Effective Classroom Management in Physical Education: Strategies for Beginning Teachers

Grube, Dan; Ryan, Stu; Lowell, Sarah; Stringer, Amy

doi:10.1080/07303084.2018.1503117

Cited by 15 publications

(10 citation statements)

References 7 publications

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“…Although the results show that students are most of the time with attention to something related to the theme of the class, there is also a percentage of the time that they are not. In order to combat this attentional lapse, teachers must try other strategies to expose the information and «guide» students' attention, as stated in Ladewig (2017) and Grube, Ryan, Lowell, and Stringer (2018). In addition, the feedback given by the teacher are equally important for better learning, so researchers like Wulf, Chiviacowsky, Schiller and Avila (2010), Wulf (2013), Kim, Jimenez-Diaz, and Chen (2017) and Tsetseli , Zetou, Vernadakis and Mountaki (2018), concluded that the feedbacks directed to an external focus show more benefits and development in completing the task or exercise, than the internally focused group.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…In a recent study, students' attention was evalueted at various times of a Physical Education class during practice of individual sports, namely athletics and gymnastics, in order to find statistical significant between those sports attentional profile. More research on attention and students thinking are required, new ways to capture their attention (eg: teaching strategies or presentation of the contents) (Grube, Ryan, Lowell, & Stringer, 2018) and give the most appropriate feedback to students to develop their motor skills (Ladewig, 2017), its performance (Greeff, Bosker, Osterlaan, Visscher, & Hartman, 2018), their academic performance (Batista, Lercas, Ferreira, Taborda, & Faustino, 2016;García-Fraile, Tejero González, Esteban-Cornejo, & Veiga, 2019), among others.…”

Section: Introductionmentioning

confidence: 99%

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Attention in physical education classes: Differences between colletive sports (Atención en las clases de educación física: diferencias entre deportes colectivos)

Santos

Petrica

Serrano

et al. 2019

Retos

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Attention is considered an important mediator variable in the teaching / learning process, because of that, the scientific community made several investigations in order to understand what students are thinking, what strategies are best to captivate their attention and the type of instructions and/or feedback to develop students’ performance in achieving motor skills. In this research we tried to find differences in attentional profiles, of students during the practice of football and basketball at different moments of a Physical Education class. The sample consists of 156 students of both genders (84 females and 72 males), between 12 and 16 years old ( of 3rd Primary School (7th, 8th and 9th grade) to which a questionnaire was applied, ATEST- EF (Petrica 2010). Questionnaire which students had to point out what they were thinking at certain time of the Physical Education class. This was applied in team sports (football and basketball). In descriptive terms we found that students are in general aware of the task, information and behavior, and there are a few differences between the percentages between them, but from the test Chi_Square we found no statistical differences between the different moments of the Physical Education class. We concluded that, in this sample we didn’t verified the importance of attention and students focus in the different moments of team sport’s practiceResumen: La atención se considera un mediador importante en el proceso de enseñanza / aprendizaje, por lo que ya se han llevado a cabo varias investigaciones para percibir los pensamientos de los alumnos, las estrategias para atraer su atención y el tipo de instrucción y / o feedback que se debe dar a los alumnos para desarrollar el rendimiento en la realización de habilidades motoras. En esta investigación, tratamos de encontrar diferencias en los perfiles de atención de los estudiantes durante la enseñanza de deportes colectivos (fútbol y baloncesto), en varios momentos de la clase de Educación Física. La muestra estuvo compuesta por 156 estudiantes de ambos sexos (84 mujeres y 72 hombres), con edades comprendidas entre 12 y 16 años (x ̃ = 14,9 ± 1,3), de la 3ra escuela primaria (7º, 8º y 9º grado) a la que se aplicó un cuestionario, ATEST-EF (Petrica 2010), en el que los estudiantes tendrían que indicar que estaban pensando en ciertos momentos de la clase de Educación Física, este se aplicó en las modalidades deportivas como el fútbol y el baloncesto. En términos descriptivos, encontramos que los estudiantes generalmente están atentos a la tarea, la información y el comportamiento, y hay algunas diferencias porcentuales entre las dos modalidades, pero a partir de la prueba Qui_Square, no encontramos diferencias estadísticamente significativas entre los diferentes momentos de la clase en las modalidades deportivas colectivos. Por lo tanto, se apoya que, en esta muestra, no se verificó la importancia de los momentos diferenciados en relación con la atención y en qué se enfocan los estudiantes.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Attention in physical education classes: Differences between colletive sports (Atención en las clases de educación física: diferencias entre deportes colectivos)

Santos

Petrica

Serrano

et al. 2019

Retos

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“…In this way we remember the importance of improving the forms of intervention of teachers in physical education classes to develop strategies to give more time to students in order to increase motor commitment. One way to monetize the time it is the quality and quantity of information provided to students, «using» students to help on organization of the lecture material, between these and others, it is possible to adapt certain aspects to retain students' attention (Grube, Ryan, Lowell, & Stringer, 2018).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

The attention of students during physical education class based on academic performance (La atención de los estudiantes durante la clase de educación física basada en el rendimiento académico)

Santos

Petrica

Serrano

et al. 2020

Retos

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Abstract. Attention is an important variable that can dictate the success and failure of an activity or task. This variable is characterized by the ability to direct cognitive resources to a given situation. The purpose of this research was to find patterns in the students' attention profiles, according to their academic achievement, during the physical education class and in different sports. We used the ATEST-EF questionnaire (Petrica, 2010) in which students had to answer the question "What were you thinking the moment you heard the signal?" The study involved 156 students from the 3th cycle of basic education, aged between 12 and 16 years old ( 16vó"> = 14,7 ± 1,3) evaluated in four different sports taught in the discipline of physical education (athletics, gymnastics, basketball and football), and in four moments of the class. Considering our variables, we used Chi-Square and Kruskal-Wallis statistical tests. The results show that task attendance holds the highest percentage values throughout the class in relation to the remaining categories, regardless of their academic performance and sport, but we observed that students with satisfactory and good academic performance have more stable values of attention regarding the students with less academic performance. We found statistical significance at the end of the class between students with good academic performance and affective attention, and among students with lower academic performance and attention to other things. Subsequently, we used the same classification to compare the profiles of attention among the four mentioned sports. We observed some patterns between team and individual sports, but did not find statistically differences, however the results suggest a positive relationship between attention and academic performance.Resúmen: La atención es una variable importante que puede dictar el éxito y el fracaso de una actividad o tarea. Esta variable se caracteriza por la capacidad de dirigir recursos cognitivos a una situación dada. El propósito de esta investigación fue encontrar patrones en los perfiles de atención de los estudiantes, de acuerdo con sus logros académicos, durante la clase de educación física y en diferentes deportes. Utilizamos el cuestionario ATEST-EF (Petrica, 2010) en el que los estudiantes tenían que responder la pregunta "¿Qué estaba pensando en el momento en que escuchó la señal?" En el estudio participaron 156 estudiantes del tercer ciclo de educación básica, con edades comprendidas entre 12 y 16 años (= 14,7 ± 1,3) evaluados en cuatro deportes diferentes que se imparten en la disciplina de educación física (atletismo, gimnasia, baloncesto y fútbol), y en cuatro momentos de la clase. Considerando nuestras variables, utilizamos las pruebas estadísticas Chi-Square y Kruskal-Wallis. Los resultados muestran que la asistencia a las tareas tiene los valores porcentuales más altos en toda la clase en relación con las categorías restantes, independientemente de su rendimiento académico y deporte, pero observamos que los estudiantes con un rendimiento académico satisfactorio y bueno tienen valores de atención más estables con respecto a los estudiantes con Menos rendimiento académico. Encontramos significación estadística al final de la clase entre estudiantes con buen rendimiento académico y atención afectiva, y entre estudiantes con bajo rendimiento académico y atención a otras cosas. Posteriormente, utilizamos la misma clasificación para comparar los perfiles de atención entre los cuatro deportes mencionados. Observamos algunos patrones entre el equipo y los deportes individuales, pero no encontramos diferencias estadísticas, sin embargo, los resultados sugieren una relación positiva entre la atención y el rendimiento académico.

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“…4 Young people should think about nutrition and wellness and take responsibility now and in the future for PA. 5 Children will typically establish optimistic PA habits and their value for a healthy and fulfilling lifestyle. 6 The integrated curriculum supports the creation of comprehensive education as well as standardized curriculum. 7 The program should be tailored to the needs of students and represent its consistency, quality and fairness as a key element in the school growth and reform phase.…”

Section: Introduction To Physical Education (Pe) Using Computer Evaluation System and Basketball Playingmentioning

confidence: 99%

Physical education teaching for saving energy in basketball sports athletics using Hidden Markov and Motion Model

Ning

Han

Crespo

et al. 2020

Computational Intelligence

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A new trend of schooling is characterized by long-term learning and driven by technological, social, and cultural developments. This trend means that physical education (PE) and sports science must be strengthened. Although PE and sports are practical activities, specialists can make use of modern teaching technologies. Basketball is intended to develop the skills and understanding of movement and protection and its ability to take use of an active and healthy lifestyle in a variety of activities. Therefore, a survey suggested that, energy is valuable part in PE, especially more energy is increased by playing basketball. Hence this study concentrates on Hidden Markov hybridised with Motion Model (HM-HMM), to save energy through the habit of playing basketball. The secret of HM-HMM is computer evaluation system, particularly useful for the calculation of mastery of the academic knowledge of a collection of information points in pathways in PE in colleges to approximate and infer difficulties and unknown properties according to the observed variables. This article introduces a motion model which is more practical based on studies for player movement to save energy.

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Effective Classroom Management in Physical Education: Strategies for Beginning Teachers

Cited by 15 publications

References 7 publications

Attention in physical education classes: Differences between colletive sports (Atención en las clases de educación física: diferencias entre deportes colectivos)

Attention in physical education classes: Differences between colletive sports (Atención en las clases de educación física: diferencias entre deportes colectivos)

The attention of students during physical education class based on academic performance (La atención de los estudiantes durante la clase de educación física basada en el rendimiento académico)

Physical education teaching for saving energy in basketball sports athletics using Hidden Markov and Motion Model

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