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Artykuły w czasopismach na temat "Sports Class Learning Climates"
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.
Pełny tekst źródłaBaños, 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.
Pełny tekst źródłaMaldonado 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.
Pełny tekst źródłaMitchell, 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.
Pełny tekst źródłaJeong, 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.
Pełny tekst źródłaSugino, 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.
Pełny tekst źródłaKaraoglanidis, 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.
Pełny tekst źródłaLópez 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.
Pełny tekst źródłaHolt, 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.
Pełny tekst źródłaPapaioannou, 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.
Pełny tekst źródłaRozprawy doktorskie na temat "Sports Class Learning Climates"
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.
Pełny tekst źródłaDowdell, 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.
Pełny tekst źródłaThesis (PhD Doctorate)
School of Education and Professional Studies
Full Text
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.
Pełny tekst źródłaDuffy, 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.
Pełny tekst źródłaTitle 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).
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.
Pełny tekst źródłaLIN, 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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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"
Eric, Denson, red. A student athlete's guide to college success: Peak performance in class and life. Belmont, CA: Wadsworth Pub. Co., 1999.
Znajdź pełny tekst źródłaEric, Denson, red. A student athlete's guide to college success: Peak performance in class and life. Wyd. 2. Belmont, CA: Thomson/Wadsworth learning, 2003.
Znajdź pełny tekst źródłaPetrie, 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"
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.
Pełny tekst źródłaTomson, L., M. Davies i T. Dowdell. "Measuring Sports Class Learning Climates ‚Äì 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.
Pełny tekst źródłaDimitropoulos, 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.
Pełny tekst źródłaDimitropoulos, 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.
Pełny tekst źródłaReid, 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.
Pełny tekst źródłaStreszczenia konferencji na temat "Sports Class Learning Climates"
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.
Pełny tekst źródłaIswatiningsih, 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.
Pełny tekst źródłaShuangyu, 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.
Pełny tekst źródłaTulyakul, 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.
Pełny tekst źródłaHidayat, 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.
Pełny tekst źródłaRickels, 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.
Pełny tekst źródłaTatt 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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