It’s Not Me, It’s You: The Disconnect of Physical Education Teachers to Physical Activity in the Gym

Culpepper, Dean; Killion, Lorraine

doi:10.3390/sports3040302

Cited by 4 publications

(3 citation statements)

References 22 publications

(22 reference statements)

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“…Having considered the low level of physical and psychophysical training of IT students and the dynamics of deterioration over the years of training (Martinez-Lopez et al, 2019;Martinez-Lopez et a, 2012), as well as the negative influence of computer work on the health of IT-specialists, it has been recommended to intensify physical activity during academic classes for students in order to improve the level of general (basic) physical preparedness. That is also the view of other scholars (Culpeppe et al, 2015;Zhou et al, 2018;Martinez-Lopez et al, 2019). However, it should be kept in mind that strenuous physical activities do not contribute to the manifestation of cognitive abilities (Egger et al, 2018).…”

Section: Discussionsupporting

confidence: 75%

How to develop professionally important soft-skills for IT-professionals by means of physical education?

Андрес¹

2020

jhse

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Information on features necessary for productive professional work is interesting for both scientists and employers. Single systematized contradictory data don't allow to improve training programs, make effective training programs for IT-specialists for productive professional work. Goal -identify critical important, important and desirable professional qualities for IT-specialists, according to the data of literature determine the most important means of their effective development. Methods, participants, and organization. The study participants were 142 students who study at the university in the 3rd year and have experience in the specialty "information technology" for at least 2 years. Students evaluated soft-skills (on a 4-point system) by the degree of importance for the successful work of IT-professionals. The results were calculated in%, and the reliability of the discrepancies between neighbouring groups of indicators was determined using the χ2 criterion. Results. It has been determined that emotional intelligence is a crucial quality for IT professionals, as well as leading and desired skills. Whereas the leading skills are studying ability and strive for selfeducation and self-improvement; independent decision making and problem solving; establishing communication and team-working; creativity, attention to details, and adaptiveness. An adequate level of physical conditions and leadership are regarded as desirable. The level of importance of psychophysical parameters for IT professional's work efficiency has been determined. It has been determined, that means of physical activities as mental fitness (hatha yoga, Bodyflex and Pilates), sports games (and other measures for promote agility) have worked well in the development of cognitive qualities of students. To form professionally important skills, IT-specialists have been recommended to use aids to promote agility and mental fitness, to reinforce the workload on physical education sessions, increase the number of academic classes on physical education up to 3 per week, or supplement academic activities with sports. In professional literature, there has been found no datum on the type of motor activity that encourages forming a number of leading professionally important qualities.

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Section: Discussionsupporting

confidence: 75%

How to develop professionally important soft-skills for IT-professionals by means of physical education?

Андрес¹

2020

jhse

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“…As expected, the step counts were lower than those presented by partial research studies focused on dance PE lessons (2510-3047 steps) [37], team game lessons (59.8 ± 13.7 steps/min; 2691 steps/45 min PE lesson), or team game lessons (3668 ± 1133 vs. mixed activity lessons; 2759 ± 1183 steps/90 min PE lesson) [38,39]. In game-, fitness-, and skill-oriented lessons in secondary schools, Culpepper and Killion [40] observed on average 2454 ± 716 steps per PE lesson. However, comparisons of reported step counts in PE lessons are problematic due to the wearables used.…”

Section: Step Counts Of Boys and Girls In Pe Lessonsmentioning

confidence: 99%

Physical Activity Recommendations in the Context of New Calls for Change in Physical Education

Frömel

Vašíčková

Skalik

et al. 2021

IJERPH

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The current social, health, and educational changes in society require an adequate response in school-based physical activity (PA), including physical education (PE) lessons. The objective of this study was to identify the real average step counts of Czech and Polish adolescents during PE lessons, and propose recommendations for improving PE programs. This research was carried out in 143 Czech and 99 Polish schools. In the research, a total of 4911 adolescents aged 12–18 years were analyzed as part of teaching practice and 1827 in the context of habitual school practice. Steps were monitored using pedometers. The average step count per PE lesson was 2390 in Czech and Polish boys, while girls achieved 1851 steps. In both countries, boys were subject to greater physical strain in PE lessons compared to girls, both in teaching practice (F(4088,3) = 154.49, p < 0.001, ηp2 = 0.102) and school practice (F(1552,3) = 70.66, p < 0.001, ηp2 = 0.103). Therefore, the priority in PE lessons is to increase the amount of PA for girls, achieve the objectives of PE during PA, and use wearables to improve awareness of PA and improve physical literacy, as well as to support hybrid and online PE as a complement to traditional PE.

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“…The ecological systems have been likewise used over the years to study human behavior and performance (e.g. Darling, 2007;Tzeng & Gau, 2012;Culpepper & Killion, 2016;Rojas-Drummond, 2016;Walker, 2016;Eriksson, Ghazinour, & Hammarstrom, 2018). The theory has encouraged valid studies in contextual variations.…”

Section: Literature Reviewmentioning

confidence: 99%

Probing the Differences Caused by Cognitive Variables on LET Performance: An Embedded Mixed Method Study

Cahapay

2020

IJLTER

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The purpose of this study is to probe the differences caused by selected cognitive variables such as entrance test scores (ETS) and grade point average (GPA) on the performance of the graduates in the Licensure Examination for Teachers (LET). It entailed a causalcomparative embedded mixed method research design. The study followed a cohort of 42 purposively sampled graduates of Bachelor of Elementary Education (BEEd), College of Education (CoEd), Mindanao State University (MSU), General Santos City (GSC). Descriptive statistics and inferential statistics were used to determine the differences in the LET performance when grouped according to arbitrary categories of the cognitive variables. A presentation of case narratives and thematic analysis was further used to explore the significant differences. The result disclosed that the ETS of the graduates grouped as passed and conditional cause a significant difference in the LET performance. It further uncovered that the GPA of the graduates grouped as high, average, and low causes a significant difference in the LET performance. The qualitative probes revealed themes such as access to review materials, metacognitive strategies, motivational experiences, and efficacy to succeed. These themes provide explanatory context to the differences in the performance of the graduates in the LET. The implications are further discussed in the study.

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It’s Not Me, It’s You: The Disconnect of Physical Education Teachers to Physical Activity in the Gym

Cited by 4 publications

References 22 publications

How to develop professionally important soft-skills for IT-professionals by means of physical education?

How to develop professionally important soft-skills for IT-professionals by means of physical education?

Physical Activity Recommendations in the Context of New Calls for Change in Physical Education

Probing the Differences Caused by Cognitive Variables on LET Performance: An Embedded Mixed Method Study

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