Journal articles on the topic 'Sports Class Learning Climates'
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Dowdell, Trevor, L. Mich Tomson, and Michael Davies. "Measuring sports class learning climates: The development of the Sports Class Environment Scale." Learning Environments Research 14, no. 2 (July 2011): 123–33. http://dx.doi.org/10.1007/s10984-011-9086-y.
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Baños, Raúl, and Emilio Arrayales. "Predicción del aburrimiento en la educación física a partir del clima motivacional (Prediction of boredom in physical education from the motivational climate)." Retos, no. 38 (November 29, 2019): 83–88. http://dx.doi.org/10.47197/retos.v38i38.74301.
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El objetivo de este estudio fue analizar como el clima motivacional creado por el docente de educación física (EF) puede predecir la satisfacción o el aburrimiento durante la clase. Participaron 680 estudiantes de Educación Secundaria Obligatoria (ESO) de las provincias de la Región de Murcia y Alicante (España) (339 chicos, 341 chicas; Medad = 14.83, DT = 1.45). Se utilizó un cuestionario compuesto por los siguientes instrumentos: Perceptions of Teahcer´s Emphassion Goals Questionnaire (PTEGQ), y Sport Satisfacción Instrument - PE (SSI-PE). Se realizaron análisis descriptivos, de correlación y regresión lineal simple con el SPSS v.22. Los resultados muestran valores medios altos en el clima de maestría y bajos en evitación-rendimiento. Con respecto al SSI-PE, los valores de la satisfacción en la clase de EF fueron altos y en aburrimiento medios. Por otro lado, el clima de maestría y aprobación social predijeron de forma positiva la satisfacción en la EF. Por su parte, el clima de evitación al rendimiento predijo de manera positiva el aburrimiento y el clima de maestría lo predijo de manera negativa. Los resultados obtenidos demuestran la importancia de crear sesiones con un clima de aprendizaje enfocado hacia la aprobación social y la maestría, ya que se relacionan con sensaciones de disfrute y evitar el clima de evitación-rendimiento.Abstract. The aim of this study was to analyze how the motivational climate created by the physical education teacher (PE) can predict satisfaction or boredom during class. 680 students of Compulsory Secondary Education from the provinces of the Region of Murcia and Alicante (Spain) was participated (339 boys, 341 girls, Mage = 14.83, SD = 1.45). A questionnaire composed by the following instruments Perceptions of Teachers' Emphasis Goals Questionnaire (PTEGQ) and Sport Satisfaction Instrument - PE (SSI-PE) was used. Descriptive, correlation and simple linear regression analyzes were performed with the SPSS v.22 software. The results show high mean values in the mastery climate and low mean values in the performance-avoidance. Regarding to SSI-PE, the values of satisfaction obtained in the PE class were high and in boredom were average. On the other hand, the mastery climate and social approval predicted positively the satisfaction in PE. On the other hand, the performance avoidance climate predicted positively the boredom and the mastery climate predicted it in a negative way. The results show the importance to create sessions with a learning climate focused on social approval and mastery, as they are related with feelings of enjoyment and avoid climates of avoidance-performance.
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Maldonado Maldonado, Erasmo, Rosana Pacheco Rios, and Jorge Zamarripa Rivera. "Validación mexicana del cuestionario de clima de aprendizaje adaptado a la educación física (Mexican validation of learning climate questionnaire for physical education)." Retos, no. 32 (January 24, 2017): 115–18. http://dx.doi.org/10.47197/retos.v0i32.55170.
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Dentro de la clase de educación física, el apoyo a la autonomía se presenta cuando los profesores brindan a los estudiantes opciones diversas en sus actividades, así como tareas por resolver por su cuenta, eliminando o reduciendo en contraparte los ambientes de presión y de control. Uno de los instrumentos más utilizados para medir el apoyo a la autonomía en contextos de aprendizaje es el Learning Climate Questionnaire, sin embargo, la ausencia de instrumentos adaptados a la educación física y validados en el contexto mexicano, limitan el desarrollo de estudios en esta área. Por lo anterior, el propósito de este estudio fue para adaptar y validar el Learning Climate Questionnaire al contexto de la clase de educación física en estudiantes de secundaria. Participaron 859 estudiantes (Chicos: n =438; Chicas: n = 421) con edad entre los 11 y 15 años; de los tres grados escolares, de este nivel educativo. Los resultados del análisis factorial exploratorio y confirmatorio, revelaron la estructura de un factor (apoyo a la autonomía) con índices de ajuste satisfactorios y una adecuada consistencia interna. Ahora se cuenta con un instrumento fiable y valido que puede ser utilizado para incrementar la generación de conocimiento y la producción científica de esta área en México. Abstract. In Physical education classes, teachers’ autonomy support is evident when professors provide students diverse choices during class activities, as well as some tasks to be solved by their own, in counterpart, eliminating or reducing control and pressure environments. One of the most used instruments to measure autonomy´s support in learning environments is the well known “Learning Climate Questionnaire”, however the absence of instruments adapted to physical education and validated in the Mexican context, limit the development of studies in this area. Therefore, the purpose of this study was to adapt and validate the “Learning Climate Questionnaire” to physical education context in junior high school students. A total of 859 students were selected (Boys: n =438; Girls: n=421), with a range age of 11 to 15 years; from the three scholar grades for this education level. Results from the exploratory and confirmatory analysis revealed only one factor structure (autonomy support) with satisfactory fit indexes and internal consistency. Now, we have a reliable and valid instrument that can be used to increase the knowledge generation and scientific production for this field in México.
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Mitchell, Stephen A. "Relationships between Perceived Learning Environment and Intrinsic Motivation in Middle School Physical Education." Journal of Teaching in Physical Education 15, no. 3 (April 1996): 369–83. http://dx.doi.org/10.1123/jtpe.15.3.369.
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In this article, a study focusing on the perceptions and motivations of middle school students in physical education classes is described. The Physical Education Learning Environment Scale (PELES) was developed to measure student perceptions of learning environment, or class climate, in physical education on dimensions of perceived challenge, perceived threat to sense of self, perceived competitiveness, and perceived control. The PELES was administered, together with the Intrinsic Motivation Inventory (IMI) to a sample (N = 622) of middle school students. Exploratory factor analyses provided evidence of adequate construct validity for the PELES, following elimination of the perceived control subscale. Multiple regression analyses indicated that perceived threat and perceived challenge predicted intrinsic motivation for both males and females. These findings are discussed in terms of their implications for practicing teachers and for future research.
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Jeong, Jin Su, David González-Gómez, María Carmen Conde-Núñez, José Samuel Sánchez-Cepeda, and Félix Yllana-Prieto. "Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment." Education Sciences 11, no. 2 (February 18, 2021): 78. http://dx.doi.org/10.3390/educsci11020078.
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The position of universities is of great importance in climate change education (CCE) if the scientific, environmental, social, and political challenges the world confronts are to be met. It is, therefore, crucial to comprehend the CCE being engaged in globally by higher education institutions (HEIs). It is also important to discover and analyze the ways that HEIs can better address this challenge. Consistent with the requirements of research, this study offers an analysis of climate change awareness-raising of preservice teachers (PSTs) in a university science classroom with a flipped class intervention. A total of 109 students participated in this research: 55 students in the control group (Group 1) and 54 students in the experimental group (Group 2). A questionnaire was used to detect any significant difference in the students’ awareness of climate change for the two groups and before and after course completion. The analyzed results exposed the improved awareness of climate change in PSTs after a flipped class intervention, and, therefore, PSTs were more willing to engage in climate change teaching. Hence, the results of this study will contribute significantly to reducing existing drawbacks, which will be vital to comprehend the professional teaching developments of preservice teachers. Thus, this research can offer various instances of clarifying how climate change education may be placed in a higher science education context with certain adaptations.
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Sugino, Chie. "Student Perceptions of a Synchronous Online Cooperative Learning Course in a Japanese Women’s University during the COVID-19 Pandemic." Education Sciences 11, no. 5 (May 13, 2021): 231. http://dx.doi.org/10.3390/educsci11050231.
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As the coronavirus disease 2019 (COVID-19) pandemic expanded worldwide, most Japanese universities launched online learning as an emergent measure; hence, securing the quality of online learning remains a challenge. This study aimed to understand reasons behind students’ preferred mode of online learning during the pandemic and to explore the impact of online cooperative learning on students’ class participation by analyzing their voluntary comments. A qualitative content analysis identified three factors that are related to students’ decisions and motivation about participating in synchronous online classes: mutuality resulting from interaction, the impact of COVID-19 on their life and learning, and individual circumstances. This small-scale study was conducted under the unusual circumstance of the pandemic, and the quality of student interaction was excluded from the analysis. However, their enjoyment arising from interaction encouraged their participation in a synchronous class and discussion. They expressed themselves and listened to others attentively, creating a favorable climate for learning. Students’ positive interdependence observed in this study suggests that cooperative learning cultivates a classroom culture where students are willing to contribute without the fear of losing face. This study indicated that participation, cooperation, and active engagement create a positive feedback loop, promoting each aspect even in an online setting.
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Karaoglanidis, Dimitrios, Katerina Mouratidou, Panagiotis Kanellopoulos, Sofia Karamavrou, and Ioanna Parisi. "PERCEIVED AUTONOMY, MOTIVATION CLIMATE AND INTENTION FOR PHYSICAL ACTIVITY. A COMPARATIVE STUDY OF STUDENTS BASED ON THEIR GENDER AND EDUCATIONAL LEVEL." Facta Universitatis, Series: Physical Education and Sport, no. 1 (June 1, 2020): 025. http://dx.doi.org/10.22190/fupes200314004k.
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The main aim of the present study was to examine whether perceived autonomy during physical education (PE) classes, the perceived motivation, and students' intentions for physical activity outside of school differ based on their educational level and gender. The sample consisted of 551 children (266 boys and 285 girls), of which 320 were attending primary school and 231 were attending high school. Four instruments were used for collecting data: (a) a demographics questionnaire; (b) the Perceived Autonomy Support in Physical Education scale (P.A.S. in PE) for assessing students’ motivation; c) the Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ) for assessing the perceived motivational climate within the PE class, and (d) a questionnaire based on the Theory of Reasoned Action which assessed the participants' intentions for physical activity outside of school. The results showed that as children grow up and change educational levels, the perceived motivational climate with an emphasis on tasks, the sense of autonomy in PE, and the intention to exercise are on the decline. In addition, it appeared that girls exhibited less intention to exercise compared to boys, especially in the highest level of education, and were more likely to perceive the motivational climate in the PE lesson as task-oriented rather than ego-oriented. To sum up, the gender and educational level of students are considered two key factors for both motivation and a sense of autonomy in PE, as well as for their intention to exercise outside of school.
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López Pastor, Víctor Manuel. "El lugar de las actividades físicas cooperativas en una programación de Educación Física por dominios de acción (The place of physical activities in a cooperative program of physical education across domains of action)." Retos, no. 16 (March 28, 2015): 36–40. http://dx.doi.org/10.47197/retos.v0i16.34971.
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En éste trabajo analizamos el lugar que deben ocupar las Actividades Físicas Cooperativas (AFC) en el currículum de Educación Física (EF) en el momento actual. En un primer apartado defendemos que la corriente que más nos puede ayudar a dotar a nuestra área de un mayor rigor y una lógica de funcionamiento a la hora de secuenciar los aprendizajes es la denominada «Programación por Dominios de Acción», basada en la Praxiología Motriz. En el segundo apartado señalamos cinco grandes líneas de trabajo a la hora de comenzar a situar el sentido de las AFCen el currículum de EF: 1-como contenido de aprendizaje; 2-como recursos y estrategias habituales; 3-como momentos y actividades puntuales, 4-como recurso básico en la mejora de la convivencia y el clima del aula y 5-como recurso transversal y permanente en parte de las sesiones y los tiempos de trabajo.Abstract: In the present article, we analyze the place that cooperative physical activities should have in the present Physical Education curriculum. In the first part, we show that the actual trend that can help our field of knowledge gain rigour and effectiveness to order the learning outcomes is known as «Programming through Action Domains», based on the Motor Praxiology theory. In the second part, we show five lines of work that will help establish the role of cooperative physical activities inside the Physical Education curriculum: 1-as a learning content; 2-as a common strategy and resource; 3-as a temporary activity; 4-as a basic resource for improving class’ climate and coexistence and 5-as a permanent resource for the classroom.
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Holt, Anne-Didde, Søren Smedegaard, Charlotte Skau Pawlowski, Thomas Skovgaard, and Lars Breum Christiansen. "Pupils’ experiences of autonomy, competence and relatedness in ‘Move for Well-being in Schools’: A physical activity intervention." European Physical Education Review 25, no. 3 (February 20, 2018): 640–58. http://dx.doi.org/10.1177/1356336x18758353.
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Physical activity at school can be beneficial to children’s psychosocial well-being. To realise this potential, a school environment that supports physical activity is crucial. Self-Determination Theory provides the basis for one approach, namely to focus on pupils’ need to feel competent, autonomous and related. The purpose of this study was to investigate how pupils experienced a school physical activity intervention based on Self-Determination Theory and to assess whether the components developed for the intervention appeared to increase the pupils’ sense of competence, autonomy and relatedness, thereby furthering their psychosocial well-being. Two schools were selected to take part in a qualitative case study, with one grade four (ages 9–10) and one grade six (ages 12–13) class selected for closer monitoring. Ten semi-structured focus group interviews were carried out, involving 36 pupils, combined with 28 days of participant observations. The data were analysed based on the principles of deductive content analysis, using competence, autonomy and relatedness in the categorisation matrix. Findings showed that the pupils’ sense of relatedness was central to well-being and influenced their sense of competence and autonomy. Changing the physical activity climate to focus on mastery and learning instead of competing and performance was challenging, but in some instances brought about more positive experiences, especially for pupils with limited motivation in school physical activity. Finally, while being given influence and choice evidently promoted the sense of autonomy, some pupils felt uncomfortable choosing activities on behalf of the group.
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Papaioannou, Athanasios. "Perceptions of Motivational Climate, Perceived Competence, and Motivation of Students of Varying Age and Sport Experience." Perceptual and Motor Skills 85, no. 2 (October 1997): 419–30. http://dx.doi.org/10.2466/pms.1997.85.2.419.
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This study examined differences in students' motivation in Greek physical education classes depending on age and amount of experience in sport and the extent to which these differences reflected divergent perceptions of competence and classes' motivational climate. 1,393 students responded to questionnaires measuring motivational climate, perceived competence, preference for challenge, interest in the lesson, and perceived importance of the lesson. Students who were not involved in out-of-school sport activities had lower scores on perceived physical competence, perceived learning orientation of the class, preference for challenge, interest in the lesson, and perceived importance of the lesson than students who were involved in organized sport. These differences in students' motivations decreased when scores on perceived learning goals and perceived physical competence were adjusted. Senior high school students (16 yr. old) were much less motivated than junior students (13 yr. old), but these differences were decreased or eliminated when scores on perceived learning orientation were controlled. These results suggest that to increase all students' motivation in physical education, a strong emphasis on personal progress should be adopted.
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Närhi, Vesa, Tiina Kiiski, Satu Peitso, and Hannu Savolainen. "Reducing disruptive behaviours and improving learning climates with class-wide positive behaviour support in middle schools." European Journal of Special Needs Education 30, no. 2 (December 2, 2014): 274–85. http://dx.doi.org/10.1080/08856257.2014.986913.
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Geri, Serdar. "Investigation of physical education and sports school students' e-learning styles in terms of some variables." African Educational Research Journal 9, no. 1 (January 18, 2021): 51–59. http://dx.doi.org/10.30918/aerj.91.20.216.
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The aim of this study is to examine whether the gender, sports branch, department and class, and class participation of the students studying in the School of Physical Education and Sports undergraduate program differ according to E-learning styles. 340 students (male: 201, female: 139) from Republic of Turkey Mardin Artuklu University Physical Education and Sports School have voluntarily participated in the study in 2020. The “E-learning Styles Scale” developed by Gülbahar and Alper (2014) has been used as data collection tool in the study. As a result, significant differences were found in favor of women in audio-visual learning and autonomous learning for gender variable, in favor of individual sports in audio-visual and autonomous learning for sports type variable, in favor of team sports in social learning. Significant differences were found in favor of I. class students in comparison with II. and III. class students in social learning for the class variable and in favor of students studying at Physical Education and Sports Teaching department compared to Coaching Education and Sports Management in logical learning for department variable. Significant difference was found in favor of the students participating in the synchronous class compared to the students attending the asynchronous and mixed (Sometimes Asynchronous Sometimes Synchronous) class in autonomous learning for class participation variable.
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Masrun, Masrun Masrun. "Classroom Action Research Training Teacher Physical Education, Sports and Health in Padang City." Jurnal Berkarya Pengabdian Masyarakat 1, no. 2 (November 23, 2019): 160–68. http://dx.doi.org/10.24036/jba.v1i2.21.
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In Teaching-learning process on class, teacher playing vital role for reaching planned education purpose. But that not an easy case, because there are many problems occur in class. Those problems have to be eliminated, and the way to do that is by using class room research. Class room action research is designed to solved a teaching-learning process on class. Class room action research purposed repairing learning process simultaniusly. Class room action research conducted simultaniously to repairing teaching-learning process naturally without disturbing teaching learning process it self. Class room action research conducted based on cycle. Each cycle play vital role fo the next cycle. By conducting training activity for education sports teachers for making and designing a classroom research, they will solve the problems occur in teaching-learning process. By developing education sports teacher ability in class room research will lead the educational purposed to optimal result. Training designed by using classical models, including: discussing, interview, guiding, and assinment. At the end of the training process, every education sports teaching producing one class room action research proposal and making one research based on their own class problem.
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Praja, Handayani Nila, and Rivo Panji Yudha. "Sports Education Learning Program Evaluation In Senior High School." JUARA : Jurnal Olahraga 6, no. 2 (May 13, 2021): 222–38. http://dx.doi.org/10.33222/juara.v6i2.1215.
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This study aims to evaluate the high school level sports education learning program. In conducting the study, the evaluation involved the CIPP model. Then, the research informants consisted of the principal, the vice-principal, 2 Sports Education teachers, and 10 students from each class X, Class XI, and Class XII. Data collection was carried out by interview, observation, and documentation. The data analysis technique used descriptive qualitative analysis. Based on the research results and discussion of the evaluation of the Physical Education learning plan for SMA Negeri 1 Babakan in the study, it can be concluded that the learning program of SMA Negeri 1 Babakan was carried out well, with an average score of 83.5%. Learning Assessment and Learning Management has reached 59.25 or 78.00% and is included in the "Good" category. Evaluation of input related to teachers' educational background, training programs, and sports education learning facilities. Based on the results of interviews, observations, and documentation that have been carried out, it was found that the evaluation of the input of the Sports Education learning program at SMA Negeri 1 Babakan was included in the "Very Good" category; with a score of 14.25 or 89.06%.
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Baena-Extremera, Antonio, Manuel Gómez-López, Antonio Granero-Gallegos, and Marina Martínez-Molina. "Modelo de predicción de la satisfacción y diversión en Educación Física a partir de la autonomía y el clima motivacional." Universitas Psychologica 15, no. 2 (September 20, 2016): 39. http://dx.doi.org/10.11144/javeriana.upsy15-2.mpsd.
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El objetivo de este trabajo fue hallar un modelo de predicción de la satisfacción y diversión hacia la Educación Física partiendo del clima aprendizaje y teniendo en cuenta el apoyo a la autonomía del profesorado y la propia percepción de autonomía del alumnado. Se utilizó una muestra de 758 alumnos de secundaria con edades entre 13 y 18 años. Se utilizó la versión española adaptada a la Educación Física de los siguientes instrumentos: Learning and Performance Orientations in Physical Education Classes Questionnaire, Learning Climate Questionnaire, Sport Satisfaction Instrument y el factor autonomía del Basic Psychological Needs in Exercise Scale. Los resultados señalaron que el clima motivacional implicante al aprendizaje predecía positivamente el apoyo a la autonomía por parte del profesor y esta predecía la propia percepción de autonomía del alumno. Asimismo, la percepción de autonomía predice positivamente la satisfacción/diversión y negativamente el aburrimiento en las clases. Como conclusión, los docentes deben favorecer un clima aprendizaje que apoye a la autonomía y favorezca la percepción de autonomía en el alumno para conseguir que se diviertan en las clases de Educación Física.
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Nichiforov, Cristina, Grigore Stamatescu, Iulia Stamatescu, and Ioana Făgărăşan. "Evaluation of Sequence-Learning Models for Large-Commercial-Building Load Forecasting." Information 10, no. 6 (June 1, 2019): 189. http://dx.doi.org/10.3390/info10060189.
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Buildings play a critical role in the stability and resilience of modern smart grids, leading to a refocusing of large-scale energy-management strategies from the supply side to the consumer side. When buildings integrate local renewable-energy generation in the form of renewable-energy resources, they become prosumers, and this adds more complexity to the operation of interconnected complex energy systems. A class of methods of modelling the energy-consumption patterns of the building have recently emerged as black-box input–output approaches with the ability to capture underlying consumption trends. These make use and require large quantities of quality data produced by nondeterministic processes underlying energy consumption. We present an application of a class of neural networks, namely, deep-learning techniques for time-series sequence modelling, with the goal of accurate and reliable building energy-load forecasting. Recurrent Neural Network implementation uses Long Short-Term Memory layers in increasing density of nodes to quantify prediction accuracy. The case study is illustrated on four university buildings from temperate climates over one year of operation using a reference benchmarking dataset that allows replicable results. The obtained results are discussed in terms of accuracy metrics and computational and network architecture aspects, and are considered suitable for further use in future in situ energy management at the building and neighborhood levels.
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Woo, Chang Wan, and Michael K. Davis. "The Fantasy of Learning: Fantasy Football in a Sports Public Relations Course." Sport Management Education Journal 9, no. 2 (October 2015): 113–23. http://dx.doi.org/10.1123/smej.2015-0005.
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Sports-related programs in higher education need to educate students in the professional use of evolving communication technologies. In addition, students need to develop soft skills, such as problem solving and critical thinking, while improving their practical use of technology. The purpose of this article is to introduce the use of fantasy sports in a sports management class, more specifically a sports public relations class, and discuss how students perceived the use of fantasy sports in course assignments. We explain how the use of fantasy sports assignments promoted social constructivist learning of students and helped students develop soft skills. We also identify the pedagogical challenges the fantasy sports assignments presented to students and instructors. We also offer summaries of students’ class reflections to demonstrate how such reflections echoed course learning outcomes.
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Collins, Karen E., Catherine E. Overson, and Victor A. Benassi. "Team-Based Learning in a Coaching Education Course: Impact on Student Learning." Journal of Teaching in Physical Education 39, no. 1 (January 1, 2020): 28–35. http://dx.doi.org/10.1123/jtpe.2018-0223.
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Purpose: The authors implemented an active learning teaching strategy in a coaching education course utilizing a modified team-based learning (TBL) approach, assessing the learning benefits and satisfaction of students’ experience. Method: After reviewing preparatory background materials, 35 students responded in-class to prompts in developing coaching action plans. Students completed two in-class learning activities: one on their own (Solo) and one as a group (TBL). The authors examined student performance on exam transfer questions for the two activities. Later, students reported on their satisfaction with the learning activities. Results: Students performed better on exam transfer questions related to their TBL and Solo conditions (p < .003, d = 0.75). Students reported a preference for working in teams compared with working on their own in developing case studies (p < .06, d = 0.63). Discussion/Conclusion: Results highlight the benefits of TBL in a coaching education classroom emphasizing how preparation, collaboration, and applied learning activities impact student learning outcomes.
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Kurniawan, Ari Wibowo, and Argadianto Widigdya. "Survey Of The Effectiveness Of Online Learning Processes In Sports Massage Courses." COMPETITOR: Jurnal Pendidikan Kepelatihan Olahraga 13, no. 3 (October 29, 2021): 472. http://dx.doi.org/10.26858/cjpko.v13i3.23525.
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The purpose of this study is to determine the effectiveness of the online learning process in the Sports Massage course for students of the Department of Physical Education, Health and Recreation, State University of Malang, class of 2017. This study used a quantitative descriptive research design and survey research techniques. The population used in this study were all 189 students majoring in Physical Education, Health and Recreation, State University of Malang, class of 2017. From this population, a sample of 130 people was obtained. The data in this study were obtained through a questionnaire distributed online using Google Form. There are six sub-variables assessed in this research: student learning interest, online learning excellence, online learning weaknesses, online learning facilities and infrastructure, interaction quality, and online learning prospects. Based on the results of the research and data analysis, the percentage of the overall value is 55.56%, which falls into the quite effective category, so it can be concluded that the process of online learning in the Sports Massage course is quite effective in being applied to students majoring in Physical Education, Health and Recreation, State University of Malang, class of 2017.
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Granero-Gallegos, Antonio, and Antonio Baena-Extremera. "Predicción de la motivación autodeterminada según las orientaciones de meta y el clima motivacional en Educación Física (Prediction of self-determined motivation as goal orientations and motivational climate in Physical Education)." Retos, no. 25 (March 5, 2015): 23–27. http://dx.doi.org/10.47197/retos.v0i25.34469.
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La finalidad de este estudio fue analizar la predicción de la motivación autodeterminada a partir de las orientaciones de meta y el clima motivacional que percibe el alumnado en las clases de Educación Física. La muestra estuvo compuesta por 1298 alumnos de Educación Secundaria, de ocho centros de Educación Secundaria de las provincias de Almería, Granada y Málaga, con edades entre 12 y 19 años (M = 15.13; DT = 1.43). Los instrumentos que se utilizaron para la recogida de la información fueron las versiones en castellano y adaptadas a la Educación Física de: Escala de Motivación Deportiva, Cuestionario de Orientación al Aprendizaje y al Rendimiento en las Clases de Educación Física y Cuestionario de Percepción de Éxito. Los datos se analizaron estadísticamente mediante un análisis descriptivo, de correlación y de regresión múltiple por pasos. Los resultados muestran que la mayoría de los alumnos se encuentran orientados a la tarea, perciben un clima aprendizaje y están motivados intrínsecamente. Asimismo, en chicos el principal predictor de la autodeterminación es el clima rendimiento, mientras que en las chicas es el clima aprendizaje. Palabras clave: Motivación, orientación de meta disposicional, profesor, adolescencia.Abstract: The aim of this study was to analyze the prediction of self-determined motivation from goal orientations and perceived motivational climate that students perceive in physical education classes. The sample consisted of 1298 students of Secondary Education from eight secondary schools in the provinces of Almería, Granada and Málaga, aged between 12 and 19 years (M = 15.13 , DT = 1.43 ). The instruments that were used for the collection of information were these Spanish versions adapted to the Physical Education: Sport Motivation Scale,Learning and Performance Orientations in Physical Education Classes Questionnaire and Perception of Success Questionnaire. The data were statistically analyzed using descriptive analysis, correlation and stepwise multiple regression. The results show that most students are oriented to the task, perceived a learning climate and are intrinsically motivated. In the same way, in boys the main predictor of self-determination is the climate of performance, while in the girls it is the climate of learning.Keywords: Motivation, dispositional goal orientation, teacher, adolescence.
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Barua, Adrita, Omar Sharif, and Mohammed Moshiul Hoque. "Multi-class Sports News Categorization using Machine Learning Techniques: Resource Creation and Evaluation." Procedia Computer Science 193 (2021): 112–21. http://dx.doi.org/10.1016/j.procs.2021.11.002.
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Rahmat, Ade, and Iskandar Iskandar. "Sports Education in Senior High Schools: Analysis of Educational Technology Learning (ETL) During Covid-19." INSPIREE: Indonesian Sport Innovation Review 3, no. 02 (January 7, 2022): 106–17. http://dx.doi.org/10.53905/inspiree.v3i02.77.
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The purpose of the study. to analyze the factors that affect the learning outcomes of Physical Education, Sports, and Health of class XI students at Senior High School. there are three factors that can affect the learning outcomes of Physical Education, Sports and Health, namely factors contained within students (internal factors), factors that come from outside (external factors) and factors from the learning approach of the students themselves. Materials and methods. The population of this research is class XI State Senior High School. Qualitative descriptive analysis study using data collection techniques and instruments, namely documentation techniques and questionnaire techniques with randomly selected samples. Results. Based on the research results, internal and external factors often affect the learning outcomes of Physical Education, Sports and Health. Conclusions. internal and external factors often affect learning outcomes in Physical Education, Sports and Health. Likewise, the learning approach factors classified as sometimes affect the learning outcomes of Physical Education, Sports and Health.
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Balango, Supriyanto, and Ruslan Ruslan. "DEVELOPMENT OF HURDLES MEDIA LEARNING." Jambura Journal of Sports Coaching 2, no. 2 (September 5, 2020): 69–74. http://dx.doi.org/10.37311/jjsc.v2i2.7225.
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Learning facilities are often a problem in the learning process for athletic sports. The purpose of this study was to produce a product to develop a hurdling learning tool. The subjects of the small scale trial were class IV which assessed 28 students, and the subjects of the large scale trial were class V who were assessed 32 who were in SDN 70 Kota Tengah Kota Gorontalo. The method in this research is related to determining potentials and problems, design data, design validation, revised design, product testing, product testing, usage trials, product revisions, product testing. The results of this development research are in the form of a tool made from a rubber band with adjustable height support poles then poured out and packed into a book.
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Valentino, Ricky Ferrari, and Andy Ardian. "Hubungan antara Kecerdasan Emosional dengan Prestasi Belajar Siswa Kelas Khusus Olahraga." Jurnal Olahraga 3, no. 1 (April 30, 2017): 41–50. http://dx.doi.org/10.37742/jo.v3i1.71.
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Educational goals can not be separated from academic goals. However, in special sports class students academic achievement actually becomes marginalized compared to non-academic achievements. This study aims to determine the relationship between emotional intelligence and student achievement in special sports classes at SMAN 1 Ciparay. This study is a correlation description study using two types of variables consisting of one independent variable, emotional intelligence and one dependent variable, namely learning achievement. This study uses total sampling, so with this study took a sample of one class of special sports class students in SMA Negeri 1 Ciparay, namely class XI - 11 with a total of 40 students. The instruments used were Questionnaire and student report cards. The method used to analyze the data is the significance test (significance) of the correlation coefficient. The results of the analysis of the research data showed a correlation coefficient of (0.369) then Ha was accepted and Ho was rejected. The conclusion of this study is that there is a relationship between emotional intelligence and learning achievement in special sports class students at SMAN 1 Ciparay.
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Ashar, Muhammad. "Hubungan Kesegaran Jasmani dan Motivasi Belajar dengan Hasil Belajar Siswa Kelas XI SMA Negeri 5 Bukittinggi." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 3, no. 2 (March 28, 2014): 145–55. http://dx.doi.org/10.30630/polingua.v3i2.102.
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The background of this study is the lack of student learning outcomes, some students are less to enjoy some sports activities, not eager to practice sports activities, are less confident in doing sports activities, physical health of students who are less supportive. The objectives of this research are 1) the relationship of physical fitness to the learning outcomes of students in class XI SMA 5 Bukittinggi, 2) the relationship of learning motivation on learning outcomes of students of class XI of SMAN 5 Bukittinggi, 3) relationship of physical fitness and motivation toward learning outcomes of students in class XI SMA 5 Bukittinggi. The research is a descriptive correlational. The population in this study amounted to 149 students, the sample used is proportional random sampling technique of obtained 25 Students. The data analysis is used in this research is product moment correlation formula. The results of this study indicated that physical fitness closely related to students’ learning outcomes of SMA 5 Bukittinggi r>0.654> 0.396, students' motivation relates to students’ learning outcomes r> rtabel 0.453> 0.396. Physical fitness related to student learning outcomes of SMA 5 Bukittinggi r> rtabel 0.488> 0.413, learning motivation relates to student learning outcomes women r> rtabel 0.420> 0.413. Physical fitness and motivation of students learning together in student learning outcomes associated with men's 51.5%. Physical fitness and the motivation to learn together related to students’ learning outcomes of 76.9%.
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Geisen, Mai, Alexandra Fox, and Stefanie Klatt. "VR as an Innovative Learning Tool in Sports Education." Applied Sciences 13, no. 4 (February 9, 2023): 2239. http://dx.doi.org/10.3390/app13042239.
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Testing and application of suitable learning tools and methods can facilitate learning environments conducive to skill acquisition for the target group. This also applies to sports education at school level, including extracurricular activities. On the one hand, traditional learning methods are still effective in sports education; on the other hand, keeping up with societal and technological developments, new learning strategies are continuously being researched to complement existing pedagogical tools. An innovative tool that has been increasingly used in various fields of application in recent years is Virtual Reality (VR) as part of the Extended Reality (XR) domain. It enables learning in immersive and specifically designed learning environments and is particularly suitable for learning in (sports-)motor contexts due to its flexible use. In our study, we test a VR-based rotation task in an extracurricular dance class with the objective of supporting the crucial didactic, collaborative, and perceptual components of dance training in educational contexts. We conducted feedback sessions with the students and used direct observation to examine their behavioural actions. Based on the qualitative content analysis of the written feedback and the overview from the observations, we can identify integrative potentials of this innovative tool in sports education, especially extracurricular dance classes.
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Crow, Susie. "Developing Craft in the Ballet Class." Dance Research 39, no. 2 (November 2021): 147–57. http://dx.doi.org/10.3366/drs.2021.0340.
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The ballet class is a complex pedagogical phenomenon in which an embodied tradition is transmitted in practice from one generation to the next, shaping not just the dancing but the attitudes and perceptions of dancers throughout their careers. This paper emerges from observations and experience of recent and current ballet class practice, and theoretical investigations into embodied learning in the arts. It outlines the influential role of large hegemonic institutions in shaping how ballet is currently taught and learned; and the effect of this on the class's evolving relation to ballet's repertoire of old and emerging dances as artworks. It notes the increasing importation into ballet pedagogy of thinking rooted in sports science, engendering the notion of the dancer as athlete; and of historic attitudes which downplay the agency of the dancer. I propose an alternative model for understanding the nature of learning in the ballet class, relating it to what Donald Schön calls ‘deviant traditions of education for practice’ in other performing and visual arts ( Schön 1987 p16). I look at the dancer's absorption via the class of ballet's danse d’école, its core technique of academic dance content. I suggest how this process might more constructively be understood through the lens of craft learning and the development of craftsmanship via apprenticeship, the dancer learning alongside the teacher as experienced artist practitioner who models behaviours that foster creativity.
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Yang, Sha, and Xiulei Mao. "Design of Hybrid Teaching System for Aerobic Exercise Class of Recreational Sports Major." Mobile Information Systems 2022 (August 4, 2022): 1–12. http://dx.doi.org/10.1155/2022/1491480.
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In recent years, the social economy has achieved remarkable development, and the income of residents has increased substantially. With the increasing income, residents begin to pursue a high quality of life, and the ways of entertainment also begin to become diversified. In this context, leisure sports have gradually come into the public’s view, and more and more people have started to participate in leisure sports. Aerobic gymnastics, as a popular form of fitness, is an important carrier to carry out national fitness sports and promote national health, and the development of national fitness sports cannot be carried out without scientific and effective aerobic gymnastics teaching, training, and guidance. At the present stage, the traditional aerobics teaching content and teaching methods of leisure sports majors are difficult to meet the needs of students learning. Therefore, the hybrid teaching system of aerobics classes based on cloud computing and neural networks is proposed, which combines the advantages of a network teaching and traditional teaching to comprehensively and effectively improve the efficiency and quality of aerobics teaching and improve the classroom teaching effect. At the same time, it promotes leisure sports students to systematically master the basic theoretical knowledge, skills, and methods, improve the comprehensive ability of independent learning and inquiry learning, have the ability of leisure sports program guidance and aerobics teaching organization, enhance their employability, and cultivate “multidiscipline” students who can adapt to the needs of the times and engage in technical guidance of aerobics and participate in leisure sports market services in leisure fitness clubs, industry associations, and educational institutions. This course aims to cultivate “multidiscipline” applied talents who can work in leisure and fitness clubs, industry associations, and educational institutions.
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Pommier, Barbara E. "Factors Affecting Learning in a Coronary Artery Disease Rehabilitation Class." Rehabilitation Nursing 17, no. 2 (March 4, 1992): 64–68. http://dx.doi.org/10.1002/j.2048-7940.1992.tb01514.x.
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Guimarães, Anderson Nascimento, Herbert Ugrinowitsch, Juliana Bayeux Dascal, Alessandra Beggiato Porto, and Victor Hugo Alves Okazaki. "Freezing Degrees of Freedom During Motor Learning: A Systematic Review." Motor Control 24, no. 3 (July 1, 2020): 457–71. http://dx.doi.org/10.1123/mc.2019-0060.
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According to Bernstein, the central nervous system solution to the human body’s enormous variation in movement choice and control when directing movement—the problem of degrees of freedom (DF)—is to freeze the number of possibilities at the beginning of motor learning. However, different strategies of freezing DF are observed in literature, and the means of selection of the control strategy during learning is not totally clear. This review investigated the possible effects of the class and objectives of the skill practiced on DF control strategies. The results of this review suggest that freezing or releasing the DF at the beginning of learning does not depend on the class (e.g., discrete skill class: football kick, dart throwing; continuous skill class: athletic march, handwriting) or objective of the skill (e.g., balance, velocity, and accuracy), in isolation. However, an interaction between these two skill elements seems to exist and influences the selection of the DF control strategy.
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Mustafa, Pinton Setya. "IMPLEMENTATION OF BEHAVIORISM THEORY-BASED TRAINING LEARNING MODEL IN PHYSICAL EDUCATION IN CLASS VII JUNIOR HIGH SCHOOL FOOTBALL GAME MATERIALS." COMPETITOR: Jurnal Pendidikan Kepelatihan Olahraga 13, no. 1 (February 28, 2021): 39. http://dx.doi.org/10.26858/cjpko.v13i1.18131.
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This article aims to provide information about learning based on behaviorism learning theory through a drill learning model in football game material in grade VII Junior High School. Behaviorism learning theory, which has the principle of providing a stimulus that results in a response. The stimulus is given by the teacher in the form of material that needs to be done by students, resulting in students responding by doing assignments from the material. Physical education, sports, and health (PESH) learning activities involve moving activities to achieve competence. The game of football is one of the materials used in learning PESH movements. The principle of learning PESH is to involve students to move happily. The drill learning model is an alternative that can be used in soccer learning for seventh-grade students of junior high school. The exercise learning model is repeating movements in sports techniques that have been compiled by the teacher. In conclusion, with a variety of exercise learning models, students can learn PESH material to achieve better and more active sports movements and feel happy. Teachers need to innovate continuously to design learning models that are following the characteristics of students.
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Rossow, Lindy M. "Student Experiences And Learning Outcomes Following Zoom-based Oral Exams In Exercise Physiology Class." Medicine & Science in Sports & Exercise 54, no. 9S (September 2022): 522. http://dx.doi.org/10.1249/01.mss.0000881596.09916.fa.
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Soriotulla, Sk. "Physical Education Class Management during COVID-19 Pandemic through ICT and it’s Complication." Journal of Advances in Sports and Physical Education 6, no. 1 (January 8, 2023): 8–13. http://dx.doi.org/10.36348/jaspe.2023.v06i01.002.
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Due to COVID-19 pandemic situation, not only Indian Physical Education class management system but also the worldwide Physical Educational sector was highly affected by the COVID-19 panama situation. Many researchers are starting their research work on how to minimize the educational gaps. As a result for research, we have entered the online learning, E-learning, Virtual learning, Web Based Instructions modern digital revolution system. This work presents a study about using online educational platforms in institutions. Physical education classes student’s worldwide challenge technological, individual, domestic, and institutional and community barriers. Most frequently meet difficulties modified their learning style, having to perform responsibility at home and insufficient network connection between teachers-learners. They entry innovation physical education classes student play a significant roles in addressing this challenge during the COVID-19 pandemic situation and beyond. But despite the considerable growth & development of digital technology physical education and sports, we have little evidence about the use and outcomes of these modern technologies. Thus, the aim of this study was to document how e-learning technologies and pedagogical methods were, engaged physical education and sports, the challenges and successes associated with this approach, and possible ways to improve.
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Onny Siagian, Ade. "Dampak Bentuk Pembelajaran Kooperatif Tipe Jigsaw Dan Motivasi Belajar Terhadap Prestasi Belajar di Universitas Bhayangkara." INSPIREE: Indonesian Sport Innovation Review 2, no. 1 (January 27, 2021): 42–52. http://dx.doi.org/10.53905/inspiree.v2i1.31.
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The purpose of the study. To find out: a) The effect of the Jigsaw cooperative learning bentuk on learning achievement in sports physiology. b) The influence of motivation on learning achievement in Sports Physiology. c) The interaction between the Jigsaw cooperative learning bentuk and motivation on learning achievement in Sports Physiology.
Materials and methods. The research was conducted from April to December 2019. The population was students of the Department of Sport Science and Sports Coaching, Faculty of Sports and Health, Bhayangkara University Greater Jakarta. The sample is the third semester students consisting of two classes, namely class A as treatment and class B as control. Because the population is small, there is no sampling. Data collection techniques using motivation questionnaires and learning achievement tests. The data analysis technique used two-way analysis of variance.
Results. The results The results of the analysis a) The learning achievement of students taught with the Jigsaw cooperative learning bentuk (mean = 60.81) was better than students taught with the conventional bentuk (mean = 60.21) obtained a statistical value of 7.234 with a significance of 0.002. b) The learning achievement of students with high motivation (mean = 71.05) is better than students who study with low motivation (mean = 50.00) obtained a statistical value of 146.905 with a significance of 0.000. c) There is an interaction of influence between learning bentuks and motivation in increasing learning achievement in the Sports Physiology course, the statistical value is 12.342 with a significance of 0.001.
Conclusions. So from the results of this study it can be concluded that the Jigsaw type of cooperative learning bentuk is better than the conventional bentuk, and high learning motivation is better than low learning motivation
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MS, Gede Doddy Tisna, Parwati Ni Nyoman, I. Wayan Sukra Warpala, I. Gde Wawan Sudatha, Putu Sudarmika, and I. Kadek Suartama. "The impact of project based E-learning on cognitive and psychomotor learning achievement in sports massage course." Cypriot Journal of Educational Sciences 17, no. 12 (December 31, 2022): 4393–408. http://dx.doi.org/10.18844/cjes.v17i12.7913.
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The purpose of this study was to describe the effects of a project-based e-learning (PjB-eL) model on cognitive and psychomotor learning achievement in sports massage courses. This quasi-experimental study used a post-test-only non-equivalent control group design. The research sample consisted of 2 classes of 40 people each, selected by a simple random sampling technique, with one class each as the experimental and control groups. Data on cognitive learning outcomes were collected using tests, and psychomotor learning outcomes using project observation sheets. The test used has met all the valid and reliable criteria. Data analysis was performed using descriptive statistics and multivariate analysis of variance test. The results showed that the average cognitive and psychomotor learning outcomes in the experimental group were significantly higher than those in the control group. The PjB-eL model can be recommended as an effective learning model to improve learning outcomes. Keywords: Project-based, e-learning, cognitive, psychomotor, learning achievement.
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Kim, Min-Kyu, and Seung-Hwan Kim. "A Study on Applying Flipped Learning in Sports Science Technology Policy Convergence Classes: Focusing on the Conversion of Humanities and Fourth Industrial Revolution Technologies based on Sports Principles, and Its Systematic Class Design and Operation." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (August 31, 2022): 751–69. http://dx.doi.org/10.22251/jlcci.2022.22.16.751.
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Objectives This study presents an analysis on the design and development of sports science technology policy convergence classes based on flipped learning, and the effectiveness of the process of applying classes and class operation results for electives in sports tracks for general students and student athletes. Methods For this, the five-stage flipped learning model was applied for 20 students taking sports science technology policy convergence of the sports department at I University in Incheon to design the class. Also, after utilizing class strategies such as online and offline lectures, TBL, debates, exercises, etc., surveys and interviews were held to measure the academic immersion level of students to conduct independent t-test, paired t-test, and content analysis. Results It was found that it had positive impact on academic immersion elements such as academic passion, activation of academic contents, satisfaction of academic experience, meta-cognition activities, etc. for all students, and the students were found to have experienced fun and joy, enhance motivation and understanding on class participation, sense of pride. Thus uses various teaching methods, and the overall effort of lecturing for professors' systemic instructional design and refined management helps both regular students and student athletes improve positively. Conclusions This class case presents the convergence course of humanities and core technologies of the fourth industrial revolution based on sports principles, and it will provide basic information on the scope and functions of sports science technology policy convergence experts, while contributing to the process of forming literacy related to sports science technologies.
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Chen, Dongmei. "A Theoretical Analysis of the Effectiveness of Sports Flipped Class Teaching Based on Motor Skill Learning." Scientific Programming 2022 (February 8, 2022): 1–9. http://dx.doi.org/10.1155/2022/9162947.
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This article compares the characteristics and advantages of flipped sports classrooms with other disciplines and traditional sports classrooms, and analyzes the characteristics and advantages of flipped sports classrooms, using the method of experimental comparison and comparative analysis to sort out the characteristics of Flipped classes in the application of teaching practice. Adjusting the teaching process and structure, with sports skill teaching as the main line, can create conditions for the deepening and expansion of PE. Students are the main body in a flipped class, which confirms the teaching concept. With the advent of the Internet era, students can access the information network at any time and from any location to gain PE knowledge. To meet students' learning needs, teachers must interact with them more and grasp teaching feedback more quickly. To sort out and research flipped classroom teaching in physical education, compare the use of flipped classroom teaching in physical education to traditional PE teaching over time, and demonstrate that flipped classroom teaching in physical education should be based on sports skills teaching and the teaching process. Making the necessary adjustments can help students learn in a positive environment. Then it examines two levels of technology and operation implementation in order to provide theoretical support for Flipped classroom teaching and improve student learning efficiency.
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Radu, Liliana Elisabeta, Ileana Monica Popovici, and Cristian Mihail Rus. "Increasing School Performance in Theoretical Sports Training Classes by Applying Students’ Activation Strategies." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 4 Sup.1 (December 20, 2022): 300–313. http://dx.doi.org/10.18662/rrem/14.4sup1/674.
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The current paper summarizes the results of the study which carried out between September 2021 and January 2022, in order to determine to what extent, the use of interactive didactic strategies can achieve the cognitive performance of the target group, the students of the High School with Sports Program in Iași, Romania. The study included two groups of students from two parallel 10th school classes, A and B, aged 16-17. The number of subjects participating in our study was 56, of which 28 in each class. All subjects participating in the study passed the 9th school class at the same high school, having continuity, because the Theoretical Sports Training discipline is also taught in the previous school class. The methods used challenged and supported the students in the experimental group to successfully complete the learning tasks throughout the lessons. We observed that: acquisition facilitation was achieved; students were actively involved in their own learning, using their own intellectual and practical skills; students were less reluctant to present and argue their own opinions, capitalized on their prior knowledge experience, communicated efficiently; students cooperated within the group, obtaining benefits in the cognitive, motivational, social, affective plans.
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Sinuraya, Janwar Frihasan, and Julius Boy Nesra Bagismata Barus. "Minat Mahasiswa Program Studi Pendidikan Olahraga dalam Mengikuti Pembelajaran E-Learning di Universitas Quality Berastagi." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (June 24, 2021): 526–34. http://dx.doi.org/10.34007/jehss.v4i1.692.
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Learning that is carried out online or online has not been implemented in various universities including Quality Berastagi University. However, the impact of the Covid-19 pandemic, which requires universities to carry out lectures from face-to-face to online using e-learning, has resulted in new habit changes. So it is necessary to do research to the extent that students' interest in participating in the learning. The purpose of this study was to analyze the interest of students in the Sports Education Study Program in participating in e-learning learning at the University of Quality Berastagi. This type of research is descriptive quantitative, the method used is the survey method. The number of samples, namely students of the Sports Education Study Program class of 2019 and class of 2020 who took part in e-learning learning in the odd semester of 2020/2021 were 31 students. Google form is used as a questionnaire tool in the research instrument. Data analysis is used by making in the form of frequency and percentage. The results showed that the students' interest in the Sports Study Program in participating in e-learning was in the medium category (58.06%) as many as 18 students.
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Nurbaiti, Nurbaiti. "MENINGKATKAN HASIL BELAJAR PJOK DENGAN MENGGUNAKAN MEDIA GRAFIS DI SDN 028 KUBANG JAYA KECAMATAN SIAK HULU KABUPATEN KAMPAR." JURNAL PAJAR (Pendidikan dan Pengajaran) 2, no. 4 (July 30, 2018): 547. http://dx.doi.org/10.33578/pjr.v2i4.5700.
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This research is based on the learning result of physical education of sports and health which is still low. This studyaims to improve student learning outcomes class III.A Elementary School 028 Kubang Jaya District Siak HuluKampar District. This research uses classroom action research with two cycles with graphic media approach.Based on the result of the research before the action average student score 46,80 (enough), the individual masteryof only 4 students and 18.18% classical completeness; on the first cycle average learning outcomes 63.16 (enough),individual completeness obtained 14 students and 63.60%% classical completeness; and in cycle II the averagevalue of 80.45 (good) and classical completeness is as much as 22 students or 100%. Thus the use of graphic mediais successful or can improve learning outcomes physical education sports and health Class III.A Elementary School028 Kubang Jaya District Siak Hulu Kampar District.
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Kwon, Oh Young. "Flipped learning: an alternative pedagogical approach in the untact age." Journal of Exercise Rehabilitation 17, no. 4 (August 23, 2021): 222–25. http://dx.doi.org/10.12965/jer.2142296.148.
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Flipped learning, abbreviated as “FL” is a new pedagogical approach that reverses the order of a typical lecture. It was developed to compensate for the shortcomings of a typical teaching method. Students learn by watching video clips before class and continue to learn through peer discussion in the classroom. The educational benefits of FL like student’s positive attitude were revealed in the previous studies. FL can be a valuable alternative to the existing classes in the untact age of coronavirus disease 2019.
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Syuri, Kemala Nilam, and Marwan Marwan. "Pengaruh Interaksi Edukatif dan Disiplin Belajar Terhadap Hasil Belajar Ekonomi Siswa Kelas X Di SMA Negeri 4 Sumbar." Jurnal Ecogen 2, no. 3 (October 17, 2019): 422. http://dx.doi.org/10.24036/jmpe.v2i3.7413.
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This study was conducted to find out (1) the effect of educative interaction and learning discipline to ward student economic learning outcomes, (2) the effect of educative interaction to ward student economic learning outcomes, (3) the effec of learning discipline to ward economic learning outcomes. This research is descriptive and associative. The population in this study were specialy for sports school students of class X MIPA and IIS in West Sumatra 4 High School (Sports Giftedness) with 97 students. The total sample is determined by Slovin formula and propotional random sampling. From this formula, 80 students were obtained as research samples. Data collection techniques used in this study were questionnaires and documentation. The instrument of validity test uses Collected Item Total Colleration and for reliability testing using alpha coefficient formula. The prerequisite test is done by normality test, heterocedasticity test, and multicollinearity test. The technique used to analyze data is multiple linear regression analysis. Based on this study, it was found that (1) educative interaction and learning discipline had a positive and significant effect on the economic learning outcomes of class X students West Sumatra 4 High School (2) educational interaction had a positive and significant effect on the economic learning outcomes of class X students in West Sumatra 4 High School (3) learning discipline has a positive and significant effect on the economic learning outcomes of West Sumatra 4 High School. Keyword: educative interaction, student discipline, sport school, learning outcomes
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Yoon, Inae. "The Effect of Imagery as an Educational Tool on Effective Learning in General Dance Sports Class." Journal of the Korean society for Wellness 11, no. 2 (May 31, 2016): 281. http://dx.doi.org/10.21097/ksw.2016.05.11.2.281.
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Muhtarom, Muhtarom, and Azizatul Maghfiroh. "STUDENT DIFFICULTIES IN ENGLISH LEARNING DURING LIMITED PTM PERIOD." International Journal of Research on English Teaching and Applied Linguistics 2, no. 2 (February 13, 2022): 10–14. http://dx.doi.org/10.30863/ijretal.v2i2.2450.
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As an international language, English is important in globalization era and therefore taught in secondary schools, including MTs as one of the Islamic ones. However, the students of this Islamic school might feel bored and even they avoid of having English. And, therefore, this study is to describe students' difficulties in learning English during limited offline Teaching Learning Process (PTM) Period and to describe the factors that cause learning difficulties in English during limited PTM Period. Then, the method used in this study is a descriptive research design. The subjects in this study were 33 students who are all in class IX-A MTsN Gresik for the academic year 2021/2022. Data collection techniques used in thisstudy were interviews, questionnaires and documentation, then the analysis used is a qualitative approach. Based on the analysis, the results are that there are two factors that affect the difficulty of learning English for students of class IXA MTsN Gresik, that are internal factors and external ones. The internal ones includes less motivation and interest in attending English lesson, while the external ones consist of the less attractive medias and the less various and innovative methods. Based on the results above, it can be concluded that, first, the students of class IX-A MTsN Gresik still have difficulty in learning English lessons, because of internal and external factors.
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Wang, Yi, Zhi Qiang Ye, and Run Guo Yan. "The Application Research of Information Interactive Feedback Teaching Model in Wushu Routine Class." Applied Mechanics and Materials 58-60 (June 2011): 177–85. http://dx.doi.org/10.4028/www.scientific.net/amm.58-60.177.
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The present sports teaching model research is inevitably single functional and lack of interactive, the students can hardly encouraged which especially reflected in sports teaching model system research, meanwhile, it also weaken the operability of sports teaching model. Thus, it is necessary to combine practical teaching with sports teaching model during systematical research, and it is propitious to the sports teaching reform of our country. Though the construction and demonstration of information interactive feedback teaching model, this paper shows that: with student as subject and dominated by teachers, the information interactive feedback teaching model is a systematical model with the combination of teaching and learning, it can effectively improve teaching level, help to achieve teaching objectives and accomplish teaching tasks.
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Artama, Risma Putri, Joan Hesti Gita Purwasih, Irawan Irawan, and Abd Munif. "MODEL PEMBELAJARAN COOPERATIVE LEARNING UNTUK MENINGKATKAN MINAT DAN KREATIVITAS BELAJAR SISWA KELAS KHUSUS." Jurnal Visi Ilmu Pendidikan 14, no. 2 (August 5, 2022): 109. http://dx.doi.org/10.26418/jvip.v14i2.40725.
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Every learning process has its own challenges, one of which is due to the conditions and learning programs pursued by students. For example in the special class ASIFA foundation in collaboration with SMAN 7 Malang. There is a special class of soccer athletes studying at the school, namely in class XI IPS 6. Students in the class have programs in the field of sports that are quite high. Meanwhile, the results of observations and interviews indicate that the development of learning innovations through models and types of media is still not much developed by teachers. The impact, there are symptoms of low interest and lack of creativity in students. Therefore, researchers try to address these problems by conducting classroom action research using Jigsaw models accompanied by comic-making activities in the learning process. The results show that the level of student interest in learning and creativity has increased. In cycle one, there was an average increase of interest of 62%. Meanwhile, in the second cycle there was an increase in interest on average by 74%.
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Globa, Halyna, Liudmyla Tsybulko, and Anatolii Shchelkunov. "Physical Education in the World in Terms of Hybrid Learning: Takeaways for Ukraine." Bulletin of Luhansk Taras Shevchenko National University 1, no. 2 (340) (2021): 74–83. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-1-74-83.
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The article is devoted to the study of the problem of transition to hybrid learning in physical education in different countries and possible lessons that Ukraine can learn and implement. It is investigated that for Ukraine the transition to distance learning meant the introduction of digital inequality. 35% of the population simply do not have an Internet connection at home or do not have enough computers or phones to participate in online classes. In the field of physical education, Ukraine has additional critical factors: economic, housing (too small area of apartments in the majority of the population and their unsuitability for sports), climate (3 cold seasons out of 4), infrastructure, bureaucracy (non-recognition by the government of the key role of mobility for the formation of immunity and healthy mind and body). The experience of transition to hybrid learning in physical education of the leading countries of the world – the USA, Germany, China, Great Britain and Norway was analyzed. It was found that even for developed countries, the transition to digital has led to a significant decline (by 30-35%) in physical activity. The claim that outdoor activities are available only to the population of countries with warm climates is refuted. It is proposed to introduce a Scandinavian standard of physical activity for Ukraine, using the potential of its nature – fresh air, sun, joy of movement and interaction in the game.
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Purwono, Eko. "Upaya Meningkatkan Hasil Belajar PJOK pada Materi Bulu Tangkis Melalui Metode Demonstrasi di Kelas V SDN 65/X Sungai Beras Semester Genap Tahun Pelajaran 2022/2023." Journal on Education 5, no. 1 (November 17, 2022): 206–14. http://dx.doi.org/10.31004/joe.v5i1.587.
Full textAbstract:
This study aims to find out and discuss the learning outcomes of physical education and sports and health of students using the demonstration method. This research is a type of classroom action research. The research was carried out in the even semester of the 2022/2023 school year in class V SDN 65/X Sungai Beras with a total of 28 students. The research procedure is in two cycles. Each cycle consists of two meetings where each meeting includes planning, action, observation, and reflection. Data collection techniques with observation, documentation, and tests. Data analysis carried out in this study was the percentage of learning outcomes. The results of this study indicate that the use of the Demonstration method with the act of giving rewards can improve learning outcomes in Physical Education, Sports and Health in class V SDN 65/X Sungai Beras
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Gavros, Andreas, and Foteini Gavrou. "Can a Face Tell Us Anything About an NBA Prospect? - A Deep Learning Approach." Advances in Artificial Intelligence and Machine Learning 02, no. 04 (2022): 557–66. http://dx.doi.org/10.54364/aaiml.2022.1138.
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Statistical analysis and modeling is becoming increasingly popular in professional sports organizations. Sophisticated methods and models of sports talent evaluation have been created for this purpose. In this research, we present a different perspective from the dominant tactic of statistical data analysis. We deploy Convolutional Neural Networks in an attempt to predict the career trajectory of newly drafted players from each draft class. We created a database consisting of about 1500 image data from players in every draft class since 1990. We then divided the players into five different quality classes based on their NBA career. Next, we trained popular image classification models in our data and conducted a series of tests in an attempt to create models that will provide reliable predictions of the rookie players’ careers. The results of this study suggest that there is a potential correlation between facial characteristics and athletic talent, worth of further investigation.
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Li, He Biao. "Application of Subjectivity Education Theory in Sports Teaching in University." Advanced Materials Research 271-273 (July 2011): 1386–91. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1386.
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Subjectivity education means that the teacher creates democratic, harmonious and loose teaching scenes through guiding and enlightening the students’ internal activity demands, and purposefully organizes and specifies all kinds of teaching activities in a planned way to cultivate the students to be the subject who can recognize and practice autonomously, actively and creatively. The subjectivity education applied in teaching sports technique class to some extent can stimulate students’ initiative and activity and improve their academic performance. In teaching sports technique class, should teacher implement subjectivity teaching strategy, enlighten and cultivate students’ subject consciousness, establish democratic and harmonious teaching scenes and carry out the teaching thought of subjective participation, respect for differences, cooperative learning and successful experience. This essay studies on the disadvantages in conventional teaching to enrich and develop sports teaching theories and methods.