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education</title> <meta name="description" content="Search results for: sport education"> <meta name="keywords" content="sport education"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="sport education"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7627</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: sport education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7627</span> Swot Analysis for Employment of Graduates of Physical Education and Sport Sciences in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Reza%20Boroumand%20Devlagh">Mohammad Reza Boroumand Devlagh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employment problem, especially university graduates is the most important challenges in the decade ahead. The purpose of this study is the SWOT analysis for employment of graduates of Physical Education and Sport Sciences in Iran. The sample of this research consist of 115 (35.5 + 8.0 years) of physical education and sport sciences faculty members of higher education institutions, major sport managers and graduates of physical education and sport sciences. Library method, interview and questioners were used to collect data. The questionnaires were made in four parts: Strengths, Weaknesses, Opportunities and Threats with Cronbach's alpha coefficient of 0.94. After data collection, means, standard deviation (SD) and percentage were calculated by using SPSS software. Fridman was used for the statical analysis at P < 0.05. The results showed that Employment of graduates of Physical Education and Sport Sciences in Iran Located In the worst position possible (T-W area) in Strategic Position and Action Evaluation Matrix) SPACEM), and there are more weaknesses than strengths (2.02 < 2.5) in internal evaluation and there are more threats than opportunities(2.36 < 2.5) in external evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employment" title="employment">employment</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate" title=" graduate"> graduate</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20and%20sport%20sciences" title=" physical education and sport sciences"> physical education and sport sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=SWOT%20analysis" title=" SWOT analysis"> SWOT analysis</a> </p> <a href="https://publications.waset.org/abstracts/22232/swot-analysis-for-employment-of-graduates-of-physical-education-and-sport-sciences-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">539</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7626</span> Students’ learning Effects in Physical Education between Sport Education Model with TPSR and Traditional Teaching Model with TPSR</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi-Hsiang%20Pan">Yi-Hsiang Pan</a>, <a href="https://publications.waset.org/abstracts/search?q=Chen-Hui%20Huang"> Chen-Hui Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ching-Hsiang%20Chen"> Ching-Hsiang Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei-Ting%20Hsu"> Wei-Ting Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of the study were to explore the students' learning effect of physical education curriculum between merging Teaching Personal and Social Responsibility (TPSR) with sport education model and TPSR with traditional teaching model, which these learning effects included sport self-efficacy, sport enthusiastic, group cohesion, responsibility and game performance. The participants include 3 high school physical education teachers and 6 physical education classes, 133 participants with experience group 75 students and control group 58 students, and each teacher taught an experimental group and a control group for 16 weeks. The research methods used questionnaire investigation, interview, focus group meeting. The research instruments included personal and social responsibility questionnaire, sport enthusiastic scale, group cohesion scale, sport self-efficacy scale and game performance assessment instrument. Multivariate Analysis of covariance and Repeated measure ANOVA were used to test difference of students' learning effects between merging TPSR with sport education model and TPSR with traditional teaching model. The findings of research were: 1) The sport education model with TPSR could improve students' learning effects, including sport self-efficacy, game performance, sport enthusiastic, group cohesion and responsibility. 2) The traditional teaching model with TPSR could improve students' learning effect, including sport self-efficacy, responsibility and game performance. 3) the sport education model with TPSR could improve more learning effects than traditional teaching model with TPSR, including sport self-efficacy, sport enthusiastic,responsibility and game performance. 4) Based on qualitative data about learning experience of teachers and students, sport education model with TPSR significant improve learning motivation, group interaction and game sense. The conclusions indicated sport education model with TPSR could improve more learning effects in physical education curriculum. On other hand, the curricular projects of hybrid TPSR-Sport Education model and TPSR-Traditional Teaching model are both good curricular projects of moral character education, which may be applied in school physical education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=character%20education" title="character education">character education</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20season" title=" sport season"> sport season</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20performance" title=" game performance"> game performance</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20competence" title=" sport competence"> sport competence</a> </p> <a href="https://publications.waset.org/abstracts/52014/students-learning-effects-in-physical-education-between-sport-education-model-with-tpsr-and-traditional-teaching-model-with-tpsr" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52014.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7625</span> Omani PE Candidate Self-Reports of Learning Strategies Used to Learn Sport Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Al-Rawahi">Nasser Al-Rawahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims at determining self-regulated learning strategies used by Omani physical education candidates to learn sport skills. The data were collected by a self-regulated learning theory questionnaire. The sample of the study comprised of 145 undergraduate physical education students enrolled in the department of physical education at the College of Education, Sultan Qaboos University. The findings of the study revealed that the most commonly used strategies for learning sport skills by Omani physical education candidate are ‘the effort learning strategies, planning learning strategies and evaluation learning strategies’. However, the reflection learning strategies, self-monitoring and self-efficacy learning strategies were revealed as the least used strategies by the PE candidates in learning and acquiring sport skills. Based on these findings, suggestions and recommendations for future research were provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title="learning strategies">learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20candidates" title=" physical education candidates"> physical education candidates</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning%20theory" title=" self-regulated learning theory"> self-regulated learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a> </p> <a href="https://publications.waset.org/abstracts/10271/omani-pe-candidate-self-reports-of-learning-strategies-used-to-learn-sport-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">614</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7624</span> Golf Industry in China: An Examination in the Reason behind Its Underdevelopment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haoqiang%20Zhang">Haoqiang Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Golf is usually defined as “a sport for the wealthy” in China. With relatively few people playing golf and having only two professional golf players nationwide, China is lagging in adopting golf as a sport. The current research used a literature review to examine the political and educational reasons behind this phenomenon. In addition, the current study compared the sports education system between U.S. and China and showed its significant role in adopting sports like golf. Lastly, the current research proposed hypothetical solutions from the educational and societal perspective on how to make China adopt golf as a global sport. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=golf%20education" title="golf education">golf education</a>, <a href="https://publications.waset.org/abstracts/search?q=golf%20in%20China" title=" golf in China"> golf in China</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20economics" title=" sports economics"> sports economics</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20education" title=" sports education"> sports education</a> </p> <a href="https://publications.waset.org/abstracts/159274/golf-industry-in-china-an-examination-in-the-reason-behind-its-underdevelopment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159274.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7623</span> Sociological Approach to the Influence of Gender Stereotypes in Sport Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Rozenwajn%20Acheroy">Sara Rozenwajn Acheroy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to analyze gender stereotypes’ influence of physical education’s teachers in secondary education and coaches in sports clubs of five sports: swimming, beach-volley, tennis, gymnastics and football. Because sport is a major socializing agent of high symbolic, ideological and economical relevance with an impact in the social values and the construct of identity, in addition, to be an international and global phenomenon, States tend to institutionalize it through education, federations, and clubs, as well as build sports facilities. Research in the field is now needed more than ever, given that sport is still considered as a masculine practice, and that such perspective is spread at school since the age of six in physical education lessons. For all those reasons, and more, it is necessary to study which stereotypes are transmitted in its everyday practice and how it affects young people’s self-perception on their physical and body capacities. This study’s objectives are centered on 4 points: 1) stereotypes and self-perception of students and young people, 2) teachers and coaches’ stereotypes and influence, 3) social status of parents (indicative) and 4) environmental analysis of schools and sport clubs. To that end, triangular methodology has been favored. Quantitative and qualitative data, through semi-structured interviews with coaches and teachers; group interviews with young people; 450 surveys in high schools from Madrid, Barcelona and Canary Islands; and participant observation in clubs. Remarks made at this stage of the study are diverse and not conclusive. For example, physical education teachers have more gender stereotypes than coaches in sport clubs, matching with our hypothesis so far. It also seems that young people at the age of 16-17 still do not have internalized gender stereotypes as deep as their teachers. This among other observations of the current fieldwork will be exposed, hoping to give a better understanding of the need for gender policies and educational programs with gender perspective in all sectors that includes sport’s activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a>, <a href="https://publications.waset.org/abstracts/search?q=sexism" title=" sexism"> sexism</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20stereotypes" title=" gender stereotypes"> gender stereotypes</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20education" title=" sport education"> sport education</a> </p> <a href="https://publications.waset.org/abstracts/100017/sociological-approach-to-the-influence-of-gender-stereotypes-in-sport-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100017.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7622</span> The Study of the Factors Affecting Entrepreneurship in Sport</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Habib%20Honari">Habib Honari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is an investigation of the factors affecting entrepreneurship in sport from the point of view of experts in this field. This study is a descriptive analytic one and was conducted as a survey and statistical sample consisted of 64 subjects including top managers and sport management professors at physical education organization. Data is collected by research designed questionnaire. Its reliability (α=.95) is obtained after its validity confirmation (by professors). In this article the most important factors affecting sport entrepreneurship, both as an interdisciplinary field in the world, are studied. Initially, infrastructures are identified for entrepreneurial opportunities in sports and related problems become known so that identifying factors for social, cultural, and economical development to entrepreneurs will be a smooth path, because sport entrepreneurship, given its effective roles in business development, welfare, health development, and participation in various aspects of society, can also play a crucial role in the development of the country. Finally, some solutions for developing entrepreneurial sport are introduced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sport%20entrepreneurship" title="sport entrepreneurship">sport entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20opportunities" title=" entrepreneurial opportunities"> entrepreneurial opportunities</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20barriers" title=" entrepreneurial barriers"> entrepreneurial barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary" title=" interdisciplinary "> interdisciplinary </a> </p> <a href="https://publications.waset.org/abstracts/32539/the-study-of-the-factors-affecting-entrepreneurship-in-sport" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32539.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">538</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7621</span> The Role and Position of Chinese Modern Martial Art in the School Physical Education (1912-1945)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsien-Wei%20Kuo">Hsien-Wei Kuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The thoughts of the military citizens, pragmatism, naturalism and nationalism related to physical education were developed during the warring period of the Republic of China. Moreover, the development of martial art formed by nationalism and political party was to utilize to save the nation, the people and the world. The martial art was also promoted in the system of school physical education gradually at the same time. The aim of this study is to explore the role, duty and position of the martial art education with the political color and advocacy in the system of school physical education. This study focuses on the practice, course hours, selective materials and competitive rules of physical education in the school system in modern China. Therefore, the methods of the historical research and content analysis were used to collect the historical materials and documents for going into them. The results will give a detailed account of the developed model of institutionalization, unification and regularization of martial art, and its growing, golden and stagnant periods in the school physical education system under the impact of western sport and physical education. It may sum up the meaning relationships among the politics, education practice and sport for all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=martial%20art%20education" title="martial art education">martial art education</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20martial%20arts%20institution" title=" national martial arts institution"> national martial arts institution</a>, <a href="https://publications.waset.org/abstracts/search?q=sick%20man%20of%20East%20Asia" title=" sick man of East Asia"> sick man of East Asia</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20may%204th%20movement" title=" the may 4th movement"> the may 4th movement</a> </p> <a href="https://publications.waset.org/abstracts/61978/the-role-and-position-of-chinese-modern-martial-art-in-the-school-physical-education-1912-1945" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61978.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7620</span> On the Perceived Awareness of Physical Education Teachers on Adoptable ICTs for PE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tholokuhle%20T.%20Ntshakala">Tholokuhle T. Ntshakala</a>, <a href="https://publications.waset.org/abstracts/search?q=Seraphin%20D.%20Eyono%20Obono"> Seraphin D. Eyono Obono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nations are still finding it quite difficult to win mega sport competitions despite the major contribution of sport to society in terms of social and economic development, personal health, and in education. Even though the world of sports has been transformed into a huge global economy, it is important to note that the first step of sport is usually its introduction to children at school through physical education or PE. In other words, nations who do not win mega sport competitions also suffer from a weak and neglected PE system. This problem of the neglect of PE systems is the main motivation of this research aimed at examining the factors affecting the perceived awareness of physical education teachers on the ICT's that are adoptable for the teaching and learning of physical education. Two types of research objectives will materialize this aim: relevant theories will be identified in relation to the analysis of the perceived ICT awareness of PE teachers and subsequent models will be compiled and designed from existing literature; the empirical testing of such theories and models will also be achieved through the survey of PE teachers from the Camperdown magisterial district of the KwaZulu-Natal province of South Africa. The main hypothesis at the heart of this study is the relationship between the demographics of PE teachers, their behavior both as individuals and as social entities, and their perceived awareness of the ICTs that are adoptable for PE, as postulated by existing literature; except that this study categorizes human behavior under performance expectancy, computer attitude, and social influence. This hypothesis was partially confirmed by the survey conducted by this research in the sense that performance expectancy and teachers’ age, gender, computer usage, and class size were found to be the only factors affecting their awareness of ICT's for physical education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20behavior" title="human behavior">human behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20Awareness" title=" ICT Awareness"> ICT Awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/15196/on-the-perceived-awareness-of-physical-education-teachers-on-adoptable-icts-for-pe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15196.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7619</span> Competencies and Training Needs for School Sport Managers in the North West Province, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elriena%20Eksteen">Elriena Eksteen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yolandi%20Willemse"> Yolandi Willemse</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawie%20D.%20J.%20Malan"> Dawie D. J. Malan</a>, <a href="https://publications.waset.org/abstracts/search?q=Suria%20Ellis"> Suria Ellis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is important to understand which competencies are needed for managerial and administrative effectiveness of school sport managers with regard to the design, delivery and direction of school sport programmes. The purpose of this study was to determine the competencies and training needs for secondary school sport managers in the North West Province. Data were gathered from 79 school sport managers in the North West Province by means of a validated self-compiled questionnaire. Descriptive statistics, factor analysis and a dependent t-test were used to compare which competencies school sport managers perceive as important in their work with the competencies they actually perform. Functional competencies and core competencies were both found to be important for managing school sport effectively. There were statistically significant differences between the perceived importance of competencies and the frequency with which competencies were actually performed. Respondents attached greater importance to functional and core competencies than the proportion of time spent actually performing them. Furthermore, results indicated the need to train teachers in managing sport finance, sport facilities and human resources, as well as presenting workshops in public relations, sport marketing and sport organisation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20competencies" title=" functional competencies"> functional competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=core%20competencies" title=" core competencies"> core competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20sport%20manager" title=" school sport manager"> school sport manager</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20needs" title=" training needs"> training needs</a> </p> <a href="https://publications.waset.org/abstracts/41347/competencies-and-training-needs-for-school-sport-managers-in-the-north-west-province-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41347.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7618</span> Physical Education Effect on Sports Science Analysis Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Adly%20Hamdy%20Fahmy">Peter Adly Hamdy Fahmy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study was to examine the effects of a physical education program on student learning by combining the teaching of personal and social responsibility (TPSR) with a physical education model and TPSR with a traditional teaching model, these learning outcomes involving self-learning. -Study. Athletic performance, enthusiasm for sport, group cohesion, sense of responsibility and game performance. The participants were 3 secondary school physical education teachers and 6 physical education classes, 133 participants with students from the experimental group with 75 students and the control group with 58 students, and each teacher taught the experimental group and the control group for 16 weeks. The research methods used surveys, interviews and focus group meetings. Research instruments included the Personal and Social Responsibility Questionnaire, Sports Enthusiasm Scale, Group Cohesion Scale, Sports Self-Efficacy Scale, and Game Performance Assessment Tool. Multivariate analyzes of covariance and repeated measures ANOVA were used to examine differences in student learning outcomes between combining the TPSR with a physical education model and the TPSR with a traditional teaching model. The research findings are as follows: 1) The TPSR sports education model can improve students' learning outcomes, including sports self-efficacy, game performance, sports enthusiasm, team cohesion, group awareness and responsibility. 2) A traditional teaching model with TPSR could improve student learning outcomes, including sports self-efficacy, responsibility, and game performance. 3) The sports education model with TPSR could improve learning outcomes more than the traditional teaching model with TPSR, including sports self-efficacy, sports enthusiasm, responsibility and game performance. 4) Based on qualitative data on teachers' and students' learning experience, the physical education model with TPSR significantly improves learning motivation, group interaction and sense of play. The results suggest that physical education with TPSR could further improve learning outcomes in the physical education program. On the other hand, the hybrid model curriculum projects TPSR - Physical Education and TPSR - Traditional Education are good curriculum projects for moral character education that can be used in school physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=approach%20competencies" title="approach competencies">approach competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=physical" title=" physical"> physical</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20employment" title=" teachers employment"> teachers employment</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate" title=" graduate"> graduate</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20and%20sport%20sciences" title=" physical education and sport sciences"> physical education and sport sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=SWOT%20analysis%20character%20education" title=" SWOT analysis character education"> SWOT analysis character education</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20season" title=" sport season"> sport season</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20performance" title=" game performance"> game performance</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20competence" title=" sport competence"> sport competence</a> </p> <a href="https://publications.waset.org/abstracts/185889/physical-education-effect-on-sports-science-analysis-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185889.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7617</span> The Effect of Articial Intelligence on Physical Education Analysis and Sports Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Adly%20Hamdy%20Fahmy">Peter Adly Hamdy Fahmy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study was to examine the effects of a physical education program on student learning by combining the teaching of personal and social responsibility (TPSR) with a physical education model and TPSR with a traditional teaching model, these learning outcomes involving self-learning. -Study. Athletic performance, enthusiasm for sport, group cohesion, sense of responsibility and game performance. The participants were 3 secondary school physical education teachers and 6 physical education classes, 133 participants with students from the experimental group with 75 students and the control group with 58 students, and each teacher taught the experimental group and the control group for 16 weeks. The research methods used surveys, interviews and focus group meetings. Research instruments included the Personal and Social Responsibility Questionnaire, Sports Enthusiasm Scale, Group Cohesion Scale, Sports Self-Efficacy Scale, and Game Performance Assessment Tool. Multivariate analyzes of covariance and repeated measures ANOVA were used to examine differences in student learning outcomes between combining the TPSR with a physical education model and the TPSR with a traditional teaching model. The research findings are as follows: 1) The TPSR sports education model can improve students' learning outcomes, including sports self-efficacy, game performance, sports enthusiasm, team cohesion, group awareness and responsibility. 2) A traditional teaching model with TPSR could improve student learning outcomes, including sports self-efficacy, responsibility, and game performance. 3) The sports education model with TPSR could improve learning outcomes more than the traditional teaching model with TPSR, including sports self-efficacy, sports enthusiasm, responsibility and game performance. 4) Based on qualitative data on teachers' and students' learning experience, the physical education model with TPSR significantly improves learning motivation, group interaction and sense of play. The results suggest that physical education with TPSR could further improve learning outcomes in the physical education program. On the other hand, the hybrid model curriculum projects TPSR - Physical Education and TPSR - Traditional Education are good curriculum projects for moral character education that can be used in school physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=approach%20competencies" title="approach competencies">approach competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=physical" title=" physical"> physical</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20employment" title=" teachers employment"> teachers employment</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate" title=" graduate"> graduate</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20and%20sport%20sciences" title=" physical education and sport sciences"> physical education and sport sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=SWOT%20analysis%20character%20education" title=" SWOT analysis character education"> SWOT analysis character education</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20season" title=" sport season"> sport season</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20performance" title=" game performance"> game performance</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20competence" title=" sport competence"> sport competence</a> </p> <a href="https://publications.waset.org/abstracts/183065/the-effect-of-articial-intelligence-on-physical-education-analysis-and-sports-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183065.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7616</span> Influence of Social, Economic, Political and Legal Environment of Sport Organizations on Sport Development in Zone Ten (10) of National Zonal Sport Offices in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ejeh%20Benjamin%20Ijuo">Ejeh Benjamin Ijuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate the influence of social, economic, political, and legal environment of sport organizations on sport development in zone ten (10) national zonal sport offices in Nigeria (Plateau, Nasarawa, Benue and F.C.T Abuja). To achieve this purpose, a structured 26 item questionnaire (ISEPLESOQ) designed by the researcher was used for this study. Related literature to this study was reviewed. 311 copies of questionnaire were administered to randomly selected respondents. Out of this number, 306 was dully completed and returned representing 98.4%. The respondents included: Athletes, games masters/ mistresses, coaches in state sport councils, zonal sport coordinators, team managers, directors of state sports council. Four research questions were answered using the mean and standard deviation, while the inferential statistics of chi-square(x2) test of goodness of fit was used to test the four hypotheses at 0.05 alpha levels. The findings of this study revealed that the social, economic, political and legal environment of sport organizations significantly influenced sport development in zone ten (10) national zonal sport offices in Nigeria. It was also established that the general environment of sport organizations influences people’s participation in sport, funding and sponsorship of sports, sitting of equipment and facilities at different locations, selection of athletes. It was therefore, recommended among other things that government should privatize and commercialized sport programmes to enable corporate organizations and individuals participation. Lt was further suggested that the federal government should harness her social, economic, political and legal environment to improve sport development in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sport%20organization" title="sport organization">sport organization</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20development" title=" sport development"> sport development</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20environment" title=" sport environment"> sport environment</a>, <a href="https://publications.waset.org/abstracts/search?q=zonal%20sport%20offices" title=" zonal sport offices"> zonal sport offices</a> </p> <a href="https://publications.waset.org/abstracts/39228/influence-of-social-economic-political-and-legal-environment-of-sport-organizations-on-sport-development-in-zone-ten-10-of-national-zonal-sport-offices-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39228.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">338</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7615</span> Sport and Psychological Need Satisfaction: A Cross Sectional Study Applied to Children and Adolescents with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isabel%20Stolz">Isabel Stolz</a>, <a href="https://publications.waset.org/abstracts/search?q=Vera%20Tillmann"> Vera Tillmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Volker%20Anneken"> Volker Anneken</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relationship between sport participation and psychological need satisfaction was examined by an analysis of interest and involvement in the sport of 937 children and adolescents with disabilities and their self-perceived need satisfaction. The Children’s intrinsic need-satisfaction Scale (CINSS) has been used to measure sport-related need satisfaction in this cross-sectional study. CINSS scores for the dimensions competence, autonomy and relatedness of the study’s participants were generally located in higher score levels. Significant relations between interest and involvement in sport and higher levels of psychological need satisfaction were found in the questioned children and adolescents. Examining the results of each need, the competence-dimension displayed a particular relevance for an increased sport-related lifestyle. The further results showed a negative correlation between children’s need satisfaction and a lack of confidence of participating in sport. A negative correlation was also found between children’s need satisfaction and experiencing difficulties in making contact with others. Despite the general interest in sport and the wish to participate in another sporting activity, the participation of the questioned children and adolescents in organized sport is comparatively low and decreases with age. Participation in sport seems to be beneficial to children and adolescents with disabilities’ psychological need satisfaction. This research highlights the positive impact of sport on psychological need satisfaction of children and adolescents with disabilities and emphasizes the demand for greater participation in organized sport for children and adolescents with disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20and%20adolescents" title="children and adolescents">children and adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a> </p> <a href="https://publications.waset.org/abstracts/107908/sport-and-psychological-need-satisfaction-a-cross-sectional-study-applied-to-children-and-adolescents-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107908.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7614</span> Modern Problems of Russian Sport Legislation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yurlov%20Sergey">Yurlov Sergey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The author examines modern problems of Russian sport legislation and whether it need to be changed in order to allow all sportsmen to participate, train and have another sportsmen’s rights as Russian law mandates. The article provides an overview of Russian sport legislation problems, provides examples of foreign countries. In addition, the author suggests solutions for existing legal problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=amendment" title="amendment">amendment</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20problem" title=" legal problem"> legal problem</a>, <a href="https://publications.waset.org/abstracts/search?q=right" title=" right"> right</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a> </p> <a href="https://publications.waset.org/abstracts/5926/modern-problems-of-russian-sport-legislation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">414</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7613</span> Students' Perception of Their Reliable Alliance through Participation in Intramural Sports in Colleges of Education in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Waziri%20Habsatu%20Dahiru">Waziri Habsatu Dahiru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigated students’ perception of their reliable alliance through participation in intramural sports in Colleges of Education in Nigeria. One research question and one null hypothesis were set to achieve this objective. Nine hundred (900) copies of structured questionnaire were distributed to 15 Colleges of Education based on stratified random sampling. One sample t test was used to determine positive perception of significant reliable alliance benefits. An alpha level of 0.05 was used to either retain or reject the hypothesis postulated. It was found that, students in Colleges of Education in Nigeria do not have significant positive perception of the reliable alliance benefits through their participation in intramural sport. However, the students perceived that participation in intramural sports help in increases trust and respect for peer groups and encouraging strong attachment with team members. The researcher recommended among others that awareness programs such as workshops and seminars on students' perception of the benefits of participation in intramural sport should be regularly organized in order to boost intellectual growth, personality development, social responsibility, and appreciation of diversity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=benefits" title="benefits">benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=intramural%20sports" title=" intramural sports"> intramural sports</a>, <a href="https://publications.waset.org/abstracts/search?q=reliable%20alliance" title=" reliable alliance"> reliable alliance</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title=" colleges of education"> colleges of education</a> </p> <a href="https://publications.waset.org/abstracts/47302/students-perception-of-their-reliable-alliance-through-participation-in-intramural-sports-in-colleges-of-education-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7612</span> The Bully in the Boat: Discovering Co-Destructive Transformative Value in Olympic and Elite Rowers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edwina%20Luck">Edwina Luck</a>, <a href="https://publications.waset.org/abstracts/search?q=Rory%20Mulcahy"> Rory Mulcahy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores a distinctive perspective of resources which are integrated to co-destroy transformative value in sport. Combining previously published transformative service research and sports literature with data from twenty in-depth interviews with elite and Olympic rowers, our study uncovers the co-destructive resources of ‘interpersonal misbehavior’ and ‘sport misbehavior’. We also identified transformative value in sport is multi-dimensional, encompassing important benefits that support well-being. This research has important implications for transformative sport service research, recommending the need to embrace a transformative service lens to value, a more holistic understanding of co-destruction, and the need to utilise multi-dimensional frameworks to ensure greater insights into sport and sports services and their impact on sportsperson’s well-being. Gaining this understanding will encourage sport managers, sporting bodies to justify resources that they integrate based upon their impact on co-destruction of value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elite%20sports" title="elite sports">elite sports</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20misbehavior" title=" sport misbehavior"> sport misbehavior</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20sport%20service%20research" title=" transformative sport service research"> transformative sport service research</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20co-destruction" title=" value co-destruction"> value co-destruction</a> </p> <a href="https://publications.waset.org/abstracts/113652/the-bully-in-the-boat-discovering-co-destructive-transformative-value-in-olympic-and-elite-rowers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113652.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7611</span> Source of Professionalism and Knowledge among Sport Industry Professionals in India with Limited Sport Management Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandhya%20Manjunath">Sandhya Manjunath</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The World Association for Sport Management (WASM) was established in 2012, and its mission is "to facilitate sport management research, teaching, and learning excellence and professional practice worldwide". As the field of sport management evolves, it have seen increasing globalization of not only the sport product but many educators have also internationalized courses and curriculums. Curricula should reflect globally recognized issues and disseminate specific intercultural knowledge, skills, and practices, but regional disparities still exist. For example, while India has some of the most ardent sports fans and events in the world, sport management education programs and the development of a proper curriculum in India are still in their nascent stages, especially in comparison to the United States and Europe. Using the extant literature on professionalization and institutional theory, this study aims to investigate the source of knowledge and professionalism of sports managers in India with limited sport management education programs and to subsequently develop a conceptual framework that addresses any gaps or disparities across regions. This study will contribute to WASM's (2022) mission statement of research practice worldwide, specifically to fill the existing disparities between regions. Additionally, this study may emphasize the value of higher education among professionals entering the workforce in the sport industry. Most importantly, this will be a pioneer study highlighting the social issue of limited sport management higher education programs in India and improving professional research practices. Sport management became a field of study in the 1980s, and scholars have studied its professionalization since this time. Dowling, Edwards, & Washington (2013) suggest that professionalization can be categorized into three broad categories of organizational, systemic, and occupational professionalization. However, scant research has integrated the concept of professionalization with institutional theory. A comprehensive review of the literature reveals that sports industry research is progressing in every country worldwide at its own pace. However, there is very little research evidence about the Indian sports industry and the country's limited higher education sport management programs. A growing need exists for sports scholars to pursue research in developing countries like India to develop theoretical frameworks and academic instruments to evaluate the current standards of qualified professionals in sport management, sport marketing, venue and facilities management, sport governance, and development-related activities. This study may postulate a model highlighting the value of higher education in sports management. Education stakeholders include governments, sports organizations and their representatives, educational institutions, and accrediting bodies. As these stakeholders work collaboratively in developed countries like the United States and Europe and developing countries like India, they simultaneously influence the professionalization (i.e., organizational, systemic, and occupational) of sport management education globally. The results of this quantitative study will investigate the current standards of education in India and the source of knowledge among industry professionals. Sports industry professionals will be randomly selected to complete the COSM survey on PsychData and rate their perceived knowledge and professionalism on a Likert scale. Additionally, they will answer questions involving their competencies, experience, or challenges in contributing to Indian sports management research. Multivariate regression will be used to measure the degree to which the various independent variables impact the current knowledge, contribution to research, and professionalism of India's sports industry professionals. This quantitative study will contribute to the limited academic literature available to Indian sports practitioners. Additionally, it shall synthesize knowledge from previous work on professionalism and institutional knowledge, providing a springboard for new research that will fill the existing knowledge gaps. While a further empirical investigation is warranted, our conceptualization contributes to and highlights India's burgeoning sport management industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sport%20management" title="sport management">sport management</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=source%20of%20knowledge" title=" source of knowledge"> source of knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/181629/source-of-professionalism-and-knowledge-among-sport-industry-professionals-in-india-with-limited-sport-management-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181629.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7610</span> Effects of Merging Personal and Social Responsibility with Sports Education Model on Students' Game Performance and Responsibility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi-Hsiang%20Pan">Yi-Hsiang Pan</a>, <a href="https://publications.waset.org/abstracts/search?q=Chen-Hui%20Huang"> Chen-Hui Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei-Ting%20Hsu"> Wei-Ting Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of the study were to understand these topics as follows: 1. To explore the effect of merging teaching personal and social responsibility (TPSR) with sports education model on students' game performance and responsibility. 2. To explore the effect of sports education model on students' game performance and responsibility. 3. To compare the difference between "merging TPSR with sports education model" and "sports education model" on students' game performance and responsibility. The participants include three high school physical education teachers and six physical education classes. Every teacher teaches an experimental group and a control group. The participants had 121 students, including 65 students in the experimental group and 56 students in the control group. The research methods had game performance assessment, questionnaire investigation, interview, focus group meeting. The research instruments include personal and social responsibility questionnaire and game performance assessment instrument. Paired t-test test and MANCOVA were used to test the difference between "merging TPSR with sports education model" and "sports education model" on students' learning performance. 1) "Merging TPSR with sports education model" showed significant improvements in students' game performance, and responsibilities with self-direction, helping others, cooperation. 2) "Sports education model" also had significant improvements in students' game performance, and responsibilities with effort, self-direction, helping others. 3.) There was no significant difference in game performance and responsibilities between "merging TPSR with sports education model" and "sports education model". 4)."Merging TPSR with sports education model" significantly improve learning atmosphere and peer relationships, it may be developed in the physical education curriculum. The conclusions were as follows: Both "Merging TPSR with sports education model" and "sports education model" can help improve students' responsibility and game performance. However, "Merging TPSR with sports education model" can reduce the competitive atmosphere in highly intensive games between students. The curricular projects of hybrid TPSR-Sport Education model is a good approach for moral character education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20and%20teaching%20model" title="curriculum and teaching model">curriculum and teaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20self-efficacy" title=" sports self-efficacy"> sports self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20enthusiastic" title=" sport enthusiastic"> sport enthusiastic</a>, <a href="https://publications.waset.org/abstracts/search?q=character%20education" title=" character education"> character education</a> </p> <a href="https://publications.waset.org/abstracts/51173/effects-of-merging-personal-and-social-responsibility-with-sports-education-model-on-students-game-performance-and-responsibility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51173.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7609</span> Fostering Organizational Learning across the Canadian Sport System through Leadership and Mentorship Development of Sport Science Leaders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Walinga">Jennifer Walinga</a>, <a href="https://publications.waset.org/abstracts/search?q=Samantha%20Heron"> Samantha Heron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of the study was to inform the design of effective leadership and mentorship development programming for sport science leaders within the network of Canadian sport institutes and centers. The LEAD (Learn, Engage, Accelerate, Develop) program was implemented to equip sport science leaders with the leadership knowledge, skills, and practice to foster a high - performance culture, enhance the daily training environment, and contribute to optimal performance in sport. After two years of delivery, this analysis of LEAD’s effect on individual and organizational health and performance factors informs the quality of future deliveries and identifies best practice for leadership development across the Canadian sport system and beyond. A larger goal for this project was to inform the public sector more broadly and position sport as a source of best practice for human and social health, development, and performance. The objectives of this study were to review and refine the LEAD program in collaboration with Canadian Sport Institute and Centre leaders, 40-50 participants from three cohorts, and the LEAD program advisory committee, and to trace the effects of the LEAD leadership development program on key leadership mentorship and organizational health indicators across the Canadian sport institutes and centers so as to capture best practice. The study followed a participatory action research framework (PAR) using semi structured interviews with sport scientist participants, program and institute leaders inquiring into impact on specific individual and organizational health and performance factors. Findings included a strong increase in self-reported leadership knowledge, skill, language and confidence, enhancement of human and organizational health factors, and the opportunity to explore more deeply issues of diversity and inclusion, psychological safety, team dynamics, and performance management. The study was significant in building sport leadership and mentorship development strategies for managing change efforts, addressing inequalities, and building personal and operational resilience amidst challenges of uncertainty, pressure, and constraint in real time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sport%20leadership" title="sport leadership">sport leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20science%20leader" title=" sport science leader"> sport science leader</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20development" title=" leadership development"> leadership development</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20education" title=" sport education"> sport education</a>, <a href="https://publications.waset.org/abstracts/search?q=mentorship" title=" mentorship"> mentorship</a> </p> <a href="https://publications.waset.org/abstracts/191501/fostering-organizational-learning-across-the-canadian-sport-system-through-leadership-and-mentorship-development-of-sport-science-leaders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191501.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">23</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7608</span> Teachers Influence on Encouraging Physical Activity and Recreation in Township Schools in the City of Tshwane</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rapuane%20Eric%20Jan%20Pule">Rapuane Eric Jan Pule</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sport participation plays a significant role in learners’ well-being and lifestyle. Learners spend most of their time in the school environment, where they are monitored, guided and advised by teachers. Teachers have a good relationship with the learners, therefore they can play a major role in promoting and influencing learners to participate in physical activities, both competitive and recreational purposes. Their influence and involvement could assist in increasing the number learners' involvement in physical activities, sport and recreation at Township schools. The national sport and recreation plan in South Africa, recommends that promotion of sport and physical activities at primary and secondary schools should play an important role in helping learners commit to a live-long participation in sport, recreational and physical activities. Schoolteachers could play an influential role in ensuring that learners spent their leisure time productively through physical and recreational activities. However, the role and the influence of teachers in promoting physical and recreational activities have been previously overlooked in the literature. Part of this study focuses on the in-depth challenges encountered by primary and secondary school teachers at Township schools in promoting and influencing learners’ involvement in sport, recreation and physical activities. 109 primary and secondary teachers at Township schools agreed to participate in the study through the provision of informed consent. The participants consisted of 49 primary school teachers and 60 secondary school teachers. Quantitative approach was followed using validated structured questionnaire comprising 12 close-ended items were used. Findings indicated that teachers' can play a significant role in influencing and encouraging learners to participate in sport, recreation or physical activities. Teachers view physical activity as an important developmental component for learners. Primary school teachers believe that they have a significant role to play in encouraging and promoting physical activities, sport and recreation, as compared to the secondary school teachers. Both group of teachers at primary and secondary schools, believe that infrastructure development, financial support, and extra incentives could motivate them to promote physical, recreational and sporting activities at schools. Teachers also acknowledge that schools are facing challenges in implementing and coordinating physical activities and recreational programmes as required by the Department of sport and recreation South Africa. It is recommended that the Department of Basic Education and Sport and Recreation South Africa revise their policies regarding the role of teachers in promoting and administering physical and recreational activities at schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=township" title="township">township</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activities" title=" physical activities"> physical activities</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20and%20recreation%20participation" title=" sport and recreation participation"> sport and recreation participation</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20and%20secondary%20schools" title=" primary and secondary schools"> primary and secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a> </p> <a href="https://publications.waset.org/abstracts/52371/teachers-influence-on-encouraging-physical-activity-and-recreation-in-township-schools-in-the-city-of-tshwane" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7607</span> Suitability of the Sport Motivation Scale–II for Use in Jr. High Physical Education: A Confirmatory Factor Analysis </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Keven%20A.%20Prusak">Keven A. Prusak</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20F.%20Christensen"> William F. Christensen</a>, <a href="https://publications.waset.org/abstracts/search?q=Zack%20Beddoes"> Zack Beddoes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: For more than a decade, the Sport Motivation Scale (SMS) has been used to measure contextual motivation across a variety of sporting and physical education (PE) settings but not without criticism as to its tenability. Consequently, a new version of the sport motivation scale (SMS-II) was created to address certain weakness of the original SMS. Purpose: The purpose of this study is to assess the suitability of the SMS-II in the secondary PE setting. Methods: Three hundred and twenty (204 females, and 116 males; grades 7-9) completed the 18-item, six-subscale SMS-II at the end of a required PE class. Factor means, standard deviations, and correlations were calculated and further examined via confirmatory factor analysis (CFA). Model parameters were estimated maximum likelihood function. Results: Results indicate that participants held generally positive perceptions toward PE as a context (more so for males than females). Reliability analysis yielded adequate alphas (rα = 0.71 to 0.87, Mα = 0.78) with the exception of the AM subscale (αAM = .64). Correlation analysis indicated some support for the SIMPLEX pattern, but distal ends of the motivation continuum displayed no relationship. CFA yielded robust fit indices to the proposed structure of the SMS-II for PE. A small but significant variance across genders was noted and discussed. Conclusions: In all, the SMS-II suitably accesses PE context-specific motivational indices within Jr. High PE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination%20theory" title=" self-determination theory"> self-determination theory</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=confirmatory%20factor%20analysis" title=" confirmatory factor analysis"> confirmatory factor analysis</a> </p> <a href="https://publications.waset.org/abstracts/67401/suitability-of-the-sport-motivation-scale-ii-for-use-in-jr-high-physical-education-a-confirmatory-factor-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7606</span> Inadequate Intake of Energy and Nutrients: A Comparative Cross-Sectional Study Between Sport and Non-sport Science University Students of Southern Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beruk%20Berhanu%20Desalegn">Beruk Berhanu Desalegn</a>, <a href="https://publications.waset.org/abstracts/search?q=Kebede%20Awgechew"> Kebede Awgechew</a>, <a href="https://publications.waset.org/abstracts/search?q=Addisalem%20Mesfin"> Addisalem Mesfin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: This study aimed to investigate and compare the energy and selected nutrient intakes of sport science and non-sport science University students of Southern Ethiopia. Method: Multiple-day dietary data were collected from 166 university students (76 sport science and 90 non-sport sciences). Average daily energy and nutrient intake, and inadequate intakes were calculated using NutriSurvey (NS). Results: There were significant differences (p < 0.05) in the median intakes of energy, total carbohydrate, and vitamin B1 between female students from the sport science and non-sport science groups, but only the median intake of iron was significantly different (p < 0.05) between the male sport and non-sport science students’ group. The prevalence of inadequate intake of vitamin B1 were significantly (p<0.05) higher in the male and female from the non-sport science groups compared to the male and female students’ groups in the sport science, respectively. Whereas, the prevalence of inadequate iron intake by the male sport science students’ group was significantly (p<0.05) higher compared to their counterparts. Similarly, the prevalence of inadequate energy among the females from the sport science group was significantly (p<0.05) higher compared to the female students from the non-sport science department group. The prevalence of inadequate intakes of dietary energy, and the majority of the nutrients (protein, fat, vitamin A, B1, B2, and magnesium) were high (>50%) in selected University students. Conclusion: The energy and majority of nutrient intakes by the students in the selected universities of southern Ethiopia were sub-optimal. Therefore, activities that will improve the dietary intake of University students should include weekly meal plan revision considering their average recommended nutrient intake (RNI). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dietary%20intake" title="dietary intake">dietary intake</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20science" title=" sport science"> sport science</a>, <a href="https://publications.waset.org/abstracts/search?q=University%20students" title=" University students"> University students</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethiopia" title=" Ethiopia"> Ethiopia</a> </p> <a href="https://publications.waset.org/abstracts/174909/inadequate-intake-of-energy-and-nutrients-a-comparative-cross-sectional-study-between-sport-and-non-sport-science-university-students-of-southern-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174909.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7605</span> Experimental Study on the Effectiveness of Functional Training for Female College Students' Physical Fitness and Sport Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yangming%20Zhu">Yangming Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Guo"> Mingming Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaozan%20Wang"> Xiaozan Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The purpose of this study is to integrate functional training into physical education to test the effectiveness of functional training in improving the physical fitness (PF) and sport skills (SS) of female college students. Methods: A total of 54 female college students from East China Normal University were selected for this study (27 in the experimental group and 27 in the control group), and 13 weeks of the experimental intervention was conducted during the semester. During the experimental period, the experimental group was functionally trained for 1 hour per week. The control group performed one-hour weekly sports (such as basketball, football, etc.) as usual. Before and after the experiment, the national students' physical fitness test was used to test the PF of the experimental group and the control group, and the SS of the experimental group and the control group were tested before and after the intervention. Then using SPSS and Excel to organize and analyze the data. Results: The independent sample T-test showed that there was no significant difference in the PF and SS between the experimental group and the control group before the experiment (T PF=71.86, p PF> 0.05, Tₛₛ=82.41,pₛₛ > 0.05); After the experiment, the PF of the experimental group was significantly higher than that of the control group (T Improve=71.86, p Improve < 0.05); after the experiment, the SS of the experimental group was significantly higher than that of the control group (Tₛₛ = 1.31, pₛₛ <0.01) Conclusions: Integrating functional training into physical education can improve the PF of female college students. At the same time, the integration of functional training into physical education can also effectively improve the SS of female college students. Therefore, it is suggested that functional training be integrated into the daily physical education of female college students so as to improve their PF and SS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20training" title="functional training">functional training</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20skills" title=" sport skills"> sport skills</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20college%20students" title=" female college students"> female college students</a> </p> <a href="https://publications.waset.org/abstracts/126525/experimental-study-on-the-effectiveness-of-functional-training-for-female-college-students-physical-fitness-and-sport-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7604</span> The Use of Substances and Sports Performance among Youth: Implications for Lagos State Sports</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osifeko%20Olalekan%20Remigious">Osifeko Olalekan Remigious</a>, <a href="https://publications.waset.org/abstracts/search?q=Adesanya%20Adebisi%20Joseph"> Adesanya Adebisi Joseph</a>, <a href="https://publications.waset.org/abstracts/search?q=Omolade%20Akinmade%20Olatunde"> Omolade Akinmade Olatunde</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this study was to determine the factors associated with the use of substances for sport performance of youth in Lagos state sport. Questionnaire was the instrument used for the study. Descriptive research method was used. The estimated population for the study was 2000 sport men and women. The sample size was 200 respondents for purposive sampling techniques were used. The instrument was validated in it content and constructs value. The instrument was administered with the assistance of the coaches. Same 200 copies administered were returned. The data obtained was analysed using simple percentage and chi-square (x2) for stated hypothesis at 0.05 level of significance. The finding reveal that sport injuries exercise induced and anaphylaxis and asthma and feeling of loss of efficacy associated with alcohol used on sport performance among the users of substances. Alcohol users are recommended to partake in sport like swimming, basketball and volleyball because they have space of time for resting while at play. Government should be fully in charge of the health of sport men and women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=implications" title="implications">implications</a>, <a href="https://publications.waset.org/abstracts/search?q=Lagos%20state" title=" Lagos state"> Lagos state</a>, <a href="https://publications.waset.org/abstracts/search?q=substances" title=" substances"> substances</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20performance" title=" sports performance"> sports performance</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a> </p> <a href="https://publications.waset.org/abstracts/35803/the-use-of-substances-and-sports-performance-among-youth-implications-for-lagos-state-sports" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">580</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7603</span> Understanding Barriers to Sports Participation as a Means of Achieving Sustainable Development in Michael Otedola College of Primary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osifeko%20Olalekan%20Remigious">Osifeko Olalekan Remigious</a>, <a href="https://publications.waset.org/abstracts/search?q=Osifeko%20Christiana%20Osikorede"> Osifeko Christiana Osikorede</a>, <a href="https://publications.waset.org/abstracts/search?q=Folarin%20Bolanle%20Eunice"> Folarin Bolanle Eunice</a>, <a href="https://publications.waset.org/abstracts/search?q=Olugbenga%20Adebola%20Shodiya"> Olugbenga Adebola Shodiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During these difficult economic times, nations are looking for ways to improve their finances, preserve the environment as well as the socio-political climate and educational institutions, which are needed to increase their economy and preserve their sustainable development. Sport is one of the ways through which sustainable development can be achieved. The purpose of this study was to examine and understanding barriers to participation in sport. A total of 1,025 students were purposively selected from five schools (School of Arts and Social Sciences, School of Languages, School of Education, School of Sciences and School of Vocational and Technical Education) in Michael Otedola College of Primary Education (MOCPED). A questionnaire, with a tested reliability coefficient of 0.71, was used for data collection. The collected data were subjected to the descriptive survey research design. The findings showed that sports facilities, funding and lecture schedules were significant barriers to sports participation. It was recommended that sports facilities be provided by the Lagos State government. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sports" title="sports">sports</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=Participation" title=" Participation"> Participation</a>, <a href="https://publications.waset.org/abstracts/search?q=State%20government" title=" State government"> State government</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a> </p> <a href="https://publications.waset.org/abstracts/84334/understanding-barriers-to-sports-participation-as-a-means-of-achieving-sustainable-development-in-michael-otedola-college-of-primary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84334.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7602</span> The Coverage of Women's Sport of Greek Sports Websites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eleni%20Tsalkatidou">Eleni Tsalkatidou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the fact that women's sport has flourished in recent years, its media coverage remains low, as it is observed that every day men’s sports stories dominate the most popular sports websites and the same doesn’t apply to women. Many studies in the past have demonstrated that the participation of women in sport is greatly underrepresented in the media and even when it does get covered, the focus is often on femininity and attractiveness, not athleticism. This means that female athletes are often portrayed in a sexist manner and, in general, they are more deserving of media coverage as celebrities rather than because of their sporting achievements. Scholars have argued that sport is a place where sexism is cultivated, as gender roles are constructed and disputed based on social context. Although images and information about women athletes are now more than ever, thanks to Social Media where they also act as 'producers', sport is still considered as «masculine». There are many reasons why this happens, the most important of which are: a. It is considered that females don’t have the physical and athletic qualifications such as men and b. Women's sport is less commercial than men’s, so the interest is lower. Moreover, scholars have pointed out that men journalists/reporters don’t cover the women’s sport: it is more common for a woman to write about a women's sport or a female athlete. This has its roots in the conception that sport is synonymous with masculinity - which is deﬁned as the opposite of femininity – and so if men deal with women’s sport, this will probably menace their association with masculinity. Given the above, this paper seeks to examine the amount of women’s sport coverage of five Greek popular sports websites (metrosport.gr, gazzeta.gr, sport24.gr, sdna.gr, sport-fm.gr). The posted articles from these Greek websites from January to June 2020 were selected for my content analysis, which will be used to categorize the themes in order that the following research questions could be answered: 1) Are there any articles that cover women's sports or that refer to female athletes?, 2) And if so, are they articles/reports or is it a reproduction of the press release?, 3) What kind of sports do they refer to (individual-team sport)?, 4) Are the articles signed? And if so, are they written by men or women?, 5) What textual practices are used to cover women's sport/female athletes?, 6) Based on the findings, could we argue that we have entered a new age of media coverage of women’s sport in Greece with a shift towards greater gender equality or not? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Coverage" title="Coverage">Coverage</a>, <a href="https://publications.waset.org/abstracts/search?q=Greek%20websites" title=" Greek websites"> Greek websites</a>, <a href="https://publications.waset.org/abstracts/search?q=Sport" title=" Sport"> Sport</a>, <a href="https://publications.waset.org/abstracts/search?q=Women" title=" Women"> Women</a> </p> <a href="https://publications.waset.org/abstracts/128696/the-coverage-of-womens-sport-of-greek-sports-websites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128696.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7601</span> The Role of the Coach in Elite Equestrian Sport</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Lewis">Victoria Lewis</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Dumbell"> L. Dumbell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The British Equestrian Federation (BEF) aims to develop a holistic coach education and certification program, moving away from traditional autocratic instruction in line with the UK Coaching Framework. This framework is based on generic coaching science research where the coach is cited as a pivotal aspect in developing sporting success. Theoretic knowledge suggests that the role of the sports coach is to develop the physical, tactical, technical and psychological attributes of the athlete and is responsible for the planning, organization and delivery of the training plan and competition schedule. However, to the best of the author’s knowledge, there is no empirical evidence to suggest that is the role required in equestrian sport as the rider takes responsibility for many of these tasks. This research aimed to address the void in current knowledge by gaining an understanding of coaching in equestrian sport in order to improve coaching education system through awareness of the role of the coach. Objectives were to examine the relationship between coach and rider at elite level in equestrian sport providing empirical evidence to suggest that the rider is, in part, ‘self –coached’. To identify the elite equestrian coaches’ role in coaching these ‘self-coached riders. A qualitative method using semi-structured interviews was used. A sample of elite coaches (N=3) and elite riders (N=3) were interviewed. Analysis of the transcripts revealed a total of 534 meaning units that were further grouped into sub-themes and general themes from the coaches’ perspective and the riders’ perspective. This led to the development of a final thematic structure revealing major dimensions that characterized coaching in elite equestrian sport. It was found that the riders at the elite level coach themselves the majority of the time, therefore, can be considered as ‘self-coached’ athletes. However, they do use elite coaches in a mentoring and consultancy role, where they seek guidance from the coach on specific problems, to sound ideas off or to seek reassurance that what they are doing is correct. Findings from this research suggest that the rider-coach relationship at the elite level is a professional one, based on trust and respect, but not a close relationship as seen in other sports. The results show the imperative need for the BEF to educate coaches in coaching the self-coached rider at the elite level, particularly in terms of mentoring skills. As well as incorporating rider education aimed at developing the independent, self-coached riders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching" title="coaching">coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=elite%20sport" title=" elite sport"> elite sport</a>, <a href="https://publications.waset.org/abstracts/search?q=equestrian" title=" equestrian"> equestrian</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20coached" title=" self coached"> self coached</a> </p> <a href="https://publications.waset.org/abstracts/80351/the-role-of-the-coach-in-elite-equestrian-sport" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7600</span> Researching Servant Leadership Behaviors of Sport Managers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Betul%20Altinok">Betul Altinok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is researching servant leadership behaviors of sports managers. For this purpose, Servant Leadership behaviors of Sport Managers (N=69) working as Dean, School Principal and Head of Department in Sport Sciences Faculties, Physical Education and Sport Schools and Departments educating Physical Education and Sport investigated via questionnaires applied to academicians (N=1185) working in these institutions. Servant Leadership Questionnaire sent via e-mail to all Academicians working in Physical Education and Sport educating Faculties, Schools of Universities and Departments in Turkey. 406 survey which is responded and accurately completed by Academicians were evaluated. In this study, Servant Leadership Questionnaire developed and conducted validity and reliability analysis by Barbuto and Wheeler (2006) used to investigate sports managers servant leadership behaviors. Scale translated into Turkish then validity and reliability analysis were conducted. After measurement model of servant leadership questionnaire verified, Shapiro Wilk normality test was applied to obtained data to determine whether has got a normal distribution or not, depending on gender, job title, profession time, department and evaluated manager. Results of practiced normality test showed that data has not got a normal distribution (nonparametric). After normality test, Mann Whitney-U test applied at 0.05 value for determining whether there is a difference between servant leadership scores according to gender and Kruskal Wallis Test applied at 0.05 value for determining whether there is a difference between servant leadership scores according to job title, profession time, department and evaluated manager. Test results showed that there were not differences between Altruistic Calling (p>0.05), Emotional Healing (p>0.05), Wisdom (p>0.05), Persuasive Mapping (p>0.05) and (p>0.05), Organizational Stewardship sub-dimensions according to gender. Test results showed that there were not differences between Altruistic Calling (p>0.05), Emotional Healing (p>0.05), Wisdom (p>0.05), Persuasive Mapping (p>0.05) and (p>0.05), Organizational Stewardship sub-dimensions according to job title, profession time, department and evaluated manager. In the light of study results, it can be said that applied survey is objective and unfurls evaluated managers servant leadership behaviors. Empirical and practical contribution of this study is to test sports managers servant leadership behaviors in Turkey for the very first time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academicians" title="academicians">academicians</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=servant%20leadership" title=" servant leadership"> servant leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a> </p> <a href="https://publications.waset.org/abstracts/51821/researching-servant-leadership-behaviors-of-sport-managers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51821.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7599</span> The Relationship between Body Esteem and Self-Esteem with Sport-Confidence Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeid%20Motevalli">Saeid Motevalli</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Fatimah%20Azzahrah%20Binti%20Abd%20Mutalib"> Siti Fatimah Azzahrah Binti Abd Mutalib</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Sahandri%20Ghani%20Hamzah"> Mohd Sahandri Ghani Hamzah</a>, <a href="https://publications.waset.org/abstracts/search?q=Hazalizah%20Hamzah"> Hazalizah Hamzah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of the present study was to investigate the relationship between body esteem and self-esteem with sport-confidence among university students. This study was conducted by using the descriptive and correlational study design. Meanwhile, the method involved in this study was the online survey method. The population of the sample are mainly Universiti Pendidikan Sultan Idris (UPSI) students only which 120 participants were selected by cluster sampling method from two faculties named Fakulti Pembangunan Manusia (FPM) and Fakulti Sains Sukan dan Kejurulatihan (FSSKJ). The instrument used in this study was The Body-Esteem Scale (BES) by Franzoi and Shields (1984), Rosenberg Self-Esteem Scale (RSES) by Rosenberg (1965) and the Vealey’s Trait Sport-Confidence Inventory (TSCI) by (Vealey, 1986). The results of the Pearson product-moment correlation coefficient showed that there was a positive and moderate correlation between students’ body-esteem and sport-confidence and a negative and low correlation between students’ self-esteem and sport-confidence. Likewise, based on the entry method used all two predictor variables were significant in explaining sport confidence among UPSI students. In conclusion, it can be said that students’ sport-confidence affected by students’ self-esteem and body-esteem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20esteem" title="body esteem">body esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=sport-confidence" title=" sport-confidence"> sport-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/128183/the-relationship-between-body-esteem-and-self-esteem-with-sport-confidence-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128183.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7598</span> Comparative Analysis of Competitive State Anxiety among Team Sport and Individual Sport Athletes in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Soltani">Hossein Soltani</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Hojati"> Zahra Hojati</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Reza%20Attarzadeh%20Hossini"> Seyed Reza Attarzadeh Hossini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anxiety levels before and during competition are not clear due to conflicting findings; various athletes have reported different levels of anxiety from much too low. With respect to the fact that every sport field has its own special nature, and the lack of a comprehensive theory in this field made the author to compare competitive state anxiety among team sport and individual sport athletes in Iran. The sample included 120 male athletes, 60 athletes in individual sports (taekwondo, karate, and wrestling) and 60 athletes in team sports (volleyball, basketball, futsal). All participants in this study were regularly competing at the super leagues and regional level. The research instrument employed was the Persian version of the Competitive State Anxiety Inventory-2. This inventory was distributed among the subjects about 30 minutes before the first competition. Finally, using one-way ANOVA data was analyzed. The results indicated that the mean score of cognitive and somatic anxiety among individual sport athletes was higher than that of team sport athletes (P<0.05). Self-confidence levels of individual sports athletes was higher than that of team sports athletes but the difference was not significant (P >0.05). It seems the being part of a team alleviates some of the pressure experienced by those who compete alone. Conclusion: Individual sport athletes may be more exposed to evaluation and more engaged in their own skills and abilities than team sport athletes given that responsibility for performance is not distributed across several performers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competitive%20state%20anxiety" title="competitive state anxiety">competitive state anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20anxiety" title=" cognitive anxiety"> cognitive anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=somatic%20anxiety" title=" somatic anxiety"> somatic anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20sports" title=" team sports"> team sports</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20sports" title=" individual sports"> individual sports</a> </p> <a href="https://publications.waset.org/abstracts/32449/comparative-analysis-of-competitive-state-anxiety-among-team-sport-and-individual-sport-athletes-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">576</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sport%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sport%20education&page=3">3</a></li> <li class="page-item"><a class="page-link" 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