scholarly journals Efecto de un programa de Educación Física con actividades motrices para desarrollar el área motora en niños con discapacidad intelectual

2021 ◽  
Vol 22 (2) ◽  
pp. 1-12
Author(s):  
Carlos Ernesto Ogarrio Perkinson ◽  
Alejandrina Bautista Jacobo ◽  
Nidia Carolina Barahona Herrejon ◽  
María Elena Chávez Valenzuela ◽  
Graciela Hoyos Ruiz
Keyword(s):  
Physical Education ◽  
Experimental Design ◽  
Motor Skills ◽  
Education Program ◽  
Convenience Sample ◽  
Motor Activities ◽  
Quasi Experimental ◽  
Didactic Material ◽  
Discapacidad Intelectual ◽  
Age Range

The main objective of this research was to evaluate the effect of a physical education program with motor activities in children with intellectual disabilities enrolled in the Multiple Attention Center of Hermosillo city, Sonora. A quantitative study of quasi-experimental design with repeated means pretest-posttest non-randomized, with each participant being his/her own control was carried out. The convenience sample consisted of 12 children in an age range of 7 to 10 years (9 ±1.04). The evaluation was carried out by means of the Battelle Development Inventory, which was applied at the beginning and at the end of the three-month program. Recycled didactic material was used to stimulate the desired motor aspects. The results show significant changes in body coordination and locomotion (p=0.006). It is concluded that applying a physical education program with motor activities on a regular basis to children with disabilities can contribute to better develop motor skills beyond their age equivalent.

scholarly journals The Effectiveness of a Formal Physical Education Curriculum on the Physical Ability of Children in a Preschool Context

2018 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Carol Boon Peng Loy-Ee ◽  
Patricia Mui Hoon Ng
Keyword(s):  
Physical Activity ◽  
Comparative Analysis ◽  
Physical Education ◽  
Experimental Design ◽  
Research Literature ◽  
Education Curriculum ◽  
The West ◽  
Physical Ability ◽  
Post Test ◽  
Quasi Experimental

Studies have pointed to the benefits of physical activity (PA), yet the level of PA participation among preschoolers islow. This in turn could have resulted in the limited research literature on the PA level or physical educationcurriculum (PEC) of preschool children. Those reviewed here are mostly from countries in the West, as those fromAsia are unavailable. To fill this gap, the present study was carried out to investigate the effectiveness of a formalPEC on the physical ability of a sample of five-year old children from several preschools in Singapore. Using aPhysical Ability Assessment (PAA) tool with five variables, a pre-test/post-test quasi-experimental design was usedto measure the effectiveness of the PEC with control and experimental groups for the comparative analysis. Theresults of the PAA are presented and the implications from the findings and analysis are discussed.

scholarly journals The Influence of a University Homeschool Physical Education Program on Fundamental Motor Skills and Self-Confidence

2020 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Matthew Buns ◽  
Kallie LaValle
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Education Program ◽  
Motor Skill ◽  
Self Efficacy ◽  
Physically Active ◽  
Fundamental Motor Skills ◽  
Self Confidence ◽  
Post Test ◽  
Dependent Samples

Individuals are both more likely to participate in sports, exercise, and physical activity when they are skilled. Therefore, motor skills and skilled movement should be viewed as prerequisites to a physically active lifestyle. Children and adolescents who have achieved fundamental motor competence are also believed to perceive themselves as being competent although there is inconsistency in the results so far reported in the literature. Despite the unprecedented growth home homeschool education, studies have not examined the development of motor competency of homeschool students or its relationship to confidence. The current investigation examined the influence fundamental motor skill development and self-confidence of students enrolled in a university homeschool physical education program. Results from the pre-test (M = 13.92, SD = 2.8) and post-test (M = 20.75, SD = 3.5) fundamental motor skill observations indicate that the homeschool program led to an improvement in overall skill, t(52) = 12.05, p< .001 (E.S. = 1.06). Dependent-samples t-test produced significant results from pre to post for research participants [t (1,52) = 27.26 , p<.05, E.S. = 1.10], who improved their self-efficacy over the course of the study [baseline M self-efficacy = 71.92, SD= 16.52, endline M self-efficacy = 88.87, SD =15.34]. This study showed that a university homeschool physical education program can lead to improvements in the developmental of fundamental motor skills and self-confidence.

scholarly journals Retracted: The effectiveness of basic life support training on nursing students’ knowledge and basic life support practices: a non-randomized quasi-experimental design

2020 ◽  
Vol 20 (2) ◽  
pp. 966-976
Author(s):  
Selmin Kose ◽  
Semiha Akin ◽  
Onur Mendi ◽  
Sonay Goktas
Keyword(s):  
Nursing Students ◽  
Experimental Design ◽  
Basic Life Support ◽  
Life Support ◽  
Skills Training ◽  
Convenience Sample ◽  
Undergraduate Nursing ◽  
Skill Scores ◽  
Quasi Experimental ◽  
Support Practices

This article has been retracted by the Editor as it has been published in a previous issue. Background: Provision of up-to-date information and skills training related to basic life support practices is very important for nursing students’ professional development and practitioner and education related roles. Objective: The purpose of the study was to examine the effectiveness of basic life support training on knowledge and practices among nursing students. Methods: A non-randomized quasi-experimental design (one group pre-test-post-test) was used in this study. The study was conducted in the laboratory of an undergraduate nursing school. The sample consisted of a convenience sample of 1st-year stu- dents enrolled in the undergraduate nursing class. The study sample consisted of 65 nursing students. Basic life support training included both theoretical and practical components. The students’ knowledge and practices were assessed before basic life sup- port training. Data were collected using the knowledge assessment questionnaire. The practical skills for basic life support were observed and assessed using a checklist. The pre- and post-assessment practice scores were compared. Results: After basic life support training, level of knowledge and practical skill scores were higher compared to pre-training scores (t= -12.442, p=0.000; t= -22.899, p=0.000). There was a significant and moderate association between the adult basic life support knowledge form scores and the adult basic life support practice assessment form scores obtained after the training (r = 0.39, p<0.01). Conclusion: The study showed that basic life support training improved knowledge and skills related to basic life support practices in nursing students. Periodic basic life support training is very important for competency in this area among nursing students. Keywords: Basic life support; training; nursing; students

Creative Movement Classes for Visually Handicapped Children in a Public School Setting

1973 ◽  
Vol 67 (10) ◽  
pp. 442-447
Author(s):  
Rose Resnick
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Motor Skills ◽  
Education Program ◽  
School Setting ◽  
Self Concept ◽  
Handicapped Children ◽  
Creative Movement ◽  
The Public ◽  
Visually Handicapped

The creative movement class was begun to provide visually handicapped children in the public schools with an appropriate physical education program. The emphasis was on the development of motor skills, posture, orientation, balance, and self-concept. Sample lessons describing the exercises and activities of the class are given, along with a summary of some of the special techniques that were found to be useful.

scholarly journals Effect of a Simulation-Based Handover Education Program for Nursing Students: A Quasi-Experimental Design

2021 ◽  
Vol 18 (11) ◽  
pp. 5821
Author(s):  
Da-Hye Lee ◽  
Eun-Ju Lim
Keyword(s):  
Nursing Students ◽  
Experimental Design ◽  
Education Program ◽  
Self Efficacy ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance ◽  
Handover Performance

Nursing handover facilitates the continuity of nursing and ensures patient safety and quality of care. This study aimed to evaluate the effectiveness of a handover education program by assessing handover knowledge, self-efficacy, and handover performance competency. A group pretest–post-test quasi-experimental design was used. Thirty 4th-year Korean nursing students participated in a handover education program comprising a lecture and simulation training using a high-fidelity simulator. The average level of handover knowledge was 4.63 ± 1.61 before the program and 5.83 ± 0.95 after (t = −3.71, p = 0.001). Meanwhile, the average self-efficacy score was 3.35 ± 0.57 before the program and 3.90 ± 0.60 after (t = −5.65, p < 0.001). Further, the average handover performance competency was 1.75 ± 0.25 before the program and 2.37 ± 0.21 after (t = −12.08, p < 0.001). The simulation-based handover education intervention was effective in improving knowledge, self-efficacy, and performance competency of nursing students. This intervention can provide an effective method of improving nursing students’ handover skills prior to entering clinical practice.

Behaviouristic traditions in the relationship between psychology and pedagogy, with particular consideration of learning and teaching motor skills

2018 ◽  
Vol 28 (81) ◽  
pp. 31-40
Author(s):  
Elżbieta Szymańska ◽  
Edward Mleczko ◽  
Katarzyna Supernat
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Motor Movement ◽  
Theoretical Assumptions ◽  
Motor Activities ◽  
Theoretical Foundations ◽  
Practical Implications

Aim. In the study, the authors undertook the task of searching for reasons regarding the high impact of behavioural interpretation in behaviourism on theoretical assumptions and practical implications in the field of improving the process of learning and teaching motor (movement) skills. Research questions. 1. To what extent did behavioural interpretation in behaviourism have influence on the formation of the theoretical foundations of didactics and the methodology of learning and teaching motor skills in physical education and in sport? 2. To what extent are the theoretical assumptions and practical implications of contemporary didactics in Poland based on the theoretical foundations of teaching and learning shaped in the 20th century under the influence of behaviourism? Material and methods. The method of document analysis was used in the study. In the research on behaviourism and its influence on the didactics and methodology of physical education and sport, the following were taken into account: monographic studies, which were published by well-known Polish and foreign publishing houses and articles published in scientific journals indexed in reputable databases of scientific periodicals. Results. 1. Analysis of selected documents showed great impact of various paradigms of behavioural interpretation in behaviourism on the dynamics of theoretical foundations and practical implications in terms of learning and teaching motor activities. 2. Despite the recognition of behaviourism in psychology as a historical field, in Poland, it still very clearly reveals itself in sport and physical education within the theory and practice of learning and teaching motor activities. Conclusions. It would be wise to undertake research aimed at estimating the potential of cognitive psychology in the field of modernising the didactic process. 2. There is a need to look for reasons for conservatism in Polish didactics and methodology of learning and teaching motor skills and the basis for justifying necessary reforms in this aspect of school pedagogy and competitive sport.

scholarly journals Evaluación de la formación integral escolar a través de un diseño cuasiexperimental: contribuciones desde la Educación Física (Evaluation of holistic education school through a quasi-experimental design: contributions from Physical Education)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 690-698
Author(s):  
Nicol Pinilla Fonseca ◽  
María Cristina Gamboa Mora ◽  
Mónica Morales Barrera
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Experimental Design ◽  
Holistic Education ◽  
Point Of View ◽  
Wilcoxon Test ◽  
Substantial Contribution ◽  
School Students ◽  
Quasi Experimental ◽  
Didactic Strategies

  El objetivo de este estudio fue evaluar el nivel de formación integral logrado en los estudiantes de educación media desde el área de educación física con base en la valoración de sus percepciones, si bien es cierto que actualmente existen numerosos estudios relacionados con el tema se encuentra que, no se aborda la manera como se debe desarrollar la formación integral y al plantear las estrategias se traza un horizonte para su ejecución. Se utilizó un diseño cuasiexperimental, en el que se aplicó un instrumento tipo escala Likert con 57 ítems como diagnóstico, validado estadísticamente (alfa de Cronbach 0.92) y por expertos, posteriormente se implementaron estrategias pedagógico-didácticas (juegos tradicionales, expresa lo que piensas, recreo-natación, práctica en gimnasio y Munzee entre otras), encaminadas al desarrollo integral, finalmente se aplicó el instrumento como postest y se estableció la significancia de las diferencias con la prueba de Wilcoxon. La muestra se configuró con 180 estudiantes de la Institución Educativa San Isidoro del municipio de Espinal, de carácter público. Los resultados de las dimensiones reflejaron cambios estadísticos significativos desde el panorama de los estudiantes, los rangos positivos son indicadores de mejor percepción sobre la formación integral desde el área de educación física. Se concluye, que la implementación de las estrategias pedagógico-didácticas desde la educación física, contribuye a la formación integral de los estudiantes, la dimensión ética y socioemocional aportan sustancialmente. Abstract. The purpose of this study was to evaluate the holistic education achieved in high school students from the area of physical education based on the assessment of their perceptions, although it is true that currently there are numerous studies related to the subject, it is found that the way in which integral training should be developed is not addressed and when proposing the strategies, a horizon is drawn for its execution.  A quasi-experimental design was used, in which a Likert scale instrument was applied with 57 items as diagnosis, statistically validated (Cronbach's alpha 0.92) and by experts, later pedagogical-didactic strategies were implemented (traditional games, express what you think, recreation-swimming, gym practice and Munzee among others), aimed at integral development, finally the instrument was applied as a post-test and the significance of the differences was established with the Wilcoxon test.  The sample was carried out with 180 students from San Isidro school from Espinal, which is a public school. The results of the dimensions showed significant statistical changes from the students' point of view, the positive ranges are indicators regarding a better perception of the holistic education taught in PE (physical education). In conclusion, the implementation of didactic and pedagogical strategies of PE contribute to the students' holistic education, ethical and socioemotional realm, which represent a substantial contribution.

scholarly journals The effect of bilingual Physical Education on students’ Physical Activity. Things are not always as they seem

2020 ◽  
Vol 15 (43) ◽  
pp. 53-61
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Experimental Design ◽  
Secondary School ◽  
Vigorous Physical Activity ◽  
Integrated Learning ◽  
Quasi Experimental ◽  
Males And Females ◽  
The Difference ◽  
Group 2

One of the priorities of ET2020 is to increase the efficiency of teaching through the Content and Language Integrated Learning (CLIL) approach. In Physical Education (PE), it is still not crystal clear whether sessions that involve CLIL undergo such substantial modifications that the amount of physical activity in the lessons is jeopardized when compared with ordinary Physical Education lessons. The objectives of this study were: (1) to determine the difference in Moderate to Vigorous Physical Activity (MVPA) between a CLIL and a non-CLIL group; (2) to analyse the progression of MVPA during a PE unit; (3) to analyse the possible differences in MVPA between males and females. A quasi-experimental design was implemented. The sample consisted of 48 from a Spanish secondary school, divided into a CLIL group and a non-CLIL group. GENEActiv Accelerometers were used to objectively measure their MVPA. The results showed significant differences in favour of the CLIL group, whose average MVPA was higher than that of the non-CLIL group. In conclusion, the results suggest that CLIL may be a valid approach to use in PE without compromising students’ physical activity.

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