Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
1,001
result(s) for
"Physical education and training Administration"
Sort by:
Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education
The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher's utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students' perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to practice, and therefore greater enjoyment and to be physically active.
Journal Article
The challenge of low physical activity during the school day: at recess, lunch and in physical education
Purpose To describe physical activity (PA) intensity across a school day and assess the percentage of girls and boys achieving recommended guidelines. Methods The authors measured PA via accelerometry in 380 children (8–11 years) and examined data representing (1) the whole school day, (2) regular class time, (3) recess, (4) lunch and (5) scheduled physical education (PE). Activity was categorised as sedentary (SED), light physical activity (LPA) or moderate to vigorous physical activity (MVPA) using age-specific thresholds. They examined sex differences across PA intensities during each time period and compliance with recommended guidelines. Results Girls accumulated less MVPA and more SED than boys throughout the school day (MVPA −10.6 min; SED +13.9 min) recess (MVPA −1.6 min; SED +1.7 min) and lunch (MVPA −3.1 min; SED +2.9 min). Girls accumulated less MVPA (−6.2 min), less LPA (−2.5 min) and more SED (+9.4 min) than boys during regular class time. Fewer girls than boys achieved PA guidelines during school (90.9% vs 96.2%), recess (15.7% vs 34.1%) and lunch (16.7% vs 37.4%). During PE, only 1.8% of girls and 2.9% of boys achieved the PA guidelines. Girls and boys accumulated similar amounts of MVPA, LPA and SED. Conclusion The MVPA deficit in girls was due to their sedentary behaviour as opposed to LPA. Physical activity strategies that target girls are essential to overcome this deficit. Only a very small percentage of children met physical activity guidelines during PE. There is a great need for additional training and emphasis on PA during PE. In addition schools should complement PE with PA models that increase PA opportunities across the school day.
Journal Article
After-school interventions to increase physical activity among youth
Most children and adolescents do not meet the recommended 60 minutes or more of moderate to vigorous physical activity per day. One attractive approach to increasing physical activity in young people is providing activity through structured after-school programmes. This paper provides a review of the scientific literature on the effects of after-school programmes on physical activity in children and adolescents. After-school physical activity interventions provided mixed results; some increased children’s physical activity, others did not. Although after-school programmes have the potential to help children and adolescents engage in regular, enjoyable physical activity, the research on these programmes is limited and, in some cases, methodologically weak. Additional, well-controlled studies are needed to identify the components of after-school programmes that promote physical activity and to determine the level of activity that can be attained when children and adolescents participate in these programmes.
Journal Article
The business of sport management
An introduction to key aspects of sport management for both undergraduate and postgraduate students. The book will also serve as a useful resource for staff involved in teaching on sport related modules and programmes, and for practitioners working as managers of sport businesses.
Book
Increasing students’ physical activity during school physical education: rationale and protocol for the SELF-FIT cluster randomized controlled trial
Background
The Self-determined Exercise and Learning For FITness (SELF-FIT) is a multi-component school-based intervention based on tenets of self-determination theory. SELF-FIT aims to increase students’ moderate-to-vigorous physical activity (MVPA) during physical education lessons, and enhance their autonomous motivation towards fitness activities. Using a cluster randomized controlled trial, we aim to examine the effects of the intervention on students’ MVPA during school physical education.
Methods
Secondary 2 students (approximately aged 14 years) from 26 classes in 26 different schools will be recruited. After baseline assessments, students will be randomized into either the experimental group or wait-list control group using a matched-pair randomization. Teachers allocated to the experimental group will attend two half-day workshops and deliver the SELF-FIT intervention for 8 weeks. The main intervention components include training teachers to teach in more need supportive ways, and conducting fitness exercises using a fitness dice with interchangeable faces. Other motivational components, such as playing music during classes, are also included. The primary outcome of the trial is students’ MVPA during PE lessons. Secondary outcomes include students’ leisure-time MVPA, perceived need support from teachers, need satisfaction, autonomous motivation towards physical education, intention to engage in physical activity, psychological well-being, and health-related fitness (cardiorespiratory and muscular fitness). Quantitative data will be analyzed using multilevel modeling approaches. Focus group interviews will also be conducted to assess students’ perceptions of the intervention.
Discussion
The SELF-FIT intervention has been designed to improve students’ health and well-being by using high-intensity activities in classes delivered by teachers who have been trained to be autonomy needs supportive. If successful, scalable interventions based on SELF-FIT could be applied in physical education at large.
Trial registration
The trial is registered at the Australia New Zealand Clinical Trial Registry (Trial ID:
ACTRN12615000633583
; date of registration: 18 June 2015).
Journal Article
Making a Difference in PE Lessons: Using a Low Organized Games Approach to Teach Fundamental Motor Skills in China
Background: Fundamental motor skills (FMS) is the foundational movement for children’s physical development. Physical Education (PE) lessons provide a unique opportunity for children to acquire these skills. The purposes of this study were to: (1) to describe the FMS performance of primary school children in China; and (2) to examine the effect of a PE-based intervention on children’s FMS. Methods: The 12-week PE-based intervention was conducted using a low organized games (LOG) approach. Children’s FMS was measured by the Test of Gross Motor Development-2 (TGMD-2). Participants were 560 children aged between 6–9 years old (grade one to three) from two primary schools in Chongqing, China. They were grouped into intervention group (with LOG program PE; n = 282) or control group (with regular PE; n = 278). Results: The results revealed significant interaction effect between group and grade on the locomotor skill score changes (F(1,554) = 22.31, p < 0.000), and object control score change (F(1,554) = 627.1, p < 0.000). There was no significant interaction effect between the intervention group and gender on locomotor skill (F(1,554) = 1.49, p = 0.223) and object control skill significant (F(1,554) = 743, p = 0.389). Conclusions: The present study supported the application of LOG approach in PE lesson as an effective intervention to enhance children’s FMS in China.
Journal Article