lactate concentration ([La]b) were measured after each training session. Physical enjoyment was assessed after each protocol. Mood state was recorded before and after each training session using the profile of mood-state. HR max, [La]b, RPE, Physical enjoyment, and vigor were higher in SSGE compared to SSGNE (all, p < 0.001). The SSGE and SSGNE resulted in a decreased total mood disturbance (TMD) (p = 0.001, ES = 0.60; p = 0.04, ES = 0.33, respectively) and tension (p < 0.001, ES = 0.91; p = 0.004, ES = 0.47, respectively), and the vigor was increased after the SSGE (p < 0.001, ES = 0.76). SSGE and SSGNE induce similar improvement in TMD and tension. However, SSGE induced higher physiological responses, RPE, enjoyment, and positive mood than SSGNE. Physical education teachers could use VE during specific soccer sessions to improve physical aspects, enjoyment, and mood in participants.
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Affiliation(s)
- Hajer Sahli
- Research Unit, Sportive Performance and Physical Rehabilitation, High Institute of Sports and Physical Education of Kef, University of Jendouba, Kef 7100, Tunisia; (H.S.); (O.S.); (M.Z.)
| | - Okba Selmi
- Research Unit, Sportive Performance and Physical Rehabilitation, High Institute of Sports and Physical Education of Kef, University of Jendouba, Kef 7100, Tunisia; (H.S.); (O.S.); (M.Z.)
| | - Makrem Zghibi
- Research Unit, Sportive Performance and Physical Rehabilitation, High Institute of Sports and Physical Education of Kef, University of Jendouba, Kef 7100, Tunisia; (H.S.); (O.S.); (M.Z.)
| | - Lee Hill
- Division of Gastroenterology & Nutrition, Department of Pediatrics, McMaster University, Hamilton, ON L8S 4L8, Canada;
| | - Thomas Rosemann
- Institute of Primary Care, University of Zurich, 8091 Zurich, Switzerland;
| | - Beat Knechtle
- Institute of Primary Care, University of Zurich, 8091 Zurich, Switzerland;
- Medbase St. Gallen Am Vadianplatz, 9001 St. Gallen, Switzerland
- Correspondence:
| | - Filipe Manuel Clemente
- Escola Superior Desporto e Lazer, Instituto Politécnico de Viana do Castelo, Rua Escola Industrial e Comercial de Nun’Álvares, 4900-347 Viana do Castelo, Portugal;
- Instituto de Telecomunicações, Delegação da Covilhã, 1049-001 Lisboa, Portugal
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Roure C, Lentillon-Kaestner V, Pasco D. Students' individual interest in physical education: Development and validation of a questionnaire. Scand J Psychol 2020; 62:64-73. [PMID: 32720307 DOI: 10.1111/sjop.12669] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2020] [Accepted: 06/08/2020] [Indexed: 11/27/2022]
Abstract
Identifying the specificity of students' individual interest in physical education is necessary to capture the different facets of this construct. In contrast to existing questionnaires in education which assess the multidimensionality of individual interest, the current scale used in physical education consists of a single-item measurement which rates students' individual interest for multiple physical activities taught during lessons. Even if this single-item rating provides a basis for classifying interest relative to others, it does not provide information about the nature and internal components of individual interest. Therefore, the purpose of this study was to develop a valid and reliable questionnaire measuring the multidimensionality of students' individual interest in physical education. Four stages were followed: (1) the development of a preliminary version based on the findings of a literature review on individual interest and a committee process validation; (2) a first study conducted on 481 secondary school students to establish the factor structure, and internal reliability of this questionnaire; (3) a second study based on 243 secondary school students to confirm its factor structure and to test its temporal stability; and finally, (4) a third study with 253 students to test its concurrent validity. The final form of the questionnaire consists of a three-factor structure based on 14 items that measure students' individual interest in physical education: positive affect and willingness to reengage (five items), stored utility value (four items), and stored attainment value and knowledge-seeking intentions (five items).
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Affiliation(s)
- Cédric Roure
- University of Teacher Education, Lausanne, Switzerland
| | | | - Denis Pasco
- School of Education, University of Bourgogne Franche-Comté, Besançon, France
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Roure C, Pasco D, Benoît N, Deldicque L. Impact of a Design-Based Bike Exergame on Young Adults' Physical Activity Metrics and Situational Interest. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2020; 91:309-315. [PMID: 31718499 DOI: 10.1080/02701367.2019.1665621] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2019] [Accepted: 09/05/2019] [Indexed: 06/10/2023]
Abstract
Purpose: Despite the benefits of commercial exergames, in the practical application, players might not be spending sufficient time in physical activity levels compatible with health outcomes. We adopted a design-based exergame approach to build a bike exergame called Greedy Rabbit. The purpose of this study was to identify the impact of Greedy Rabbit on players' physical activity metrics and situational interest. Method: Sixty undergraduate students were assigned to two groups: an experimental group playing Greedy Rabbit (N = 41) and a control group playing a placebo version of Greedy Rabbit (N = 19). The physical activity metrics measured were maximum oxygen consumption, heart rate and cadence. Results: The experimental group reported higher scores for all physical activity metrics and for two dimensions of situational interest (instant enjoyment and attention demand). Furthermore, the physical activity metrics increased more during the exergame for the experimental group, reaching the standard guidelines for vigorous physical activity. Conclusion: This study demonstrated that a design-based bike exergame might be a good option to enhance players' health-related physical activity outcomes and situational interest.
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Putarek V, Rovan D, Pavlin-Bernardić N. Relations of patterns of perfectionism to BIS sensitivity, achievement goals and student engagement. LEARNING AND MOTIVATION 2019. [DOI: 10.1016/j.lmot.2019.101596] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Xie K, Heddy BC, Vongkulluksn VW. Examining engagement in context using experience-sampling method with mobile technology. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.101788] [Citation(s) in RCA: 30] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Wang Y, Zhang T, Schweighardt R, Chen A. Does cardiorespiratory fitness knowledge carry over in middle school students? LEARNING AND INDIVIDUAL DIFFERENCES 2019; 75. [DOI: 10.1016/j.lindif.2019.101762] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Wang Y, Chen A, Schweighardt R, Zhang T, Wells S, Ennis C. The nature of learning tasks and knowledge acquisition:The role of cognitive engagement in physical education. EUROPEAN PHYSICAL EDUCATION REVIEW 2019; 25:293-310. [PMID: 32848504 PMCID: PMC7447200 DOI: 10.1177/1356336x17724173] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Acquiring scientific knowledge about physical activity is necessary for students to become physically literate for life, and cognitive engagement and cognitive levels of tasks are two components that often determine the effectiveness of knowledge acquisition. This study sought to determine the extent to which students' cognitive engagement in descriptive, relational and reasoning learning tasks contributed to their acquisition of knowledge and the extent to which cognitive engagement on lower-level tasks contributed to higher-level tasks (e.g. descriptive to relational to reasoning). The performance of students in descriptive, relational and reasoning tasks and knowledge acquisition was measured in 992 middle school students in active physical education lessons. The results revealed that students' performance in relational (regression coefficient 0.09, p < 0.01) and reasoning (regression coefficient = 0.06, p < 0.01) tasks directly contributed to their acquisition of knowledge (R2 = 0.14). The performance of students in descriptive tasks indirectly contributed to knowledge acquisition through influencing their performance in relational and reasoning tasks (indirect effect = 0.09, p < 0.01).
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Affiliation(s)
- Yubing Wang
- Department of Kinesiology, University of North Carolina at Greensboro, USA
| | - Ang Chen
- Department of Kinesiology, University of North Carolina at Greensboro, USA
| | - Ray Schweighardt
- Department of Kinesiology, University of North Carolina at Greensboro, USA
| | - Tan Zhang
- Department of Health, Arkansas State University, USA
| | - Stephanie Wells
- Department of Kinesiology, University of North Carolina at Greensboro, USA
| | - Catherine Ennis
- Department of Kinesiology, University of North Carolina at Greensboro, USA
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Chen S, Zhu X, Androzzi J, Nam YH. Evaluation of a concept-based physical education unit for energy balance education. JOURNAL OF SPORT AND HEALTH SCIENCE 2018; 7:353-362. [PMID: 30356610 PMCID: PMC6189271 DOI: 10.1016/j.jshs.2016.06.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/22/2015] [Revised: 04/03/2016] [Accepted: 05/30/2016] [Indexed: 06/08/2023]
Abstract
BACKGROUND Physical education (PE) is a key channel that impacts children's decisions and behaviors for healthful living. This study evaluated the effects of a concept-based PE (CBPE) instructional unit, featured by energy balance (EB) education, on students' knowledge learning, situational interest, cognitive, and physical engagements as well as teachers' perceptions. METHODS Fourth and 5th grade students (n = 468) in a mid-western state of the United States were recruited as the participants. Four elementary schools were randomized to the CBPE or control groups. Students' EB knowledge, situational interest, cognitive engagement, and physical engagement were measured by a knowledge test, the Situational Interest Scale-Elementary, written task sheets, and accelerometers, respectively, while teachers' perceptions of the CBPE unit were captured by individual interviews at the end of the experiment. RESULTS The CBPE group showed a significant increase in EB knowledge, while the control did not. Both groups showed a similar increasing trend for situational interest over time, although the statistical results favored the control group. For physical engagement, the CBPE group demonstrated a statistically different but substantively similar level of in-class physical activity compared to the control group. The CBPE group also showed a moderate level of cognitive engagement throughout the unit. The PE teachers reported overall positive perceptions about teaching the CBPE unit. CONCLUSION These results support the utility of the CBPE unit in enhancing EB education along with facilitating positive student interest and engagement as well as positive teaching experiences.
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Affiliation(s)
- Senlin Chen
- Department of Kinesiology, Iowa State University, Ames, IA 50011, USA
| | - Xihe Zhu
- Department of Human Movement Sciences, Old Dominion University, Norfolk, VA 23529, USA
| | - Jared Androzzi
- Department of Health, Physical Education, Recreation, and Sport, Shepherd University, Shepherdstown, WV 25443, USA
| | - Yoon Ho Nam
- School of Sport and Exercise Science, University of Northern Colorado, Greeley, CO 80639, USA
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Kurita H, Inden M, Hozumi I. Review of relevance between metal homeostasis and neurodegenerative disease. Nihon Yakurigaku Zasshi 2017; 150:29-35. [PMID: 28690272 DOI: 10.1254/fpj.150.29] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Chen S, Sun H, Zhu X, Chen A. Relationship between motivation and learning in physical education and after-school physical activity. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2014; 85:468-477. [PMID: 25412129 PMCID: PMC9161286 DOI: 10.1080/02701367.2014.961054] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
PURPOSE A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. METHOD Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. RESULTS It was found that expectancy beliefs (β = .20, t = 2.16, p = .03) and perceived exploration demand (β = .25, t = 2.58, p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation. CONCLUSION This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation.
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Zhang T, Chen A, Chen S, Hong D, Loflin J, Ennis C. Constructing cardiovascular fitness knowledge in physical education. EUROPEAN PHYSICAL EDUCATION REVIEW 2014; 20:425-443. [PMID: 25995702 PMCID: PMC4435935 DOI: 10.1177/1356336x14524865] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students (N = 616) from 15 randomly sampled urban elementary schools completed 34 cognitive assignments related to the cardiorespiratory physical activities they were engaged in across 10 lessons. Performance on the assignments were analyzed in relation to their knowledge gain measured using a standardized knowledge test. A multivariate discriminant analysis revealed that the cognitive assignments contributed to knowledge gain but the contribution varied assignment by assignment. A multiple regression analysis indicated that students' assignment performance by lesson contributed positively to their knowledge growth scores. A content analysis based on the constructivist learning framework showed that observing-reasoning assignments contributed the most to knowledge growth. Analytical and analytical-application assignments contributed less than the constructivist theories would predict.
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Affiliation(s)
- Tan Zhang
- University of North Carolina at Greensboro, USA
| | - Ang Chen
- University of North Carolina at Greensboro, USA
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Abstract
Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students' opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime. When implementing evidence-based approaches to physical education, teachers need to teach the curriculum coherently and with fidelity. New programs such as Science, PE, & Me! and the Science of Healthful Living provide opportunities for students to examine the effects of exercise on their bodies in a physically active, learning-oriented approach to physical education.
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Gegenfurtner A, Vauras M. Age-related differences in the relation between motivation to learn and transfer of training in adult continuing education. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2012. [DOI: 10.1016/j.cedpsych.2011.09.003] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
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Zhu X, Chen A. Adolescent expectancy-value motivation and learning: A disconnected case in physical education. LEARNING AND INDIVIDUAL DIFFERENCES 2010. [DOI: 10.1016/j.lindif.2010.04.013] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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