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Rosu D, Enache IS, Muntean RI, Stefanica V. Effects of Kin Ball Initiation: Pre- and Post-Pandemic Impact on Palmar Muscle Strength, Endurance, and Coordination in Non-Athlete Participants. Sports (Basel) 2024; 12:158. [PMID: 38921852 PMCID: PMC11207812 DOI: 10.3390/sports12060158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2024] [Revised: 05/27/2024] [Accepted: 05/30/2024] [Indexed: 06/27/2024] Open
Abstract
The aim of our research is to introduce Kin Ball for the first time in Romania and assess its impact on the motor capacities of practitioners, particularly focusing on its potential contribution to developing motor skills in young students within the academic sphere, despite the challenges posed by the COVID-19 pandemic. DESIGN A retrospective, case-control study with a focus on four distinct research groups. SETTING The research was conducted in a camp setting, situated in the mountainous region of Bughea de Sus, Romania. PARTICIPANTS The study included 94 students, comprising 54 boys and 40 girls, with an overall average age of 20.85 ± 2 years. All participants were classified as non-athletes based on their level of sports practice. INTERVENTIONS The Kin Ball initiation program, a key component of the study, comprised 20 training sessions conducted in 10-day stages, systematically evaluating participants' motor skills. MAIN OUTCOME MEASURES The study assessed palmar muscle strength, endurance, and co-ordination function. RESULTS Statistical analyses, including the Kolmogorov-Smirnov test, revealed notable differences in the initiation process and significant variations (p < 0.05) in all measurements performed in 2022. In 2019, the tests recorded both significant and statistically insignificant differences, as indicated by the calculation of Cohen's d indicator. CONCLUSIONS The study underscored the influence of reduced movement during the pandemic on motor skills and highlighted Kin Ball's potential as an alternative sport within physical education curricula. Despite lower baseline motor capacities observed in 2022, participants exhibited significant progress, emphasizing Kin Ball's capacity to improve physical skills. These findings underscore the importance of alternative sports such as Kin Ball in fostering holistic personal development and mitigating the impact of pandemic-induced disruptions on motor skills.
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Affiliation(s)
- Daniel Rosu
- Department of Physical Education and Sport, Faculty of Sciences, Physical Education and Informatics, National University of Science and Technology Politehnica Bucharest, Pitesti University Center, 110040 Pitesti, Romania; (D.R.); (I.-S.E.); (V.S.)
| | - Ion-Sebastian Enache
- Department of Physical Education and Sport, Faculty of Sciences, Physical Education and Informatics, National University of Science and Technology Politehnica Bucharest, Pitesti University Center, 110040 Pitesti, Romania; (D.R.); (I.-S.E.); (V.S.)
| | - Raul-Ioan Muntean
- Department of Physical Education and Sport, Faculty of Law and Social Sciences, University “1 Decembrie 1918” of Alba Iulia, 510009 Alba Iulia, Romania
| | - Valentina Stefanica
- Department of Physical Education and Sport, Faculty of Sciences, Physical Education and Informatics, National University of Science and Technology Politehnica Bucharest, Pitesti University Center, 110040 Pitesti, Romania; (D.R.); (I.-S.E.); (V.S.)
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Abdulla A, Whipp PR, McSporran G, Teo T. An interventional study with the Maldives generalist teachers in primary school physical education: An application of self-determination theory. PLoS One 2022; 17:e0268098. [PMID: 35522650 PMCID: PMC9075671 DOI: 10.1371/journal.pone.0268098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2022] [Accepted: 04/21/2022] [Indexed: 11/18/2022] Open
Abstract
In Maldives’ primary schools, physical education (PE) is mainly taught by generalist classroom teachers who often lack knowledge and confidence to teach PE. Also, PE programs in primary schools are affected by a perceived lack of infrastructure, resources and equipment. Children in primary schools are allocated one 35 minute period of PE per week. Researchers have previously investigated interventions implemented by specialist PE teachers to enhance the motivation of secondary school students in PE classes. However, limited research has been conducted with generalist teachers’ implementing PE intervention with primary school children. In this study we applied self-determination theory to investigate the effects of a professional learning program and an associated resource support package, that was then delivered by the Maldives generalist teachers’ delivering PE. The participants were 30 primary school teachers (control group, n = 15; intervention group, n = 15), and their 725 primary school students aged 9–12 years (mean age of 10.5 years). The teachers in the group undertook eight hours of professional learning that focused on strategies and behaviours to support student satisfaction for the three main elements of self-determination theory: autonomy, competence, and relatedness. A repeated measure ANCOVA was carried out for each of the dependent variables. Overall results when compared to pre-intervention measures, the students of teachers in the intervention group significantly increased their post-intervention perceptions for autonomy, competence, and relatedness; and, increased their psychological need satisfaction. Moreover, intervention-students in the post-intervention phase reported reduced need frustration for autonomy, competence, and relatedness; and, experienced higher levels of self-efficacy, enjoyment and engagement. We contend that these results accentuate the usefulness of professional learning programs for generalist teachers delivering PE to promote students’ psychological need satisfaction, whilst reducing thwarting behaviours to enhance students’ self-determined motivation toward PE classes. The intervention program significantly enhanced the students’ perceived need support, and autonomous motivation, it also reduced teachers’ need frustrating behaviours within PE classes. Facilitating teachers to provide more moderate to vigorous physical activity (MVPA) and psychological need support could reduce the rate of non-communicable diseases that are currently prevalent in the Maldives.
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Affiliation(s)
- Azeema Abdulla
- College of Science, Health, Engineering and Education, Murdoch University, Perth, Western Australia, Australia
- * E-mail: ,
| | - Peter R. Whipp
- College of Science, Health, Engineering and Education, Murdoch University, Perth, Western Australia, Australia
| | - Genevieve McSporran
- College of Science, Health, Engineering and Education, Murdoch University, Perth, Western Australia, Australia
| | - Timothy Teo
- College of Science, Health, Engineering and Education, Murdoch University, Perth, Western Australia, Australia
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Lee EJ, So WY, Youn HS, Kim J. Effects of School-Based Physical Activity Programs on Health-Related Physical Fitness of Korean Adolescents: A Preliminary Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18062976. [PMID: 33799424 PMCID: PMC7998220 DOI: 10.3390/ijerph18062976] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 03/01/2021] [Accepted: 03/11/2021] [Indexed: 12/17/2022]
Abstract
As adolescents spend the majority of their time focused on exams and assignments, they do not have sufficient time to engage in physical activity; this lack of physical activity is an important public health concern. This study aimed to investigate how school-based physical activity programs affect the health-related physical fitness of adolescents in the Republic of Korea. For this study, a total of 120 high school students participated in a school-based physical activity program that included badminton and table tennis for 15 weeks each (35 min/day, three times a week), with a total of 30 weeks for one academic year. The parameters for health-related physical fitness measured muscle strength (handgrip strength), power (standing long jump), cardiorespiratory fitness (shuttle run test), flexibility (sit and reach), body mass index (BMI), and the total score. The results revealed a statistically significant improvement in muscle strength (p < 0.001), power (p < 0.001), cardiorespiratory fitness (p < 0.001), flexibility (p = 0.005), and the overall health-related physical fitness score (p = 0.001). However, students’ BMI showed no significant difference before and after participation (p = 0.825). The results of this study indicated that school-based physical activity programs can have a positive effect on the health-related physical fitness of adolescents.
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Affiliation(s)
- Eui-Jae Lee
- Department of Physical Education, Sogang University, Seoul 04107, Korea;
| | - Wi-Young So
- Sports Medicine Major, College of Humanities and Arts, Korea National University of Transportation, Chungju-si 27469, Korea;
| | - Hyun-Su Youn
- Department of Physical Education, College of Education, WonKwang University, Iksan-si 54538, Korea
- Correspondence: (H.-S.Y.); (J.K.); Tel.: +82-63-850-6623 (H.-S.Y.); +82-43-840-3212 (J.K.); Fax: +82-63-850-6666 (H.-S.Y.)
| | - Jooyoung Kim
- Office of Academic Affairs, Konkuk University, Chungju-si 27478, Korea
- Correspondence: (H.-S.Y.); (J.K.); Tel.: +82-63-850-6623 (H.-S.Y.); +82-43-840-3212 (J.K.); Fax: +82-63-850-6666 (H.-S.Y.)
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González-Peño A, Franco E, Coterón J. Do Observed Teaching Behaviors Relate to Students' Engagement in Physical Education? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18052234. [PMID: 33668255 PMCID: PMC7967671 DOI: 10.3390/ijerph18052234] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/20/2021] [Revised: 02/19/2021] [Accepted: 02/21/2021] [Indexed: 11/16/2022]
Abstract
Teachers' behaviors can affect students' engagement in the Physical Education (PE) setting. According to self-determination theory, teachers can rely on either a need-supportive or a controlling teaching behavior, and these behaviors will differently affect students' outcomes. The main objective of this research was to analyse how teaching behaviors and some contextual variables influence students' engagement in PE classes. The present study adds to the existing literature through an observation-based design in which real-life examples of need-supportive and thwarting teaching behaviors, as well as students' engagement behaviors, have been identified. Thirty-seven different PE lessons were coded for 5-min intervals to assess the occurrence of 36 teaching behaviors and five students' behaviors. Stepwise regression revealed that both structure during activity and relatedness support could predict student engagement in a positive way. Surprisingly, cold teaching also emerged as a direct predictor in the last step of the analysis. On the other hand, controlling and structure before activity behaviors inversely predicted students' engagement. These four variables explained 39% of the variance in student engagement, whereas autonomy support did not correlate with student engagement. These new findings in the field not only confirm the known relevance of teaching behavior for students' outcomes but also suggest an unexpected lack of influence of autonomy support on students' engagement as well as an association between cold teaching and students' engagement. Results are discussed in the light of new approaches, and some practical implications are provided.
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Affiliation(s)
- Alba González-Peño
- Social Sciences Applied to Physical Activity, Sport and Leissure Department, Faculty of Physical Activity and Sports Sciences—INEF, Universidad Politécnica de Madrid, 28040 Madrid, Spain; (A.G.-P.); (J.C.)
- Departament of Education, Research and Evaluation Methods, Faculty of Social and Human Sciences, Universidad Pontificia Comillas, 28049 Madrid, Spain
| | - Evelia Franco
- Departament of Education, Research and Evaluation Methods, Faculty of Social and Human Sciences, Universidad Pontificia Comillas, 28049 Madrid, Spain
- Correspondence: ; Tel.: +34-917343950 (ext. 4437)
| | - Javier Coterón
- Social Sciences Applied to Physical Activity, Sport and Leissure Department, Faculty of Physical Activity and Sports Sciences—INEF, Universidad Politécnica de Madrid, 28040 Madrid, Spain; (A.G.-P.); (J.C.)
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5
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Gil-Arias A, Diloy-Peña S, Sevil-Serrano J, García-González L, Abós Á. A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 18:ijerph18010110. [PMID: 33375232 PMCID: PMC7795743 DOI: 10.3390/ijerph18010110] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/17/2020] [Revised: 12/22/2020] [Accepted: 12/23/2020] [Indexed: 11/16/2022]
Abstract
Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students’ motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students (Mage = 15.50, SDage = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students’ motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students’ perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students’ motivational outcomes, especially in girls.
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Affiliation(s)
- Alexander Gil-Arias
- Centre for Sport Studies, Rey Juan Carlos University, Fuenlabrada, 28943 Madrid, Spain
- Correspondence:
| | - Sergio Diloy-Peña
- EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Health and Sport Sciences, University of Zaragoza, 22002 Huesca, Spain; (S.D.-P.); (J.S.-S.); (L.G.-G.)
| | - Javier Sevil-Serrano
- EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Health and Sport Sciences, University of Zaragoza, 22002 Huesca, Spain; (S.D.-P.); (J.S.-S.); (L.G.-G.)
| | - Luis García-González
- EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Health and Sport Sciences, University of Zaragoza, 22002 Huesca, Spain; (S.D.-P.); (J.S.-S.); (L.G.-G.)
| | - Ángel Abós
- EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Social Sciences and Humanities, University of Zaragoza, 44003 Teruel, Spain;
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Fierro-Suero S, Almagro BJ, Sáenz-López P, Carmona-Márquez J. Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E4169. [PMID: 32545317 PMCID: PMC7312596 DOI: 10.3390/ijerph17114169] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Revised: 06/08/2020] [Accepted: 06/09/2020] [Indexed: 11/17/2022]
Abstract
In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher's support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need.
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Affiliation(s)
| | - Bartolomé J. Almagro
- Psychology and Sport Sciences, Faculty of Education, Universidad de Huelva, Avda. Tres de marzo s/n, 21071 Huelva, Spain; (S.F.-S.); (P.S.-L.); (J.C.-M.)
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7
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Vaquero-Solís M, Iglesias Gallego D, Tapia-Serrano MÁ, Pulido JJ, Sánchez-Miguel PA. School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17030999. [PMID: 32033392 PMCID: PMC7037705 DOI: 10.3390/ijerph17030999] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/29/2019] [Revised: 01/26/2020] [Accepted: 01/29/2020] [Indexed: 12/12/2022]
Abstract
Background: The aim of this systematic review was to examinemotivational interventions based on physical activity as precursor of psychosocial benefits inside of the scholar context. Method: studies were identified in seven databases (Web of Science, Sport Discuss, Scopus, Eric, Pubmed, Psycinfo and Google Scholar). The search process was from June 2011 to September 2019. A total of 41 articles met the inclusion criteria. Results: 23 studies showed psychological effects after intervention and also 10 studies showed psychosocial effect after the intervention. The rest of the studies, although they presented changes, did not become significant. Conclusions: this systematic review showed the importance of motivational processes for the performance of physical activity and sport as a precursor of psychosocial changesand highlights the importance of strategies and the temporal nature of studies to maintain significant changes over time.Likewise, the study shows the future trend of motivational interventions, highlighting the female gender as participants of special interest, and changing the methodology through web-based interventions and active breaks or mental breaks during traditional subject classes.
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Affiliation(s)
- Mikel Vaquero-Solís
- Department of Didactics of Music, Plastic and Body Expression, Teacher Training College, University of Extremadura, Cáceres (Spain), 10003 Extremadura, Spain (M.Á.T.-S.)
| | - Damián Iglesias Gallego
- Department of Didactics of Music, Plastic and Body Expression, Teacher Training College, University of Extremadura, Cáceres (Spain), 10003 Extremadura, Spain (M.Á.T.-S.)
- Correspondence: (D.I.G.); (P.A.S.-M.)
| | - Miguel Ángel Tapia-Serrano
- Department of Didactics of Music, Plastic and Body Expression, Teacher Training College, University of Extremadura, Cáceres (Spain), 10003 Extremadura, Spain (M.Á.T.-S.)
| | - Juan J. Pulido
- Faculty of Sport Science, University of Extremadura, Cáceres (Spain), 10003 Extremadura, Spain;
- Faculty of Human Kinetics, University of Lisbon, 1499-002 Lisbon, Portugal
| | - Pedro Antonio Sánchez-Miguel
- Department of Didactics of Music, Plastic and Body Expression, Teacher Training College, University of Extremadura, Cáceres (Spain), 10003 Extremadura, Spain (M.Á.T.-S.)
- Correspondence: (D.I.G.); (P.A.S.-M.)
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Raabe J, Schmidt K, Carl J, Höner O. The Effectiveness of Autonomy Support Interventions With Physical Education Teachers and Youth Sport Coaches: A Systematic Review. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY 2019; 41:345-355. [PMID: 31722291 DOI: 10.1123/jsep.2019-0026] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2019] [Revised: 07/01/2019] [Accepted: 08/29/2019] [Indexed: 06/10/2023]
Abstract
Researchers consider motivation a key determinant of physical activity. In physical education (PE) and youth sport, the more children and adolescents evaluate their teachers and coaches to be autonomy supportive, as opposed to controlling, the more self-determined they are in their motivation. Therefore, it appears valuable to help PE teachers and youth sport coaches optimize their interactions with the individuals they work with. This study was designed to systematically review the literature related to autonomy support interventions with PE teachers and youth sport coaches. After relevant databases were searched and duplicates were removed, 1,523 potentially pertinent articles were found. These were subsequently screened based on specific inclusion criteria. This systematic review process helped identify 21 studies that were included for further analyses. Overall, the interventions were frequently successful in enhancing PE teachers' and youth sport coaches' behavior. Additional research appears justified to foster self-determined motivation among children and adolescence.
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Affiliation(s)
- Johannes Raabe
- West Virginia University
- Eberhard Karls University Tübingen
| | | | - Johannes Carl
- Eberhard Karls University Tübingen
- Friedrich-Alexander University Erlangen-Nürnberg
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Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction. SUSTAINABILITY 2019. [DOI: 10.3390/su11215970] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This paper focusses on university pre-service teachers developing cooperative physical challenges within reflective and cooperative learning frameworks. The pre-service teachers were involved in reflection-in-action and reflection-on-action and contemplated their professional identity in both reflective narratives and focus group discussions. The students’ reflections were scored using two rubrics. The first elements scored from the pre-service teacher’s reflective narratives included the focus of the reflection, awareness of previous beliefs, knowledge, and experiences, inquiring and focusing on possible actions through questions and hypotheses, and arguing for concrete learning objectives. The second rubric scored elements of the pre-service teachers’ professional identity, including self-esteem, task perception, job motivation, and expectations about future jobs. The results from the instructional cooperative approaches based on the reflections on the in-practice at a primary school disclosed the differences between them, with the non-structured approach scoring higher than the structured one. The cooperative challenges, when embedded in the reflection process, profoundly helped pre-service teachers to identify aspects of their professional identity that would ensure an effective intake of sustainable competences.
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Sierra-Díaz MJ, González-Víllora S, Pastor-Vicedo JC, López-Sánchez GF. Can We Motivate Students to Practice Physical Activities and Sports Through Models-Based Practice? A Systematic Review and Meta-Analysis of Psychosocial Factors Related to Physical Education. Front Psychol 2019; 10:2115. [PMID: 31649571 PMCID: PMC6795761 DOI: 10.3389/fpsyg.2019.02115] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2019] [Accepted: 09/02/2019] [Indexed: 12/04/2022] Open
Abstract
Adults (more than 18 years old) are likely to reproduce the habits that they acquired during childhood and adolescence (from 6 to 16 years old). For that reason, teachers and parents have the responsibility to promote an active and healthy lifestyle in children and adolescents. Even though every school subject should promote healthy activities, Physical Education (PE) is the most important subject to foster well-being habits associated to healthy lifestyle during sport practice and other kinds of active tasks. Indeed, there are many factors that influence the acquisition of healthy habits that should be taken into account when programs and activities are implemented in both educational and extracurricular context. In this sense, psychological and social factors are of utmost importance to achieve optimal experiences for an active and healthy lifestyle. However, due to the myriad of studies analyzing different factors in different contexts, there could be confusion when programs and pedagogical strategies are applied in educational or extracurricular contexts. The objective of this investigation is to analyse the state of art of the psychosocial factors which influence the engagement in physical activities and sport practice. The keywords used in this review were mainly: "Self-Determination Theory," "(intrinsic) motivation," "Psychological need satisfaction," "physical activity and sport engagement," "Elementary Education," "Secondary Education," "Physical Education." In addition, the Boolean data type "and," "or," and "not" were also used. The articles were selected according to the following criteria: (a) peer-reviewed original research published in international journals indexed in JCR or SJR, (b) published in English or Spanish, (c) about psychosocial factors which influence the physical activity and sport engagement, (d) in educational or extracurricular context. Research articles selected were found through Web of Science, Scopus, Google Scholar, SportDiscus (EBSCO-host), ERIC, PubMed, Medline, and PsycInfo databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes.
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Affiliation(s)
- Manuel Jacob Sierra-Díaz
- EDAF Group, Didactics of Musical, Plastic and Physical Education Department, Faculty of Education of Cuenca, University of Castilla-La Mancha, Cuenca, Spain
| | - Sixto González-Víllora
- EDAF Group, Didactics of Musical, Plastic and Physical Education Department, Faculty of Education of Cuenca, University of Castilla-La Mancha, Cuenca, Spain
| | - Juan Carlos Pastor-Vicedo
- EDAF Group, Didactics of Musical, Plastic and Physical Education Department, Faculty of Education of Albacete, University of Castilla-La Mancha, Albacete, Spain
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Leyton Román M, Lobato Muñoz S, Jiménez Castuera R. The importance of assigning responsibility during evaluation in order to increase student satisfaction from physical education classes: A structural equation model. PLoS One 2019; 14:e0209398. [PMID: 31504050 PMCID: PMC6736274 DOI: 10.1371/journal.pone.0209398] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2018] [Accepted: 08/25/2019] [Indexed: 11/18/2022] Open
Abstract
Considering the benefits that students report when evaluating physical education classes, the purpose of the present study was to analyse the relationships between the assignment of student responsibility in the evaluation, motivational variables and the satisfaction with the physical education classes, using The Theory of Self-determination as a support method. The sample for this study was 922 students, of both genres and in Compulsory Secondary Education, aged between 14 and 18 years. To carry out the study, the Student's Scale of Responsibility was used in the physical education assessment, the Basic Psychological Needs Measuring Scale, the Percentage Scale for Physical Education Causality and the Satisfaction Scale in Physical Education. The results of the structural equations model revealed a good adjustment to the data. This finding highlights the importance of giving responsibilities to the students in the evaluation process, in order to satisfy the psychological needs of the students and, therefore, self-determined motivation. Additionally, the satisfaction of psychological needs and self-determined motivation increase satisfaction towards physical education classes.
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Affiliation(s)
| | - Susana Lobato Muñoz
- Faculty of Sport Sciences, University of Extremadura, Cáceres, Extremadura, Spain
| | - Ruth Jiménez Castuera
- Didactic and Behavioural Analysis in Sport Research Group, Faculty of Sport Sciences, University of Extremadura, Cáceres, Extremadura, Spain
- * E-mail:
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12
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Ayllón S, Alsina Á, Colomer J. Teachers' involvement and students' self-efficacy: Keys to achievement in higher education. PLoS One 2019; 14:e0216865. [PMID: 31125346 PMCID: PMC6534320 DOI: 10.1371/journal.pone.0216865] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2018] [Accepted: 04/30/2019] [Indexed: 11/18/2022] Open
Abstract
We study the relative importance of the three dimensions of need-supportive teaching (NST) and students’ self-efficacy to gain new knowledge about students’ achievement in higher education. NST assumes that teachers are key to the motivation of students, providing autonomy support, structure (support of competence), and involvement (support of relatedness). In turn, self-efficacy raises students’ confidence in their ability to succeed in academic tasks. Drawing on 86,000 records of teaching evaluations by students at the University of Girona (Spain), we present evidence that teachers’ involvement and students’ self-efficacy are the two elements most strongly and positively related to achievement. Students obtain higher marks when they believe that their teachers are dependable and available to offer resources, and when they feel capable of organizing and implementing the courses of action necessary to acquire knowledge. We also find that students’ experience of autonomy support and structure are negatively (or not) correlated with achievement. Subgroup analyses also indicate that students have different needs in different knowledge areas.
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Affiliation(s)
- Sara Ayllón
- Department of Economics, University of Girona, Girona, Spain.,Teaching Innovation Network on Reflective Learning, Institute of Educational Sciences Josep Pallach, University of Girona, Girona, Spain
| | - Ángel Alsina
- Teaching Innovation Network on Reflective Learning, Institute of Educational Sciences Josep Pallach, University of Girona, Girona, Spain.,Department of Specific Didactics, University of Girona, Girona, Spain
| | - Jordi Colomer
- Teaching Innovation Network on Reflective Learning, Institute of Educational Sciences Josep Pallach, University of Girona, Girona, Spain.,Department of Physics, University of Girona, Girona, Spain
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Marcos-Pardo PJ, Martínez-Rodríguez A, Gil-Arias A. Impact of a motivational resistance-training programme on adherence and body composition in the elderly. Sci Rep 2018; 8:1370. [PMID: 29358716 PMCID: PMC5778069 DOI: 10.1038/s41598-018-19764-6] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2017] [Accepted: 01/09/2018] [Indexed: 02/08/2023] Open
Abstract
Lack of physical activity is one of the major causes for obesity and functional disability in the elderly. Including regular exercise in the elderly's lifestyle is not an easy task. The main objective was to analyse the effect of a motivational resistance-training programme on satisfying the individual's psychological needs, level of self-determination and body composition. A quasi-experimental study was performed with 47 volunteers (29 females, 18 males) of 67-75 years of age, divided into two groups: experimental (n = 27) and control (n = 20). A 12-week intervention programme was performed, with a total of 36 sessions. The results of the inter-group analysis indicated significant differences in the post-test measurement between the experimental group and the control group (in favour of the experimental group) regarding basic psychological needs. The experimental group, in comparison to the control group, significantly decreased their percentage of fat mass and increased muscle mass. Body weight and BMI values increased in the control group, while significantly decreasing in the experimental group. In conclusion, the motivational resistance-training programme in the elderly gave rise to positive significant changes at the physical, psychological and social levels, according to the definition of health by the World Health Organization.
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Affiliation(s)
- Pablo Jorge Marcos-Pardo
- Faculty of Sports, Catholic University San Antonio of Murcia (UCAM), Murcia, Spain.
- Faculty of Sports, Catholic University San Antonio of Murcia (UCAM), Av. de los Jerónimos, 135, 30107, Murcia, Spain.
| | - Alejandro Martínez-Rodríguez
- Faculty of Science, University of Alicante, Alicante, Spain
- Faculty of Sports, Catholic University San Antonio of Murcia (UCAM), Av. de los Jerónimos, 135, 30107, Murcia, Spain
| | - Alexander Gil-Arias
- Sports Studies Center, Rey Juan Carlos University, Alcorcón (Madrid), Spain
- Faculty of Sports, Catholic University San Antonio of Murcia (UCAM), Av. de los Jerónimos, 135, 30107, Murcia, Spain
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Franco E, Coterón J. The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to be Physically Active. J Hum Kinet 2017; 59:5-15. [PMID: 29134044 PMCID: PMC5680682 DOI: 10.1515/hukin-2017-0143] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
The aim of the study was to investigate the effects of an intervention to support the basic psychological needs on the satisfaction of these needs, intrinsic motivation, intention to be physically active and some enjoyment-related outcomes in Physical Education. The present study incorporated strategies presented by Standage and Ryan (2012) in a previous study. A quasi-experimental study was conducted with two groups (nexperimental = 30; ncontrol = 23) of 2nd year Secondary Education students aged between 13 and 15 (M = 13.35, SD = .62) by delivering 24 physical education classes. The teacher in the experimental group underwent prior and continual training. The results revealed that the students from the experimental group showed a significant increase in the perception of autonomy and competence. Furthermore, the experimental group showed a greater perception than the control group in the enjoyment related to learning and contents. These results provide information about the efficacy of an intervention programme based on the strategies presented by Standage and Ryan (2012) to foster satisfaction of basic psychological needs and facilitate support for basic psychological needs to promote the development of positive learning-related outcomes.
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Affiliation(s)
| | - Javier Coterón
- Universidad Politécnica de Madrid, MadridSpain
- Javier Coterón López Facultad de Ciencias de la Actividad Física y del Deporte-INEF Calle Martín Fierro, 7 CP 28040 MADRID Phone: 913364120
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15
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Gil-Arias A, Harvey S, Cárceles A, Práxedes A, Del Villar F. Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PLoS One 2017; 12:e0179876. [PMID: 28658267 PMCID: PMC5489183 DOI: 10.1371/journal.pone.0179876] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2016] [Accepted: 06/05/2017] [Indexed: 11/18/2022] Open
Abstract
The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher's utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students' perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to practice, and therefore greater enjoyment and to be physically active.
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Affiliation(s)
- Alexander Gil-Arias
- Faculty of Sport, Catholic University San Antonio of Murcia (UCAM), Murcia, Spain
- * E-mail:
| | | | - Adrián Cárceles
- Faculty of Sport, Catholic University San Antonio of Murcia (UCAM), Murcia, Spain
| | - Alba Práxedes
- Faculty of Sport Sciences, University of Extremadura, Cáceres, Spain
| | - Fernando Del Villar
- Area of Physical Education and Sport, Rey Juan Carlos University, Alcorcón, Madrid, Spain
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Amado D, Sánchez-Miguel PA, Molero P. Creativity associated with the application of a motivational intervention programme for the teaching of dance at school and its effect on the both genders. PLoS One 2017; 12:e0174393. [PMID: 28333990 PMCID: PMC5363940 DOI: 10.1371/journal.pone.0174393] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2017] [Accepted: 03/08/2017] [Indexed: 11/21/2022] Open
Abstract
The current study reviews processes of teaching-learning based on creativity, with the application by teachers of several strategies to support the need for autonomy, competence, and relatedness. The aim is to learn the effect of pupil’s gender on their motivational level and the psychological consequences that might arise in the cognitive, affective, and behavioural domains. A quasi-experimental study was carried out at four schools in Mexico, with 12 physical education teachers and 40 natural groups of pupils aged between 11 and 17 (M = 13.17). The groups were randomly assigned to either an experimental group (24 groups, 447 pupils) or a control group (16 groups, 474 pupils). A prior training programme was carried out with the teachers in the experimental group to enable them to support the psychological need for autonomy, competence, and relatedness. Initial and final measurements were taken in both groups, and the results revealed that independently of the programme used, girls showed higher motivation and positive psychological consequences in the teaching of dance compared to the male participants. In conclusion, it is important to continue with research and set a methodology that addresses those differences, dedicating the necessary time and treatment to resolve their questions and necessities.
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Affiliation(s)
- Diana Amado
- Department of Didactics of Musical, Plastic and Corporal Expression. Faculty of Sport Sciences, University of Extremadura, Cáceres, Spain
- * E-mail:
| | - Pedro Antonio Sánchez-Miguel
- Department of Didactic of Musical, Plastic and Corporal Expression, Faculty of Teacher Training, University of Extremadura, Cáceres, Spain
| | - Pablo Molero
- Department of Didactic of Musical, Plastic and Corporal Expression, Faculty of Teacher Training, University of Extremadura, Cáceres, Spain
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