Teaching strategies preferred by the teachers of physical education and sports

Saracaloğlu, Asuman Seda; Varol, Serkan; Özşaker, Murat

doi:10.7813/2075-4124.2012/4-5/b.8

Cited by 6 publications

(7 citation statements)

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“…According to Gardner and Lambert (1972), attitudes are a factor which motivate students in foreign language teaching (Cited in Özgan-Sucu, 2018). Saracaloğlu et al (2014) demonstrated that there were quite high and positive correlations between students' attitudes towards foreign languages, their academic achievement and their academic self-design. Studies which conclude that there are positive and significant correlations between academic achievement in English and attitudes towards it (Anbarlı-Kırkız, 2010; Genç & Kaya 2011) are available in the literature.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 98%

Predictive Roles of Language Learning Strategies, Academic Self-concept, Gender and Grade Level in English Language Learning Achievement

2023

PERR

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Language learning strategies Academic self-concept English language learning Academic success PredictionThis study aims to identify the factors influential in academic achievement in learning English. The study was conducted with the participation of 522 students who were the ninth, tenth and eleventh graders in an Anatolian High school located in Ankara city centre. The research data were collected with the Turkish version of personal and academic self-concept inventory (PASCI-Fleming & Whalen, 1984) and of strategy inventory for language learning (SILL-Oxford, 1990) (Cesur & Fer, 2007). The data were then analysed through bivariate correlation coefficient and multiple linear regression analysis. As a result, significant correlations were found between academic achievement in English and all sub-factors of learning strategies and of academic self-concept (p<.01). It was found that all the variables analysed (gender as male students, grade 11 as class variable, language learning strategies, academic self) predicted 42% of the variance in academic achievement in English. In the study, it was found that cognitive, compensatory and metacognitive strategies which are language learning strategies positively predicted English academic achievement while affective strategies predicted negatively. In the academic self-dimension of the study, it was found that academic ability and family acceptance positively predicted academic success in English while physical appearance and social anxiety predicted negatively.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 98%

Predictive Roles of Language Learning Strategies, Academic Self-concept, Gender and Grade Level in English Language Learning Achievement

2023

PERR

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“…According to the study findings of Saracaloğlu at al. [13], Saracaloğlu [12], Bökeoğlu and Yılmaz [1], Büyüköztürk [3] and Yılmaz and Çokluk [14]; research anxiety scores of students do not change according to gender variable. In this context, it can be said that the related researches support each other.…”

Section: Discussionmentioning

confidence: 99%

“…However, according to research findings of Saracaloğlu at al. [13], students' scientific research-related…”

Section: Discussionmentioning

confidence: 99%

Analysis of Scientific Research Related Anxiety Levels of Undergraduate Students'

Yildirim¹,

Haşıloğlu²

2018

ujer

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“…Other lines of thought about the choice of teaching styles are pointed out in the literature. Among them, there are those associated with the motivation of teachers and students 16,17 , relating them to age and time of profession 18 . In particular, older Physical Education teachers with more professional time opt for managerial teaching styles or tend not to worry about the learning process of the students.…”

Section: Teaching Styles and Physical Educationmentioning

confidence: 99%

Teaching strategies in physical education: a confrontation between directive and indirective styles in volleyball learning

et al. 2020

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Embora a Educação Física escolar tenha historicamente se baseado em estratégias de ensino predominantemente diretivas, é possível especular que metodologias menos diretivas possam contribuir de forma mais efetiva para o aprendizado. O objetivo do presente estudo foi comparar as possíveis implicações da utilização de diferentes estilos de ensino na aprendizagem do jogo da modalidade esportiva voleibol. Para tanto, 27 adolescentes divididos em três grupos (Grupo Diretivo; Grupo Indiretivo e Grupo Controle) foram submetidos a um programa de intervenção de oito encontros voltados ao ensino de conteúdos procedimentais do voleibol. De modo geral, os resultados encontrados sugerem que estilos de ensino indiretivos contribuem de forma mais efetiva para a participação no jogo e para a tomada de decisão, o que provoca uma reflexão sobre a necessidade de se revisitar as estratégias de ensino utilizadas pelos professores e pela necessidade de uma abordagem mais sistêmica para o ensino de jogos.

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Teaching strategies preferred by the teachers of physical education and sports

Cited by 6 publications

References 1 publication

Predictive Roles of Language Learning Strategies, Academic Self-concept, Gender and Grade Level in English Language Learning Achievement

Predictive Roles of Language Learning Strategies, Academic Self-concept, Gender and Grade Level in English Language Learning Achievement

Analysis of Scientific Research Related Anxiety Levels of Undergraduate Students'

Teaching strategies in physical education: a confrontation between directive and indirective styles in volleyball learning

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