Using the Positive Self Model in Improving Skill Performance Level and Cognitive Achievement in Wrestling among Physical Education Faculty Students

Capoeira is a Brazilian art, expressed by game, fight, and dance. Its movements comprise a wide range of possibilities, alternating planes, turns, balances, supports, and floor-work, pointing to its relevance for technical processes in dance. However, capoeira is also deeply marked by an aesthetic that goes beyond the movement itself. Values, beliefs, habits, and Brazilian customs are rooted in its practice. Authors such as Frigerio show characteristics such as theatricality and malice, noting that a certain ritual role of capoeira seems to be more important in practice than a combative efficiency. In the Unicamp Physical Education Faculty, a survey is being developed in which capoeira serves as contribution to the dancer's work. Besides the physical skills, we are identifying the formation of an aesthetic expression corresponding to this identity in the process of capoeira, which sent us to the concepts of “kinesthetic transit” and “resonance.” Our proposal for this conference is to present our practical research that understands capoeira, including its rituals, theatricality, and values, as an emerging possibility to decentering dance experiences, due to this traditional phenomenon as not being exclusively a local practice anymore, but also a possible source to contemporary dance in the current cultural interchange.

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Effects of Specific Verbal Praise on Off-Task Behavior of Second-Grade Students in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.8.2.162 ◽

1989 ◽

Vol 8 (2) ◽

pp. 162-169 ◽

Cited By ~ 9

Author(s):

Hans van der Mars

Keyword(s):

Physical Education ◽

Second Grade ◽

Student Conduct ◽

Teacher Praise ◽

Audio Cues ◽

Task Behavior ◽

Second Grade Students ◽

Verbal Praise ◽

Skill Performance ◽

Experienced Male

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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