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Descriptive data from Time 2 by group and test results
Source publication
It is known that the practice of physical activity (PA) drops off drastically in late adolescence, during the transition to adulthood, leading to a deterioration in physical fitness among post-secondary students. Given the importance of the consequences of physical inactivity, interventions aimed at the sustained adoption of sufficient PA practice...
Contexts in source publication
Context 1
... addition, using variance analysis, participants were compared to non-participants at Time 2 in each of the three groups and on the basis of the variables contained in Table 2. No differences were found except for the number of minutes spent on studies outside of class for Group A, with non-participants spending 11 hours. ...Context 2
... pedagogical devices were compared, as described in Section 3.1. The results of the repeated-measures ANOVA and chi-square tests conducted are presented in Table 2. There was a difference in the average number of minutes of PA between the two measurement times in the three groups. ...Context 3
... chi-square test was performed on this variable and on the belonging group variable. Table 2 shows these results. ...Context 4
... chi-square test was performed on this variable and the belonging group variable. The results are presented in Table 2. ...Context 5
... the same intent question as the one contained in the GIQ was asked six months after the end of the intervention. The data presented in Table 2 indicate a greater intention of Group A to follow the WHO recommendations for PA practice. ...Context 6
... the results in Table 2 indicate at the outset that going beyond the behavior being questioned by having participants reflect on the benefits of that behavior is a sound strategy. Indeed, although the baseline QBE (Group B) led to a less drastic decrease in PA than the control group, Group A represents the only device that led to an increase in PA outside the school setting, as well as an increase in the intention to follow WHO recommendations for PA practice. ...Citations
... This showcases strong pedagogical skills, a sentiment echoed by the instructors who emphasize their responsiveness to student diversity and practical learning (Ní Chróinín et al., 2018;Surprenant & Cabot, 2023). Communication skills are deemed strong overall, with PE instructors excelling in clarity of explanations (Krahe et al., 2021). ...
Background: Effective education delivery relies on PE teachers’ abilities. Research indicates that students’ school performance significantly depends on the quality of PE teaching. Objectives: This study focused on assessing instructional capabilities in physical education. Specifically, it examined how school heads and teachers evaluated teachers’ abilities in content knowledge, pedagogical skills, communication, and professionalism. Additionally, the study compared assessments between the two groups. Methods: The study employed a descriptive research design involving 98 physical education teachers and 59 school heads from the Division of Batangas City. Data collection utilized a researcher-made questionnaire and interviews. Statistical analysis involved weighted mean and independent t-tests for data interpretation. Results: The assessment revealed valuable insights regarding PE teachers’ instructional capabilities. Administrators acknowledged strengths in lesson introduction and accurate content delivery. However, areas for improvement included integrating key elements and promoting higher-order thinking skills. PE teachers felt confident introducing lessons but recognized a need to refine performance demonstrations. Administrators praised diverse teaching methods but suggested creating more challenging experiences. Communication skills were positive, with room for improvement in grammatical accuracy. PE teachers expressed dedication to student physical education but identified a need for more decisive leadership in school-based activities. The findings highlighted specific improvement needs while emphasizing contrasting perceptions between administrators and PE teachers. Conclusion: The assessment found that physical education (PE) teachers are capable in delivering junior high school PE. However, they need familiarity with emerging trends to enhance instruction. School heads and PE teachers have differing views on instructional capabilities, attributed to assessment sources: administrators rely on scheduled observations, while PE instructors use self-assessment and daily teaching experiences.
Une myriade de résultats de recherche identifie la motivation comme étant un très fort prédicteur du comportement. Toutefois, la motivation ne suffit pas à engager l’individu dans le comportement souhaité. Dans le but de mieux comprendre par quel processus un individu maintient le contrôle sur un comportement motivé jusqu’à sa mise en action, la littérature portant sur le concept de contrôle comportemental a été consultée, révélant deux principales conceptualisations : celle du lieu de contrôle et celle de la perception du contrôle comportemental. Celles-ci ne concordent pas avec celle suspectée pas les autrices de la présente étude, à savoir la tendance à faire ce qu’on a prévu de faire. Dans cette optique, une courte échelle de type Likert a été élaborée pour confronter cette idéation à des items des deux conceptualisations repérées dans la littérature auprès d’étudiants francophones du postsecondaire. Les résultats de cette exploration initiale indiquent de bonnes qualités psychométriques aux quatre items de l’échelle de la tendance à s’activer (ETA). En découlent des propositions de démarches de validation supplémentaires pour affirmer la fiabilité de l’ETA. L’échelle est discutée en fonction des besoins qui ont justifié son élaboration et de son potentiel en termes de développement d’interventions pédagogiques.
The literature focuses more on healthy students, and the methodologies for organising
physical education lessons do not address in depth the problem of physically exempt students who,
with time, transform from exempt students into possible patients.
This research aims to develop the application "Info-Scutit-Efort" in physical educa-tion lessons to
facilitate learning, assessment of medically exempt students and their en-gagement in
directed/adapted effort recovery programs in the physical education lesson.
The research also aims to extend the use of the application to cover a broader range of needs. This
study highlights the usefulness of the "Info-Scutit-Efort" app to actively and consciously engage 55
medically exempt students (58.2% of the total and 42.8% partially) in physical education lessons.
The app, in an enhanced form, offers free and flexible access to different functionalities, in line with
all the content of the curriculum and the Medical Checklist, transformed into questions so that the
exempted student can access information about previously taught homework, homework taught in
real-time, or information about general or particular medical recommendations depending on the
diagnosis.
In the assessment section, students can access tasks and tests to assess their knowledge, and in the
self-assessment section, they can use tools to track their progress. The assessment provided by the
app after the session can give the student a grade for previously taught information if they access
the homework from the lessons covered, or it can provide a grade for the current assessment to test
active and conscious participation in the lesson just taught as well as information about the
indications, recovery programs, received from doctors for various conditions for which students
have received medical exemption.
The results of the simple linear regression analysis revealed that the relationship between the time
spent accessing the application (minutes = 18.60±4.821) and the grade received is significant (p
<0.05), with a regression coefficient of 0.241 and an R² of 0.762, which means that the time spent
accessing the application explains 76.2% of the variation in the grade received
p>The aim of this research is to determine 1) the condition of Peak Height Velocity in La Sagne Groupement athletes and Tugumuda Semarang U9-U11 athletes, 2) is there an effect of frequency and duration on Peak Height Velocity, 3) is there a difference in Peak Height Velocity between Swiss and Indonesia clubs. The research used a quantitative descriptive research type with a comparative research design. The sample consisted of 32 boys and girls. From the Swiss football club there are 11 players 9 boys and 2 girls (age 9.5 ± 0.4 years (M ± SD) ages 8 – 10 years) from La Sagne Groupement FC and 21 male players (ages 11.3 ± 0.6 (M ± SD) ages 10-12 years) from SSB Tugumuda. The results showed that 1) Peak Height Velocity conditions for La Sagne Groupement FC athletes were 16.3 ± 1.3 (Mean ± SD) and Peak Height Velocity conditions for SSB Tugumuda were 14.0 ± 0.5 (Mean ± SD). 2) There is an effect of frequency and duration on Peak Height Velocity with the results of multiple regression analysis for frequency and duration 0.000 < 0.05. 3) The PHV value for La Sagne Groupement FC is 16.3 and SSB Tugumuda is 14.03 with a significance value of 0.008 < 0.05, there is a difference in PHV between the La Sagne de Groupement and SSB Tugumuda groups. The conclusion of this research is that there are differences in the PHV condition of La Sagne Groupement and SSB Tugumuda U9-U11 athletes.</p
