A Comparison of Motivation and Physical Activity Levels Between a Sport Education Season and a Hybrid Sport Education and Cooperative Learning Season

Rocamora, Irene; Casey, Ashley; González-Víllora, Sixto; Arias-Palencia, Natalia María

doi:10.1123/jtpe.2021-0077

Cited by 7 publications

(11 citation statements)

References 48 publications

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“…Some previous studies have investigated the moderators that can increase or decrease students' MVPA, including teacher behavior (Escriva-Boulley et al, 2018;Van Doren et al, 2021), the number of players (Roure et al, 2022), pedagogical strategies (Roure et al, 2022;Wang and Wang, 2018), and teaching models (i.e. Sport Education; Rocamora et al, 2019Rocamora et al, , 2022. More precisely, Rocamora et al (2022) showed that when a learning sequence of Sport Education was hybridized with cooperative learning, students' MVPA decreased.…”

Section: Mvpa In Pe and The Jigsaw Methodsmentioning

confidence: 99%

“…Sport Education; Rocamora et al, 2019Rocamora et al, , 2022. More precisely, Rocamora et al (2022) showed that when a learning sequence of Sport Education was hybridized with cooperative learning, students' MVPA decreased. This result could be explained by the frequent rotation of students' roles within the Jigsaw method.…”

Section: Mvpa In Pe and The Jigsaw Methodsmentioning

confidence: 99%

“…Some studies have shown differences between boys and girls in a cooperative context (Ennis, 1999; Enright and O'Sullivan, 2010; Goodyear et al, 2014; Hastie, 1998; Hoyenga and Hoyenga, 1993; Oliver et al, 2009; Rocamora et al, 2022). For example, Hoyenga and Hoyenga (1993) showed that girls have more positive attitudes toward cooperation than boys.…”

Section: Sex Differences In Pe Pa and The Jigsaw Methodsmentioning

confidence: 99%

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The effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation

Drouet

Margas

Cece

et al. 2023

European Physical Education Review

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Jigsaw is an attractive cooperative method for implementing physical education (PE). However, Jigsaw is a demanding method for students and teachers and requires time. Thus, the time required for the implementation of Jigsaw is important with respect to its potential effects on students. Previous findings regarding the effects of Jigsaw on students’ learning in the educational field have been inconsistent, and the consequences of the method on students’ engagement remain understudied. In PE, differences between boys and girls are well known, notably with respect to their engagement in physical activity (PA). The purpose of this study was to investigate the effect of Jigsaw on moderate to vigorous PA (MVPA) in PE classes in light of student sex and habituation (through one sequence and during several sequences). Overall, 254 secondary school students participated in the study. MVPA was measured during the third and sixth lessons of three different PE sequences during a school year. Linear mixed model analyses were performed while controlling for the type of activity taught in PE and the class. The results showed that the Jigsaw condition was associated with smaller sex differences than the control condition. Moreover, differences between the two conditions decreased with habituation through one sequence in favor of Jigsaw but not through three sequences. The results suggest that Jigsaw could be used to reduce inequalities between girls and boys in PE and that long sequences based on a specific activity seem to be preferable to successive sequences involving various activities.

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Section: Mvpa In Pe and The Jigsaw Methodsmentioning

confidence: 99%

Section: Mvpa In Pe and The Jigsaw Methodsmentioning

confidence: 99%

Section: Sex Differences In Pe Pa and The Jigsaw Methodsmentioning

confidence: 99%

See 1 more Smart Citation

The effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation

Drouet

Margas

Cece

et al. 2023

European Physical Education Review

View full text Add to dashboard Cite

show abstract

“…By capitalizing on the diverse perspectives and expertise within the group, students not only deepen their understanding of sports-related concepts but also develop essential communication, leadership, and teamwork skills essential for success both on and off the field. Moreover, the integration of reflective practices within active learning frameworks serves to enhance metacognitive awareness and self-regulation among students [2]. Through structured reflection activities, such as journaling, debriefing sessions, or selfassessment exercises, learners are encouraged to critically evaluate their own learning processes, identify areas for improvement, and set meaningful learning goals.…”

Section: Active Learning Strategiesmentioning

confidence: 99%

Revolutionizing Sports Education: Harnessing Innovations and Technology for Enhanced Learning

2024

LNEP

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This paper explores cutting-edge innovations in sports education, focusing on active learning strategies, the flipped classroom model, gamification, differentiated instruction, and the integration of technology. Active learning methodologies, such as problem-based learning and cooperative learning, engage students in critical thinking and collaborative problem-solving, while the flipped classroom model prioritizes experiential learning and learner autonomy. Gamification principles add elements of competition and rewards to enhance motivation and engagement, while differentiated instruction tailors learning experiences to individual student needs. Furthermore, technology integration, including virtual reality simulations, wearable technology, and online learning platforms, revolutionizes sports education by providing immersive experiences, real-time performance monitoring, and personalized learning pathways. Through a comprehensive review and analysis, this paper elucidates the transformative potential of these innovations in optimizing student learning outcomes and preparing athletes for success both on and off the field.

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“…Online lectures carried out for a long time will keep students in a static state; thus, this condition can give students less space to move, which increases the risk of stress (Camargo et al, 2020;Lestari et al, 2021). Face-toface learning activities can lead students to focus on the impact of personal relationships with family and friends, feelings and emotions, and experiences of stress and anger that can impact mental health (Rocamora et al, 2023). Embedding socially relevant learning activities into school content, organization, and curriculum can help increase students' sense of enjoyment, participation, and achievement, which is essential for increasing knowledge and awareness about mental health (Haycock et al, 2020;Liao et al, 2023;Rodríguez Macías et al, 2021).…”

Section: Graph 1 Comparison Between Physical Activity and Stress Levelsmentioning

confidence: 99%

Exploring stress levels and physical activity patterns: A comparative analysis of blended and conventional learning methods

Yuliawan,

Suhartini,

Yanto

et al. 2023

j. Sport Area

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Changes in learning methods cause a crucial decrease in physical education needs and time of involvement in physical activity, which can affect individual stress levels. The objective of this study was to find out the comparison of physical activity patterns and stress levels between blended versus conventional learning methods. This study used quasi-experimental with a posttest-only approach with a control group design. The total subjects were 160 sports students from Universitas Jambi, who were divided into two groups (Experiment and Control) with average age of 21.69 ± 1.33 years, weight of 55.74 ± 6.48 kg, height of 170.10 ± 5.51 cm, and BMI of 21.06 ± 2.77 kg/m2. The results showed that the blended learning group had a lower level of physical activity when compared to their respective conventional groups. Furthermore, the stress level in the blended learning group had a moderate stress while the conventional group had a low-stress. Thus, the research findings have answered the question that physical activity can affect an individual’s stress level, and conventional learning methods are still the best method compared to blended learning methods. This finding can be used as a reference, especially for educators, both lecturers and teachers in schools, to be able to take a spiritual approach and invite students to do activities they like, such as exercise and recreation, to trigger a sense of enthusiasm in students to continue to improve their fitness degree. Therefore, this will have an impact on mental health, which can affect student stress levels much lower.

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A Comparison of Motivation and Physical Activity Levels Between a Sport Education Season and a Hybrid Sport Education and Cooperative Learning Season

Cited by 7 publications

References 48 publications

The effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation

The effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation

Revolutionizing Sports Education: Harnessing Innovations and Technology for Enhanced Learning

Exploring stress levels and physical activity patterns: A comparative analysis of blended and conventional learning methods

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