Perceived Physical Competence Predicts Gains in Children’s Locomotor but Not Ball Skills across an Intervention

Palmer, Kara K.; Nunu, Michael A.; Scott-Andrews, Katherine Q.; Robinson, Leah E.

doi:10.3390/ijerph18115990

Cited by 4 publications

(3 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Learning model PJOK Suku Anak Dalam Sakai Riau Province based on activity play is valid, practical and effective in improving PJOK learning outcomes. On the other hand, researched on the development of the gross motoric model of kindergarten based on play activities on the character of kindergarten students, which is also valid, practical and effective in improving gross motor skills and character development of kindergarten students [37]- [39].…”

Section: Discussionmentioning

confidence: 99%

The Effect of Physical Activity-Based Physical Education Learning Model in the Form of Games

Gusril¹,

Rasyid²,

Komaini³

et al. 2022

saj

View full text Add to dashboard Cite

This study aims to determine the effect of the physical education learning model based on physical activity in the form of games for the Anak Dalam Sakai Tribe in the interior of Riau Province, Indonesia. This research begins with developing a product using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The research sample is 30 people. The data collection instruments were observation, documentation, questionnaires and tests for physical education (PE), sports and health (PJOK). Data were analyzed by qualitative and quantitative analysis. The results of the study can be concluded as follows: (1) The playing activities of the Orang Rimba in Sakai Riau Province are in the sufficient category; (2) The design of the PJOK learning model for the Suku Anak Dalam Sakai, Riau Province consists of a traditional game of dust ball, putting nails in a bottle, throwing and catching small balls, dragon snakes, rubber jumps, long jumps without a prefix and throwing the ball with a zig zag run; (3) The Suku Anak Dalam Sakai PJOK learning model based on valid and practical play activities; (4) The Suku Anak PJOK learning model in Sakai Riau Province based on valid, practical and effective play activities.

show abstract

Section: Discussionmentioning

confidence: 99%

The Effect of Physical Activity-Based Physical Education Learning Model in the Form of Games

Gusril¹,

Rasyid²,

Komaini³

et al. 2022

saj

View full text Add to dashboard Cite

show abstract

“…In primary education, cooperative activities in physical education may improve the class climate which, in turn, may result in better student engagement in the class and a climate where boys have been found to exhibit more positive attitudes toward girls [17]. The perception of physical competence may predict a child's gains in both locomotor and general skills [18]. When primary school students develop movement as a language, they can articulate both emotional intelligence and interpersonal skills [19,20].…”

Section: Cooperative Learning Gender and Inequalitiesmentioning

confidence: 99%

“…This definition, then, hints at the existence of different positions and strategies for psychomotor intervention. Broadly speaking, most authors today differentiate between two main lines of intervention: (a) instrumental, and (b) relational [18,19,22,23].…”

Section: Psychomotor Physical Educationmentioning

confidence: 99%

Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

et al. 2021

View full text Add to dashboard Cite

This manuscript deals with how cooperative learning in pre-school and primary education can be dimensionalized in terms of reducing gender differences and inequalities. In this study, formulated through instructional approaches delivered in four medium- to very high-complexity schools (the number of students with an immigrant background ranging from 30% to 100%), 376 pre-service teachers and 43 qualified teachers were asked to analyze the instruction that they gave to 1658 pre-school and primary students over two consecutive years. Instruction was defined in terms of contextualized physical education challenges that included cooperative psychomotor physical challenges, guided discovery activities and psychomotor problem-solving. The analysis was based on reflective narratives on both gender differences and inequalities, which evinced 792 comments regarding gender (618 by the pre-service teachers and 174 by the schoolteachers) and 627 comments for inequalities (363 by the pre-service teachers and 264 by the schoolteachers). The analysis produced categories based on critical reflection—on both individual and classroom scales—from the pre-service teachers and the schoolteachers. Each of the cooperative learning dimensions, i.e., positive interdependence, individual accountability, promotive interaction, social skills, and group processing, were investigated to produce a set of principles and competencies that best promoted education for sustainable development. The research produced 42 principles that operated under the tenet of leave-no-one-behind, with positive interdependence and promotive interaction providing the higher number of principles that are best suited to tackle, through cooperation processes, equity and inclusivity issues in pre-school and primary education classrooms.

show abstract

SKIPping With PALS: Exploring Parental Engagement in a Motor Intervention for Their Preschool Children

Brian

Miedema

Starrett

et al. 2022

Research Quarterly for Exercise and Sport

View full text Add to dashboard Cite

Perceived Physical Competence Predicts Gains in Children’s Locomotor but Not Ball Skills across an Intervention

Cited by 4 publications

References 53 publications

The Effect of Physical Activity-Based Physical Education Learning Model in the Form of Games

The Effect of Physical Activity-Based Physical Education Learning Model in the Form of Games

Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

SKIPping With PALS: Exploring Parental Engagement in a Motor Intervention for Their Preschool Children

Contact Info

Product

Resources

About