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Zhou T. The role of pre-service physical education teachers in physical education - A bibliometric and systematic review. Heliyon 2024; 10:e28702. [PMID: 38596074 PMCID: PMC11002606 DOI: 10.1016/j.heliyon.2024.e28702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Revised: 03/14/2024] [Accepted: 03/22/2024] [Indexed: 04/11/2024] Open
Abstract
Pre-service physical education teachers (PSPTs) have long been an important area of specific development in physical education and have become a significant force in the field of physical education and research over the past two decades. However, exploratory research on pre-service teachers remains relatively scarce, and lack a comprehensive scientific exploration of the scope of their role. Therefore, this study provides a comprehensive overview of pre-service physical education teacher education (PETE) from both a broad and specific perspective. Specifically, it includes the current state of PETE, the most influential authors, countries, journals, and literature, as well as specific research topics and future directions within PETE. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, a total of 340 articles were included, with 84 of them being empirical studies. The findings reveal that teacher training, diversity, equity, and inclusion in education, educational attitudes and beliefs, educational quality, educational methods and technology, career motivation, teaching models and strategies, and teacher assessment and reflection are major research themes. Visual analysis of the application of pre-service physical education teacher research highlights teacher training, diversity, equity, and inclusion in education, as well as instructional technology, as key areas of future focus. These insights contribute to the reasonable application of bibliometrics in the field of pre-service physical education teacher research.
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Affiliation(s)
- Tong Zhou
- Department of Physical Education, Korea University, Seoul, 02841, Republic of Korea
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2
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Violant-Holz V, Rodríguez-Silva C, Rodríguez MJ. Preschool teachers display a flexible pattern of pedagogical actions in promoting healthy habits in children. Front Psychol 2023; 14:1172460. [PMID: 37168422 PMCID: PMC10165009 DOI: 10.3389/fpsyg.2023.1172460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Accepted: 03/30/2023] [Indexed: 05/13/2023] Open
Abstract
The school represents the optimal setting for promoting the physical, emotional, and social health of children, especially during the first years of life. Understanding the pedagogical actions of teachers to address health education is an important first step in promoting healthy behaviors in children. We inhere analyzed the pedagogical action patterns in the preschool teaching of healthy habits from a holistic health perspective. We used photography as a strategy for data collection and applied a Chi-square automatic interaction detection (CHAID) classification tree, a data mining procedure, to generate a pattern model. We found that the school space and the learning playfulness strategies for the development of executive functions, classified according to the exercise, symbolic, assembly, rules (ESAR) model, were the main factors that influence the pedagogical actions fostering healthy habits. By contrast, the school and the pedagogical resources of the classroom are factors with a much smaller impact on working with healthy habits. This pedagogical action pattern is flexible, since teachers conduct a multiplicity of pedagogical actions through different strategies, in different school spaces, at any time. In conclusion, our results unmask the interdependent relationships between the different factors that determine the teacher's actions at the preschool. It also contributes to the understanding of the teacher's practices in fostering healthy habits in a healthy learning environment.
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Affiliation(s)
- Verónica Violant-Holz
- Department of Didactics and Educative Organization, Faculty of Education, Universitat de Barcelona, Barcelona, Spain
- International Observatory in Hospital Pedagogy, Universitat de Barcelona, Barcelona, Spain
- Research Group and Innovation in Designs (GRID), Technology and Multimedia and Digital Application to Observational Designs, Thematic Core, Hospital Pedagogy, Barcelona, Spain
- *Correspondence: Verónica Violant-Holz,
| | - Carlota Rodríguez-Silva
- Department of Didactics and Educative Organization, Faculty of Education, Universitat de Barcelona, Barcelona, Spain
- International Observatory in Hospital Pedagogy, Universitat de Barcelona, Barcelona, Spain
- Research Group and Innovation in Designs (GRID), Technology and Multimedia and Digital Application to Observational Designs, Thematic Core, Hospital Pedagogy, Barcelona, Spain
| | - Manuel J. Rodríguez
- Department of Biomedical Sciences, Institute of Neurosciences, School of Medicine and Health Sciences, Universitat de Barcelona, Barcelona, Spain
- Institut d’Investigacions Biomèdiques August Pi i Sunyer (IDIBAPS), Barcelona, Spain
- Manuel J. Rodríguez,
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Feu S, García-Ceberino JM, Gamero MG, González-Espinosa S, Antúnez A. Game Space and Game Situation as Mediators of the External Load in the Tasks of School Handball. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:400. [PMID: 36612721 PMCID: PMC9819096 DOI: 10.3390/ijerph20010400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Revised: 12/20/2022] [Accepted: 12/22/2022] [Indexed: 06/17/2023]
Abstract
The teacher’s didactic intervention also requires knowledge and control of learning tasks’ workloads. The objectives of the study were as follows: (i) to quantify the subjective external load-eTL of tasks framed in didactic units designed by in-service teachers; and (ii) to analyze the differences in the subjective eTL according to the game situation and the game space. A total of 306 learning tasks designed by seven in-service teachers (five men and two women), with more than 10 years of teaching practice, were analyzed. These tasks were coded through the Integral System for Training Task Analysis (SIATE, acronym in Spanish). The interobserver reliability of the coded variables obtained a considerable concordance (MKfree > 0.70). The results indicated that there were significant differences in the subjective eTL according to the game situation and game space. The situations of small-sided games in numerical equality or inequality and full games, in medium spaces or large spaces, presented a higher subjective eTL and therefore the highest physiological and motor demands on students. The inclusion of attacking or defending players and an adequate selection of the game space indicated the importance of planning and organizing learning tasks.
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Affiliation(s)
- Sebastián Feu
- Universidad de Extremadura, Facultad de Educación y Psicología, Avenida de Elvas s/n, 06006 Badajoz, Spain
- Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
| | - Juan Manuel García-Ceberino
- Universidad de Extremadura, Facultad de Educación y Psicología, Avenida de Elvas s/n, 06006 Badajoz, Spain
- Faculty of Education, Psychology and Sports Science, University of Huelva, 21007 Huelva, Spain
| | - María Gracia Gamero
- Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
| | - Sergio González-Espinosa
- Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
- Faculty of Health Sciences, International University of La Rioja, 26006 Logroño, Spain
| | - Antonio Antúnez
- Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
- Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain
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Backes AF, Ramos V, Quinaud RT, Brasil VZ, Carvalho HM, Ibáñez SJ, Nascimento JV. Adaptation and Validation of the Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) for Brazilian Physical Education Pre-Service Teachers. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12091. [PMID: 36231390 PMCID: PMC9564738 DOI: 10.3390/ijerph191912091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Revised: 09/17/2022] [Accepted: 09/21/2022] [Indexed: 06/16/2023]
Abstract
Constructivism is used as a powerful theoretical outlook to support teaching, learning, and curriculum in physical education and sport. The Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) is a valid instrument for assessing in-service teachers. However, there is a need to translate constructivist teaching practices for PE into other languages. This study examined the validity of the Portuguese version of the adapted CTPI-EPE for Brazilian physical education preservice teachers (PST). The sample comprised of 869 physical education PSTs from Brazil. Data were collected through an online form. Aiken's V was used to examine content validity, and Bayesian methods used for exploratory and confirmatory factor analysis. The results showed adequate content and internal structure of the translated and adapted questionnaire. This study highlighted the validity of the Portuguese version of the CTPI-EPE, which could be considered an important instrument for self-reflection by PSTs, and provide information for improved training in higher education toward constructivist teaching.
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Affiliation(s)
- Ana F. Backes
- Center of Sports, Federal University of Santa Catarina, 88040-900 Florianópolis, SC, Brazil
| | - Valmor Ramos
- Health and Sport Science Center, State University of Santa Catarina, 88080-350 Florianópolis, SC, Brazil
| | - Ricardo T. Quinaud
- Physical Education Department, University of the Extreme South of Santa Catarina, 88806-000 Criciúma, SC, Brazil
| | - Vinicius Z. Brasil
- Health and Sport Science Center, State University of Santa Catarina, 88080-350 Florianópolis, SC, Brazil
| | - Humberto M. Carvalho
- Center of Sports, Federal University of Santa Catarina, 88040-900 Florianópolis, SC, Brazil
| | - Sergio J. Ibáñez
- Faculty of Sports Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Juarez V. Nascimento
- Center of Sports, Federal University of Santa Catarina, 88040-900 Florianópolis, SC, Brazil
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Loureiro M, Nakamura FY, Ramos A, Coutinho P, Ribeiro J, Clemente FM, Mesquita I, Afonso J. Ongoing Bidirectional Feedback between Planning and Assessment in Educational Contexts: A Narrative Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12068. [PMID: 36231369 PMCID: PMC9564391 DOI: 10.3390/ijerph191912068] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 09/22/2022] [Accepted: 09/22/2022] [Indexed: 06/16/2023]
Abstract
Quality in education is one of the 17 goals in the United Nations' sustainable agenda for 2030, presupposing careful planning and assessment of learning. Traditional planning in sports education (either in training or school settings) largely adopts pre-determined learning sequences and temporal milestones that, in theory, enhance the learning process. However, learning is a context-dependent, non-linear process with considerable intra- and interindividual variability, whereby planning and assessment should also be non-linear. In this narrative review, the main findings suggest that the specific teaching or training contents and their relative (i.e., ordering or sequencing) and absolute timing (i.e., the specific time point where certain learning or adaptations are expected) should vary depending on the learners and the context. In a process-oriented perspective, this requires flexible planning and the establishment of ongoing bidirectional links between planning and assessment. In this framework, assessment should be a flexible, evolving, and daily pedagogical tool instead of a set of formal checkpoints. We further explored how planning and assessment could be linked to provide an ongoing feedback loop that respects the individuality of each learner and its context, and therefore hope this review helps bring about a change in current planning and assessment paradigms in sports education.
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Affiliation(s)
- Manuel Loureiro
- Centre for Research, Education, Innovation, and Intervention in Sport (CIFI2D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal
| | - Fábio Yuzo Nakamura
- Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), University of Maia (ISMAI), Av. Carlos de Oliveira Campos, 4475-690 Maia, Portugal
| | - Ana Ramos
- Centre for Research, Education, Innovation, and Intervention in Sport (CIFI2D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal
| | - Patrícia Coutinho
- Centre for Research, Education, Innovation, and Intervention in Sport (CIFI2D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal
| | - João Ribeiro
- Centre for Research, Education, Innovation, and Intervention in Sport (CIFI2D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal
- Football Department, Lusophone University of Porto, 4000-098 Porto, Portugal
| | - 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
- Research Center in Sports Performance, Recreation, Innovation and Technology (SPRINT), 4960-320 Melgaço, Portugal
- Instituto de Telecomunicações, Delegação da Covilhã, 1049-001 Lisboa, Portugal
| | - Isabel Mesquita
- Centre for Research, Education, Innovation, and Intervention in Sport (CIFI2D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal
| | - José Afonso
- Centre for Research, Education, Innovation, and Intervention in Sport (CIFI2D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal
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García-Ceberino JM, Feu S, Gamero MG, Ibáñez SJ. Determinant Factors of Achievement Motivation in School Physical Education. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9091366. [PMID: 36138675 PMCID: PMC9497943 DOI: 10.3390/children9091366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Revised: 08/06/2022] [Accepted: 09/05/2022] [Indexed: 11/16/2022]
Abstract
Today, it is important for physical education teachers to know students’ motivation profiles for learning. Therefore, this study aimed to analyze achievement motivation according to four variables: students’ sex, the taught sport modality, students’ experience and teaching methodology. Likewise, the effects of students’ sex and experience on the methodologies applied were analyzed. A total of 108 primary education students (10.95 ± 0.48 years), 54 boys and 54 girls, from three state schools participated in the study. The students answered the Achievement Motivation in Physical Education test (Spanish version) after participating in soccer and basketball programs based on different methodologies. Each class-group received a different educational program (soccer or basketball). The differences between the categories of the variables analyzed were calculated for each dimension of the motivational test through the Mann−Whitney U and Kruskal−Wallis H tests. The effects of students’ sex and experience on the teaching methodologies applied were analyzed using the univariate General Linear Model test. In soccer and basketball, boys perceived being more motor competent (U = 732.00; p < 0.05; r = 0.43) than girls. In addition, experienced students in both sports perceived being more motor competent (U = 695.50; p < 0.05; r = 0.27) than inexperienced students. In turn, they indicated feeling less failure anxiety and stress (U = 780.00; p < 0.05; r = 0.22). All of the students who played soccer reported more commitment (learning dedication) (U = 1051.50; p < 0.05; r = 0.20) and perceived motor competence (U = 972.00; p < 0.05; r = 0.24) than students who played basketball. Considering the effects of students’ sex and experience on the methodologies (perceived motor competence dimension), there were significant differences (F = 7.68; p < 0.05; ηp2 = 0.07) in favor of experienced boys who played soccer and basketball using the Tactical Games Approach methodology. Soccer was practiced more in school and out of school. This made students feel greater commitment (learning dedication) and perceived motor competence towards this invasion sport in physical education. In addition, it was shown that teachers should take into account students’ sex and experience because they are two factors that influence the teaching of sports and achievement motivation.
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Affiliation(s)
- Juan M. García-Ceberino
- Facultad de Educación y Psicología, Universidad de Extremadura, Avenida de Elvas s/n, 06006 Badajoz, Spain
- Emotion Research Group, University of Huelva, 21071 Huelva, Spain
| | - Sebastián Feu
- Facultad de Educación y Psicología, Universidad de Extremadura, Avenida de Elvas s/n, 06006 Badajoz, Spain
- Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
- Correspondence: ; Tel.: +34-924-289-501
| | - María G. Gamero
- Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
| | - Sergio J. Ibáñez
- Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
- Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain
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Tannoubi A, Guelmami N, Bonsaksen T, Chalghaf N, Azaiez F, Bragazzi NL. Development and Preliminary Validation of the Physical Education-Study Process Questionnaire : Insights for Physical Education University Students. Front Public Health 2022; 10:856167. [PMID: 35372201 PMCID: PMC8968756 DOI: 10.3389/fpubh.2022.856167] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2022] [Accepted: 02/21/2022] [Indexed: 11/13/2022] Open
Abstract
Background The Revised Two Factor Study Process Questionnaire (R-SPQ-2F) is used to examine students' study approaches in higher education. The questionnaire is designed to measure two factors: deep and surface approaches. In order to measure these approaches for students in physical education and sport, a new measurement instrument should take into consideration the practical context of this field of education that makes it specific to other fields. Objective The present study aims (a) to develop and empirical test of a new instrument for measuring the study process in physical education and sports students, and (b) to test psychometric properties of the tool. Methods Two exploratory and confirmatory samples of physical education students enrolled in a bachelor's degree program in physical education at the High Institute of Physical Education and Sports of Kef-Tunisia, aged 19-26 years, were recruited online among female students (n = 414) and male students (n = 393). The participants filled in Google Form survey including Physical Education-Study Process Questionnaire (PE-SPQ) and the Arabic version of the Revised Study Process Questionnaire-2 Factors (R-SPQ-2F). Results Exploratory factor analysis showed a suitable four factors solution, which is approved by confirmatory factor analysis indices [χ2 = 466.47, TLI = 0.94, CFI = 0.95; RMSEA = 0.56 IC 90% (0.050-0.062)]. Internal consistency of the PE-SPQ simultaneously checked by McDonald's ω, Cronbach's α and Gutmann's λ6 showed good reliability of the PE-SPQ. Convergent validity examined by Average variance extracted (AVE) was good. The comparison between the AVE root mean square and Pearson correlation coefficients of each factor with his indicators reveals the discriminant validity of the PE-SPQ. Furthermore, Pearson's correlation between the PE-SPQ factors and the R-SPQ-2F establishes the concurrent validity of the new scale. Conclusion The PE-SPQ scale is valid and reliable and can be used to assess study process factors in physical education students.
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Affiliation(s)
- Amayra Tannoubi
- Department of Human and Social Sciences, Higher Institute of Sport and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Sfax, Sfax, Tunisia
- Department of Health Sciences, Postgraduate School of Public Health, University of Genoa, Genoa, Italy
- Department of Human Sciences, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Noomen Guelmami
- Department of Human and Social Sciences, Higher Institute of Sport and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Sfax, Sfax, Tunisia
- Department of Health Sciences, Postgraduate School of Public Health, University of Genoa, Genoa, Italy
| | - Tore Bonsaksen
- Department of Health and Nursing Science, Faculty of Social and Health Studies, Inland Norway University of Applied Sciences, Elverum, Norway
- Department of Health, Faculty of Health Studies, VID Specialized University, Sandnes, Norway
| | - Nasr Chalghaf
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Sfax, Sfax, Tunisia
- Department of Health Sciences, Postgraduate School of Public Health, University of Genoa, Genoa, Italy
- Department of Human Sciences, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Fairouz Azaiez
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Sfax, Sfax, Tunisia
- Department of Health Sciences, Postgraduate School of Public Health, University of Genoa, Genoa, Italy
- Department of Human Sciences, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Nicola Luigi Bragazzi
- Department of Health Sciences, Postgraduate School of Public Health, University of Genoa, Genoa, Italy
- Department of Mathematics and Statistics, York University, Toronto, ON, Canada
- Department of Neuroscience, University of Genoa, Genoa, Italy
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Guelmami N, Chalghaf N, Tannoubi A, Puce L, Azaiez F, Bragazzi NL. Initial Development and Psychometric Evidence of Physical Education Grit Scale (PE-Grit). Front Public Health 2022; 10:818749. [PMID: 35309217 PMCID: PMC8927648 DOI: 10.3389/fpubh.2022.818749] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Accepted: 01/06/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundGrit is a key concept in positive psychology and educational science. The construct measures two related constructs that are interest and effort. Several instruments have been developed to measure this construct in professional and educational contexts, but no tools have been developed considering specific contexts such as physical education and sport.ObjectivesThe objective of this study is to develop and test a measurement scale to assess Grit in the context of physical education and sport.MethodsTwo exploratory (Phase 1) and confirmatory (Phase 2) samples were administered the 16-item PE-Grit scale in Arabic. In addition, the confirmatory sample also was administered the R-SPQ-2F two-factor learning approaches scale. The factor structure was examined first by exploratory factor analysis on the first sample and then by confirmatory factor analysis on the second sample. Reliability testing was performed by checking internal consistency simultaneously by the three indices: McDonald's ω, Cronbach's α and Gutmann's λ6. Concurrent validity was checked by Pearson's correlation between the PE-Grit and the two dimensions of the SPQ-2F.ResultsAfter the exploratory factor analysis, which identified the factors and gave a preliminary validation of the designed instrument, confirmatory factor analysis was performed on three hierarchical models to be able to identify the best fitting model. A third-order hierarchical model with two physical and academic components each formed by interest and effort presented the best fit indices: chi X2 = 192.95 (p < 0.01), and the X2/DF = 1.36; GFI = 0.99; AGFI = 0.99; CFI and TLI close to 1; RMSEA = 0.025. In addition, McDonald's ω, internal consistency, and Gutmann's λ6 ranged from 0.78 to 0.86 for all four scale dimensions.ConclusionThe PE-Grit scale displays adequate factor structure, good reliability, and acceptable concurrent validity and can be administered to assess Grit in physical education and sport students.
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Affiliation(s)
- Noomen Guelmami
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Tunis, Tunis, Tunisia
- Department of Human and Social Sciences, Higher Institute of Sport and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia
| | - Nasr Chalghaf
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Tunis, Tunis, Tunisia
- Department of Human Sciences, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Amayra Tannoubi
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Tunis, Tunis, Tunisia
- Department of Human and Social Sciences, Higher Institute of Sport and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia
- Department of Human Sciences, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Luca Puce
- Department of Neuroscience, University of Genoa, Genoa, Italy
| | - Fairouz Azaiez
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy
- Group for the Study of Development and Social Environment (GEDES), Faculty of Human and Social Science of Tunis, Tunis, Tunisia
- Department of Human Sciences, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Nicola Luigi Bragazzi
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy
- Laboratory for Industrial and Applied Mathematics (LIAM), York University, Toronto, ON, Canada
- Department of Mathematics and Statistics, York University, Toronto, ON, Canada
- *Correspondence: Nicola Luigi Bragazzi
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Gamero MG, García-Ceberino JM, Ibáñez SJ, Feu S. Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182211854. [PMID: 34831609 PMCID: PMC8623569 DOI: 10.3390/ijerph182211854] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 10/28/2021] [Accepted: 11/10/2021] [Indexed: 11/16/2022]
Abstract
The methodology used by the teacher in Physical Education sessions conditions the physical fitness of the students, since the design of the tasks determines the physical and physiological demands to which they are exposed. This study aimed to quantify and compare, according to the teaching methodology and students' previous experience, the external (eTL) and internal (iTL) load resulting from the application of three intervention programmes that follow different teaching methodologies to teach school basketball: the Tactical Games Approach (TGA), Direct Instruction (DI) and Service Teacher's Basketball Unit (STBU). The Ratings of Perceived Exertion (RPEs) recorded in the assessments (pre-test/post-test) were also studied. A total of 49 students, aged 11 to 12 and divided into three class groups, from the sixth grade of primary education at a state school in Spain, participated in the study. Teaching-learning programs were randomly assigned to student groups. All the sessions were monitored with inertial devices that made it possible to record physical activity and convert the information into kinematic parameters. The results indicated that during the sessions, the students who followed the TGA method recorded higher values of eTL (player load; DI = 4.92, TGA = 6.95, STBU = 2.99) and iTL (mean heart rate; DI = 142.94, TGA = 157.12, STBU = 143.98). In addition, during the evaluation tests, they presented heart rate levels similar to those obtained by the students in the other programmes. However, they spent more time doing high-intensity activity, working longer in the running (DI = 3.42, TGA = 11.26, STBU = 8.32) and sprinting speed ranges (DI = 0.00, TGA = 0.12, STBU = 0.11), and presenting better physical fitness. During the assessments, students with no prior basketball experience showed higher levels of top speed; experienced students had higher levels of heart rate. The TGA method favours the physical condition and health of primary education students, which is why this method is recommended when planning Physical Education sessions.
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Affiliation(s)
- María G. Gamero
- Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain; (M.G.G.); (J.M.G.-C.); (S.J.I.)
- Faculty of Education, University of Extremadura, 06006 Badajoz, Spain
| | - Juan M. García-Ceberino
- Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain; (M.G.G.); (J.M.G.-C.); (S.J.I.)
| | - Sergio J. Ibáñez
- Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain; (M.G.G.); (J.M.G.-C.); (S.J.I.)
- Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain
| | - Sebastián Feu
- Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain; (M.G.G.); (J.M.G.-C.); (S.J.I.)
- Faculty of Education, University of Extremadura, 06006 Badajoz, Spain
- Correspondence:
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Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17165729. [PMID: 32784806 PMCID: PMC7459791 DOI: 10.3390/ijerph17165729] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Revised: 07/24/2020] [Accepted: 08/05/2020] [Indexed: 01/17/2023]
Abstract
Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.
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Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17010344. [PMID: 31947877 PMCID: PMC6981553 DOI: 10.3390/ijerph17010344] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/15/2019] [Revised: 12/30/2019] [Accepted: 01/01/2020] [Indexed: 11/21/2022]
Abstract
The design of teaching tasks determines the physical and physiological demands that students are exposed to in physical education classes. The purpose of this study is to quantify and compare, according to gender and teaching methodology, the external (eTL) and internal (iTL) load resulting from the application of two programs that follow different teaching methodologies, i.e., a Tactical Games Approach (TGA) and Direct Instruction (DI), to teach school football. The Ratings of Perceived Exertion (RPEs) recorded in the assessments were also studied. A total of 41 students in the fifth year of primary education from a state school from Spain participated in the study (23 boys and 18 girls), aged from 10 to 11 (M ± SD, 10.63 ± 0.49 years) and divided into two class groups. All the sessions were monitored with inertial devices that made it possible to record physical activity and convert the information into kinematic parameters. The results indicated that the students who followed the TGA method recorded higher iTL values (heart rate) and spent more time performing high-intensity activities. Boys recorded higher eTL, iTL, and RPE values than girls. There was an evolution in the RPE between the assessments, with both groups presenting a more efficient RPE in the posttest. The TGA method favors student physical fitness and health, thus, this method is recommended when planning physical education sessions.
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