The Effect of Racquet Head Size on the Students Skill Performance Level at Faculty of Physical Education in Jordan in Tennis and Squash

The effects of specific verbal praise by an experienced male physical education specialist on off-task behavior of three second-grade students were studied. A multiple baseline research design across subjects was used to assess the intervention, consisting of teacher praise aimed at the subjects’ class conduct and motor skill performance. To ensure that (a) the intervention would be implemented, and (b) that the praise would be contingent upon appropriate student conduct and skill performance, audio-cues were provided by way of prerecorded cues on microcassettes. Two boys and one girl in a second-grade class served as subjects. Off-task behavior and teacher praise data were collected from videotapes of 15 regular physical education classes. Results showed that the baseline levels of off-task levels were reduced significantly after introduction of the intervention for each subject. Specific verbal praise was effective in reducing off-task behavior of second-grade students in physical education.

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A Conceptual Model of Perceived Motor Skill Competence, Successful Practice Trials, and Motor Skill Performance in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2020-0141 ◽

2020 ◽

pp. 1-7

Author(s):

Mingda Li ◽

Weidong Li ◽

Junyoung Kim ◽

Ping Xiang ◽

Fei Xin ◽

...

Keyword(s):

Physical Education ◽

Conceptual Model ◽

Motor Development ◽

Motor Skill ◽

Self Efficacy ◽

Future Research ◽

Process Variables ◽

Skill Performance ◽

Practice Trials ◽

Motor Skill Competence

Self-efficacy theory assumes that students’ efficacy beliefs affect their performance through process variables, including behavior, cognition, and affection. The purpose of this study was to utilize self-efficacy theory as a theoretical framework to propose a conceptual model of a mediating relationship among perceived motor skill competence, successful practice trials, and motor skill performance in physical education. In addition, the authors reviewed the literature to provide evidence to support the potential mediating relationship by following the steps recommended by Baron and Kenny. This paper is significant because the authors integrated the literature of motor development/learning and physical education pedagogy to propose a conceptual model where successful practice trials would act as a behavioral mediator through which perceived motor skill competence affects students’ motor skill performance. This conceptual model can guide future research to identify students’ behaviors affecting their skill development, thus helping teachers develop pedagogies to improve motor skill performance in physical education.

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Observing and Interpreting Teaching-Learning Processes: Novice PETE Students, Experienced PETE Students, and Expert Teacher Educators

Journal of Teaching in Physical Education ◽

10.1123/jtpe.13.1.46 ◽

1993 ◽

Vol 13 (1) ◽

pp. 46-61 ◽

Cited By ~ 12

Author(s):

Kathy C. Graham ◽

Karen E. French ◽

Amelia M. Woods

Keyword(s):

Physical Education ◽

Motor Skill ◽

Effective Teachers ◽

Teacher Educators ◽

Learning Processes ◽

Expert Teacher ◽

Third Grade Students ◽

Skill Performance ◽

Teaching Learning ◽

Junior Students

The ability to observe and interpret events during instruction is thought to be an important dimension of effective teachers. The purpose of this study was to compare the ability to observe and interpret teaching physical education at different stages of expertise. Ten freshman preservice students, 7 experienced junior students, and 2 teacher educators served as subjects. Each subject viewed a 15-minute videotaped lesson on basketball dribbling taught to approximately 20 third-grade students. Subjects were instructed to observe the lesson, take notes, and write a description or evaluation of what they observed during the lesson. Experienced students wrote substantially more evaluative interpretations than novice preservice students. The interpretations of the experienced preservice students were similar to the teacher educators in the focus of observation and the use of a technical language. However, teacher educators’ interpretations were more organized and were focused more on lesson occurrences that influenced students’ motor-skill performance.

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Teaching across the Curriculum: Language-Enriched Physical Education for Preschool Children

Adapted Physical Activity Quarterly ◽

10.1123/apaq.13.3.302 ◽

1996 ◽

Vol 13 (3) ◽

pp. 302-315 ◽

Cited By ~ 27

Author(s):

Fiona J. Connor-Kuntz ◽

Gail M. Dummer

Keyword(s):

Physical Activity ◽

Preschool Children ◽

Physical Education ◽

Head Start ◽

Motor Skill ◽

Physical Activity Intervention ◽

Language Skills ◽

Language Instruction ◽

Instructional Time ◽

Skill Performance

Children age 4 to 6 years from special education (n = 26), Head Start (n = 35), and typical preschool classes (n = 11) were assigned to a physical activity intervention or a language-enriched physical activity intervention. Language and motor skill performances were measured before, immediately following, and 3 months following the 24-session, 8-week intervention. Results illustrated that language instruction can be added to physical education lessons without requiring additional instructional time and, more importantly, without compromising improvement in motor skill performance. Further, preschool children exposed to language-enriched physical education improved their language skills regardless of whether their educational progress was characterized by a cognitive and/or language delay. Thus, physical activity appears to be an effective environment in which to enhance the cognitive development of preschool children of all abilities.

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Studying Special Strength Relationship and Performance Level Contribution In Some Skills of Vault and Uneven Bars In Artistic Gymnastics For Women In Sophomore Students

Journal of Physical Education ◽

10.37359/jope.v32(3)2020.1028 ◽

2020 ◽

Vol 32 (3) ◽

pp. 125-130

Author(s):

Zahra Shehab Ahmed ◽

Hamed Yousif Hameed

Keyword(s):

Significant Contribution ◽

Statistical Correlation ◽

Performance Level ◽

Strength Development ◽

Correlation Relationship ◽

Endurance Strength ◽

Skill Performance ◽

Physical Abilities ◽

And Performance ◽

Strength Relationship

The research aimed at identifying the values of special strength variables and skill performance of some vault and uneven bars’ skills in sophomore college students of physical education & Sport Sciences as well as identifying the correlation relationship and contribution of special strength with the performance level of some vaulting and uneven bars skills. The researchers hypothesized a statistical relationship between special strength and uneven bar skills, a statistical correlation between special strength and value, and finally and contribution between special strength and research variables. The subjects were (14) sophomore students, a pilot study, as well as many tests, physical abilities, and skills were all conducted to conclude that the contribution of special strength with performance level on vault and uneven bars was weak while abs endurance strength have a significant contribution on open jump. Finally, the researchers recommended studying the weaknesses in performing women's artistic gymnastics skills through identifying contributions and special strength development.

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A Comparison Between Two Methods for Teaching Forearm Defense in Volleyball and Determining the Transfer of Learning from an Instructional Setting to a Game-Like Setting

European Scientific Journal ESJ ◽

10.19044/esj.2016.v12n28p126 ◽

2016 ◽

Vol 12 (28) ◽

pp. 126

Author(s):

Khitam Mousa Ay

Keyword(s):

Physical Education ◽

Transfer Of Learning ◽

T Test ◽

Instructional Setting ◽

Top Down ◽

Bottom Up ◽

Skill Performance ◽

Post Test ◽

The University ◽

Method Group

This study aims to make a comparison between two different methods (the Bottom-up method and the Top-down method) for teaching forearm defense in volleyball and determining the transfer of learning from an instructional setting to a game-like setting. The subjects of the study were (36) students at physical education faculty in the university of Jordan, with mean age of (20 ± 0.5) years, who were assigned in volleyball course (2) in the second semester 2015/2016. They were divided randomly into two groups: The Bottom-up method group (18) students, and the Top-down method group (18) students. Two different (4-weeks) programs were applied, three times per week for (50 minutes) by the same physical education teacher; the author of this study who is specialized in teaching volleyball, (12) lessons plans were prepared for each group in which the subjects learned the forearm defense skill and how to use this skill under game conditions. Two measurements were taken; both groups were measured at the beginning (pre-test) in order to establish that all students started at the same level of skill performance and under game-like conditions performance. After the completion of the teaching program, the final measurements were taken (post-test) to note the different impact between the two methods of teaching on the subject`s performance in forearm defense skill performance and game-like conditions. Statistical analysis by using the (SPSS) program was done, included T-test for mean at pre and post test for the two groups and T-test for mean at post test between the two groups. The results showed significant differences (p < 0.05) in post test between the two groups in favor of the Bottom-up method group in forearm defense skill performance in volleyball. Whereas, the results showed significant differences (p < 0.05) in post test between the two groups in favor of the Top-down method group in transfer performance to a game-like setting. The study concluded that it is important to use the combination of both methods; both methods have merit according to the stage of motor learning.

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The combination of mental and cognitive maps strategies influenced the performance and accuracy of overwhelming volleyball skill

Modren Sport Journal ◽

10.54702/msj.2020.19.4.0078 ◽

2020 ◽

Vol 19 (4) ◽

pp. 0078

Author(s):

حنان طاهر حسن أ.د إنتصار عويد علي

Keyword(s):

Physical Education ◽

Cognitive Mapping ◽

Cognitive Structure ◽

Cognitive Maps ◽

Accurate Information ◽

Knowledge Maps ◽

Practical Applications ◽

The Social ◽

Skill Performance ◽

Before And After

The study seeks to prepare an educational curriculum by employing the mixing strategies of mental and knowledge maps and learning about its effect on learning the performance of the skill of overwhelming hitting with volleyball and its accuracy among fifth-graders students. The two researchers assumptions the experimental approach by designing the experimental groups and controlling (51) students who were deliberately selected at a rate of (55.914%) from Al-Mustansiriya prep in Salah Uddin Governorate for the academic year (2019-2020). The approved scores were the skill performance tests for the overwhelming multiplication skill and accuracy after being photographed before and after and evaluated, as they applied the learners in the experimental group by (4) educational units according to the weekly lessons schedule, they were devoted(3) groups for learning the performance and (1) to learn the accuracy as it was employed The concepts of mixing the two strategies in (2 x 3) flexes are presented with the application of educational exercises to activate the role of learners in the lesson and according to the specifics and steps mentioned. After completing the experiment according to the mentioned experimental design determinants, the researcher has verified the results with the Social Statistical Bag System (SPSS-V26) To be the first You will conclude and applications that the application of mixing strategies of mental and cognitive maps helps in improving the learning of the performance of the overwhelming beating skill of the plane and its accuracy among the fifth preparatory students, and excels at improving learning of its performance and accuracy among students who are educated in the methods used in the lesson of physical education, and attention must be taken to adopting practical applications to mix the teaching strategies That is concerned with the cognitive structure and further strengthening the link between the performance experiences of the skill of overwhelming and accurate information in the main section of the physical education lesson, and it is necessary to pay attention to the availability of differentiated flex C mental and cognitive mapping strategies in volleyball halls in middle schools.

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