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1
Kwon, Hyungil Harry, Do young Pyun, and May Kim. "Perceived Leadership Behavior of Physical Education Teacher-Coaches: When They Teach vs. When They Coach." Journal of Teaching in Physical Education 29, no. 2 (April 2010): 131–45. http://dx.doi.org/10.1123/jtpe.29.2.131.
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The objective of the study was to see whether a teacher-coach exhibits different types of leadership behavior when s/he teaches a PE class and coaches a group of athletes. The participants in this study were 17–18 year old second-year preuniversity students from two local junior colleges in Singapore. A total of 159 students of mixed gender participated, including 80 PE students and 79 student-athletes from floorball, canoeing, and shooting teams. All of the 159 students were taught or coached by three (one male and two female) PE teachers, who performed the dual roles of a PE teacher-coach in the school. The data collection instrument used in this study was the Leadership Scale for Sports (Chelladurai & Saleh, 1980) measuring five leadership behaviors. A multivariate analysis of covariance indicated that democratic decision making accounted for most of the differences between the PE students’ and student-athletes’ perceived leadership behavior of their teacher-coaches; the student-athletes perceived their coaches to provide training and instruction more than did the PE students. In addition to training and instruction, the student-athletes perceived more positive feedback given to them than did the PE students. For decision making style, students in PE class perceived more democratic decision making than athletes in school teams. The social support subscale did not show statistically significant group difference.
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Burton, Alan M., Joey C. Eisenmann, Ian Cowburn, Rhodri S. Lloyd, and Kevin Till. "Youth motor competence across stages of maturity: Perceptions of physical education teachers and strength and conditioning coaches." PLOS ONE 17, no. 11 (November 3, 2022): e0277040. http://dx.doi.org/10.1371/journal.pone.0277040.
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Physical education (PE) teachers and strength and conditioning (S&C) coaches are well placed to develop motor competence within youth populations. However, both groups’ perceptions of important motor competencies are relatively unknown, especially when considering stage of maturity. Therefore, this study aimed to 1) present PE teachers and S&C coaches’ perceptions of motor competence importance according to stage of maturity; 2) compare perceptions of motor competence between stages of maturity, and between PE teachers and S&C coaches; and 3) explore factors that influence PE teachers and S&C coaches’ perceptions of motor competence importance. Via a mixed-method questionnaire, 47 PE teachers (professional experience = 10.3±6.6 years) and 48 S&C coaches (professional experience = 8.6±4.8 years) rated the importance of developing 21 motor competencies across four stages of maturity (childhood, pre-peak height velocity [PHV], circa-PHV, and post-PHV) using a Likert-scale (1 = not important, 5 = very important). Participants also provided open-ended explanations for their perceptions. Frequency analysis indicated that participants rated a broad range of competencies important, with S&C coaches rating more competencies important than PE teachers across all stages of maturity. Mixed-model analysis highlighted several differences in motor competence importance when comparing perceptions between participant groups, and between stages of maturity for PE teachers and S&C coaches. For example, S&C coaches rated strength-based motor competencies less important during childhood (d = -1.83 to -0.43), while PE teachers rated them less important during childhood (d = -2.22 to -0.42) and pre-PHV (d = -1.70 to -0.51) compared to other stages of maturity. Codebook thematic analysis showed several factors that influenced participant’s perceptions of motor competence importance (e.g., participants understanding of themselves). The findings suggest that multiple environments may be required to adequately facilitate motor competence development amongst youth. Coach education should target misunderstandings around the risks of strength-based activity during early stages of maturity and the benefits of developing strength-based motor competencies across youth populations.
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Martínez-Moreno, Alfonso, Francisco Cavas-García, José María López-Gullón, and Arturo Díaz-Suárez. "Effects of Fatigue and Grit on Club Sports Coaches." International Journal of Environmental Research and Public Health 18, no. 14 (July 11, 2021): 7414. http://dx.doi.org/10.3390/ijerph18147414.
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The objective of this research is to identify the level of general fatigue (FG), physical fatigue (FF) and concentration/motivation (C/M) in sports coaches. Two components of grit, consistency of interest (CI) and perseverance in effort (PE), are also assessed. The possible effects of sex, age, marital status, employment contract, work dedication and grit on FG, FF and C/M in sports coaches are examined. This cross-sectional study analyses 335 sports club coaches (21.2% women, 78.8% male) with a mean age of 29.88 (SD = 9.97) years, at a significance level of p < 0.05 for all analyses. Different aspects of fatigue were determined using the Spanish translation of the Multidimensional Fatigue Inventory-20 (IMF-20). The Grit-S scale was used to measure the ability to persevere, have passion and commit. The results indicated that men scored higher in FF, C/M and PE, while women obtained higher values in FG and CI. Non-contract coaches had higher FG, CI and PE, while coaches with contracts scored higher on C/M and FF. In conclusion, coaches with higher CI had higher FG, and high levels of PE were associated with low FG levels.
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Raabe, Johannes, Katrin Schmidt, Johannes Carl, and Oliver Höner. "The Effectiveness of Autonomy Support Interventions With Physical Education Teachers and Youth Sport Coaches: A Systematic Review." Journal of Sport and Exercise Psychology 41, no. 6 (December 1, 2019): 345–55. http://dx.doi.org/10.1123/jsep.2019-0026.
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Researchers consider motivation a key determinant of physical activity. In physical education (PE) and youth sport, the more children and adolescents evaluate their teachers and coaches to be autonomy supportive, as opposed to controlling, the more self-determined they are in their motivation. Therefore, it appears valuable to help PE teachers and youth sport coaches optimize their interactions with the individuals they work with. This study was designed to systematically review the literature related to autonomy support interventions with PE teachers and youth sport coaches. After relevant databases were searched and duplicates were removed, 1,523 potentially pertinent articles were found. These were subsequently screened based on specific inclusion criteria. This systematic review process helped identify 21 studies that were included for further analyses. Overall, the interventions were frequently successful in enhancing PE teachers’ and youth sport coaches’ behavior. Additional research appears justified to foster self-determined motivation among children and adolescence.
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Kurková, Petra, and Nanci A. Scheetz. "Communication Strategies Used by Physical Education Teachers and Coaches in Residential Schools for the Deaf in the U.S." Acta Facultatis Educationis Physicae Universitatis Comenianae 56, no. 1 (May 1, 2016): 1–15. http://dx.doi.org/10.1515/afepuc-2016-0001.
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SummaryThe purpose of this study was to determine what communication and instructional techniques including coaching strategies were being implemented by coaches and physical education (PE) teachers working in residential or day schools for the deaf throughout the U. S. Further, to share this information with coaches and PE teachers in general education classrooms. Questionnaire was answered electronically from 32 coaches and PE teachers (38 % return rate). Topics in the survey included: a) types of sports/PE classes; b) mode of communication used; c) coaching and teaching techniques; d) coaching and teaching strategies; e) breakdowns in communication; f) advice to new coaches a teachers starting out in the field. Advice for new coaches, who had not previously worked with the individuals who are deaf or hard of hearing (D/HH), six themes emerged: become fluent in ASL, remember to get the student’s attention before you start signing, use a lot of modelling, role playing, and videos (when needed), keep it simple, stress the fundamentals and insist on repetition until skills are mastered, and be flexible, each player will learn differently. Our results suggest that targeted and adapted communication strategies in PE and physical activities play important role for individuals who are D/HH.
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Powell, Emma, Lorayne Angela Woodfield, Alexander James Powell, and Alan Michael Nevill. "Assessing the Wider Implementation of the SHARP Principles: Increasing Physical Activity in Primary Physical Education." Sports 8, no. 1 (January 9, 2020): 6. http://dx.doi.org/10.3390/sports8010006.
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To assess the wider application of the SHARP (Stretching whilst moving, High repetition of skills, Accessibility, Reducing sitting and standing, and Promotion of physical activity) Principles intervention on children’s moderate to vigorous physical activity (MVPA) in physical education (PE), when applied by teachers and coaches. A quasi-experimental intervention was employed in nine primary schools (experimental, n = 6: control, n = 3) including teachers (n = 10), coaches (n = 4), and children (aged 5 to 11 years, n = 84) in the West Midlands, UK. Practitioners applied the SHARP Principles to PE lessons, guided by an innovative behaviour change model. The System for Observing Fitness and Instruction Time (SOFIT) was used to measure children’s MVPA in 111 lessons at pre- (n = 60) and post-intervention (n = 51). Seven interviews were conducted post-intervention to explore practitioners’ perceptions. Two-way ANOVA (Analysis of Variance) revealed that teachers increased children’s MVPA by 27.7%. No statistically significant change in children’s MVPA was observed when taught by the coaches. The qualitative results for teachers were ‘children’s engagement’, a ‘pedagogical paradigm shift’, and ‘relatedness’; and for coaches ‘organisational culture’ and ‘insufficient support and motivation’. The SHARP Principles intervention is the most effective teaching strategy at increasing MVPA in primary PE when taught by school based staff (rather than outsourced coaches), evidencing increases almost double that of any previously published study internationally and demonstrating the capacity to influence educational policy and practice internationally.
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Weiss, Maureen R., Lindsay E. Kipp, Alison Phillips Reichter, and Nicole D. Bolter. "Evaluating Girls on the Run in Promoting Positive Youth Development: Group Comparisons on Life Skills Transfer and Social Processes." Pediatric Exercise Science 32, no. 3 (August 1, 2020): 172–82. http://dx.doi.org/10.1123/pes.2019-0252.
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Purpose: Girls on the Run (GOTR), a physical activity-based positive youth development program, uses running as a platform to teach life skills and promote healthy behaviors. In this companion paper of our comprehensive project, the authors evaluated program impact on positive youth development by comparing GOTR participants to youth in other organized activities (Sport and physical education [PE]) on life skills transfer and social processes. Qualitative methods complemented quantitative data through interviews with GOTR stakeholders. Method: The participants included 215 girls in GOTR and 692 girls in the same grades and schools who did not participate in GOTR (Sport = 485; PE = 207). They completed self-report measures of life skills transfer, peer and coach relatedness, and coach autonomy support at the season’s end. GOTR subsamples of girls, coaches, caregivers, and school personnel participated in focus groups. Results: Girls in GOTR compared favorably to the Sport and PE girls on all life skills—managing emotions, resolving conflicts, helping others, and making intentional decisions—and to the PE girls for all 3 social processes. The GOTR and Sport girls did not differ on coach relatedness and autonomy support, but the Sport girls rated teammate relatedness higher. The GOTR girls’ scores on life skills transfer remained stable at a 3-month follow-up assessment. Stakeholders in the focus groups shared corroborating evidence that, through participating in GOTR, girls learn skills that generalize to school and home contexts. Conclusion: Using comparison groups, a retention assessment, and mixed methods, the findings provide evidence that GOTR is effective in teaching skills and strategies that generalize to broader life domains. The processes that explain group differences on life skills transfer include GOTR’s intentional curriculum of skill-building activities delivered by coaches within a caring and autonomy-supportive climate.
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Kilger, Magnus. "Dad as a Coach: Fatherhood and Voluntary Work in Youth Sports." Education Sciences 10, no. 5 (May 9, 2020): 132. http://dx.doi.org/10.3390/educsci10050132.
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One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes child and youth training on many levels, including the grassroots level and elite competitions organized within non-profit clubs and based on non-salaried voluntary work. In contrast to the public schooling context where physical education is led by educated and professional PE-teachers, organized child and youth club sports are based on parental engagement. Drawing on ten interviews with male coaches training their own children, this study examines how fathers are handling learning in the dual position as a father and a coach. This narrative analysis focuses on the theoretical concept of dilemmatic spaces in interviews and shows how shared cultural and societal storylines are used by the parental coaches in their personal stories. The results illustrate three dilemmatic spaces of learning that the participants must rhetorically handle. The first dilemma illuminates the dual position of both being a father, and at the same time acting as a coach. In the second dilemma, the fathers are seeking to balance between care of their child and increasing performance development. The third dilemma is balancing the training as child/parent quality time and the need for children to develop autonomy. The results show how the dual position of being a father and a coach can be both an asset in the relational building but also highly problematic and, in any case, involves a relational identity change. Learning in this dual position means that the fathers cannot act entirely as a coaches and disregard or override their parental position.
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Galatti, Larissa R., Yura Yuka Sato dos Santos, and Paula Korsakas. "A Coach Developers’ Narrative on Scaffolding a Learner-Centred Coaching Course in Brazil." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 339–48. http://dx.doi.org/10.1123/iscj.2018-0084.
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Sport coaching in Brazil is a regulated profession that requires higher education qualifications. A degree in physical education (PE) is mandatory since 1998 for those who aspire to work as coaches in the country, which has led universities and professors to play a key role in developing coaches through formal education. Through a personal narrative approach, we—a professor and a PhD candidate—wrote this paper with the purpose of sharing our pathways and reflections in implementing a learner-centred teaching (LCT) approach in an undergraduate coaching course in Brazil, both acting as coach developers (CDs). From a personal and professional growth perspective, as CDs, we acknowledge the relevance of offering such practical experiences along with reflection and peer sharing as crucial steps for practitioners to improve CD expertise in the higher education setting. By reflecting on the potential of a LCT approach in higher education, we demonstrate how LCT strategies can enhance opportunities for student-coaches to gain exposure to meaningful practical coaching situations as a way to better develop their coaching skills within the university environment.
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Gomes, Lúcia, João Martins, Madalena Ramos, and Francisco Carreiro da Costa. "Physical activity levels of Portuguese adolescents in the first period of confinement due to the COVID-19 pandemic and the first activities of teachers and coaches: a cross-sectional study." Retos 47 (January 2, 2023): 701–9. http://dx.doi.org/10.47197/retos.v47.93923.
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Due to the COVID-19 pandemic, social confinement was declared in Portugal on 19th March 2020. Schools and sports clubs were closed, access to all sports and leisure facilities was limited, and young people have experienced restrictions regarding the practice of physical activities and sports. The purpose of this study was to identify the physical activity (PA) levels and sports participation of adolescents before and during confinement, with whom they practice during restrictions and to identify the activities adopted by their physical education (PE) teachers and sports coaches to keep them physically active. An online survey was conducted between March 27th and April 14th 2020. A total of 3,012 Portuguese adolescents (57% females) aged between 10 and 19 years old (14.3±2.4 years old) took part in this study. Wilcoxon test and paired-sample t-test and chi-square test of independence were used in the data analysis. The results show that the number of students engaged in PA increased during the lockdown (72.7% to 88.2%). For those who practiced PA before lockdown, the frequency of PA decreased from 4.7 sessions/week to 4.4 sessions/week (during confinement). For those who did not practice PA before confinement, they started by doing 4.1 sessions/week. The vast majority of PE teachers (77.3%) proposed some pedagogical activities such as video conference classes (53.6%). Regarding the coaches, 53.4% proposed some activity, mainly time circuit training, walking and cycling (around 18% each), or specific training exercises and video conference classes (about 12% each). The number of students who increased their regular PA practice can be justified by the immediate intervention of PE teachers, who implemented several online activities, or because students were able to choose different options to stay active. Keywords: physical education, physical activity, sport, teachers, coaches, COVID-19
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Crotti, Matteo, James R. Rudd, Simon Roberts, Lynne M. Boddy, Katie Fitton Davies, Laura O’Callaghan, Till Utesch, and Lawrence Foweather. "Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children’s Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE)." Children 8, no. 1 (January 15, 2021): 49. http://dx.doi.org/10.3390/children8010049.
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Background: School-based interventions are a key opportunity to improve children’s physical activity (PA); however, there is lack of evidence about how pedagogical approaches to motor learning in physical education (PE) might affect PA in children. Therefore, this study aimed to assess how different pedagogical approaches in PE might affect children’s PA. Methods: Participants (n = 360, 5–6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated to either Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) interventions, where schools received a 15-week PE intervention delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. ActiGraph GT9X accelerometers were used to assess PA metrics (moderate-to-vigorous PA, mean raw acceleration and lowest acceleration over the most active hour and half hour) over whole and segmented weeks at baseline, immediately post-intervention and 6 months follow-up. Intention to treat analysis employing multilevel modelling was used to assess intervention effects. Results: LP and NP interventions did not significantly affect children’s PA levels compared to the control group. Conclusion: PE interventions based on LP and NP alone might not be effective in improving habitual PA in children.
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Bronikowska, Małgorzata, Agata Korcz, Beata Pluta, Jana Krzysztoszek, Mateusz Ludwiczak, Marlena Łopatka, Sara Wawrzyniak, Jolanta E. Kowalska, and Michał Bronikowski. "Fair Play in Physical Education and Beyond." Sustainability 11, no. 24 (December 10, 2019): 7064. http://dx.doi.org/10.3390/su11247064.
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The aim of this study is to examine the level of understanding of the principle of fair play by secondary school pupils (n = 827) from the Polish province of Wielkopolska, physical education (PE) students from Poznan University of Physical Education (n = 437), and PE teachers (n = 130). Two structured survey questionnaires were used, namely: The three-level scale known as the Fair Play Moral Dimensions Concept Scale and a Factors of Moral Influence Scale. There were observed differences between male and female students in their comprehension of the principle of fair play regarding the category of sporting activity practiced. The female teachers’ amateur training group more frequently identified the highest level of fair play (32.1% of the examined female teachers) in comparison with their male colleagues. Moreover, differences were noted between boys and girls at the secondary school level. Boys rated the influence of PE teachers and coaches higher, while girls declared that they were more influenced by media and education. For both boys and girls, parents constituted the highest-rated factor of the influence on their moral development. Students also indicated the influence of parents as the highest-rated factor. Among PE teachers, school, as a source of influence on one’s moral development, was awarded higher rates by female than by male teachers. It was observed that parents constituted the highest-rated factor of influence for PE teachers.
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Raya-González, Javier, Daniel Castillo, Javier Yanci, and Asier Los Arcos. "Assessing the Perceived Exertion in Elite Soccer Players during Official Matches According to Situational Factors." International Journal of Environmental Research and Public Health 17, no. 2 (January 8, 2020): 410. http://dx.doi.org/10.3390/ijerph17020410.
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This study aimed to assess the match perceived exertion (PE) declared by starter and non-starter junior elite soccer players, according to the level of the opponents, and by playing at home or away. Nineteen young soccer players who competed in the Spanish U19 League participated in this study. PE was registered during the entire regular season (30 official matches). Players were grouped by match playing time: starters (players who started the game and played at least 45 min) and non-starters (substitute players who participated for less than 45 min). Moreover, the matches were classified according to the opponent level (i.e., high, medium, or low) and the match location (i.e., home or away). Starters who competed against high-level opponents (8.7 ± 0.6) declared higher PE ratings than against medium (8.1 ± 0.7, p < 0.01) and low (8.4 ± 0.7, p < 0.01) level opponents. In addition, starters competing at home declared lower PE ratings than when playing away (8.2 ± 0.8 vs. 8.5 ± 0.6, p < 0.01). However, no significant differences (p > 0.05) were observed for non-starters. Coaches should consider not only tactical–strategic needs, but also these contextual factors when managing the match playing time of the starter players.
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Урженко, Наталья, Natalia Urzhenko, Ольга Угольникова, Olga Ugolnikova, Елена Шварцкопф, and Elena Shvartskopf. "Modeling of the Fundamentals of the Educational Process: Traditional and Innovative Aspects." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 3, no. 1 (March 29, 2019): 15–20. http://dx.doi.org/10.21603/2542-1840-2019-3-1-15-20.
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The paper presents the specifics and products of the development of pedagogical modeling as a method of optimizing the quality of activity of a PE teacher and coach. The educational and training process in the structure of determination and visualization of traditional and innovative constructs and technologies of pedagogical activity of the trainer is determined in three traditionally allocated directions (wide, narrow, and local sense) and three innovatively allocated directions (adaptive-acmepedagogic, functional-labor, and personified-multicultural sense / approach). The presented possibilities of using pedagogical modeling in detailing the quality of the training process are determined by the situational and systematic methods of determining and solving problems of personal development by means of physical culture and sports. Refined definitions and products of pedagogical modeling in pedagogy of physical culture and sport determine the prospects of training future teachers of physical culture and coaches in the chosen sport. The bases of realization of ideas of traditional and innovative productive search define all successfully realized pedagogical conditions of modeling of bases of educational and training process. The quality of determination and realization of pedagogical conditions of modeling the basics of the training process is the object and product of the solved in the work of the task. Modern technologies of pedagogical modeling guarantee improvement of quality of productive formation of the personality of a future PE teacher and coach in specification and the solution of problems of development of the personality and system of education, physical culture and sports.
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McGAHA, Patrick, and David BARNEY. "Why Teach PE? Factors that Affect Students' Decisions to Teach Physical Education Revisited." Asian Journal of Physical Education & Recreation 19, no. 1 (June 1, 2013): 14–25. http://dx.doi.org/10.24112/ajper.191815.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.
Many times a child will be asked, “What do you want to be when you grow up?” The answers are varied, yet their responses usually reflect what their parents employ may be. For this study, factors were investigated that have an effect on college student’s decision to become a physical education. For this study it was found that former physical education and coaches were the most influential people affecting college student’s decision to become physical education teachers, not parents. It was also found that many of these college student’s were actively involved in high school athletics, thus also affecting their decision to become a physical education teacher. The results from this study can serve PETE faculty to capitalize on their PETE student’s excitement to teach physical education.
本文旨在探索影響體育師範學生教學的決定因素，包括有師範學生的前體育老師及運動教練。
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Schärer, Christoph, Micah Gross, Silvio Lorenzetti, and Klaus Hübner. "Energy Transformation on Vault in Elite Artistic Gymnastics: Comparisons between Simple and Difficult Tsukahara and Yurchenko Vaults." Applied Sciences 11, no. 20 (October 13, 2021): 9484. http://dx.doi.org/10.3390/app11209484.
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Performance on vault in artistic gymnastics depends on the difficulty and the execution quality of the performed vault. However, differences of kinetic energy between simple and difficult vaults remain elusive. Therefore, in this study, 48 Tsukahara and Yurchenko vaults, performed by 20 top-level gymnasts, were recorded with 3D-motion capture and the flux of translational (TKE), angular kinetic (AKE), potential (PE), and total energy were calculated and compared. Results revealed that upon initial springboard contact, almost all of the kinetic energy for Tsukahara vaults is comprised of TKE, whereas Yurchenko vaults were characterized by substantially less TKE, but far greater AKE (and similar PE). During springboard contact of Tsukahara vaults, AKE is increased (+70%) and thereafter mostly preserved during push off from the table (−6%). For Yurchenko vaults, AKE is preserved during springboard contact but reduced (−30%) in exchange for PE at push off. During the second flight phase of Yurchenko vaults, total energy was 10% higher than at initial springboard contact (Tsukahara: −1%). For vaults of increasing difficulty, 5.9% more AKE is needed for each additional 180° of longitudinal-axis rotation. This knowledge may help coaches evaluate athletes’ potential and focus training on appropriate physical and/or technical aspects of the vault performance.
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Koliada, M., T. Bugayova, E. Reviakina, S. Belykh, and G. Kapranov. "EFFECTIVE MANAGEMENT OF THE INTERACTION OF SPORTS TEAM MEMBERS BY USING ARTIFICIAL INTELLIGENCE IDEAS." Human Sport Medicine 19, no. 1 (May 24, 2019): 72–79. http://dx.doi.org/10.14529/hsm190110.
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Aim. The objective of the article is to explain both clearly and scientifically the theoretical and methodological foundations of decision-making based on the ideas of artificial intelligence. Materials and methods. We justified the necessity of taking into account the psychological factors connected with coach’s willingness to position players correctly and to achieve the best possible result in the conditions of the game’s unpredictability. The scientific application of the mechanisms for searching the effective interaction of sports team members was given with the help of a genetic algorithm. Results. We revealed the relevance of the issue of players positioning in terms of their better interaction for coaches and sports managers. Practical recommendations were given for a better understanding of decision-making based on the so-called ‘reserved algorithm’. The performance of Darwin’s algorithm in searching for optimal players positioning was demonstrated in details. The efficiency of such an algorithm was proved by making possible to find the best solution in a few steps. An example of the most popular software product for solving such problems in computer intelligent environments is given. Conclusion. We made a conclusion that by using intelligent systems it is possible to perform accurate and objective calculations in the management of sports team members. This also allows making both operational and final decisions regarding the interaction of own and opponent’s team members, which makes possible achieve high results. A coach or PE teacher can forecast precisely achievements in team sports. The application of genetic algorithm is a calculated guarantee of high achievements and the condition for improving quantitative methods in pedagogy.
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Ouergui, Ibrahim, Emerson Franchini, Okba Selmi, Danielle Evé Levitt, Hamdi Chtourou, Ezdine Bouhlel, and Luca Paolo Ardigò. "Relationship between Perceived Training Load, Well-Being Indices, Recovery State and Physical Enjoyment during Judo-Specific Training." International Journal of Environmental Research and Public Health 17, no. 20 (October 11, 2020): 7400. http://dx.doi.org/10.3390/ijerph17207400.
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This study investigated the relationship between well-being indices and the session rating of perceived exertion (session-RPE), recovery (TQR), and physical enjoyment (PE) during intensified, tapering phases of judo training. Sixty-one judo athletes (37 males, ranges 14–17 years, 159–172 cm, 51–67 kg) were randomly assigned to three experimental (i.e., randori, uchi-komi, running) and control groups (regular training). Experimental groups trained four times per week for 4 weeks of intensified training followed by 12 days of tapering. Session-RPE, well-being indices (i.e., sleep, stress, fatigue, delayed onset of muscle soreness (DOMS), Hooper index (HI)), and TQR were measured every session, whereas PE was recorded after intensified, tapering periods. Recovery (TQR) was negatively correlated with sleep, stress, fatigue, DOMS, HI, session-RPE in intensified period and was negatively correlated with sleep, stress, fatigue, DOMS, HI in tapering. Session-RPE was positively correlated with sleep, fatigue, DOMS, HI in intensified period and positively correlated with fatigue, DOMS in tapering. PE was negatively correlated with stress in intensified training. Enjoyment could be partially predicted by sleep only in intensified periods. Session-RPE could be partially predicted by TQR, fatigue during intensified periods and by sleep, and HI during tapering. Sleep, recovery state, pre-fatigue states, and HI are signals contributing to the enjoyment and internal intensity variability during training. Coaches can use these simple tools to monitor judo training.
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Washburn, Nicholas S., K. Andrew R Richards, and Oleg A. Sinelnikov. "The development of US physical education teachers’ motivating styles: A socialization perspective." European Physical Education Review 26, no. 2 (September 2, 2019): 495–514. http://dx.doi.org/10.1177/1356336x19873355.
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Physical education (PE) teachers’ interpersonal sentiments and behaviours towards students during class define their motivating styles. These motivating styles range from those that support student autonomy to those that pressure students to think and behave in certain ways. Motivating styles are believed to develop through teachers’ prior socialization experiences and the way they are socialized in their current school environments. Drawing from the theories of self-determination and occupational socialization, this study examined the impact of psychological need satisfaction and frustration throughout the socialization process on PE teachers’ motivating styles. Twenty-nine US physical educators with identified autonomy-supportive ( n = 9), controlling ( n = 8), and neutral ( n = 12) motivating styles, based on responses to the Problems in Schools Questionnaire, were formally interviewed. Inductive analysis generated six analyst-constructed typologies describing the teachers’ motivating styles linked to their socialization experiences: (a) Humanitarians; (b) Concrete Roses; (c) Stage Managers; (d) Referees; (e) Coasters; and (f) Jaded Shepherds. Factors affecting motivating styles included the inductive or deductive nature of the contexts in which participants were involved during their acculturation and professional socialization, their professional identity, and the extent to which they experienced psychological need satisfaction and frustration through socializing experiences at work. In general, the results of this study suggest that more autonomy-supportive teachers (a) tend to have experienced inductive contexts growing up, (b) identify chiefly as PE teachers rather than coaches of extracurricular school sports, and (c) enjoy psychological need satisfaction at work.
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Scharenberg, Swantje. "Can the Unesco Award be a Facilitator to Change the Quality in After-School Programmes? - Visions for Future." Acta Facultatis Educationis Physicae Universitatis Comenianae 62, no. 2 (November 1, 2022): 178–90. http://dx.doi.org/10.2478/afepuc-2022-0016.
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Summary In April 2021 the “common welfare oriented sports club culture” has been awarded by German UNESCO intangible cultural heritage (ICH). To maintain this award, there has to be a future vision for the immaterial cultural heritage in terms of inclusive, equal opportunity, high-quality education. In Germany, sports clubs cooperate with (primary) schools in after-school programmes, often organized by the school (ASPO). However, offers of sports clubs are understood as offers for pastime and day-care, on the contrary, offers of other partner of cooperation are regarded as offers of education. During Corona crises grassroots sports in Germany was forbidden and more than that, ASPO and PE were cancelled immediately, with consequences e.g. for common welfare and health. “Existing concepts no longer work!” (Pühse, oral comment Bratislava 2021). P.E. teachers experimented with homework, but failed. However, exercise instructors and coaches came up with new motivating ideas and sports clubs seem to take over the role of high-quality education. Can the UNESCO award be part of a creative change not only for sports club culture but also for ASPO and excessively so to understanding PE in its multi-perspective? Let´s finally consider it in a future workshop, based on scenario, which reflects the relevant developments.
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Savelsbergh, Geert J. P., and Rene Wormhoudt. "Creating adaptive athletes: the athletic skills model for enhancing physical literacy as a foundation for expertise." Movement & Sport Sciences - Science & Motricité, no. 102 (2018): 31–38. http://dx.doi.org/10.1051/sm/2019004.
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The purpose of the current paper is to advocate that the athletic skills model (ASM) serves as a suitable framework to structure (developmental) movement programs to enhance physical literacy as a foundation for expertise. Taking the non-linear developmental trajectories into account (including the possibility to follow the linear developmental pathway), the ASM applies three “roads” to reach this goal, that is, the concentric approach, creating challenging environments, and exploiting transfer. Each of these separately or in combination with each other will increase the level of physical literacy, that is creating more functional variation leading to an increasement of possibilities for adaptation of those involved (athletes, PE teachers, and coaches). ASM seeks a life-long physical activity participation and to maintain a balance between performance, fitness and health for the recreational as well for the disable and able (elite) athlete.
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Kellstedt, Debra K., Ann M. Essay, Michaela A. Schenkelberg, Marisa S. Rosen, Mary J. Von Seggern, Regina Idoate, Gregory J. Welk, Richard R. Rosenkranz, and David A. Dzewaltowski. "COVID-19 pandemic and changes in children’s physical activity in a rural US community: a mixed methods study." BMJ Open 12, no. 10 (October 2022): e062987. http://dx.doi.org/10.1136/bmjopen-2022-062987.
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ObjectivesTo examine differences in rural community children’s moderate-to-vigorous physical activity (MVPA) and participation in out-of-school activities from fall 2019 to fall 2020 and explore enacted PA opportunity modifications post initial COVID-19 disruption.DesignMixed methods study using the validated Youth Activity Profile (YAP), administrator reports and stakeholder surveys and semistructured interviews.SettingChildren and community stakeholders from one rural US Great Plains community in the state of Nebraska were recruited.ParticipantsThird through fifth graders in fall 2019 (n=144) and fall 2020 (n=174) reported MVPA and participation in out-of-school activities using the YAP. School administrators reported weekly physical education (PE) and recess minutes. Community stakeholders reported pandemic-related changes in community social structures in semistructured interviews (n=4) and surveys (n=19).ResultsAverage daily MVPA minutes increased from 2019 to 2020 (75.0 vs 81.3, SE=1.6, p<0.05). Minutes of MVPA increased during: school hours (MD=2.7, SE=0.5, p<0.5); out-of-school time on weekdays (MD=3.9, SE=1.3, p<0.5); and on weekends (MD=5.5, SE=2.4, p<0.5). On average, fewer children participated in youth sport (42.5% vs 47.2%), youth clubs (10.3% vs 16.0%) and other out-of-school activities (24.1% vs 38.2%) in 2020, compared with 2019. Weekly PE/recess minutes increased from 208.3 to 241.7 from 2019 to 2020. Stakeholder surveys revealed community-driven modifications to PA opportunities, and interviews suggested children played outside more frequently, especially when school was closed and out-of-school activities were shut down.ConclusionsIncreased minutes of PE and recess, and decreased out-of-school activity participation may have increased children’s overall free play and MVPA during the pandemic. Free play was an important contributor to children’s PA during the pandemic and should be prioritised by educators, coaches and other leaders of child PA opportunities.Trial registration numberNCT03380143.
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Yasin, Syahid Nur. "Penggunaan Monitor Detak Jantung dalam Intensitas 500 Meter pada Atlet Canoeing Stkip Pasundan Cimahi." Jurnal Olahraga 5, no. 1 (April 30, 2019): 26–31. http://dx.doi.org/10.37742/jo.v5i1.90.
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The use of Heart Rate monitor technology has developed rapidly in the world of sports. However, there are still few accomplished sports coaches who use it during their coaching, although it can help the trainer to know the progress of the athlete's movements. This research is a pilot study that aims to determine the motion intensity of canoeing athletes by using a Heart Rate monitor in the PE training process. A total of 24 canoeing athletes aged 15 years and above were involved in this study. The instruments used were Polar GPS (Heart Rate monitor) RC3 and Polar GPS RC3 to measure the pulse and distance of canoeing athletes during training. During the process of coaching the training canoeing athletes obtain an average pulse rate of 138.94 ± 5.48 bpm, with a maximum pulse rate of 191.75 ± 10.36 bpm. The total distance traveled by a canoeing athlete is 0.23 ± 0.10 km. Coaching training carried out on average is in the low to moderate and medium to high categories. The use of a Heart Rate monitor in the training process is strongly recommended to be able to measure the intensity of motion.
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Sudoł, Grzegorz, Wiktor Adamus, and Edward Mleczko. "Models of training race-walkers during the mezocycle of the direct preparation for starts based on the multi-criteria method of the analytic hierarchy process." Journal of Kinesiology and Exercise Sciences 27, no. 78 (June 30, 2017): 19–32. http://dx.doi.org/10.5604/01.3001.0011.6798.
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Aim. In the sports training of the best competitors around the world, there are many ways to organize the direct preparation for a start. This training stage usually determines success. Despite such awareness, there is no knowledge as to which training system model can be considered the best in preparation for the most important sports event. Selection of the most effective variant of a champion’s sports training system in direct preparation for the Olympic Games in the 50 km race-walk. Basic procedures. In our research, we based on the assumptions of the multi-criteria Analytic Hierarchy Process (AHP), which was developed by T.L. Saaty. The goal of the work progressed steadily: the main criteria (training measures, renewal, volume, Substantive structure training, base) were determined and subcriteria were allocated to them. A multi-level structure of the problem was built in the form of a hierarchical tree with respect to the main objective. A special interview with questionnaire was developed utilizing Saaty’s 9-level fundamental comparison scale. These interviews were conducted with 14 coaches of the best athletes in Poland and the world in the 50 km race-walk. It’s the purpose of the study was to defi ne the main criteria and subcriteria within the structure of hierarchical dominance (preferences, weights). The article gives the priority (weight) for all criteria and subcriteria as the geometric average of all the trainers’ answers. The subsequent step in fi nding the best way to prepare the athletes for the 50 km race-walk was to develop training models and choose the best alternative. The computer programms Super Decisions and Expert ChoiceTM were used to perform calculations. Results. Among the 5 established criteria, training measures were the highest (Ptr. meas.=0.389) for all experts (coaches). Analysis shows that training in the DPS is the most important criterion. The next two measures (Substantive structure training and base) were given equal priorities (Pmat. str.= PB=0.180). Less important was the volume (Pvol.=0.146), and the least important – renewal (Pren.=0.104). The sum of the priorities is always 1 (100%). The highest global priority was achieved by the PE subcriterion (19.61%). Among the 4 decision alternatives (training models), the best turned out to be the model by the younger-generation Polish coaches. Conclusion. The AHP is an adequate tool that demonstrates the fi ndings well, therefore it may be suitable in choosing the most appropriate training alternative in the direct preparation for a start in the 50 km race-walk.
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Silva Filho, Antonio Sabino, Sergio Roberto Silveira, Silvia Letícia Silva, and Umberto Corrêa. "Instructional Cues in Futsal Teaching, Coaching and Matches." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 8, no. 2 (May 1, 2022): 210–26. http://dx.doi.org/10.17979/sportis.2022.8.2.9024.
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This study investigated what are the verbal cues provided in futsal contexts of teaching-learning, training, and official matches, and what are their attentional foci. A cue refers is a short instruction that constrains the students/athletes to direct their attention to critical elements for successful performance. 1543 instructional cues were collected from Physical Education (PE) classes, futsal training sessions and futsal matches of an official championship. Data were analysed based on content analysis method and categorized through the Systematic Analysis of Pedagogical Content Interventions. Inferential analyses were run by the Trend Module (Trend Analysis and Multiple Comparisons) of PEPI software. The results showed that the category offensive technique (passing) was the one with the highest number of instructions in the classes, training and matches. It was also observed that rules and violations were similar between curricular classes and futsal training sessions. The findings allowed to verify (i) the primary cues physical education teachers and coaches provided, (ii) about which critical aspects they referred to and (iii) their specificity regarding the context specificity (classes, training and matches). The findings provide useful insights into the design of instructional tasks as the instructional cues allow students/athletes to gain knowledge about the learning task and to direct their attention to critical elements for successful performance.
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Zhao, JiaJia. "Application of Decision Tree Algorithm in Teaching Quality Analysis of Physical Education." Wireless Communications and Mobile Computing 2022 (April 14, 2022): 1–8. http://dx.doi.org/10.1155/2022/3556136.
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Physical education is not only an important part of national education, but also one of the important means to improve the physical quality of students and citizens. With the rapid innovation of information technology in China, the decision tree algorithm is introduced into the teaching quality analysis of physical education, which becomes the new reform thinking direction of PE teaching, and promotes the teaching method and the training way of coaches. Under the background of new era, in this paper, the basic principle and realization process of decision tree algorithm is analyzed, applying it to the data analysis of the teaching quality of physical education. The computer is used to excavate the factors that influence the teaching of physical education. And the results show that the method can classify the data well, and the acquired knowledge is of great significance to the teaching reform of the physical education class in the future. Through the rational evaluation of teachers’ overall teaching quality, teachers can optimize the teaching process according to the evaluation results, find the weak links of students’ learning in time, remind students to review and consolidate relevant knowledge, help students improve their study and examination scores, and further improve their impact on physical education teaching behavior.
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Song, Yang, Xiao Xue Zhao, Kyle P. Finnie, and Shi Rui Shao. "Biomechanical Analysis of Vertical Jump Performance in Well-Trained Young Group before and after Passive Static Stretching of Knee Flexors Muscles." Journal of Biomimetics, Biomaterials and Biomedical Engineering 36 (March 2018): 24–33. http://dx.doi.org/10.4028/www.scientific.net/jbbbe.36.24.
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The purposes of this study were to explore the biomechanical variations of vertical jump performance in well-trained young group before and after passive static stretching (PSS) of knee flexors muscles and to further discuss how the passive static stretching (PSS) influences vertical jump performance in order to provide a more effective warm-up routine and theoretical basis for physical education (PE) teachers and coaches. 15 male middle school students without any injury histories on lower limbs in the past 3 months were included in this study. Subjects with markers on the lower limbs performed vertical jump performance before and immediately after PSS of knee flexors muscles, respectively. A Vicon motion capture system was used to collect the kinematic data of lower limb and Kistler force platform simultaneously recorded the ground reaction force (GRF) during vertical jump. Significant differences were also found in the kinematics part. In sagittal plane, the hip, knee and ankle highest flexion angles were greater after PSS when take-off (hip: p< 0.05; knee: p< 0.01; ankle: p< 0.05); while the hip and knee highest flexion angles were greater before PSS when landing (hip: p< 0.01; knee: p< 0.05). These results showed that the increased range of motion (ROM) of hip, knee, and ankle because of PSS could boost the explosive extension of lower limb during take-off, which can potentially improve vertical jump performance, although the peak value of GRF after PSS was lower. Therefore, the PSS applied only on knee flexors muscles may have an acute effect on enhancing the vertical jump performance for well-trained young group and should be added to warm-up exercises in middle school sports class and sports training.
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Bronikowska, Małgorzata, and Agata Korcz. "The level of moral competences of pre-service PE teachers – a reason to worry?" Biomedical Human Kinetics 11, no. 1 (January 1, 2019): 19–27. http://dx.doi.org/10.2478/bhk-2019-0003.
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Summary Study aim: The main purpose of this study was to examine the level of moral competences of 437 pre-service physical education (PE) university students. It was also designed to evaluate the level of moral competency and the correlations with factors (i.e. Parents, Religion, School education, PE teacher, Sport coach, Studies, Media and Peers) potentially influencing moral development in pre-service PE teachers. Material and methods: The study included data collected in 2017 from 216 male and 221 female students aged 21.5 ± 1.85 from the faculty of Physical Education in Poznań, Poland. The students were categorised into three levels of moral competences, after which possible correlations between the factors influencing moral development were examined. The Moral Competence Test (MCT) survey was used to measure the ability to rate arguments by their moral quality. Participants were requested to confront two moral dilemmas and agree or disagree with the statements which were presented to them. Results: The results suggest that a vast majority of students (78.7%) present a very low level of moral competences, and with regard to the factors influencing moral development, the lowest value was attributed to PE teachers. Moderate positive correlations were found between School education and PE teacher, and between Sport coach and PE teacher. Conclusions: The findings indicate the need for more attention to be paid to moral education in teacher training in PE.
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Basterra Arroyo, Javier, and Cristina Menescardi Royuela. "Propuesta de innovación interdisciplinar de contenidos de física en las clases de educación física mediante aplicaciones móviles (Innovative interdisciplinary proposal of physics contents in physical education sessions through mobile applications)." Retos, no. 38 (January 27, 2020): 255–61. http://dx.doi.org/10.47197/retos.v38i38.73794.
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El objetivo del presente trabajo es implementar un proyecto de innovación interdisciplinar de contenidos de Física en las clases de Educación Física (EF) mediante aplicaciones móviles (e.g., Wikiloc, Cinemática, Runtastic y Coach’s Eye). Para comprobar el grado de adecuación y aplicabilidad de esta propuesta se evaluó la percepción del alumnado y el profesorado de EF y Física con respecto a dimensiones de motivación, utilidad, asentamiento de conocimientos y nexo entre Física y EF. Esta propuesta se realizó en un grupo de 28 alumnos/as de 4º de la ESO y se evaluó la percepción de tres profesores/as de EF y otros tres de Física. Los resultados mostraron que la propuesta fue percibida como altamente motivante, útil, que permite el asentamiento de conocimientos y ayuda a establecer un nexo entre las áreas de EF y Física por los tres agentes implicados en el proyecto (i.e., profesorado de EF, profesorado de Física y alumnado). Se concluye que el proyecto de innovación propuesto es innovador y que ha producido un cambio de mentalidad en el profesorado de cara a la implementación de proyectos similares de cara al próximo curso académico. Por tanto, el profesorado de ambas áreas de otros centros podría considerar la implementación de proyectos similares dados los resultados favorables obtenidos.Abstract: The objective of this innovation project is to implement an interdisciplinary innovation project of physics contents in Physical Education lessons (PE) by means of mobile applications (e.g., Wikiloc, Kinematics, Runtastic, and Coach’s Eye). In order to corroborate the degree of adaptation and applicability of this innovation, students', PE, and Physics teachers' perceptions regarding dimensions of motivation, usefulness, settling of knowledge, and the nexus between physics and PE were assessed. This proposal was realised in a 28-student group from the 4th grade of ESO, as well as the perception of three PE teachers and other three of physics was evaluated. The results showed the present proposal was perceived as highly motivating, useful, that allows the settling of knowledge and helps establishing a link between PE and Physics in the three agents involved in the project (PE and Physics teachers, and students). As a conclusion, the proposed project is innovative and has led to a change of mentality of teachers towards the implementation of similar projects during the following academic year. Therefore, teachers of both areas in other centres could consider the implementation of similar projects as the results obtained are favourable.
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Ada, Elif Nilay, Hasan Ahmad, N. Bilge Uzun, Sophia Jowett, and Zişan Kazak. "Cross-Cultural Adaptation of the Turkish and Kuwaiti Teacher–Student Relationship Questionnaire in Physical Education (TSRQ- PE Teacher Version): Testing for Measurement Invariance." Sustainability 13, no. 3 (January 29, 2021): 1387. http://dx.doi.org/10.3390/su13031387.
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Background: Within the 3Cs (closeness, commitment, and complementarity) theoretical framework of the quality of two-person relationships, a coach–athlete relationship quality questionnaire (CART-Q) was developed and validated to assess the nature of the coach–athlete relationship. In this study, a modified version of the CART-Q for physical education (PE) was adapted to assess the teacher–student relationship quality in the PE context in Turkey and Kuwait. The purpose of this study was to examine the factorial validity of the teacher–student relationship quality questionnaire (TSRQ-PE) within a sample of Turkish and Kuwaiti physical education teachers. Methods: Multigroup confirmatory factor analysis (MGCFA) was used to test the measurement of cultural invariance between these two groups. A total of 175 teachers from Turkey (n = 73) and Kuwait (n = 102) completed the TPRQ-PE. Results: MGCFA supported the factorial validity of the TPRQ-PE in a three first-order factor model across the two countries. Overall, these results add evidence to the psychometric properties of the TPRQ-PE and suggest that this instrument can be applied to measure the quality of the teacher–student relationship within Turkey and Kuwait, although caution may be required when applied to drawing comparisons between these two counties. Conclusions: The results of the present study could help physical educators and researchers in this field to understand the reasons and methods that lead to a quality teacher–student relationship.
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Kuhn, Eric, Jill J. Crowley, Julia E. Hoffman, Afsoon Eftekhari, Kelly M. Ramsey, Jason E. Owen, Greg M. Reger, and Josef I. Ruzek. "Clinician characteristics and perceptions related to use of the PE (prolonged exposure) coach mobile app." Professional Psychology: Research and Practice 46, no. 6 (December 2015): 437–43. http://dx.doi.org/10.1037/pro0000051.
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Reger, Greg M., Kendall C. Browne, Timothy R. Campellone, Carol Simons, Eric Kuhn, John C. Fortney, George G. Sayre, and Heather Schacht Reisinger. "Barriers and facilitators to mobile application use during PTSD treatment: Clinician adoption of PE coach." Professional Psychology: Research and Practice 48, no. 6 (December 2017): 510–17. http://dx.doi.org/10.1037/pro0000153.
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Domville, Matthew S., Paula M. Watson, Dave J. Richardson, and Lee E. F. Graves. "Educator perspectives on factors influencing children’s school-based physical activity." Health Promotion International 34, no. 5 (July 13, 2018): 931–40. http://dx.doi.org/10.1093/heapro/day041.
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Summary Formative research is an important first step in the design and development of children’s school-based physical activity (PA) interventions. Exploration of educator [headteacher and physical education (PE)-co-ordinator] perceptions toward the promotion of school-based PA, including PE delivery has however been limited. This study took a socio-ecological approach to explore the barriers and facilitators of children’s school-based PA from the perspective of school educators. Interviews were conducted with headteachers (n = 4), PE-co-ordinators (n = 4) and a deputy headteacher (n = 1) and data thematically analysed using Nvivo software (version 10). Findings suggested that, at an organizational level headteachers were the predominant driving force in the promotion of PA opportunities, yet institutional barriers including low priority for PA and PE were perceived to negate delivery. At an interpersonal level, strategies to increase the delivery of school-based PA were developed, however poor teacher-coach relationships and significant others reduced PA promotion opportunities. Child PA was further negated through intrapersonal factors, including lack of PE-specific teacher training and varying teacher interest in PA and sport. To increase primary school children’s school-based PA, barriers and facilitators at the organizational, interpersonal and intrapersonal level must be considered and targeted and researchers and schools should work in partnership to develop future interventions.
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Kempeneers, P., R. Andrianne, S. Bauwens, S. Blairy, M. Cuddy, I. Georis, Q. Longree, and J. F. Pairoux. "BibliothEP: A Study Evaluating the Effectiveness of Bibliotherapy for Premature Ejaculation (PE)." Klinička psihologija 9, no. 1 (June 13, 2016): 71. http://dx.doi.org/10.21465/2016-kp-op-0046.
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Objective: The BibliothEP study aimed to assess the efficacy of a bibliotherapy for premature ejaculation (PE) Design and Method: The study was conducted in two phases. First, a sample of 120 participants suffering from PE read a concise cognitive behavioural self-help manual for PE (51 A5 pages including illustrations) and were compared after treatment to 66 waiting list controls. Second, 36 subjects received and read the self-help manual and were compared after treatment to 32 subjects having received the same manual plus a complementary brief guidance (45-90 minutes) from a coach not specialized in sex therapy, but who had been specifically trained to support the bibliotherapy intervention (by attending a 5-hour training module). The main outcome measures were self-determined latency time to ejaculation, feelings of control, sexual satisfaction, PE-related distress and subjective impression of improvement. Results: At 6-month posttreatment, all participants showed significant improvements as compared to waiting list condition. The improvements were maintained at 12 month. They were slightly greater in the case of complementary therapist support. Improvements were demonstrated for all forms of PE, but the intervention appeared to be slightly more effective when the problem was of moderate severity. In all cases, improvements in sexual functioning were accompanied by improvements in sexual cognitions. Conclusions: The cost-effectiveness of the self-help manual makes it a valuable first-line treatment for any form of PE. Moreover, the outcome of the bibliotherapy process might be increased by coaching from a health worker specifically trained to this aim.
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Rodriguez-Paras, Carolina, and Farzan Sasangohar. "Usability Assessment of a Post-Traumatic Stress Disorder (PTSD) mHealth App." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 1824–28. http://dx.doi.org/10.1177/1541931213601937.
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Post-traumatic stress disorder (PTSD) is a common mental health disorder that can affect those who have experienced a traumatic event. Despite the availability of different treatment options for PTSD, there are several barriers that prevent some patients from receiving treatment. To overcome these barriers, mobile health (mHealth) apps have been developed to allow access to therapeutic and self-assessment tools outside the clinic. Our review of literature shows that the three mostly used apps (PTSD Coach, PE Coach, and CPT Coach) are not empirically evaluated and very little information is available for the process used in design and development of these tools. This paper documents a usability study of the most popular PTSD mHealth app; PTSD Coach. Findings indicate that the learning component of the app provides useful information, the assessment is effective in keeping track of the symptoms, and that some of the tools provided can help mitigate some of the symptoms. However, the color scheme, lack of personalization options, and lack of clarity on the mitigation techniques was deemed to affect usability.
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Trigueros, Aguilar-Parra, López-Liria, and Rocamora. "The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education." International Journal of Environmental Research and Public Health 16, no. 22 (November 12, 2019): 4444. http://dx.doi.org/10.3390/ijerph16224444.
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Amongst the main objectives of physical education (PE) classes is the consolidation of healthy lifestyle habits in young people and adolescents. Nonetheless, these classes can also provide the basis from which adverse experiences are generated which affect students’ perceptions of these classes. Previously conducted studies have focused on motivational processes and not on emotional processes, nor on the way in which students learn. The objective of the present study was to explore the dark side of the self-determination theory, its influence on emotional intelligence and the meta-cognitive strategies of students. Methodology: A total of 1602 young people undertaking secondary education participated, with self-reported ages between 13 and 19 years. The following questionnaires were utilized: Controlling Coach Behaviors Scale, Frustration of Psychological Needs in PE classes Scale, Emotional Intelligence in PE Scale and Motivated Strategies for Learning Questionnaire. A structural equation model was developed which explained causal associations between the study variables. Results: Psychological control positively predicted each one of the sub-factors of frustration of psychological needs. Frustration of psychological needs negatively predicted emotional intelligence. Finally, emotional intelligence positively predicted meta-cognitive thinking. Conclusions: The influence and importance of the teaching style adopted by teachers is indicated, in addition to the effect of students’ psychological experiences on emotions and learning strategies.
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Reger, Greg M., Nancy A. Skopp, Amanda Edwards-Stewart, and Eder L. Lemus. "Comparison of Prolonged Exposure (PE) Coach to Treatment as Usual: A Case Series With Two Active Duty Soldiers." Military Psychology 27, no. 5 (July 27, 2015): 287–96. http://dx.doi.org/10.1037/mil0000083.
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Reger, Greg M., Julia Hoffman, David Riggs, Barbara O. Rothbaum, Josef Ruzek, Kevin M. Holloway, and Eric Kuhn. "The “PE coach” smartphone application: An innovative approach to improving implementation, fidelity, and homework adherence during prolonged exposure." Psychological Services 10, no. 3 (August 2013): 342–49. http://dx.doi.org/10.1037/a0032774.
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Fakazlı, Ahmet Emre, and Ekrem Levent İlhan. "The role conflict of physical education and sport teachers in Turkey: Teaching or coaching?" Journal of Human Sciences 18, no. 1 (March 13, 2021): 48–66. http://dx.doi.org/10.14687/jhs.v18i1.6112.
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Physical education (PE) teachers in Turkey fulfill the coaching role within school sports activities in addition to teaching roles. However, coaching and teaching are different professional fields. In this regard, it is estimated that PE teachers experience role conflicts in the current system. The present study aimed to evaluate the role conflict situation from different perspectives in accordance with the opinions of the PE teachers. Six PE teachers, three female and three males, voluntarily participated in the study. In order to examine the role conflict in depth and to explain this situation better, the research was designed as phenomenology in qualitative research method A semi-structured interview form prepared by the researchers was used as a data collection tool. In the analysis of the data obtained, content analysis method was used to make objective and systematic inferences. The study yielded the outcome that especially young PE teachers had a role conflict and that they were negatively affected by this situation. PE teachers with a high level of sportive background stated that they felt closer to the coaching role than the teaching role. Finally, all PE teachers who participated in the study emphasized that coach support was very important in this process. They also reported that they could not spare time for their families and relatives due to high training hours and that they experienced physical and mental fatigue. Özet Türkiye’de beden eğitimi (BE) öğretmenleri öğretmenlik rollerinin yanında okul sporları faaliyetleri kapsamında antrenörlük rolünü de yerine getirmektedirler. Ancak antrenörlük ve öğretmenlik birbirinden farklı mesleki alanlardır. Bu kapsamda, BE öğretmenlerinin mevcut sistem içerisinde rol çatışması yaşadıkları öngörülmüştür. Bu araştırmada, rol çatışması durumunun Türkiye’deki BE öğretmenlerinin görüşleri doğrultusunda farklı açılardan değerlendirilmesi amaçlanmıştır. Araştırmaya üç kadın, üç erkek olmak üzere toplamda altı BE öğretmeni gönüllü olarak katılmıştır. Araştırma, rol çatışması durumunu derinlemesine incelemek ve bu durumu daha iyi açıklamak amacıyla nitel araştırma yönteminde fenomenoloji deseninde tasarlanmıştır. Veri toplama aracı olarak araştırmacılar tarafından hazırlanmış yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen verilerin analizinde, objektif ve sistematik çıkarımlar yapmak amacıyla içerik analizi yöntemi kullanılmıştır. Araştırma sonucunda, özellikle genç BE öğretmenlerinin bu durumdan olumsuz etkilendikleri ve rol çatışması yaşadıkları sonucuna ulaşılmıştır. Üst düzey sportif geçmişe sahip BE öğretmenleri öğretmenlik rolüne kıyasla antrenörlük rolüne kendilerini daha yakın hissettiklerini belirtmişlerdir. Son olarak, araştırmaya katılan tüm BE öğretmenleri yüksek antrenman saatleri sebebiyle aile ve yakınlarına vakit ayıramadıkları, fiziksel ve zihinsel anlamda yorgunluk yaşadıklarını ifade ederek, antrenör desteğinin bu süreçte oldukça önemli olduğunu vurgulamışlardır.
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Saunders, John. "Editorial." International Sports Studies 43, no. 2 (December 15, 2021): 1–4. http://dx.doi.org/10.30819/iss.43-2.01.
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That was the year that was! 2021 seemingly arrived just yesterday and now we are shortly to bid it farewell. I hailed its predecessor as heralding the hope for a new clarity of vision – the start of a new decade which promised much. However, I have become reminded that perfect 20/20 vision in the present may not necessarily lead to reliable predictions for the future. Further I have immediately been taken back to my undergraduate days and the unforgettable words of the great poet T. S Eliot in his poem Burnt Norton – the first of the four Quartets Time present and time past Are both perhaps present in time future, And time future contained in time past. If all time is eternally present All time is unredeemable. What might have been is an abstraction Remaining a perpetual possibility Only in a world of speculation. What might have been and what has been Point to one end, which is always present They are words that seem to ring particularly true not only to anyone contemplating their remorselessly advancing years and reflecting on a career nearing completion, but they also seem particularly apposite for the experiences of the last two years. The pandemic started by destroying our expectations and predictions for what lay ahead. It ensured that our best laid plans for our immediate futures would remain unfulfilled and thus unredeemable. Subsequently during the year, we were left to speculate as to our future pathways - not only with regard to our professional activities, but also concerning our personal and family relationships – with a whole world of separation between ourselves and those of our kith and kin domiciled in distant lands. Though for some it may have been no more than a regional border! Such forced isolation caused many of us to think backwards as well, reflecting on our past trajectories and recalling both mistakes and successes alike. Yet for many it became a time to substitute the incessant demands of work and its associated travel and busy-ness with former and forgotten pleasures. Leisurely walks with friends and family, the rediscovering of rhythms and tempos unimpeded by the daily demands of our diaries and other extraneous demands on our time that had required us to respond immediately and forgo the immediate needs of the surroundings and people closest to us. Above all, with the future in limbo and the past re-emerging in our minds, it reinforced the realisation that the present is what we really have, and it contains what is most important. For a time, the incessant chatter and noise of the media retained our attention, just as it had dominated our attention at the end of 2019. Yet, somehow during the year, the hype and frenzied reporting seems to have diminished in impact. This was nowhere more evident than in the responses to COP26 – the 26th United Nations Climate Change Conference in Glasgow, UK. Items in the press came thick and fast leading up to the event: predictions of planetary doom; political conflicts were highlighted as world leaders met or didn’t meet on the conference stage; appearances by the celebrities of the world; demonstrations aplenty. All of this breathless activity faded imperceptibly out of our consciousness as the serious (but more boring?) negotiations between nations started to take place, with much of the brilliance of the limelight now exhausted. The anticlimactic conclusion was judged by Boris Johnson, the chair and among the most optimistic of politicians, as achieving a 6 out of 10. Several positive outcomes were identified such as: commitments to end deforestation; a global methane pledge; a socalled ‘Breakthrough Agenda’, which committed countries to work together to accelerate the clean energy transition. Yet predictably, this was labelled by the critics and activists as too little too late. Although there are many who would see climate crisis as the major crisis that faces us – there are many other current crises of even more pressing and immediate concern to very many of us. The most urgent of which, would depend upon your own circumstances and where you might find yourself in the world. Examples from recent media would include: the loss of previously taken for granted freedoms in Hong Kong; increased fears for personal safety and the prospect of hunger and poverty in Afghanistan; the loss of political freedoms and the prospects of war in Belarus and the Ukraine; the prospect of secession leading to renewed civil war in Serbia; another military coup in Sudan; civil unrest in Cuba, etc etc.. On a global scale the movement of people leaving failed states and war-torn areas looking for the chance to make a better future, has continued to increase on a scale that the world is quite unable to manage. Sadly, even in the countries that are eagerly sought as destinies, there seem to be endless stories of strife, anxiety and anger to be told. The Economist provides the example of France, the ninth largest economy in the world with the 20th largest population of 67+ million. This pillar of Europe is facing a presidential election. Far from rejoicing in its prosperity, stability and proud history – the mood is sombre. Tune in to any French prime time talk show this autumn, and discussion rages over the country’s wretched decline. France is losing its factories and jobs, squeezing incomes and small businesses, destroying its landscapes and language, neglecting its borders and squandering its global stature. Its people are fractious and divided, if not on the verge of a civil war, as a public letter from retired army officers suggested earlier this year. At the second presidential primary debate for the centre-right Republicans party, on November 14th, the five candidates competed with each other to chronicle French disaster. Listen to the hard right, and it is “the death of France as we know it”. The anxiety is widespread. In a recent poll 75% agreed that France is “in decline”. When asked to sum up their mood in another survey, the French favoured three words: uncertainty, worry and fatigue. So, we are entitled to ask, what is happening in the world as we contemplate the path out of Covid? Should we not be expecting some feeling of optimism and gratitude that modern medicine has provided a way forward out of the pandemic through vaccination and new medical treatments? We should be putting the trials and tribulations of the pandemic behind us, embracing the lessons we have learnt and anticipating the benefits of the reassessments and recalibrations we have undergone over the last two years. Yet instead, we seem to be facing re-entry into a world of strife and dissension. It is a view that that would seem to encourage retreat into the comfort of a limited and familiar space, rather than striking out confidently and optimistically. So, to return to Eliot – perhaps we need to be reminded that the present is all we have. We will only be able to experience our future when we arrive there. Therefore, the pathway we choose to it, should be as smooth, rich and rewarding as possible. It should not be characterised by hedonism but rather by enhancing rather than diminishing the future. Every moment spent devaluing either our future or our past, is a moment that further undermines our present. This last point is particularly true when we fail to see our present in the context of both our past and future. One of the major contributions to this current angst within our societies, appears to be the cultural wars being waged by the warriors of WOKE. Passing judgements on figures from a previous time, without a clear understanding of the context in which they operated makes absolutely no sense. It is akin to a capital punishment abolitionist vilifying the heroes of the French Revolution for allowing Madame Guillotine to be the agent of their retribution against the aristocracy. So, it is with defacing statues of those who lived and acted in far different times and were the product of the dominant values and beliefs of that time. It is indeed an act of vandalism. If we remove all evidence of the history to which such people belonged, how can we expect to learn from that time and ensure that the world does indeed move forward? Although we are talking about the context provided by time – this is equally true of all the contexts in which we currently find ourselves. It is impossible to understand human behaviour without knowing and understanding the context in which it occurs. This is a key principle of the science of human behaviour. Alas it is a principle that has been neglected in the sport sciences in recent years. Whereas research into the physiology, psychology and biomechanics of sport has flourished, too often it is reported in a way that fails to adequately take account of the context in which it occurs. It is why so many findings are ungeneralisable and remain in the laboratory rather than making the journey out onto the playing field of life. Understanding the history and the social context within which sport is practised is essential if scientists and professionals are going to be able to make comparisons between findings gained in different settings. Comparative studies in sport and physical education play an important role in enabling knowledge and understanding about these institutions to be widely shared. Our journal therefore has an important role to play in the development and sharing of knowledge and understanding between scientists and professionals in different settings. This is a role that has been filled by our journal over the last forty-three years. I am pleased to be able to report that the society (ISCPES), following a break of four years in activity, will be meeting again at the end of this year. The meeting which can be attended online will be hosted by Lakshmibai National College of Physical Education in India. Details are provided in this edition, and I commend this important meeting to you. That there is an interest and demand in comparative and international studies is clear from the number of submissions we have been receiving for our journal. The chance to meet with fellow researchers and colleagues in real time, if not actually face to face, is to be welcomed. It is my fervent hope that this will lead to continuing growth in interest in our multidiscipline and internationally focused field. I congratulate the organisers for their initiative. I would also like to pay tribute to former president Dr Walter Ho of the University of Macau, for his role in this as well as for his continuing support of our journal. So, I come to commend to you the contributions of this latest volume. They come from four different continents and as such provide a representative cross section of our readership. The topics about which they write give an example of the range of understanding and practices that can usefully be shared amongst us. In our first paper Croteau, Eduljee and Murphy report on the health, lifestyle behaviours and well-being of international Masters field hockey athletes. The Masters sport movement provides an important example of why sport represents a solid investment in assisting individuals to commit to health supporting physical activity across the lifespan. The study is particularly interesting, as it provides evidence of the broader sense of wellbeing to be gained by ongoing participation and also the fact that this benefit seems to apply even in the geographic and culturally different environments provided by life in Europe, North America and, Asia and the Pacific. Our second paper by Kubayi, Coopoo and Toriola addresses a familiar problem – the breakdown in communication between researchers and scientists in sport and the coaches who work with the athletes. The context for this study is provided by elite performance level sport in South Africa and the sports of soccer, athletics, hockey and netball. It is concluded that the sports scientists and academics need to be encouraged to make their work more available by presenting it more frequently face to face during coaching workshops, seminars, clinics and conferences. However, the caveat is that this needs to be done in a way that is understandable, applicable and relevant to helping the coach make effective decisions and solve problems in a way that benefits the athletes as the end product. A team of medical and pedagogical scientists from Gadjah Mada University in Indonesia provide the Asian input to this volume. They raise a concern over the issue of safety and risk in physical education and how well specialists in the subject are prepared in the area of sport injury management. Hidayat, Sakti, Putro, Triannga, Farkhan, Rahayu and Magetsari collaborated in a survey of 191 physical education teachers. They concluded that there was a need for better and more sustained teacher education on this important topic. PE teacher training should not only upgrade teachers’ knowledge but also increase their self-perceptions of competence. PE teachers should be provided with enhanced training on sports injuries and Basic Life Support (BLS) skills, in order to improve the safety and maximize the benefits of PE classes. It is a finding that could usefully be compared with current practices in other countries and settings, given the common focus in the PE lesson on children performing challenging tasks in widely varying contexts. Our final paper by Rojo, Ribeiro and Starepravo takes a very much broader perspective. Sport migration is a relatively new, specialised but expanding field in sports studies. This paper is however significant not for what it can tell us about current knowledge in sport migration, but rather in what it tells us about the way knowledge is gathered and disseminated in a specialist area such as this. Building on the ideas of Bourdieu, they demonstrate how the field of knowledge is shaped by the key actors in the process and how these key actors serve to gather and use their academic capital in that process. As such fields of knowledge can become artificially constricted in both the spaces and cultures in which they develop. The authors highlight a very real problem in the generation and transmission of academic knowledge, and it is one that International Sports Studies is well positioned to address. In conclusion, may I encourage you in sharing with these papers to actively engage in reflecting on the importance of the varying contexts these authors bring and how sensitivity to this can enlarge and deepen our own practices and understanding. John Saunders Brisbane, November 2021
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Papageorgiou, Eleftheria, Nikolaos Digelidis, Ioannis Syrmpas, and Athanasios Papaioannou. "A needs assessment study on refugees’ inclusion through physical education and sport. Are we ready for this challenge?" Physical Culture and Sport. Studies and Research, June 12, 2021. http://dx.doi.org/10.2478/pcssr-2021-0016.
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Abstract In recent years, European countries have become hosting destinations for thousands of people who have been forced to leave their home countries. Greece is one of the main European hosting countries of refugees, especially children. Thus, the pupil population is gradually changing and the need for intercultural education is increasing. Physical education (PE) and sports have been recorded as suitable contexts for this process. However, there are still many challenges present in these contexts. The following study attempts to present the perceptions of PE teachers, coaches, and academics on the inclusion of refugees in PE and sports. Fifteen PE teachers/coaches and academics involved in the field of intercultural education participated in the study. A phenomenological approach was followed through semi-structured interviews. The method of thematic analysis was chosen to analyze the data. While all the participants considered PE and sports to be the most suitable contexts for the inclusion of refugees, they emphasized certain barriers to be overcome: the lack of training for PE teachers and coaches, prejudices of the parents of both natives and refugees, and refugees’ socioeconomic status and gender issues. Participants also shared their ideas for an adequate training program to improve PE teachers’ and coaches’ attitudes and promote their knowledge and skills regarding the inclusion of refugees. The participants underlined the need for intercultural education and well-structured training programs to properly manage culturally diverse environments.
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de Jong, Johan. "O1-7 MoveHealthy: improving health and sustaining participation of youth in sports through sports injury prevention." European Journal of Public Health 32, Supplement_2 (August 27, 2022). http://dx.doi.org/10.1093/eurpub/ckac094.007.
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Abstract Background Sport injuries are a major reason for reduced participation and drop-out from sports and physical education. Refraining from sport participation has negative effects on mental and physical well-being, which tracks into adulthood. It is therefore important for youth to be facilitated into lifelong active participation in physical activity and sport. Despite the importance of sports injury prevention in youth, no broad scale approaches that work in real-life situations with significant positive effects exist. Sports coaches (SC) and physical educators (PE) experience current approaches exercises as not context specific, time consuming and not contributing to their training goals. This leads to poor uptake, implementation and maintenance of current sports injury prevention exercises. To overcome current barriers, the Move Healthy project develops ICT based video material of routines for and with PE and SC, which supports them to prevent sports injuries in youth. The purpose of this crucial mapping phase is to identify the wishes and needs of the end-users PE and SC regarding injury prevention. Methods A mapping procedure was conducted to identify the wishes and needs of PE and SC regarding integration of injury prevention in their daily work. For that, focus groups, with PE from primary and secondary education and basketball and soccer coaches from 6 EU countries, were held. Results A total of 31 PE (primary and secondary school) and 37 sport coaches (basketball and soccer) from 6 EU countries were included. The qualitative results from SC state that injury preventive routines should focus on: sport performance, good quality of movement, dynamic combinations of existing exercises and it should be fun and challenging. PE tend to focus more on: motivation aspects, how to overcome barriers and implementation aspects. For both groups, a clear and specific explanation about the why, what and how regarding injury prevention based on principles of motor learning should be included in the approach. Conclusions The results from the mapping phase will lead to guidelines, statements regarding educational concepts, content and design criteria for video material on the ICT based support platform for SC and PE. Acknowledgements This project is financially co-funded by the Erasmus+ Sport program from the European Union.
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Young, Lisa, Laura Alfrey, and Justen O’Connor. "When teachers Google physical literacy: A cartography of controversies analysis." European Physical Education Review, December 27, 2021, 1356336X2110637. http://dx.doi.org/10.1177/1356336x211063788.
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How physical literacy (PL) is presented on ‘the web’ (i.e. Google) has implications for how health and/ physical education (H/PE) teachers and coaches engage with and understand the concept, and ultimately how it is made to act in practice. This research sheds light on the type of PL content they are likely to encounter in their search via the web. Utilising Venturini's ‘cartography of controversies’ method, the top 100 Google search results for PL were analysed to observe and describe how PL is presented on the web, by whom and in the name of what. Findings show that PL has been ‘framed’ on the web by a heterogeneous network of actors who present different viewpoints, ideologies and suggested practices for PL within and across the contextual ‘spheres’ of education, sport and health. Further, the findings highlight how Google's algorithms prioritise and privilege particular PL viewpoints and ideologies. Consequently, variations in understanding and practices will be evident between H/PE teachers and coaches who only engage with the first page of Google results (top one to 10 URLs) and those who read more broadly. Rather than relying on Google's algorithms or policymakers’ interpretations of PL that commonly serve the interests of the sport and health ‘spheres’ we suggest that H/PE teachers and coaches need to act as ‘knowledge brokers’ and thus be reflexive and aware of the multiple versions of PL that are presented on the web. This is especially important if they use the web as a form of professional development.
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Español, King Irol Y., and Shane Pearl Lae S. Español. "School Sports Program of Luna District in the Province of Apayao and Its Level of Competence." Asian Journal of Education and Social Studies, May 14, 2022, 14–25. http://dx.doi.org/10.9734/ajess/2022/v28i430681.
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This research work was conducted to assess the school sports program of Luna District in the Province of Apayao using the descriptive research method, specifically employing the survey and comparative techniques. It looked into the profile of teacher-coaches as to age, sex, civil status, educational attainment, years of teaching experience, years of experience as P.E teacher/coach/trainer and trainings regarding P.E. It further gauged the adequacy of sports facilities of the schools in Luna District, the level of competition the school has reached and the relationship between the profile of the PE teachers/coaches/trainers and perceived adequacy of equipment and the level of competition reached by the athletes.
Findings show that the teacher-coaches of Luna District are still young having a mean age of 33.11 year old. They are male dominated, married, almost 10 years in the teaching job but more or less 5 years as coaches/trainers.
This study found out that there is scarcity of basic equipment aside from dama and chess sets and whistles. However, as teachers, they are resourceful enough to have trainings and coaching even there is lack of equipment to be used. In this connection, this study found out that Arnis is the only combat event wherein athletes have reached as far as Palarong Pambansa. Other events like table tennis, gymnastics, chess, volleyball (8.5%) and athletics have reached regional level of competition or the CARAA meet (Cordillera Administrative Region Athletic Association). This study also found out that Luna District is making its best to be known also in the field of school sports amidst the scarcity and insufficiency of the different sports equipment or apparatuses.
Finally, this study found out that the ability of the athletes count much in order for him or her to go to higher level of competition. It is his/her will, power and determination that bring his/her as far as Palarong Pambansa. One thing more, the efficiency and patience of the coach surely made the athlete to reach as far as he can.
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Vitali, Francesca, and Salvatore Conte. "Preventing violence in youth sport and physical education: the NOVIS proposal." Sport Sciences for Health, July 31, 2021. http://dx.doi.org/10.1007/s11332-021-00817-9.
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Abstract Background Violence in sport, both on and off the field, has been conceived as a main social problem that needs to be prevented. Aims The purpose of this paper is to present in the ‘No Violence in Sport’ (NOVIS) project framework, a modular training model, some recommendations and tools that can be implemented in youth sport and physical education (PE) to prevent violence. Methods A modular training model summarized in a NOVIS methodological guide designed for coaches and PE teachers aimed at raising awareness on preventing violence and developing specific didactic skills to contrast violence is presented. Didactic recommendations to create a mastery (task-involving) motivational climate in youth sport and PE, interactive didactic methodologies and inclusion are the key elements of the modular training model. In addition, some multimedia didactic tools (i.e., sport chart, logbooks, cooperative games, and videos) are also presented. Conclusions The main aim of the NOVIS project was to develop teaching methodologies and tools focused at preventing violence in youth sport and PE. Future research is needed to implement the modular training model and to test it, evaluating its efficacy, expanding its aims, and adapting it to specific contexts and countries.
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Millar, Sarah-Kate, Jia Yi Chow, Mo Gleeson, and Michelle Cleaver. "Teachers' Perceptions of Applying Contemporary Skill Acquisition Approaches in High School Physical Education." Frontiers in Sports and Active Living 3 (December 13, 2021). http://dx.doi.org/10.3389/fspor.2021.775423.
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Using contemporary skill acquisition approaches to skill learning appears to be a worthwhile pedagogical option for teachers and coaches in sports and Physical Education (PE). However, PE at the High School level in New Zealand has assessment components that are still underpinned by traditional and outdated skill learning theories. In response to this challenge, two motivated Heads of Department in PE undertook a department-wide professional development initiative to teach the national standard assessment via the use of a contemporary skill acquisition approach, which is student-centred, with an emphasis on enhancing exploratory learning and encouraging autonomy. Each department worked together over a 10-week period with a Higher Education specialist in skill acquisition to design and teach using contemporary skill acquisition approaches. Qualitative data was collected via semi-structured focus group interviews. Insightful data on the influence of teaching using contemporary skill acquisition approaches was acquired from the teachers in the two PE departments. It was found that substantial pedagogical practice changes were achieved by the teachers (e.g., less focus on ideal technique and more on varying the context). They also enjoyed the learning experience that the contemporary skill acquisition approach offered as compared to their previous experience of more traditional teaching approaches, which have a focus on knowledge acquirement with little opportunities for exploratory learning. In addition, from a practical perspective, teachers were observed to demonstrate greater engagement in professional conversations around learning and could see greater relevance in the transfer of learning in the use of contemporary skill acquisition approaches to other teaching contexts.
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"Is it better for PE/kinesiology graduate assistants to teach university activity classes, or for athletic coaches to teach these classes?" Journal of Physical Education, Recreation & Dance 76, no. 7 (September 2005): 46–47. http://dx.doi.org/10.1080/07303084.2005.10609313.
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Lindsey, Iain, Sarah Metcalfe, Adam Gemar, Josie Alderman, and Joe Armstrong. "Simplistic policy, skewed consequences: Taking stock of English physical education, school sport and physical activity policy since 2013." European Physical Education Review, July 22, 2020, 1356336X2093911. http://dx.doi.org/10.1177/1356336x20939111.
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The period from 2013 to 2019 was one of relative continuity in policies for physical education (PE), school sport and physical activity (PESSPA) in England. Starting from the advent of the government’s flagship PE and Sport Premium (PES Premium) initiative in 2013, the end of the period was reached 20 with renewed uncertainty in 2020 about the future of PESSPA policy. It is therefore an appropriate point for this article to ‘take stock’ of PESSPA policies and their consequences since 2013. The political science literature on policy design underpins the approach to considering the mix of both policy goals and those instruments used by governments to achieve them. To do so, a comprehensive set of policy documents, published reports, academic literature and empirical research on schools’ use of the PES Premium was interrogated. Policy goals articulated by government since 2013 reinforced, rather than resolved, long-standing debates about the purpose of PESSPA. Health-related objectives rose in prominence, but sat uneasily alongside continued commitments to competitive sport. Only a narrow range of the policy instruments available to governments were used in pursuit of their policy goals. PES Premium funding was solely distributed to primary schools, with limited use of regulation and information systems to shape PESSPA provision. These aspects of policy design contributed to increasing reliance on external coaches in primary schools and indicators of a decline in secondary school provision and participation, resonant of prioritisation of short-term approaches over longer-term strategic development. Possibilities for improving future PESSPA policies are considered as a result.
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Benjaminse, Anne. "O8-8 Foundation of Move Healthy: athletic skill development in children from a motor learning perspective." European Journal of Public Health 32, Supplement_2 (August 27, 2022). http://dx.doi.org/10.1093/eurpub/ckac094.064.
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Abstract Background In the European Union, 6.1 million people are being treated in hospital annually for a sports injury. Of this, 31% of these injuries affect young people (15-24 years). Injury incidence, medical and lost productivity costs can be reduced by promoting a healthy and active lifestyle, where attention is paid to primary injury prevention. However, after two decades of initiatives, traditional injury prevention prevention programs seem effective in the short-term and controlled study settings, but have not decreased long-term injury incidence. One reason for this is the content of the exercises, currently being mainly ?closed and static? exercises. These exercises don't reflect real-world situations where unexpected and automatic movements are required involving complicated motor control adaptations. In addition, physical educators (PE) and trainers/coaches (TC) neither experience current exercises as being context specific and contributing to their training goals. To overcome this implementation gap, the purpose of the MoveHealthy project is to create exercise routines PE and TC can use, where children acquire the ability to sustain optimal automatic motor control while engaging in complex athletic, unpredictable environments (e.g. movement of another child, or a ball), whilst minimising their risk to sustain an injury. Methods Exercise routines (3 for primary and 3 for secondary education, 3 for soccer and 3 for basketball) were co-created with the end-users (PE & TC) and their wishes and needs have been incorporated. Furthermore, to train the complex task-person-environmental interaction, real-world aspects such as visual-motor control where quickly processing environmental cues and anticipation and decision is crucial, was included into all conceptual considerations. Results Twelve prototype exercises have been developed. Merging theoretical foundations of motor learning and wishes and needs of end-users made it possible to create exercises that serve both needs. Conclusions The development of these prototype exercises guides towards further validation and final development of innovative exercise routines where real-world aspects are incorporated. With this, we will better ensure real-world effects of injury reduction. Acknowledgements This project is financially co-funded by the Erasmus+ Sport program from the European Union.
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Anderson, Neil, Chris Button, and Peter Lamb. "The effect of educational gymnastics on postural control of young children." Frontiers in Psychology 13 (August 10, 2022). http://dx.doi.org/10.3389/fpsyg.2022.936680.
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Fundamental movement skill (FMS) proficiency does not develop solely due to maturation, but also via diverse perceptual-motor experiences across childhood. Practicing gymnastics has been shown to improve postural control. The purpose of the present study was to examine potential changes to postural control of children following a course of educational gymnastics. Two groups of children both completed 20 × 45-min physical education (PE) lessons; one group (n = 43, age = 6.4 ± 0.7, 56% male) completed educational gymnastics lessons in school delivered by a professional coach, the other group completed their typical PE classes (n = 18, age = 6.5 ± 0.3, 33% male). Unipedal balancing performance was assessed by calculating the percentage of successful trials made. Postural sway dynamics were explored by calculating center-of-pressure sample entropy, 95% ellipse sway area and sway velocity. Measurements were taken before the lessons began and immediately after the lessons were completed. The gymnastics group performed better than the typical PE group at unipedal balancing. Females outperformed males in both groups. Males made different changes to postural control (i.e., increased sway regularity and improved stability) compared to females across 3 months. Educational gymnastics enabled children in a critical period of development to make more rapid improvements to postural performance and control. Novel movement experiences, like those offered by educational gymnastics, may have a positive influence on postural control and importantly, physical literacy. Future work should examine how sex effects the development of postural control strategies in young children.