Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction

Rocamora, Irene; González-Víllora, Sixto; Fernández-Río, Javier; Arias-Palencia, Natalia María

doi:10.1080/17408989.2018.1561839

Cited by 48 publications

(52 citation statements)

References 38 publications

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“…This low percentage could be explained by the characteristics of the sample in this study, which were amotivated students and, as a result, PA levels could have been lower than with students with other motivation to PE. On the other hand, the results in the study of Rocamora et al (2019) showed similar levels of MVPA to the results in this study, with a 20.4% of MVPA for the students that participated in SE and 19.95% of MVPA for the students who participated in DI. In the aforementioned studies, the participants did not have the opportunity to elect the sport as they did in the research of Hastie and Trost (2002).…”

Section: General Results: Comparison By Pedagogical Modelsupporting

confidence: 82%

“…However, these studies only evaluated one pedagogical model (SE), while Perlman (2012) and Rocamora et al (2019) assessed PA through a research design similar to the one in this study, comparing PA levels in SE and DI. On one hand, the students in the study of Perlman (2012) showed a low contribution to the international recommendations with a 7.46% of the required MVPA in the SE and 5.1% in the DI.…”

Section: General Results: Comparison By Pedagogical Modelmentioning

confidence: 99%

“…This model has been widely investigated (Evangelio, Sierra-Díaz, González-Víllora, and Fernández-Río, 2018) and has generated a growing interest in terms of PA in recent years, proving to be an adequate pedagogical model to achieve MVPA levels greater than 50% in PE lessons (Hastie and Trost, 2002;Pritchard, Hansen, Scarboro, and Melnic, 2015;Ward et al, 2017). On the other hand, although with lower PA levels, Perlman (2012) and Rocamora et al (2019) also pointed out that SE was more adequate in terms of PA than traditional model mainly based on the DI teaching style.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The role of physical education in the achievement of international recommendations: A study based on pedagogical models

Guijarro

Rocamora

González-Víllora

et al. 2019

jhse

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Physical activity (PA) has been associated with numerous benefits. The World Health Organization recommends practicing 60 minutes of Moderate to Vigorous PA (MVPA). However, young people are not achieving these recommendations. Physical education, due to their purely motor character has been highlighted as a change agent. Traditional sport teaching has not attracted young people to the achievement of these objectives. Thus, new models, such as Sport Education, have been proposed to increase the students' interest. The objectives of this study were to evaluate the PA in two pedagogical models in PE lessons, as well as the differences in the teaching process phases. In addition, there were checked if there existed PA differences in terms of gender and to determine the contribution of each model to the MVPA in primary education students. The results showed that Sport Education helped to the achievement of a greater MVPA percentage than the Direct Instruction in both genders, with a varying contribution of the different phases.

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Section: General Results: Comparison By Pedagogical Modelsupporting

confidence: 82%

Section: General Results: Comparison By Pedagogical Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The role of physical education in the achievement of international recommendations: A study based on pedagogical models

Guijarro

Rocamora

González-Víllora

et al. 2019

jhse

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“…Accordingly, students can experience success in a teamwork setting, avoid a sense of loss and helplessness commonly experienced during competition-based learning, and change their elective motivation toward PE courses. The results of this study indirectly verified the discourse of several related studies [15,16,[41][42][43]. The SEM can provide students with real sports experience.…”

Section: Discussionsupporting

confidence: 83%

The influence of low-performing students' motivation on selecting courses from the perspective of the sport education model

Kao

Luo

2019

PES

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Purpose : Most studies on the sport education model (SEM) have focused on curriculum content and assessed students’ learning outcomes on the basis of teaching units and items. In contrast to the SEM, direct instruction (DI) emphasizes the learning of each unit and involves a shorter learning period. Few empirical studies have explored the moderating effect of elective motivation on the relationship between the SEM and low student performance in PE. Material : The present study employed a nonequivalent pretest-posttest quasi-experimental design with an experimental group, which received education under the SEM, and a control group, which received DI. The experiment was conducted in a university in Taiwan, with 115 students from two badminton classes selected as participants. Results : The results revealed that when the SEM was employed in physical education (PE), students’ elective motivation toward PE courses improved significantly and was significantly higher than that of students receiving DI. The SEM also effectively increased the elective motivation of low-performing students. Conclusions : Students can experience success in a teamwork setting, avoid a sense of loss and helplessness commonly experienced during individual competition-based learning, and change their elective motivation toward PE courses.

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“…Following previous research on SE [36][37][38][39], this study adopted a clustered randomized approach with, a priori, a non-equivalent control group and with pre-intervention and post-intervention measures. Due to each one of the three participating schools having already organized all their high school students into two classrooms, it was impossible to randomize them in accordance with an independent variable (pedagogical models).…”

Section: Design and Proceduresmentioning

confidence: 99%

Sport Education and Sportsmanship Orientations: An Intervention in High School Students

Burgueño

Casaubón

2020

IJERPH

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One of the main goals for physical education is to develop the students’ moral and ethical domain, where sportsmanship promotion is considered a key curricular component to tackle the achievement of this goal. This research aims to examine the influence of sport education on sportsmanship orientations in high school students. The participants were 148 (52.70% female; Mage = 17.04, SDage = 0.99) high school students who were randomized into an experimental group (n = 74), which received 16 basketball lessons under sport education conditions, and a control group (n = 74), which received 16 basketball lessons following a traditional teaching approach. Pre-intervention and post-intervention measures on sportsmanship orientations were collected in both groups. A 2 (time: pre-test and post-test) x 2 (group: Sport Education and Traditional Teaching) multivariate analysis of variance test was performed on the five sportsmanship orientations. The results showed, for time x group interactions, the absence of significant multivariate effects in the level of the five sportsmanship orientations among both groups at pre-test (Pillai’s trace = 0.06, p = 0.145). At post-test, significant multivariate effects were found in the level of each sportsmanship orientation between both groups in favor of the Sport Education group (Pillai’s trace = 0.38, p < 0.001). Furthermore, regarding within-group pre-test to post-test differences, while there were nonsignificant multivariate effects (Pillai’s trace = 0.03, p = 0.469) for the Traditional Teaching group; significant multivariate effects (Pillai’s trace = 0.43, p < 0.001) were found for the Sport Education group, showing an increase in the level of respect for social conventions, respect for rules and referees, and full commitment and respect for opponents. There were also nonsignificant effects across gender (inter-group analysis: Pillai’s trace = 0.08, p = 0.068; time x gender interaction: Pillai’s trace = 0.03, p = 0.497) and after-school sports (inter-group analysis: Pillai’s trace = 0.02, p = 0.776; time x after-school interaction: Pillai’s trace = 0.01, p = 0.981). In conclusion, sport education is an effective pedagogical model to be taken into consideration by physical education teachers in order to optimally promote the high school student’s moral and ethical education via the development of sportsmanship orientations in the context of school physical education.

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Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction

Cited by 48 publications

References 38 publications

The role of physical education in the achievement of international recommendations: A study based on pedagogical models

The role of physical education in the achievement of international recommendations: A study based on pedagogical models

The influence of low-performing students' motivation on selecting courses from the perspective of the sport education model

Sport Education and Sportsmanship Orientations: An Intervention in High School Students

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