Active Methodologies: Exploring the Impact on Motivation and Psychological Variables in Physical Education

Introduction: This study set out to understand the association between teaching practices, teacher confidence, competence, self-efficacy, and the resulting student outcomes.

Methods: Data regarding teaching behaviours were collected via video recording and then evaluated using the MASTER Observation Tool. The information about demographics, self-reported teaching confidence, competence, self-efficacy, and student outcomes was collected using questionnaires. The association between teacher characteristics, and teacher and/or student outcome variables were tested using a one-way analysis of variance (ANOVA).

Results: A total of ten primary schools were involved, including 597 children (age range: 10–12 years, grade 4–6) and 16 grade 4–6 PE teachers (with 16 PE classes). Most of the Physical Education (PE) lesson time was spent in training-form activities (60.2% ± 9.1), followed by instructional time (33.1% ± 8.6%), reflection (3.4% ± 2.3%), and warm-up (2.9% ± 2.0 %). It was observed that teaching behaviours and student outcomes were significantly better in urban than rural areas. Smaller class sizes (21–30 children) were found to have more positive feedback than larger ones (41–50 children). PE teachers with more than 10 years of teaching experience reported more teaching competence and self-efficacy than teachers with less than 10 years of experience. PE teachers with class sizes of 21–30 children enjoyed significantly better scores in self-efficacy than classes with 41–50 children. They also scored more highly in confidence and competence than classes with 41–50 and 51–60 pupils.

Conclusion: The current study confirmed that teachers dedicated a large proportion of lesson time to PE delivering training-form activities, followed by instructional time. Teaching behaviour and student outcomes were associated with location and class size, but not gender. The study contributes to our understanding of PE instruction in Chinese primary schools and offers preliminary evidence to improve future PE teaching strategies in the country.

2,496 views

3 citations

Original Research

03 June 2024

Examination of experienced coaches and physical education teachers' teaching methods and their perceptions regarding these methods—2023

Şengül Demiral

and

Meltem Nazıroğlu

1,982 views

2 citations

Original Research

30 May 2024

The impact of online classes on sleep, physical activity, and cognition functioning among physical education students

Monoem Haddad

, 1 more and

Abdel-Salam G. Abdel-Salam

Introduction: Online education has become a crucial component of teachers’ professional development, and universities incorporate innovative pedagogical approaches to enhance teachers’ training. These approaches have proven invaluable, particularly during the COVID-19 pandemic. This study investigates the impact of online versus face-to-face learning environments on sleep quality, physical activity, and cognitive functioning among physical education students.

Methods: Utilizing a unique methodological approach that combines wrist actigraphy, the Pittsburgh Sleep Quality Index, and the Cambridge Neuropsychological Test Automated Battery, we provide a comprehensive assessment of these variables. Over 4 weeks, 19 male students participated in alternating online and face-to-face class formats.

Results: Our results reveal no significant differences in sleep quality or cognitive function between learning environments. However, notable findings include significant differences in Paired Associates Learning and weekday step counts in the face-to-face setting.

Discussion: These insights suggest that while online learning environments may not adversely affect sleep or cognitive functions, they could impact certain aspects of physical activity and specific cognitive tasks. These findings contribute to the nuanced understanding of online learning’s implications and can inform the design of educational strategies that promote student well-being.

2,497 views

2 citations

Original Research

26 April 2024

Validation of the Chinese version of the exercise empowerment scale among college students (EES-C)

Shaojing Weng

, 1 more and

Lin Luo

1,325 views

0 citations

Original Research

16 February 2024

Comparing the impact of the Sport Education model on student motivation in Kuwaiti and American students

Omar Albaloul

, 1 more and

Hans van der Mars

Background: Sport Education (SE) stands as the most researched pedagogical model in physical education. While researchers have consistently underscored its capacity to improve student motivation in physical education, a gap remains concerning its implications in Arab nations. Moreover, no studies have been identified comparing the outcomes of SE between the U.S., where the model originated, and other countries.

Purpose: This study was conducted to (1) determine the impact of SE on Kuwaiti students' motivation, (2) determine any differential effects of SE on Kuwaiti and American students' motivation, and (3) explore students' perceptions of SE in both countries.

Methods: A replicated mixed methods quasi-experimental pre-test and post-test design was used. Participants were 33 secondary school students (nine girls and 24 boys; ages 11–12) from two classes in southwestern US, and 37 secondary school students (12 girls and 25 boys; ages 10–11) from two classes in Kuwait. Both sets of classes across the two countries were instructed by the same teacher who was trained in teaching SE. Student interest/enjoyment, perceived competence, effort/importance, and pressure/tension were measured using the Intrinsic Motivation Inventory instrument (IMI). Student perceptions of SE were assessed using a group Semi-structured interview. Quantitative data were analyzed using repeated measures and mixed ANOVAs followed by t-tests. Qualitative data were analyzed using a thematic analysis technique.

Results: Kuwaiti students' perceived interest/enjoyment, perceived competence, effort/importance, and pressure/tension scores significantly improved in the group that taught using SE only. Comparing the impact of the SE on students' motivation between the two countries showed no significant differences. The interview data reflected further support for the IMI results.

Conclusion: SE can be effective in increasing Kuwaiti students' motivation in physical education. This motivating effect of SE was observed consistently across both Kuwaiti and American students.

4,006 views

4 citations

Open for submission

Physical Activity Applied to Learning and Psycho-social Variables in Young People

Edited by Alberto Ruiz-Ariza, Vânia Loureiro, José Enrique Moral García, Jeremy Sibold

57.3K

views

authors

articles