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1.
Donald E. Campbell 《Research quarterly for exercise and sport》2013,84(3):456-462
Abstract A group of 199 college males completed the Wear physical education attitude inventory. The responding subjects were subsequently classified according to the size of the high school attended, the college of matriculation, and the physical education class in which they were currently enrolled. No significant variations in attitude scores toward physical education were found within the subgroups of each of the three classifications. However, a significant difference in attitude scores was found between the responses to the four categories of items of the inventory. A significant variation in response was obtained between the subset formed by the physiological and the social items and the subset created by the mental-emotional and general items of the Wear attitude inventory. 相似文献
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湖北省高校大学生体育学习兴趣的调查研究 总被引：4，自引：0，他引：4
体育学习兴趣对学生的学习起着促进、调节、补偿和催化的作用,直接影响着体育教学和课外活动效果。本文运用问卷对湖北省几所高校的学生进行调查,分析学生的体育学习态度、兴趣爱好、体育学习动机、导致学生体育学习兴趣下降的原因,并论述了培养学生体育学习兴趣的几点措施,即从体育学习评价、体育教学内容、体育教师能力素养、体育场地器材等几方面入手来采取措施,调动学生的学习积极性,培养其体育学习与锻炼的兴趣,提高体育教学效果。 相似文献
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Matti Tainio 《Sport in Society》2019,22(5):846-860
AbstractThe customary view of today’s recreational physical activities turns the human movement into a rational practice that is pursued for practical reasons only: for health, vitality, stamina and longevity. This prevalent point of view affects the understanding of the ends, content and quality of physical activities and it creates a bias where the biological, physiological and medical characteristics of physical activities are emphasized while the sensuous, experiential and creative aspects are suppressed. This results in a partial understanding about the significance of human movement in contemporary culture. The article analyses the reasons for this distorted view of physical activity and formulates a rationale for the aesthetic justification for the contemporary way of being active. In addition, the article explores on the role of the (aesthetic) experience in contemporary physical activities as well as examines the possibilities of change the aesthetic justification can provide the physical activity. 相似文献
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Kevin Mercier Corinne Donovan Anne Gibbone Kimberly Rozga 《Research quarterly for exercise and sport》2017,88(3):307-315
Purpose: A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). Method: Three cohorts of students (Cohort 1, Grades 4–6, n = 96; Cohort 2, Grades 5–7, n = 71; and Cohort 3, Grades 6–8, n = 73) were each followed for 3 years to examine changes in attitudes toward physical education. Results: After an initial increase from Grade 4 to Grade 5, a significant decrease was observed from Grades 5 to 8 in students’ positive attitudes toward physical education, with a faster rate of change for girls than boys. Conclusion: This longitudinal study provides further insights regarding the attitudes of students as they progress from Grade 4 to Grade 8 and expands on previous findings identifying decreasing positive attitudes toward physical education as students age, particularly for girls. The results provide evidence to support targeted interventions. 相似文献
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Nancy J. Mista 《Research quarterly for exercise and sport》2013,84(1):166-174
Abstract A revision of the Plummer attitude inventory and a background information questionnaire were administered to 1,126 freshman college women enrolled in the private four-year colleges in Iowa in September 1964. Attitude scores were determined and comparisons were made on the basis of background information. Significant differences in attitude toward physical education were found between those earning interscholastic athletic letters and those not earning letters, those participating in organized physical activity programs outside of school and those not participating in such programs, those from farms and those from cities, those from small high school graduating classes and those from large high school graduating classes, those who chose teaching careers and those who chose other careers, those who ratedselves above average in physical skills and those who ratedselves below average in physical skills, and those who enjoyedr high school physical education programs and those who did not. Significant differences did not exist between those who had physical education in high school and those who did not, those who had a woman teachingr high school physical education classes and those who had a man, those who took physical fitness tests and those who did not, those who attended parochial high schools and those who did not, those from small towns and those from cities, those who had physical education two hours or less a week and those who had physical education four hours or more a week, and those from Iowa and those from other states. 相似文献
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John G. Van Vorst Janet Buckworth Craig Mattern 《Research quarterly for exercise and sport》2013,84(1):113-117
Abstract The criteria generally accepted for constructing attitude scales were followed in the construction of each of these two scales of attitude toward physical education. Standards of equivalence were also set up and followed in “equating” the two forms. The forms are proposed for use in appraising attitude changes resulting from brief experiences such as listening to a talk on physical education, watching a demonstration, viewing a film, or taking part in some activity. The two thirty-statement forms are given at the end of the article. 相似文献
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Purpose: This study was situated within a longitudinal study of 5 teachers examining the realities of teaching physical education by determining the impact of individual dispositions and contextual factors on the career trajectories of postprimary physical education teachers in Ireland (Iannucci & MacPhail, 2017). One of these participants, Jane, was examined in this study to gain a greater understanding of the realities and tensions experienced by a postprimary teacher enacting 2 distinct sets of role expectations when teaching physical education and another school subject concurrently. Method: Data reported in this article were collected through a semistructured interview and living graph. An interpretative framework was used for analysis, assessing Jane’s perceived meanings of the identified critical incidents in relation to role theory. Results: Teachers timetabled with physical education and another subject concurrently may be expected to navigate and negotiate 2 distinctly different roles within the school community causing difficulty in assuming both roles simultaneously. Short narratives were used to convey 2 themes: (a) role prioritization and (b) role performance. Conclusion: The study results suggest that the already complex and multifaceted role of a school teacher (Richards, Templin, Levesque-Bristol, & Blankenship, 2014) seems to be further complicated when teachers are tasked with simultaneously teaching physical education and another school subject. With the presence of a role conflict management strategy such as role prioritization (Stryker, 1968), one can presume that teachers who are tasked with teaching physical education and another school subject may experience some level of role conflict. 相似文献
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Barbara L. Drinkwater 《Research quarterly for exercise and sport》2013,84(4):575-580
Abstract An attitude inventory was developed for the purpose of determining the attitudes of high school girls toward physical education as a career for women. Likert's technique of scale construction was selected for use in this study. Statements covering aspects of the physical education profession as they apply to women were prepared according to recommended criteria. Each statement was subjected to statistical analysis in order to eliminate those which were ambiguous or which had poor discriminatory power. Following the use of the split-half method for determining reliability, the statements were divided into two equivalent forms of the inventory. 相似文献
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ABSTRACT To compare demands of national netball umpires between levels of competition, 22 Netball New Zealand high-performance umpires participated in this investigation. These included from highest to lowest standard: 9 × semi-professional ANZ Championships (ANZC); 6 × National A Squad (NZA); and 7 × National Development Squad (DEV). Physical (global positioning system tri-axial accelerometry), physiological (heart rate) and technical (video analysis) demands were determined for 48 (16 per group) umpire match performances. Level of competition had no significant effect on physical or mean physiological demands. However, ANZC umpires spent a lower proportion of time at low heart rates compared to DEV, and a greater proportion of time at high, rather than moderate, heart rates compared to NZA. Compared to lower standard umpires, ANZC spent lesser proportions of time standing but greater proportions of time walking backwards and sideways, and turning to change direction. Furthermore, ANZC umpires spent lower proportions of time jogging, but greater proportions of time sprinting compared to DEV. Finally, ANZC umpires spent longer mean durations than DEV on the goal third side line. As such, the difference in demands experienced by national netball umpires between levels of competition is more technical than physical or physiological. 相似文献
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《European Journal of Sport Science》2013,13(8):839-846
AbstractThe aim of this experiment was to analyse the consequences of changing attitudes related to doping through thoughtful versus non-thoughtful processes. Participants were young soccer players. They received a persuasive message either against or in favour of the legalisation of several doping behaviours in soccer (e.g., the use of anabolic androgenic steroid – AAS), and participants' level of elaboration (i.e., deliberative thinking) was manipulated in two different experimental (high vs. low) conditions. Attitudes towards the legalisation proposal were assessed immediately following the message and one week later. Results showed attitude change was a function of message direction and was relatively equivalent for both high and low elaboration participants immediately after reading the message. That is, those who received the message against legalisation showed significantly more unfavourable attitudes towards the proposal than did those who received the message in favour of legalisation regardless of the extent of elaboration. However, attitude change was found to be persistent only for high elaboration participants one week after message exposure. In the present paper, we discuss implications of changing attitudes related to doping depending on whether the change occurred through psychological processes that require either extensive or small amounts of deliberative thinking and elaboration. 相似文献
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Tim J. Gabbett 《Journal of sports sciences》2013,31(10):1125-1138
Abstract In this paper we report on two studies that investigated the physical demands of professional rugby league match-play. Instudy one, National Rugby League (NRL) and National Youth Competition (NYC) players underwent global positioning system (GPS) analysis during competitive matches. No differences (P > 0.05) were observed between playing standards for minutes played, total distance covered, or the distances covered at low and high speeds. However, NRL players engaged in significantly more repeated high-intensity effort bouts than NYC players (13.1 ± 0.8 bouts vs. 9.7 ± 1.1 bouts). Reductions in physical performance occurred from the first to second half for both NRL and NYC players. In study two, we investigated, in the same players, the physical demands of professional rugby league match-play when players were competing in trial and regular fixture matches. The locomotor demands of trial matches were lower than fixture matches, with players covering less distance per minute of match-play, including less distance at low and high speeds. Players were also less likely to engage in repeated high-intensity effort bouts in trial matches than fixtures. These findings demonstrate that neither NYC matches nor NRL trial matches adequately reflect the intense physical demands of NRL fixture matches. 相似文献
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目的： 分析比较体育教学中低频15次、中频30次,以及高频60次的睫状肌训练对八年级学生视力所产生的不同影响方法： 在体育课中分别对3个实验组进行低频15次、中频30次、高频60次睫状肌训练,测量并分析干预前后实验组与对照组学生的裸眼远视力与动态视力结果： (1)低频15次组学生的裸眼远视力与动态视力无显著性变化;(2)中频30次组学生的动态视力在干预后显著上升,裸眼远视力的提高无显著性差异;(3)高频60次组学生的裸眼远视力与动态视力在干预后均显著上升;(4)对照组学生的裸眼远视力与动态视力呈下降趋势结论： 体育教学中嵌入不同频次的睫状肌训练对八年级学生视力水平的影响不同,其中60次高频训练对裸眼远视力改善效果最佳,30次中频训练对动态视力的改善效果更好,15次低频训练能够基本维持学生裸眼远视力和动态视力的原有水平。在体育教学中进行睫状肌训练能够有效延缓近视的发展速度,促进学生视力水平发展。 相似文献
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AbstractThis paper examines how missionary educational institutions and Young Men’s Christian Association physical education and sport programmes, in conjunction with the nation-building project of the Nationalist government, transformed and modernized physical education and sport in China from 1840 to 1937. The concepts of cultural imperialism and nationalism are central to this study, to understand how the two interacted in the process of the development of modern physical education and sports in China. This paper argues that the cultural imperialism model is ineffective for an understanding of the impact of missionaries on Chinese society and the subsequent transformation and indigenization of physical education and sport in modern China. More precisely, the way in which Chinese nationalism played an active role in resisting, selecting, and reshaping the cultural products (modern physical education and sport) evidences a process that was an active negotiation, rather than a passive consumption, of Western culture. This said, Christian physical education and sport programmes had long-lasting effects on how physical education and sports became the way to define ‘modern’ bodies as they were incorporated into the wider education programme of modernizing China under the Nationalist government. 相似文献
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Ewout A. Timmerman Geert J. P. Savelsbergh Damian Farrow 《Research quarterly for exercise and sport》2019,90(2):180-189
Purpose: The purpose of this study was to determine the influence of eight different small-sided games (SSG) on physical, technical, and decision-making demands of training environments in U14 field hockey. Methods: A total of 13 participants played eight different training games consisting of two 7.5-minute halves, where number of players (three per side or six per side) and/or field characteristics (normal game, cage hockey game, possession game, and two-goals game) was manipulated. Match performance was determined by using notational analysis, and physical demands were determined by using GPS analyses. Results: Findings revealed that lowering the number of players increased the number of technical actions performed per player and the physical demands of the SSG. Findings of the field characteristics manipulation revealed that the possession game forced players to control the ball more as a team, which resulted in more passes (+4.82 passes) and fewer dribbles (?1.48 dribbles) and tackles (?0.69 tackles) compared to the normal game. The two-goals game led to players scoring more goals (+0.61 goals) compared to the normal game, while the cage hockey game increased passing (+1.46 passes) and physical demands (+7.32 meters per minute) compared to the normal game. Conclusion: It can be concluded from these findings that coaches and trainers are able to promote a change in playing behavior, and in turn the development of skills, by manipulating specific constraints of the training environment. 相似文献
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Abstract The effects of six weeks of physical education on the negative impulse behavior of second grade children in a “difficult class” and a “usual class” were studied. The instruments used were teacher rating and observation. The results showed that physical education significantly reduced the number and severity of observed impulse behavior in the difficult classroom, although the numbers of individuals involved remained relatively the same; the teacher ratings of the children's behavior did not significantly change as a result of physical education but some tendencies, both positive and negative, were evident. Physical education did not significantly change the usual class in terms of either observed behavior or teacher ratings. 相似文献
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Using Fullan's (1982) The Meaning of Educational Change (Toronto, OISE Press) multidimensional framework, this paper discusses the problems of curriculum change by examining the subjective experiences of physical education teachers. The discussion was based on interviews with teachers who were involved in a study to change health behaviors of high school students. Although no discernable changes in behavior were observed, the explanations for the results, as reported by the teachers, have provided insights of greater importance. Two physical education classes consisting of boys and girls aged between 11 and 13 years from 20 secondary schools were selected for pre-test and post-test measurements. The data collected included a survey, direct observation, heart rate monitoring and motion sensoring. A teacher-designed modification of the physical education curriculum was used as an intervention as it was specifically aimed at increasing activity. A debriefing of teachers in the experimental group indicated that they considered the teacher-designed lesson guide to be valuable. However, when the teachers were faced with implementing change in their physical classes, they (like the researchers) underestimated the situational and personal-social factors that prevented untested ideas from being transformed into firm beliefs and values. The findings confirmed the predictions of a multidimensional model of educational change, which indicated that, when challenged, technological and material innovations are more easily changed than attitudes, beliefs and values held by teachers. 相似文献
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《European Journal of Sport Science》2013,13(4):367-383
Abstract The academic study of sport and exercise science has expanded greatly into the arena of public health over the past 20 years or more and Europe has played a significant role in this. It is opportune to review evidence concerning ways to change population levels of physical activity for health. This paper summarises such evidence by using a lifespan approach with physical activity behaviour change for children and adolescents, adults and older adults. Correlates of physical activity are identified and the outcome of interventions is discussed. Intervention success has been variable often due to weak fidelity and short-term implementation, and process evaluation is missing from many such studies. Nevertheless, evidence points to possible behaviour change across all age groups and through multiple settings, including schools, worksites and the community. 相似文献
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Javier Horcajo David Santos Joshua J. Guyer Lorena Moreno 《Journal of sports sciences》2013,31(24):2835-2843
ABSTRACTResearch has shown that athletes’ attitudes towards the use of banned performance-enhancing substances are reliable predictors of their intentions to use these substances, which in turn can be relevant predictors of their actual doping behaviours. Despite the important role played by attitudes and intentions in doping, research analysing how to change those attitudes and intentions is relatively scarce. The present study examined how individual differences in Need for Cognition (NC, Cacioppo & Petty, 1982) influenced doping-related attitude change and subsequent behavioural intentions. Participants were randomly assigned to read a persuasive message either against or in favour of legalising the use of several banned substances, including anabolic androgenic steroids (AAS) and Erythropoietin (EPO). In addition, participants completed the NC scale, and finally reported their attitudes and behavioural intentions regarding the legalisation proposal. As hypothesised, results showed that participants who received an anti-legalisation message had significantly more unfavourable attitudes towards the proposal than participants who received a pro-legalisation message, regardless of NC. However, as predicted, NC moderated the relationship between individuals’ attitudes and their intentions. That is, high-NC participants showed greater attitude-intention correspondence than low-NC participants. 相似文献
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Sharon R. Phillips Kevin Mercier Sarah Doolittle 《Physical Education & Sport Pedagogy》2017,22(4):364-377
Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education.
Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.
Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.
Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.
Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting. 相似文献