scholarly journals Sport Education and Sportsmanship Orientations: An Intervention in High School Students

2020 ◽  
Vol 17 (3) ◽  
pp. 837 ◽  
Author(s):  
Rafael Burgueño ◽  
Jesús Medina-Casaubón
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Group Analysis ◽  
After School ◽  
Traditional Teaching ◽  
Sport Education ◽  
School Students ◽  
Education Group ◽  
Post Test

One of the main goals for physical education is to develop the students’ moral and ethical domain, where sportsmanship promotion is considered a key curricular component to tackle the achievement of this goal. This research aims to examine the influence of sport education on sportsmanship orientations in high school students. The participants were 148 (52.70% female; Mage = 17.04, SDage = 0.99) high school students who were randomized into an experimental group (n = 74), which received 16 basketball lessons under sport education conditions, and a control group (n = 74), which received 16 basketball lessons following a traditional teaching approach. Pre-intervention and post-intervention measures on sportsmanship orientations were collected in both groups. A 2 (time: pre-test and post-test) x 2 (group: Sport Education and Traditional Teaching) multivariate analysis of variance test was performed on the five sportsmanship orientations. The results showed, for time x group interactions, the absence of significant multivariate effects in the level of the five sportsmanship orientations among both groups at pre-test (Pillai’s trace = 0.06, p = 0.145). At post-test, significant multivariate effects were found in the level of each sportsmanship orientation between both groups in favor of the Sport Education group (Pillai’s trace = 0.38, p < 0.001). Furthermore, regarding within-group pre-test to post-test differences, while there were nonsignificant multivariate effects (Pillai’s trace = 0.03, p = 0.469) for the Traditional Teaching group; significant multivariate effects (Pillai’s trace = 0.43, p < 0.001) were found for the Sport Education group, showing an increase in the level of respect for social conventions, respect for rules and referees, and full commitment and respect for opponents. There were also nonsignificant effects across gender (inter-group analysis: Pillai’s trace = 0.08, p = 0.068; time x gender interaction: Pillai’s trace = 0.03, p = 0.497) and after-school sports (inter-group analysis: Pillai’s trace = 0.02, p = 0.776; time x after-school interaction: Pillai’s trace = 0.01, p = 0.981). In conclusion, sport education is an effective pedagogical model to be taken into consideration by physical education teachers in order to optimally promote the high school student’s moral and ethical education via the development of sportsmanship orientations in the context of school physical education.

scholarly journals Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes

2021 ◽  
Vol 13 (2) ◽  
pp. 578
Author(s):  
Cristiana Bessa ◽  
Peter Hastie ◽  
António Rosado ◽  
Isabel Mesquita
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Traditional Teaching ◽  
Sport Education ◽  
School Students ◽  
Self Confidence ◽  
High School Physical Education ◽  
Quasi Experimental ◽  
Curricular Model

Physical Education (PE) is recognized for its value in developing personal and social development. However, the instructional approach adopted by the teacher may affect the achievement of positive outcomes. This study aimed to examine the effects of two different teaching approaches, Traditional Teaching (TT) and the Sport Education (SE) model, on students’ empowerment and self-confidence in high school PE classes. A total of 430 high-school students (66.7% male), aged 14–21 years (M = 16.22, SD = 1.03) enrolled in 10th, 11th and 12th grades, participated in this study. A pretest-posttest quasi-experimental design was used across 18 classes. Classes met two times a week during a period of 8 weeks for a total of 1080 min. The Psychological Empowerment Instrument was used to measure empowerment. Students’ self-confidence was measured with the self-confidence sub-scale of the Competitive State Anxiety Inventory-2. The findings of the research revealed that only SE was effective in improving high school students’ empowerment and self-confidence. In the TT group, no gains were found, even decreasing over time. These results reinforce the adequacy of SE in PE as a curricular model to be used by teachers, particularly for the development of students’ empowerment and self-confidence.

scholarly journals Influencia de la educación deportiva sobre la respuesta motivacional del alumnado de bachillerato: Una perspectiva de género (Influence of sport education on high school students’ motivational response: A gender perspective)

Retos ◽  
2019 ◽  
pp. 546-555
Author(s):  
Rafael Burgueño ◽  
Belén Cueto-Martín ◽  
Esther Morales-Ortiz ◽  
Jesús Medina-Casaubón
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Sport Education ◽  
School Students ◽  
Post Test ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Identified Regulation

El objetivo de la presente investigación fue analizar el impacto de la Educación Deportiva sobre la motivación del alumnado de bachillerato, considerando la influencia del género. Los participantes fueron 75 estudiantes de bachillerato (38 chicos y 37 chicas; Medad = 16.75, DTedad = 0.87) de tres clases de educación física, quienes completaron medidas sobre regulación motivacional, metas de logro 2x2 y metas sociales al inicio y final de la intervención. El programa de intervención basado en la Educación Deportiva incluyó 12 sesiones de 55 minutos, dos veces por semana en horario regular de educación física. Los resultados del MANOVA 2x2 mostraron un aumento significativo en motivación intrínseca, regulación integrada, identificada e introyectada, así como, en las metas de aproximación-maestría, metas de responsabilidad y de relación. Se encontraron disminuciones significativas en desmotivación, metas de aproximación-rendimiento y evitación-maestría. En cuanto al género, se encontraron cambios significativos en la regulación identificada entre los alumnos y alumnas en el post-test. Se hallaron cambios significativos en regulación identificada, metas de aproximación-maestría y metas de responsabilidad en los alumnos entre el pre-test y el post-test. Las alumnas mostraron cambios significativos en regulación introyectada, desmotivación, metas de evitación-maestría y, metas de responsabilidad y relación. En su conjunto, la Educación Deportiva es un modelo pedagógico que favorece la adecuada respuesta motivacional del alumnado de bachillerato en su proceso de enseñanza-aprendizaje deportivo en la clase de educación física.Abstract. This research aimed to analyse the impact of Sport Education on high school students’ motivation, considering the effect of gender. The participants were 75 high school students (38 boys and 37 girls, Mage = 16.75, SDage = 0.87) from three physical education classes who completed measures on behavioural regulation, 2x2 achievements goals and social goals in the beginning and the end of the intervention. The intervention programme under Sport Education conditions included twelve 50-minutes lessons, twice per week in regular physical education schedule. The results derived from 2x2 MANOVA showed a significant increase in intrinsic motivation, integrated, identified, and introjected regulation, as well as, mastery-approach goals, and responsibility and relationship goals. There was also a significant decrease in amotivation, performance-approach goals and mastery-avoidance goals. With respect to gender, there were significantly differences in identified regulation between male and female students at post-test. Significantly changes were also found in identified regulation, mastery-approach goals and responsibility goals in male students between pre-test and post-test. Instead, there were significantly changes in introjected regulation, amotivation, mastery-avoidance goals, and responsibility and relationship goals. As a whole, Sport Education is a pedagogical model that promotes the high school students’ adequate motivational response in their sport teaching-learning process in physical education class.

scholarly journals Effects of a Sport Education Intervention on Students’ Motivational Responses in Physical Education

2004 ◽  
Vol 23 (1) ◽  
pp. 4-18 ◽  
Author(s):  
Tristan L. Wallhead ◽  
Nikos Ntoumanis
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Repeated Measures ◽  
Intervention Program ◽  
Perceived Competence ◽  
Education Intervention ◽  
Sport Education ◽  
Perceived Effort ◽  
Education Group

This study looked at the influence of a Sport Education intervention program on students’ motivational responses in a high school physical education setting. Two intact groups were assigned curricular interventions: the Sport Education group (n = 25), which received eight 60-min lessons, and the comparison group (n = 26), which received a traditional teaching approach to sport-based activity. Pre- and postintervention measures of student enjoyment, perceived effort, perceived competence, goal orientations, perceived motivational climate, and perceived autonomy were obtained for both groups. Repeated-measures ANOVAs showed significant increases in student enjoyment and perceived effort in the Sport Education group only. Hierarchical regression analyses revealed that increases in task-involving climate and perceived autonomy explained a significant amount of unique variance in the Sport Education students’ postintervention enjoyment, perceived effort, and perceived competence responses. The results suggest that the Sport Education curriculum may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward physical education.

scholarly journals Clarifying the influence of sport education on basic psychological need satisfaction in high school students

Motricidade ◽  
2018 ◽  
Vol 14 (2-3) ◽  
pp. 48-58 ◽  
Author(s):  
Rafael Burgueño ◽  
Belén Cueto-Martín ◽  
Esther Morales-Ortiz ◽  
Payla Cristina Silva ◽  
Jesus Medina-Casaubón
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Group Analysis ◽  
Need Satisfaction ◽  
Control Group ◽  
Sport Education ◽  
School Students ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

Based on Self-Determination Theory, this research aimed to examine la influence of Sport Education on basic psychological need satisfaction in the sport teaching-learning process that takes place in Physical Education. The participants were 44 high school students (22 men and 22 women; Mage = 16.32, SDage = 0.57) and 2 Physical Education pre-service teachers. The design was a quasi-experimental study with, a priori, non-equivalent control group using pre- and post- intervention measures and intra- and inter- analyses. The intervention consisted of 12 basketball sessions both for the experimental group (n = 22), which developed Sport Education, and for the control group (n = 22), which developed the traditional teaching. The results showed that Sport Education significantly improved the levels of autonomy, competence and relatedness need satisfaction in the inter-group analysis and in the intra-group analysis. In its conclusion, the suitability of Sport Education to contribute developing students’ basic psychological need satisfaction in the sport teaching-learning process in Physical Education was indicated.

scholarly journals The Effect of a Strength Training Programme in Adolescents in Physical Education Classes (El efecto de un programa de entrenamiento de fuerza en adolescentes en clases de educación física)

Retos ◽  
2019 ◽  
pp. 71-76
Author(s):  
Júlio Martins ◽  
João Cardoso ◽  
Samuel Honório ◽  
Adriana Silva
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Training Programme ◽  
Lower Limbs ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Los Grupos ◽  
Experimental Group

Abstract. Introduction: The motivation in Physical Education classes declines as students continue their studies, so its important programs that motivate and arouse interest in learning these themes, adding several and different approaches in these classes. Objective: The objective of the present study was to verify if the application of a strength circuit in high-school students could cause improvements in the strength of the upper and lower limbs. Methods: We evaluated 44 students (M = 24 / F = 20) of the 12th year in high school (EG = 22 students and CG = 22 students). Results: Significant differences in the post-test were observed in the horizontal jump, with a higher mean in the experimental group compared to the control group. In the 1kg medical ball throwing the differences were significant in both moments (pre and post-test), when comparing the groups, with a superior mean in the experimental group. In the 3 kg medicinal ball throwing, significant differences were also observed in both moments, comparing the performance of both groups. The push-up tests did not present significant differences in the pre-test, but showed significant differences in the post-test, with higher means in the experimental group. Conclusions: Through the applied training program, with a duration of 15 minutes, it was possible to verify that the experimental group obtained higher gains, when compared to the control group, for all the variables under study.Resumen. Introducción: la motivación en las clases de Educación Física disminuye a medida que los estudiantes continúan sus estudios, por lo que sus importantes programas motivan y despiertan interés en aprender estos temas, agregando vários Y diferentes enfoques en estas clases. Objetivo: El objetivo del presente estudio fue verificar si la aplicación de un circuito de fuerza en estudiantes de escuela secundaria podría causar mejoras en la fuerza de las extremidades superiores e inferiores. Métodos: Evaluamos 44 estudiantes (M = 24 / F = 20) del 12 ° año en la escuela secundaria (EG = 22 estudiantes y CG = 22 estudiantes). Resultados: Se observaron diferencias significativas en la prueba posterior en el salto horizontal, con p <0.05, con una media más alta en el grupo experimental en comparación con el grupo control. En el lanzamiento de balón médico de 1 kg, las diferencias fueron significativas en ambos momentos (antes y después de la prueba), al comparar los grupos, con una media superior en el grupo experimental. En el lanzamiento de balón medicinal de 3 kg, también se observaron diferencias significativas en ambos momentos, comparando el rendimiento de ambos grupos. Las pruebas de flexión no presentaron diferencias significativas en la prueba previa, pero mostraron diferencias significativas en la prueba posterior, con medias más altas en el grupo experimental. Conclusiones: A través del programa de entrenamiento aplicado, con una duración de 15 minutos, fue posible verificar que el grupo experimental obtuvo mayores ganancias, en comparación con el grupo de control, para todas las variables en estudio.

scholarly journals Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom

2020 ◽  
Vol 17 (10) ◽  
pp. 3637 ◽  
Author(s):  
Antonio-José Moreno-Guerrero ◽  
Santiago Alonso García ◽  
Magdalena Ramos Navas-Parejo ◽  
María Natalia Campos-Soto ◽  
Gerardo Gómez García
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

Recently, there has been a proliferation of technopedagogical practices, based on the application of active teaching and learning processes through the use of information and communication technologies (ICT). The main objective of this work is to analyse the impact of training action through the use of augmented reality in physical education for the development and acquisition of spatial orientation, as opposed to more traditional training based on the exhibition method. The methodology developed is quantitative, through a quasi-experimental design post-test in 140 high school students in the field of physical education. The results indicate that all of the dimensions show a very high, significant relationship. The greatest difference in average is observed in motivation. In contrast, the smallest difference, although significant, is observed in the grades given by the teachers themselves. It can be concluded that the method of teaching through augmented reality is effective in teaching high school students in the subject of physical education, especially for the acquisition of spatially oriented content.

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