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Artykuły w czasopismach na temat "Sports Class Learning Climates"
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Dowdell, Trevor, L. Mich Tomson i Michael Davies. "Measuring sports class learning climates: The development of the Sports Class Environment Scale". Learning Environments Research 14, nr 2 (lipiec 2011): 123–33. http://dx.doi.org/10.1007/s10984-011-9086-y.
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Baños, Raúl, i 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, nr 38 (29.11.2019): 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 i 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, nr 32 (24.01.2017): 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, nr 3 (kwiecień 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 i Félix Yllana-Prieto. "Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment". Education Sciences 11, nr 2 (18.02.2021): 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, nr 5 (13.05.2021): 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 i 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, nr 1 (1.06.2020): 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, nr 16 (28.03.2015): 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 i 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, nr 3 (20.02.2018): 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, nr 2 (październik 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.
Rozprawy doktorskie na temat "Sports Class Learning Climates"
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Dowdell, Trevor John, i N/A. "Measuring Sports Class Learning Climates - the Development of the Sports Class Environment Scale". Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20071217.121601.
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Teaching (in this study, coaching) is a key determinant in learning any sports skill. The coach-athlete relationship is one of the most important influences on athlete's motivation and performance (Mageau & Vallerand, 2003). One of the key leadership roles the coach has in this relationship is the creation and maintenance of the sports class learning climate. The joint influence of the athlete's motivation and the environmental press (class learning climate) can determine the cognitive, affective, and performance patterns regularly displayed by athletes (Ntoumanis & Biddle, 1999). A sports class' learning climate is a set of internal characteristics that has an important role in shaping an athlete's motivational and behavioural pattern (Ames, 1992) and is a key characteristic of class effectiveness. In sports classes, motivational climate is a sub-set of the overall learning climate and is created primarily by the sport class coach. Motivational climate can be described as the participants' relatively persistent collective perceptions of the achievement goal structure of that setting. Recent studies of motivational climate in sport have provided insight into coaching behaviour and its effect on sports class motivational climate (Ntoumanis & Biddle, 1999). In spite of the potential value of class learning climate research to the field of sports class behavioural studies, no research has consolidated the fields of classroom learning climate research and sports class motivational climate studies. This study provides a model for the investigation of gymnastics sports class learning climates that involves a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000) and the Classroom Environment Scale (Moos & Trickett, 1987). The development and validation of a new, unique learning climate scale - the Sports Class Environment Scale (SCES) - constitutes the focus of this research. The process of developing this consolidated instrument began with the production of an initial scale, and was followed by a review by a panel of experts in coaching and independent university researchers in sport and physical education. The SCES draft was then pilot tested with a small group (n = 41) of competitive gymnasts to prompt some changes to the scale. Initial field-testing of the SCES occurred with 28 male and 180 female competitive gymnasts from 6 metropolitan and 4 regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis provided a revised SCES with five subscales labeled Task Involvement and Improvement, Ego Involvement and Mistakes, Coach-Athlete Communication, Effort, Order and Organization, and Affiliation. Using the revised SCES subscales as dependent variables, multivariate analyses of variance were conducted to compare club type, gender, and competitive level. In this study, the low training hours and the high training hours gymnastics classes were different in their perceptions of the Ego Involvement of their class climate. Male and female gymnasts were different in their perceptions of Ego Involvement, Affiliation, and Effort, Order and Organization aspects of their class climates. This study demonstrates the potential utility of creating class learning climates high in both Task Involvement and Ego Involvement for competitive gymnastics clubs. This study breaks new ground, and may lead to novel insights into sports class learning climates. Because class learning climate is easier to manipulate than individual achievement goal dispositions (Whitehead, Andree, & Lee, 1997) and because perceptions of learning climate account for variance in learning outcomes beyond that attributable to student ability (Fraser, 1994, 1998, 2002), class learning climate is an important variable that should be better understood, described, developed, and manipulated. Effective measurement of sports class learning climates using the SCES may lead to a greater understanding of effective sports classes, and of coach and athlete behaviours in those classes, and provides a first step in monitoring sports class learning climates.
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Dowdell, Trevor John. "Measuring Sports Class Learning Climates - the Development of the Sports Class Environment Scale". Thesis, Griffith University, 2007. http://hdl.handle.net/10072/365757.
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Teaching (in this study, coaching) is a key determinant in learning any sports skill. The coach-athlete relationship is one of the most important influences on athlete's motivation and performance (Mageau & Vallerand, 2003). One of the key leadership roles the coach has in this relationship is the creation and maintenance of the sports class learning climate. The joint influence of the athlete's motivation and the environmental press (class learning climate) can determine the cognitive, affective, and performance patterns regularly displayed by athletes (Ntoumanis & Biddle, 1999). A sports class' learning climate is a set of internal characteristics that has an important role in shaping an athlete's motivational and behavioural pattern (Ames, 1992) and is a key characteristic of class effectiveness. In sports classes, motivational climate is a sub-set of the overall learning climate and is created primarily by the sport class coach. Motivational climate can be described as the participants' relatively persistent collective perceptions of the achievement goal structure of that setting. Recent studies of motivational climate in sport have provided insight into coaching behaviour and its effect on sports class motivational climate (Ntoumanis & Biddle, 1999). In spite of the potential value of class learning climate research to the field of sports class behavioural studies, no research has consolidated the fields of classroom learning climate research and sports class motivational climate studies. This study provides a model for the investigation of gymnastics sports class learning climates that involves a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000) and the Classroom Environment Scale (Moos & Trickett, 1987). The development and validation of a new, unique learning climate scale - the Sports Class Environment Scale (SCES) - constitutes the focus of this research. The process of developing this consolidated instrument began with the production of an initial scale, and was followed by a review by a panel of experts in coaching and independent university researchers in sport and physical education. The SCES draft was then pilot tested with a small group (n = 41) of competitive gymnasts to prompt some changes to the scale. Initial field-testing of the SCES occurred with 28 male and 180 female competitive gymnasts from 6 metropolitan and 4 regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis provided a revised SCES with five subscales labeled Task Involvement and Improvement, Ego Involvement and Mistakes, Coach-Athlete Communication, Effort, Order and Organization, and Affiliation. Using the revised SCES subscales as dependent variables, multivariate analyses of variance were conducted to compare club type, gender, and competitive level. In this study, the low training hours and the high training hours gymnastics classes were different in their perceptions of the Ego Involvement of their class climate. Male and female gymnasts were different in their perceptions of Ego Involvement, Affiliation, and Effort, Order and Organization aspects of their class climates. This study demonstrates the potential utility of creating class learning climates high in both Task Involvement and Ego Involvement for competitive gymnastics clubs. This study breaks new ground, and may lead to novel insights into sports class learning climates. Because class learning climate is easier to manipulate than individual achievement goal dispositions (Whitehead, Andree, & Lee, 1997) and because perceptions of learning climate account for variance in learning outcomes beyond that attributable to student ability (Fraser, 1994, 1998, 2002), class learning climate is an important variable that should be better understood, described, developed, and manipulated. Effective measurement of sports class learning climates using the SCES may lead to a greater understanding of effective sports classes, and of coach and athlete behaviours in those classes, and provides a first step in monitoring sports class learning climates.Thesis (PhD Doctorate)
School of Education and Professional Studies
Full Text
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Scattergood, Andrew J. "Learning to play : how working-class lads negotiate working-class physical education". Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620821.
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Adults from the middle-classes are up to three times more likely to be regularly involved in sport than those from the working-class. The reason for this participation anomaly has been consistently linked to the differing lifestyles and opportunities to which young people from working and middle-class backgrounds are exposed. More specifically, working-class children are more likely to develop narrow, class-related leisure profiles and sporting repertoires during their childhood that serve to limit the likelihood of them remaining physically active in adulthood. In relation to this, one of the key aims of physical education (PE) in mainstream schools is to develop the range of skills and knowledge for all pupils and widen their sporting repertoires in an attempt to promote long-term participation throughout their lives. However, not only has PE provision in British mainstream schools been shown to be unsuccessful in promoting working-class pupils’ sporting/ability development, some suggest that the subject may even be perpetuating the social difference that has been shown to exist in relation to sports participation between social class groups. In order to address these issues the study set out to examine the extent to which the wider social background of white, working-class ‘lads’ and the actions and attitudes of their PE teachers came to impact on the way the lads influenced and experienced their PE curriculum/lessons. It also aimed to examine the impact that school PE then had on their sporting repertoires and participation in sport/active leisure outside of school. A total of 24 days were spent in Ayrefield Community School (ACS), a purposively selected, working-class state secondary school as part of a case study design. Over 60 practical PE lessons were observed that led to differing roles being adopted and guided conversations being conducted before, during, and after these lessons. Eight focus group interviews were also conducted with specifically chosen lads as well as one with the four members of male PE staff. Additional observations were also carried out during off-site trips, external visits, and in a range of classroom-based lessons. The findings were then considered and examined in relation to the work of the sociologists Norbert Elias and Pierre Bourdieu. The findings revealed that the pressures related to the modern education system and the social expectations linked to their working-class backgrounds caused a split between the lads at ACS in to three broad groups, namely: Problematics, Participants and Performers. These groupings came to impact on the ways that these lads engaged and achieved in school as well as the ways in which they came to negotiate and experience PE. The ‘Problematic’ group held largely negative views of education, but valued PE, especially when playing football, the ‘Participants’ were relatively successful at school yet apathetic regarding the content and delivery of their PE lessons, and a Performer group of lads emerged who engaged and achieved highly at school and participated in a range of activities in PE, but showed little intention of participating outside of school due to their pragmatic attitude to ‘learning’ in PE. Despite these differing school and PE experiences between the lads’ groups, the potential and actual impact of school PE on their sporting repertoires, skills, and interests was ultimately constrained by a range of issues. In the first instance the lads’ narrow, class-related leisure profiles and sporting repertoires linked closely to recreational participation with friends, alongside a lack of proactive parenting were significant limiting factors. In addition, the ability of some lads to constrain the actions of PE staff and peers to get what they wanted in PE rather than what they needed, and the negative views of most lads to skill development and structured PE lessons meant that PE at ACS was never likely to have a positive impact on the sporting repertoires and participation types/levels of its male pupils either currently or in their future lives.
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Duffy, Donna Marie. "Perceived cognitive and affective growth among university students in a service learning class". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1493Duffy/umi-uncg-1493.pdf.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Tom Martinek; submitted to the School of Health and Human Performance. Includes bibliographical references (p. 127-142).
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Burrows, Elvis V. "BOARD GOVERNANCE OF WORLD-CLASS ANNUAL SPORT CHAMPIONSHIPS: LEARNING FROM KENTUCKY TO CREATE TOURISM OPPORTUNITIES IN THE BAHAMAS". UKnowledge, 2014. http://uknowledge.uky.edu/mat_etds/5.
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The economy of The Bahamas relies heavily on leisure visitor tourism (cruise ships, resorts, holiday trips) which leaves the country vulnerable to changes in visitor travel habits. Because the country is so reliant on investments in resorts, casinos and cruise ships, it leaves a wide capacity of other touristic opportunities. One opportunity is sports tourism. The purpose of this study is to analyze the strategic board capability of the Rolex Kentucky Three Day Event’s (RK3DE) board governance using the Ferkins and Shilbury (2012) model as the theoretical construct and make recommendations regarding the application of these successful aspects to the governance of world-class annual sport championships in The Bahamas. Members of the RK3DE board were interviewed using specific questions developed from the Ferkins and Shilbury (2012) model. Findings showed the Ferkins and Shilbury (2012) model concepts hold true however remained very broad in its prescriptions. On the other hand, a revised model provides a more specific guide to the necessary attributes and capabilities that need to be in place to run an effective and strategically capable board for world-class annual sport championships.
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LIN, CHUN-HO, i 林峻禾. "Study of the Learning Adaptations and Further Study Aspirations of Junior High School Students in the Sports Class and Non-Sports Class". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/07966697210840943077.
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碩士國立體育大學
體育研究所
105
The main purpose of this study is to figure out the learning adaptations and further study aspirations of sportsman in junior high schools with and without sports class. The method of a semi-structured interview was applied in the research, and four students from the basketball and wrestling teams of one school with sports class and one school without sports class and two coaches in New Taipei city were invited to the interview. The content of the research is particularly to investigate the difference in the learning adaptations and further study aspirations between the sportsman who are in the school teams with and without sports class. The result of this study can offer the various stages of educational units and the education scene to understand the dilemma of the learning adaptation of sportsman who are from the sports class and the non-sports class and the factors that affect further study aspirations. Hence, there are three main conclusions in the results of the study, including : (1) After exercise training for a certain period, sportsman in the schools with or without sports class will modify not only their living habits but also their personalities, and most students will make achievements from participating in sports competitions. (2) Sports class players are better at combining their training results to the results of competition, however, non-sports class players view the contest results as a reward and a swap. Both need to be achieved by the remedial teaching, and places an importance on interpersonal relationships. Furthermore, there is a sense of distance in the interactions between the students and the coaches in the sports class. (3) The major factor that influences the students’ willingness to pursue further study are the parents. Therefore, creating the related policies of the student athletes, and completing the remedial courses can help the student athletes to own the full learning career, show their talents in the sports field, and finally experience real happiness and moved in the sports movement.
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CHEN, TSU-HUNG, i 陳子弘. "A Study of Learning Adaptation and Further Study Intention of The Sports Merit Students in High School Sports Class". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/38248414507329170003.
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碩士國立體育大學
體育研究所
105
The purpose of this study is to understand the situation of learning adaptation and further study intention of sports merit students and athletic students in high school sports class in Taipei. In the present study, learning adaptation is divided into four aspects: academic learning, sports training, interpersonal relationship and learning environment. Further study preference refers to the tendency of considering future path of study, which was captured by exploring the key factors of college and department (major) selection. Through this investigation, the obtained findings can recognize the learning difficulties and dilemmas of sports merit students and athletic students in high school sports class in different learning environments and provide theoretical and practical implications to education-related institutions. Four critical results were found from six sports merit students and athletic students in high school sports class in Taipei by using semi-structured interview method. First, there were several difficulties athletic students in high school sports class faced, such as insufficient course content, unfavorable learning environment, and overload in balancing and maintaining sport training and academic learning. Second, since sports merit students perceived highly pressure when they studied in general class, they were required to keep proactive learning attitude were possible to achieve both sport and academic goals. Third, the results suggested that educators should build and cultivate a good learning atmosphere to support students on their academic learning. Four, six participants from sport athletic students in high school sports class expressed that the reasons of pursuing higher education was related to career interesting and most of athletic students expected to develop their career in sport-related disciplines. In contrast, sports merit students hope to develop their career to other discipline.
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Tseng, Ming-Iuan, i 曾明淵. "A Research on Learning Satisfactions and Learning Effectiveness of after Class Sports Club in the Elementary School Students in Taipei". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/48584843748672225796.
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碩士臺北巿立體育學院
運動教育研究所
97
The purpose of this study was to investigate 1. the satisfaction of learning and the effect of learning about which the student felt currently and what they have learned after joining the sport clubs after class, 2.the reasons why the students want to join these sport clubs, 3.the discrepancy resulting from students with different backgrounds and their attitudes toward the satisfaction of learning and the effect of learning, 4.the relationship between the satisfaction of learning and the effect of learning, 5.the influence that the satisfaction of learning inflicts on the effect of learning. Included in this questionnaire used to collect the information required is 1.the student’s background, 2.the reason why he/she wants to join the sport blub after class, 3.the satisfaction of learning chart, 4.the effect of learning chart. The research, based on the researcher’s newly designed questionnaire named “A questionnaire on the satisfaction and effect of learning for students who want to join the sport club after class”, analyzed, on a random basis, some of the fifth and sixth graders in Taipei in 2008. 800 questionnaires were dispatched and 782 returned. The rate of effectiveness is 97.75%. Descriptive statistics, independent sample T-test, one-way ANOVA, Pearson Product-Moment correlation, and Multiple Stepwise Regression were computed for data analysis. The result indicates that 1.students joining the sport clubs after class are satisfied with these clubs and the effect of learning is what the students are most satisfied with and which is followed by the teachers’ instruction, the interaction between the students, the facilities they used and the school administration, 2.the effect of learning is in accordance, for the most part, with their perception and the effect in skill together with that in sentiment and perception account for the degree about which the students feel, 3.personal satisfaction, better health, better skill, friends making and parents’ arrangement can best explain the reasons why the students want to join the sport clubs after class, 4.gender has no, if any, connection with their satisfaction with the sport clubs after class and it is the teacher’s instruction for each grade, the student’s physical condition, his/her performance in school together with the support from his/her parents that make the differences, 5.gender and grade do not inflict much influence on the student’s satisfaction with the effect of learning but his/her physical condition, performance in school and parents’ support do, 6.the satisfaction of learning is in positive proportion to the effect of learning, 7.the effect of learning can be predicted through the efficacy of learning, the interaction between the students and the teacher’s instruction within the category of the satisfaction of learning.
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Yen, Chia-Sheng, i 顏嘉生. "The Comparison of Different Sports Education Models on Student Learning EffectsExample: 6th Grade Tchoukball Class Lessons". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/52020298000473729990.
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碩士國立體育學院
體育研究所
93
This research was based on the United States Physical Education Scholar, Siedentop’s Sports Education Model theory to conduct a curriculum experiment. The purpose of this research was to investigate the effects of Sports Education Model theory on students learning tchoukball (cognitive, skill, affective, fitness and competition performance), and to compare it with traditional sports education model so the differences of these two sports education models could be understood. The subject was 41 elementary school students (24 males, 17 females) from two classes at 6th grade, all of them do not have previous Tchoukball experience. The students were divided into 2 groups, group A and B. Group A was experiment group (20 students with 12 males and 8 females) and group B was compare group (21 students with 12 males and 9 females). Twelve different model of teaching lessons were given and were recorded for observation analysis. Prior to the experimental curriculum, pre-tests were given and after the experimental lessons, a post-test and an interview were conducted. Through the pre and post-tests, the improvement and differences of the students’ learning effects were understood; through the interview analysis, the reaction and differences of receiving different Sports Education Models were also understood. Statistic: Independent specimen t-test, dependent specimen t-test, and analysis of covariance were used. Results: 1. Students received the Sports Education Model of teaching; all students showed significant improvement in cognitive, skill, affective, fitness and competition performance learning effects of the Tchoukball learning outcomes. 2. Students received the Sports Education Model of teaching; both male and female students showed significant differences in fitness development and competition performance and males better than females, there was no significant difference in cognitive and skill learning effects. 3. Students received different Sports Education Models of teaching, it showed significant differences in affective and fitness, and the Experiment Group A was better than the Compare Group B in Tchoukball learning effects, there was no significant difference in cognitive, skill and competition performance learning effects. Interview analysis results: 1. All students from both groups showed strong interests in attending P.E. classes before and after the experiment. Therefore, students’ interests in P.E classes were affected by the teaching ability of the teacher and the sport being taught. 2. Would you ask for help or help the others ？ The two groups showed significant differences (88％of experiment group and 50％of compare group said Yes), the result was correlated with the frequent group practices and competitions. 3. Would you discuss the strategy with your teammates ？All people from the experiment group and only 38％ from compare group showed positive, which was correlated with learning attitude, competition and victory. 4. Did you create any new movements ？It showed differences between the two groups, 63％of the experiment group answered Yes, and only 13％of the compare group said Yes, the reason is that the experiment group had more competition opportunities, and competition performance might cause students to create new movements. 5. Could you understand the referee’s judge？There was a 25％difference between the two groups(A100％,B75％), the reason that experiment group had better understandings and impression was due to having more competition and referee experiences. 6. Would you cooperate with others ？ All the students said yes and thought that teamwork would increase their experiences and cause improvement, which would lead them to victory. Conclusion of the interviews conducted after the experiment: Students received different sports education models of teaching in the Tchoukball learning outcome. As the result of this experiment showed Group A students were more actively and had better cooperative with teammates, which was correlated with more competition opportunities and the experiences of different roles, example: the referee, the timekeeper, the recorder, etc.
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Zheng, Zi-Hao, i 鄭子豪. "Using cooperative learning to investigate elementary school students in action research of learning process of science and technology : Carried out by sixth-grade sports class". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/86756670001653046242.
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碩士國立臺北教育大學
自然科學教育學系碩士班
98
This study used cooperative learning strategies to design activities for the science and technology course, and the purpose of it was to find out how students performed during the teaching process. This study was a qualitative research. It adopted interviews, worksheets and the teacher's journals to investigate the students' performances in the science field and the improvements that the teacher made. The participants of the study were the 26 6th graders from a Sports Class of an elementary school in Taipei County. The study lasted 10 weeks. The total teaching time amounted to 1200 minutes, with 3 40-minute periods weekly. In addition, during the teaching process, the researcher spent 4 periods undertaking cooperative skills. After analyzing all the data collected from the 26 participants, the researcher drew the conclusions as follows. 1. The students' performances: As for the cooperative skills, this study put more emphasis on encourging students to speak up, to listen attentively and to praise their partners in class. In general, the students made more improvements in speaking up and listening attentively in class. As for praising their partners, the improvements they made were not so obvious. Besides, the whole class paid more attention to the teacher's lectures. In group discussion, the students worked as a team to finish the projects that the teacher assigned to them. They discussed worksheets, did experiments and made posters in groups. Together they could achieve the goals that the teacher set for them. Moreover, the interaction among the students and between the teacher and the students had also greatly improved. For the students, tests were not nightmares anymore. Because by doing well on tests, they could get some points for their group. The students loved the awards and gifts given to their group for it was a honor and an encouragement for them. In short, through a series of learning activities, the students made great progess in their performances in learning. 2. The teacher's improvements in teaching: In this study, the researcher applied both cooperative skills and cooperative learning strategies to his teaching. Since both were new experiece for the researcher, the researcher did face many challenges at the beginning. However, with the assistance and the support from the colleagues and the advisors, the researcher finally overcame all the difficulties he had met in the teaching processes. By employong cooperative learning strategies in teaching, the researcher has greatly advanced in professional teaching knowledge. The researcher has also adjusted his attitude towards teaching. In the future, the researcher will work even harder to better himself as a teaching.
Książki na temat "Sports Class Learning Climates"
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Eric, Denson, red. A student athlete's guide to college success: Peak performance in class and life. Belmont, CA: Wadsworth Pub. Co., 1999.
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Eric, Denson, red. A student athlete's guide to college success: Peak performance in class and life. Wyd. 2. Belmont, CA: Thomson/Wadsworth learning, 2003.
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Petrie, Trent A., i Eric L. Denson. A Student Athlete's Guide to College Success: Peak Performance in Class and Life. Wyd. 2. Wadsworth Publishing, 2002.
Znajdź pełny tekst źródłaCzęści książek na temat "Sports Class Learning Climates"
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Kurniawan, Rama, Ari Wibowo Kurniawan i Sera Nimas Anggraini. "Analysis of Students’ Attitudes in Physical Education Learning Class". W Proceedings of the International Conference on Sports Science and Health (ICSSH 2022), 340–50. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-072-5_35.
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Tomson, L., M. Davies i T. Dowdell. "Measuring Sports Class Learning Climates – the Development of the Sports Class Environment Scale". W The Impact of Technology on Sport II. Taylor & Francis, 2007. http://dx.doi.org/10.1201/9781439828427.ch134.
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Dimitropoulos, Angelos. "Fitness Revisited". W Advances in Early Childhood and K-12 Education, 320–33. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0267-8.ch020.
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Technology can be seen everywhere in sports. From the shoes that students wear to the sports equipment used for physical activity. Sports organizations nowadays spend thousands in promoting latest technologies to enhance sports performance. Technology is changing the way that athletes train: they now have the chance to improve their technique and their skills by using mobile applications and gadgets that help them boost their fitness levels and take one's workout to the next level. This chapter describes ways that students in the ACS Athens i2Flex fitness class explore physical activity by using the power of new and emerging technologies, and mobile learning, while at the same time eliminating concerns about giving up activity time for some kind of online alternative.
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Dimitropoulos, Angelos. "Fitness Revisited". W Mobile Devices in Education, 87–100. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch006.
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Technology can be seen everywhere in sports. From the shoes that students wear to the sports equipment used for physical activity. Sports organizations nowadays spend thousands in promoting latest technologies to enhance sports performance. Technology is changing the way that athletes train: they now have the chance to improve their technique and their skills by using mobile applications and gadgets that help them boost their fitness levels and take one's workout to the next level. This chapter describes ways that students in the ACS Athens i2Flex fitness class explore physical activity by using the power of new and emerging technologies, and mobile learning, while at the same time eliminating concerns about giving up activity time for some kind of online alternative.
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Reid, Samuel, i Travis West. "Measuring the Frequency of Critical Thinking in a Second Language Academic Discussion Course". W Development of Innovative Pedagogical Practices for a Modern Learning Experience, 237–68. CSMFL Publications, 2021. http://dx.doi.org/10.46679/978819484836309.
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As technology and globalization increase the chances of exposure to information, learners’ Critical Thinking (CT) and researchers’ ability to measure it will play an important role in developing modern educational experiences. This is particularly the case for English language learners who wish to enter tertiary education in English-speaking countries (Liaw, 2007; Wagner, 2010). Emphasis on such skills is increasingly a facet of language education in Japanese contexts. This can be seen in changes implemented by the Japan Ministry of Education, Culture, Sports, Science, and Technology which have encouraged a focus on CT in English language courses during recent years (MEXT, 2011). However, it can be difficult for second language (L2) learners to exhibit CT in an L2 (Bali, 2015; Luk & Lin, 2015). Measuring CT in learner output has also proven difficult, which can be an obstacle to further integrating CT in L2 pedagogy. Studies exploring ways of measuring CT in an L2 have largely focused on written work (e.g., Davidson & Dunham, 1997; Floyd, 2011; Stapleton, 2001), while analysis of CT in spoken L2 discourse has seen little attention. As a result, little advice can be found on practical steps for teachers to help learners display CT when speaking in an L2. This chapter describes a study of arguments made during group discussions in an L2 English Discussion course at a Japanese university. A corpus of spontaneous spoken discourse recorded during class was analyzed to measure the frequency of CT displayed in an academic setting where CT was not an explicit focus of the course. Arguments in the corpus were identified using Ramage et al.’s (2016) model of argument criteria, and a categorization system was developed in which discourse was classified as displaying either objective reasoning or subjective reasoning. Participants were found to have used approximately 72% objective and 28% subjective reasoning. However, further analysis revealed an important qualitative difference in arguments identified as incorporating objective reasoning. The results of the study suggest two areas that may help teachers promote an increase in student usage of CT: the importance of question prompts in orienting learners towards CT in their answers, and a specific focus on the role of pronoun usage in taking a subjective or objective stance.
Streszczenia konferencji na temat "Sports Class Learning Climates"
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Firmanto, Ari, I. Nyoman Degeng Sudana, Moch Irtadji i Tutut Chusniyah. "Information Literacy in Class Culture-Based Learning". W 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.60.
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Iswatiningsih, Daroe. "Analysis on Preparation and Implementation of Studentsr Presentations as a Learning Process in Class". W 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.145.
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Shuangyu, Xu. "Teaching and Research on "Integration in and Out of Class" of Flight Attendant Professional Cheerleading in the Context of Lifelong Physical Education Based on a cheer leading network learning platform". W 2021 International Conference on Information Technology and Contemporary Sports (TCS). IEEE, 2021. http://dx.doi.org/10.1109/tcs52929.2021.00035.
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Tulyakul, Singha, Namchok Buaduang, Mohd Fuazee i Fauzi Hussin. "The Effects of Classroom Management Approaches in Physical Education Class toward Learning Environment among Primary School Teachers in Southern Thailand". W The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009801106890696.
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Hidayat, Mufti, i Sujarwo Sujarwo. "Improving Learning Outcomes in Physical Education, Sports and Health (PJOK) Rhythmic Gymnastics Materials through the Application of the Discovery Based Learning Model for Class XI Science 1 SMA Negeri 1 Ceper Academic Year 2021/2022". W Conference on Interdisciplinary Approach in Sports in conjunction with the 4th Yogyakarta International Seminar on Health, Physical Education, and Sport Science (COIS-YISHPESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/ahsr.k.220106.056.
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Rickels, Austin, i Matthew Montebello. "SPORT AND PERFORMANCE PSYCHOLOGY IN SECONDARY EDUCATION". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end114.
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"The mission of sport and performance psychology is to facilitate psychosomatic resolutions to help boost performance and well-being in those individuals who participate in sports. The incorporation of these performance-enhancing concepts in mental training is especially important for high school student-athletes with a negative mindset. Unfortunately, at the secondary level, there are a limited number of educational processes available which formally guide student-athletes through their psychological development in sport. As a result, many student-athletes are left without the mental skills needed to cope with the physical, psychological, and socioemotional demands of competition. The development of sport and performance psychology courses in schools could help facilitate positive improvements in how student-athletes think, act, and ultimately play, by merging the informal setting of extracurricular sports with the formal setting of the classroom. In this paper, we employ a mixed methods case study to demonstrate how a high school sport psychology class could impact the mindset of student-athletes. Course curriculum and pedagogy, grounded in a number of learning theories, was designed to utilize educational and psychological principles to create a course anchored in sport and performance psychology concepts. Specifically, this case study demonstrates course effectiveness at building mental skill through the cognitive-behavioral system of ‘Event + Response = Outcome’ in 14 different self-actualizing constructs like goal-setting, mental toughness, and leadership. We present our results on mental skill development and draw a number of conclusions alongside several recommendations for those wishing to incorporate an innovative sport psychology course at the secondary level."
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Tatt Cheah, Yeok, Ka Wing Frances Wan i Joanne Yip. "Prediction of Muscle Fatigue During Dynamic Exercises based on Surface Electromyography Signals Using Gaussian Classifier". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002597.
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Muscle fatigue is shown to be associated with incidence of musculoskeletal injuries found with sports training and competition. The real-time detection of fatigue onset allows preventative measures to be taken in time to minimize injuries. In this paper, we aim to provide a framework that classifies muscle fatigue based on surface electromyography (sEMG) features extracted during dynamic exercises. This includes the use of data segmentation, real-time-compatible data normalization, a principal component analysis (PCA) based feature reduction and Gaussian classifier methods.An experiment has been carried out to acquire the sEMG signals of the upper two pairs of rectus abdominis muscles of four healthy adult volunteers during weighted decline and bench-assisted sit-ups. The collected sEMG signals are then segmented into concentric and eccentric segments by using the inertial measurement unit (IMU) data. Eight commonly used sEMG features are extracted from each segment. We fit two Gaussian models (GMs) on the distribution of fatigued and non-fatigued data samples and show that the GM can utilize this information to predict the number of repetitions possible before task failure. We fit another set of GM on a reduced feature space by projecting the data onto principal component axes obtained through singular value decomposition (SVD). By projecting the features onto the first two principal axes, we achieve similar accuracy and f1-scores compared to the GM by using 6 handpicked features. This reduction in the feature space greatly reduces the training samples necessary for such class-imbalanced datasets. This classifier can also be directly used in the real-time detection of muscle fatigue during dynamic movements, which can be adopted in applications in sports, workplaces, and rehabilitation sciences. These frequency-time characteristics also provide insight into the function of low-level feature extractors when developing deep learning models to identify muscle fatigue.