ANALYZING THE ATTITUDE TOWARDS PHYSICAL EDUCATION LESSON AND ACADEMIC MOTIVATION

Physical Education as a subject – much like other subjects – has its own literary and educational content and the primary goal is the transference of that knowledge. In this respect, it is but one subject. At the same time it is unique, being the only subject dedicated to improving the body and the physique, yet “when we talk about the internal values of physical education, we only refer to its own literary and educational content. The meaning of this phrase includes the system of movement-based activities as well as the related intellectual knowledge” (RÉTSÁGI, 2011). During a Physical Education lesson students learn and practice movement-based activities, the importance of which is to improve their motor abilities, physical fitness (MÜLLER et al., 2013. MÜLLER et al., 2017) and mental health (BORBÉLY – MÜLLER, 2008). It may facilitate the prevention of numerous deformities or ailments, thus contributing to the preserving and of one’s health (MOSONYI et al., 2013., MÜLLER, 2015). For the past few years, multinational food companies (e.g. Danone and Nestlé) have also realized this, as they began to promote various programmes to support the regular physical activities of schoolchildren (RÁTHONYI – ODOR – RÁTHONYI, 2016). Physical Education in schools can only be considered effective if students come to appreciate and begin to feel the need for regular physical activities. For that purpose PE lessons are needed to be filled with content that is serious, requires effort (i.e. it should be a challenge that inspires improvement), but at the same time, it provides every student with feelings of success and enjoyment. This work, which at many times adapts to vastly different students (i.e. differentiates), is the duty of sports specialists and PE teachers (H. EKLER, 2013).

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COMPARATIVE ANALYSIS OF THE LEVEL OF STUDENTS` ACADEMIC MOTIVATION TO SOFIA UNIVERSITY „ST. KLIMENT OHRIDSKI” AND NATIONAL ACADEMIA OF SPORT „VASIL LEVSKI”

Knowledge International Journal ◽

10.35120/kij3402571i ◽

2019 ◽

Vol 34 (2) ◽

pp. 571-578

Author(s):

Georgi Ignatov ◽

Iliana Petkova

Keyword(s):

Comparative Analysis ◽

Physical Education ◽

Young People ◽

Learning Process ◽

Academic Motivation ◽

Present Report ◽

Theoretical Background ◽

Active Involvement ◽

Additional Information ◽

Key Factor

The present report addresses a topic that is a key factor for the quality of the education in universities. The outcome this education depends on the degree of students’ academic motivation and results in their readiness for certain profession. The material presents the results from a study conducted in the period 2016-2019 among 45 students in their second and third year of studies in the subject „Physical Education and Sport“ at the Sofia University „St. Kliment Ohridski“ Faculty of Science, Education and Arts and 39 students also studying „Physical Education“ but at the National Sports Academy „Vasil Levski“ Faculty of Pedagogy. As a research tool, was used a questionnaire designed for determining the academic motivation, developed by Angel Velichkov. The questionnaire contained 11 questions, of which 7 with positive and 4 with negative direction. The assessment was done through the 4-point Likert scale, where 0 is „completely disagree” and 3 is „completely agree”. In his work A. Velichkov places the degree of academic motivation within the following limits: 0-11 points – lack of academic motivation; 12-18 points – weak motivation; 19-24 points – moderate motivation, 25-33 points – strong academic motivation. The summaries are made both on universities and on each individual indicator for academic motivation, including: „Active attitude to the learning process“, „Internal self-discipline“ and „Strive to complement and broaden the obtained knowledge“. To determine the priorities of young people, we divided their statements that received the highest percentage of opinions „agree“ on the positively formulated questions and „disagree“ on the negative ones. The comparative analysis shows that the overall degree of academic motivation is not high among students from both Universities. However, students in both universities are convinced that active involvement in the learning process is required. Students are aware of the importance of the theoretical background they need to acquire during their studies. They are motivated to gain lasting knowledge and excellence in all subjects studied. Young people indicate that they complement and broaden their knowledge by seeking additional information and by consultations with university professors.

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Strategies For Involving Students In The Physical Education Lesson

10.15405/epsbs.2019.02.59 ◽

2019 ◽

Author(s):

Alina Hora

Keyword(s):

Physical Education ◽

Physical Education Lesson

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Developing resistance through dynamic games, for the 2-nd grade schoolchildren

Timisoara Physical Education and Rehabilitation Journal ◽

10.1515/tperj-2017-0020 ◽

2017 ◽

Vol 10 (19) ◽

pp. 73-79

Author(s):

Vicol Eduard Șuță ◽

Tiberiu Tătaru ◽

Lizia Ioana Șuță ◽

Marinela Vasile

Keyword(s):

Physical Education ◽

Dynamic Games ◽

School Level ◽

Initial Assessment ◽

Development Of Resistance ◽

Physical Education Lesson ◽

Motor Strength ◽

Evaluation Stage ◽

Bibliographic Study

Abstract The aim of the research was to develop a methodology for the development of resistance motric quality, using dynamic games, these means of education being specific to the children enrolled at primary school level in the 2nd class. In this work we intended to emphasize that if we will conduct, for 10 weeks, one weekly physical education and sports lesson with pupils aged between 8 and 10, a lesson in addition to the two activities provided in the curriculum, in which to use dynamic games that aim at increasing the effort capacity, we will achieve an improvement in motor capacity, with emphasis on motor strength. The research was carried out in several stages: a first stage in which the bibliographic study of the specialized literature was carried out, a stage in which the initial evaluation was carried out, a stage of application of the stimulus program with specific means, a final evaluation stage of the subjects and a stage of processing the collected data and formulating the conclusions. The sample of the survey was made up of 30 pupils at the level of primary education in the 2nd grade, aged between 8 and 10 years. The 30 pupils were divided into two distinct groups in terms of gender, consisting of 15 boys and 15 girls. In the research were used four resistance evaluating tests. The stimulus program consisted of a weekly physical education lesson for 10 weeks, lessons in which pupils played 20 games. Comparing the values recorded by the pupils in the initial assessment with the values recorded in the final assessment, it was concluded that all pupils had better values in the tests that concerned the motor quality of the resistance.

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