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education and sport sciences</title> <meta name="description" content="Search results for: physical education and sport sciences"> <meta name="keywords" content="physical education and sport sciences"> <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 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method="get" 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="physical education and sport sciences"> <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> 13426</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: physical education and sport sciences</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13426</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">13425</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">13424</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">13423</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">13422</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">13421</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">13420</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">13419</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">13418</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">13417</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">13416</span> Measurement and Evaluation Patterns Practiced by Physical Education Teachers in North Badia in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aman%20Kasawneh">Aman Kasawneh</a>, <a href="https://publications.waset.org/abstracts/search?q=Wasfi%20Khazalah"> Wasfi Khazalah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abedalbasit%20Abedalhafiz"> Abedalbasit Abedalhafiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to identify the patterns of measurement and evaluation practiced by physical education in the schools of North Badia in Jordan, as well as identifying the statistical differences according to gender, educational qualification, and the experience. The sample consisted of 118 physical education teachers 58 males and 60 females chosen randomly from the schools of North Badia in Jordan. The completed a questionnaire developed by the researchers after verifying its validity and reliability. The results indicated a clear weakness in the practice of measurement and evaluation patterns by physical education teachers. Also no significant differences were found between male and female teachers, however, significant differences were found between bachelor degree holders and their counter parts and between teachers with less than eight years of experience. The researchers recommended the necessity of preparing the P.E teachers regarding the patterns of measurement and evaluation within the sport field as one of the essentials for improving and developing physical education at schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement" title=" measurement"> measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20teacher" title=" physical education teacher"> physical education teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordanian" title=" Jordanian"> Jordanian</a> </p> <a href="https://publications.waset.org/abstracts/26124/measurement-and-evaluation-patterns-practiced-by-physical-education-teachers-in-north-badia-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26124.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">460</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">13415</span> Investigation of Various Variabilities of Social Anxiety Levels of Physical Education and Sports School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Turan%20Cetinkaya">Turan Cetinkaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to determine the relation of the level of social anxiety to various variables of the students in physical education and sports departments. 229 students who are studying at the departments of physical education and sports teaching, sports management and coaching in Ahi Evran University, College of Physical Education and Sports participate in the research. Personal information tool and social anxiety scale consisting 30 items were used as data collection tool in the research. Distribution, frequency, t-test and ANOVA test were used in the comparison of the related data. As a result of statistical analysis, social anxiety levels do not differ according to gender, income level, sports type and national player status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title="social anxiety">social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduates" title=" undergraduates"> undergraduates</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a>, <a href="https://publications.waset.org/abstracts/search?q=un%C4%B1versty" title=" unıversty"> unıversty</a> </p> <a href="https://publications.waset.org/abstracts/63974/investigation-of-various-variabilities-of-social-anxiety-levels-of-physical-education-and-sports-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63974.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">429</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">13414</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">13413</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">13412</span> Contesting Discourses in Physical Education: A Critical Discourse Analysis of 20 Textbooks Used in Physical Education Teacher Education in Denmark</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annemari%20Munk%20Svendsen">Annemari Munk Svendsen</a>, <a href="https://publications.waset.org/abstracts/search?q=Jesper%20Tinggaard%20Svendsen"> Jesper Tinggaard Svendsen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate different discourses about the body, movement and the main progression in and aim of Physical Education (PE) that are immersed within Physical Education Teacher Education (PETE) textbooks. The study was based on an examination of Danish PETE course documents listing 296 educational texts prescribed by PETE teachers for PETE programs in Denmark. It presents a more specific analysis of the 20 most used textbooks in Danish PETE. The study found three different discourses termed: (1) Developing the potential for sport, (2) Basis for creative sensing and (3) Being part of a cultural ballast. These discourses represent different ways of conceptualising and appraising PE as a school subject. The results also suggest that PETE textbooks are deeply involved in the (re)construction, struggling and ‘working’ of classical discourses in PE. Furthermore, that PETE textbooks comprise powerful documents that through their recurrent use of high modality are tending to be unequivocal in their suggestions for PE practices. On the basis of these findings, the presentation suggests that PETE teachers may use textbook analysis in the educational program as a tool for enhancing critical reflections upon central ideological dilemmas in PE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title="critical discourse analysis">critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title=" critical reflection"> critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20teacher%20education" title=" physical education teacher education"> physical education teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=textbooks" title=" textbooks"> textbooks</a> </p> <a href="https://publications.waset.org/abstracts/68979/contesting-discourses-in-physical-education-a-critical-discourse-analysis-of-20-textbooks-used-in-physical-education-teacher-education-in-denmark" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68979.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">295</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">13411</span> Teachers' Perceptions of Physical Education and Sports Calendar and Conducted in the Light of the Objective of the Lesson Approach Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chelali%20Mohammed">Chelali Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the application of the competency-based approach in the system educational Algeria, the price of physical education and sport must privilege the acquisition of learning approaches and especially the approach science, which from problem situations, research and develops him information processing and application of knowledge and know-how in new situations in the words of ‘JOHN DEWEY’ ‘learning by practice’. And to achieve these goals and make teaching more EPS motivating, consistent and concrete, it is appropriate to perform a pedagogical approach freed from the constraints and open to creativity and student-centered in the light of the competency approach adopted in the formal curriculum. This approach is not unusual, but we think it is a highly professional nature requires the competence of the teacher. <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" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/36156/teachers-perceptions-of-physical-education-and-sports-calendar-and-conducted-in-the-light-of-the-objective-of-the-lesson-approach-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36156.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">603</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">13410</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">13409</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">13408</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">310</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">13407</span> Development of an Intervention Program for Moral Education of Undergraduate Students of Sport Sciences and Physical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Najia%20Zulfiqar">Najia Zulfiqar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Imparting moral education is the need of time, considering the obvious moral decline in society. Recent research shows the downfall of moral competence among university students. The main objective of the present study was to develop moral development intervention strategies for undergraduate students of Sports and Physical Education. Using an interpretative phenomenological approach, insight into field-specific moral issues was gained through interviews with 7 subject experts and a focus-group discussion session with 8 students. Two research assistants who were trained in qualitative interviewing collected, transcribed and analyzed data into the MAXQDA software using content and discourse analyses. The identified moral issues in Sports and Physical Education were sports gambling and betting, pay-for-play, doping, coach misconduct, tampering, cultural bias, gender equity/nepotism, bullying/discrimination, and harassment. Next, intervention modules were developed for each moral issue based on hypothetical situations, and followed by guided reflection and dilemma discussion questions. The third moral development strategy was community services that included posture screening, diet plan for different age groups, open fitness ground training, exercise camps for physical fitness, balanced diet awareness camp, gymnastic camp, shoe assessment as per health standards, and volunteering for public awareness at the playground, gymnasium, stadium, park, etc. The intervention modules were given to four subject specialists for expert validation who were from different backgrounds within Sport Sciences. Upon refinement and finalization, four students were presented with these intervention modules and questioned about accuracy, relevance, comprehension, and content organization. Iterative changes were made in the content of the intervention modules to tailor them to the moral development needs of undergraduate students. This intervention will strengthen positive moral values and foster mature decision-making about right and wrong acts. As this intervention is easy to apply as a remedial tool, academicians and policymakers can use this to promote students’ moral development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20service" title="community service">community service</a>, <a href="https://publications.waset.org/abstracts/search?q=dilemma%20discussion" title=" dilemma discussion"> dilemma discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=morality" title=" morality"> morality</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=university%20students." title=" university students."> university students.</a> </p> <a href="https://publications.waset.org/abstracts/166527/development-of-an-intervention-program-for-moral-education-of-undergraduate-students-of-sport-sciences-and-physical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166527.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">72</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">13406</span> Competition as an Appropriate Instructional Practice in the Physical Education Environment: Reflective Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Barney">David Barney</a>, <a href="https://publications.waset.org/abstracts/search?q=Francis%20Pleban"> Francis Pleban</a>, <a href="https://publications.waset.org/abstracts/search?q=Muna%20Muday"> Muna Muday</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore gender differences of former physical education students related to reflective experiences of competition in physical education learning environment. In the school environment, students are positioned in competitive situations, including in the physical education context. Therefore it is important to prepare future physical educators to address the role of competition in physical education. Participants for this study were 304 college-aged students and young adults (M = 1.53, SD = .500), from a private university and local community located in the western United States. When comparing gender, significant differences (p < .05) were reported for four (questions 5, 7, 12, and 14) of the nine scaling questions. Follow-up quantitative findings reported that males (41%) more than females (27%) witnessed fights in physical education environment during competitive games. Qualitative findings reported fighting were along the lines of verbal confrontation. Female participants tended to experience being excluded from games, when compared to male participants. Both male and female participants (total population; 95%, males; 98%; and females 92%) were in favor of including competition in physical education for students. Findings suggest that physical education teachers and physical education teacher education programs have a responsibility to develop gender neutral learning experiences that help students better appreciate the role competition plays, both in and out of the physical education classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competition" title="competition">competition</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=physical%20education%20teacher%20education" title=" physical education teacher education"> physical education teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/67404/competition-as-an-appropriate-instructional-practice-in-the-physical-education-environment-reflective-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67404.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">497</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">13405</span> The Relation between Sports Practice and the Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albert%20Perez-Bellmunt">Albert Perez-Bellmunt</a>, <a href="https://publications.waset.org/abstracts/search?q=Eila%20Rivera"> Eila Rivera</a>, <a href="https://publications.waset.org/abstracts/search?q=Aida%20Valls"> Aida Valls</a>, <a href="https://publications.waset.org/abstracts/search?q=Berta%20Estragues"> Berta Estragues</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Ortiz"> Sara Ortiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Roberto%20Seijas"> Roberto Seijas</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Alvarez"> Pedro Alvarez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> INTRODUCTION: Physical and sports activity on a regular basis present numerous health benefits such as the prevention of cardiovascular and metabolic diseases. Also, there is a relation between sport and the psychological or the cognitive process of children and young people. The objective of the present study is to know if the sports practice has any positive influence on the university academic performance. MATERIALS AND METHODS: The level of the physical activity of 220 students of different degrees in health science was evaluated and compared with the academic results (grades). To assess the level of physical and sports activity, the Global Physical Activity Questionnaire (to calculate the sporting level in a general way) and the International Physical Activity Questionnaire (to estimate the physical activity carried out during the days leading up to the academic exams) were used. RESULTS: The students that realized an average level of sports activity the days before the exam obtained better grades than the rest of their classmate and the result was statistically significant. Controversially, if the sports level was analyzed in a general way, no relationship was observed between academic performance and the level of sport realized. CONCLUSION: A moderate physical activity, on the days leading up to an assessment, can be a positive factor for the university academic performance. Despite the fact that a regular sports activity improves many cognitive and physiological processes, the present study did not observe a direct relationship between sport/physical activity and academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20results" title=" academic results"> academic results</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20physical%20activity%20questionnaire" title=" global physical activity questionnaire"> global physical activity questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity%20questionnaire" title=" physical activity questionnaire"> physical activity questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20practice" title=" sport practice"> sport practice</a> </p> <a href="https://publications.waset.org/abstracts/98072/the-relation-between-sports-practice-and-the-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98072.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">189</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">13404</span> Current Global Education Trends: Issues and Challenges of Physical and Health Education Teaching and Learning in Nigerian Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bichi%20Muktar%20Sani">Bichi Muktar Sani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The philosophy of Physical and Health Education is to develop academic and professional competency which will enable individuals earn a living and render unique services to the society and also provide good basis of knowledge and experience that characterize an educated and fully developed person through physical activities. With the increase of sedentary activities such as watching television, playing videogames, increased computer technology, automation and reduction of high school Physical and Health Education schedules, young people are most likely to become overweight, and less fit. Physical Education is a systematic instruction in sports, training, practice, gymnastics, exercises, and hygiene given as part of a school or college program. Physical and Health Education is the study, practice, and appreciation of the art and science of human movement. Physical and Health Education is course in the curricula that utilizes the learning in the cognitive, affective, and psychomotor domains in a lay or movement exploration setting. The paper made some recommendations on the way forward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=issues" title="issues">issues</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</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=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/abstracts/187567/current-global-education-trends-issues-and-challenges-of-physical-and-health-education-teaching-and-learning-in-nigerian-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187567.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">39</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">13403</span> Environmental Awareness on Formal Education Level: A Program Approach through Physical Education Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jocelyn%20Floresca">Jocelyn Floresca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aimed to present the by-product of the introduction of environmental ecology awareness on a formal education level utilizing the program course of Physical Education, particularly in the tertiary level. It is based on the premise that the radical need for environmental protection may not only necessarily be the work of people in the pure sciences but also deemed necessary to look into more avenues of the school setting particularly in the field of Physical Education. In the Philippines, most schools’ Physical Education focuses on the advancement of sports, fitness and wellness which are mostly done in the confines of a closed building. The paper dwells into the introduction of Physical Education as an outdoor recreation activity where in the participants of the study had the opportunity to indulge in activities undertaken outside the confines of buildings and going into large areas of the environment. It looked into the individual participant’s environmental social behaviour and effects on the participant’s perceptions in terms of the set objectives of Physical Education before and after the study’s intervention. The study utilized the formal course in Physical Education on nature walks, mountaineering and bird watching as interventions to gain perceptions and understanding. The introduction of the environmental ecology activities as a formal Physical Education course has resulted in deeper awareness that led to understanding the need to protect the environment, appreciation of the value of natural areas and acquiring behaviour for a sustainable use of the environment during the practice of Physical Education. Also, prior to the introduction of environmental ecology in Physical Education as a formal study; participants have no knowledge of what dwells in the identified sites of intervention. Whereas after the study, participants were able to identify various species of birds and plants found in the sites of the study that may lead to further conservation of the particular species. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appreciation" title="appreciation">appreciation</a>, <a href="https://publications.waset.org/abstracts/search?q=conservation" title=" conservation"> conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20ecology" title=" environmental ecology"> environmental ecology</a>, <a href="https://publications.waset.org/abstracts/search?q=outdoor" title=" outdoor"> outdoor</a> </p> <a href="https://publications.waset.org/abstracts/53304/environmental-awareness-on-formal-education-level-a-program-approach-through-physical-education-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53304.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">294</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">13402</span> Mobile Device Applications in Physical Education: Investigating New Pedagogical Possibilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danica%20Vidotto">Danica Vidotto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital technology is continuing to disrupt and challenge local conventions of teaching and education. As mobile devices continue to make their way into contemporary classrooms, educators need new pedagogies incorporating information communication technology to help reform the learning environment. In physical education, however, this can seem controversial as physical inactivity is often related to an excess of screen-time. This qualitative research project is an investigation on how physical educators use mobile device applications (apps) in their pedagogy and to what end. A comprehensive literature review is included to examine and engage current academic research of new pedagogies and technology, and their relevance to physical activity. Data were collected through five semi-structured interviews resulting in three overarching themes; i) changing pedagogies in physical education; ii) the perceived benefits and experienced challenges of using apps; and iii) apps, physical activity, and physical education. This study concludes with a discussion of the findings engaging the literature, discussing the implications of findings, and recommendations for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applications%20%28apps%29" title="applications (apps)">applications (apps)</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20devices" title=" mobile devices"> mobile devices</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20pedagogies" title=" new pedagogies"> new pedagogies</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/82421/mobile-device-applications-in-physical-education-investigating-new-pedagogical-possibilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82421.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">193</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">13401</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">13400</span> Elements of Sector Benchmarking in Physical Education Curriculum: An Indian Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kalpana%20Sharma">Kalpana Sharma</a>, <a href="https://publications.waset.org/abstracts/search?q=Jyoti%20Mann"> Jyoti Mann</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was designed towards institutional analysis for a clear understanding of the process involved in functioning and layout of determinants influencing physical education teacher’s education program in India. This further can be recommended for selection of parameters for creating sector benchmarking for physical education teachers training institutions across India. 165 stakeholders involving students, teachers, parents, administrators were surveyed from the identified seven institutions and universities from different states of India. They were surveyed on the basis of seven broad parameters which were associated with the post graduate physical education program in India. A physical education program assessment tool of 52 items was designed to administer it among the stakeholders selected for the survey. An item analysis of the contents was concluded through the review process from selected experts working in higher education with experience in teacher training program in physical education. The data was collected from the stakeholders of the selected institutions through Physical Education Program Assessment Tool (PEPAT). The hypothesis that PE teacher education program is independent of physical education institutions was significant. The study directed a need towards robust admission process emphasizing on identification, selection of potential candidates and quality control of intake with the scientific process developed according to the Indian education policies and academic structure. The results revealed that the universities do not have similar functional and delivery process related to the physical education teacher training program. The study reflects towards the need for physical education universities and institutions to identify the best practices to be followed regarding the functioning of delivery of physical education programs at various institutions through strategic management studies on the identified parameters before establishing strict standards and norms for achieving excellence in physical education in India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=benchmarking" title=" benchmarking"> benchmarking</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</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=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/63776/elements-of-sector-benchmarking-in-physical-education-curriculum-an-indian-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63776.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">559</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">13399</span> Interdisciplinary Integrated Physical Education Program Using a Philosophical Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellie%20Abdi">Ellie Abdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Susana%20Juniu"> Susana Juniu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this presentation is to describe an interdisciplinary teaching program that integrates physical education concepts using a philosophical approach. The presentation includes a review of: a) the philosophy of American education, b) the philosophy of sports and physical education, c) the interdisciplinary physical education program, d) professional development programs, (e) the Success of this physical education program, f) future of physical education. This unique interdisciplinary program has been implemented in an urban school physical education discipline in East Orange, New Jersey for over 10 years. During the program the students realize that the bodies go through different experiences. The body becomes a place where a child can recognize in an enjoyable way to express and perceive particular feelings or mental states. Children may distinguish themselves to have high abilities in the social or other domains but low abilities in the field of athletics. The goal of this program for the individuals is to discover new skills, develop and demonstrate age appropriate mastery level at different tasks, therefore the program consists of 9 to 12 sports, including many game. Each successful experience increases the awareness ability. Engaging in sports and physical activities are social movements involving groups of children in situations such as teams, friends, and recreational settings, which serve as a primary socializing agent for teaching interpersonal skills. As a result of this presentation the audience will reflect and explore how to structure a physical education program to integrate interdisciplinary subjects with philosophical concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20disciplines" title="interdisciplinary disciplines">interdisciplinary disciplines</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophical%20concepts" title=" philosophical concepts"> philosophical concepts</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=interdisciplinary%20teaching%20program" title=" interdisciplinary teaching program"> interdisciplinary teaching program</a> </p> <a href="https://publications.waset.org/abstracts/4162/interdisciplinary-integrated-physical-education-program-using-a-philosophical-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4162.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">494</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">13398</span> An Approach to Physical Performance Analysis for Judo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefano%20Frassinelli">Stefano Frassinelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessandro%20Niccolai"> Alessandro Niccolai</a>, <a href="https://publications.waset.org/abstracts/search?q=Riccardo%20E.%20Zich"> Riccardo E. Zich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sport performance analysis is a technique that is becoming every year more important for athletes of every level. Many techniques have been developed to measure and analyse efficiently the performance of athletes in some sports, but in combat sports these techniques found in many times their limits, due to the high interaction between the two opponents during the competition. In this paper the problem will be framed. Moreover the physical performance measurement problem will be analysed and three different techniques to manage it will be presented. All the techniques have been used to analyse the performance of 22 high level Judo athletes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sport%20performance" title="sport performance">sport performance</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20performance" title=" physical performance"> physical performance</a>, <a href="https://publications.waset.org/abstracts/search?q=judo" title=" judo"> judo</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20coefficients" title=" performance coefficients"> performance coefficients</a> </p> <a href="https://publications.waset.org/abstracts/61556/an-approach-to-physical-performance-analysis-for-judo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61556.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">413</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">13397</span> Inclusive Practices in Physical Education: A Survey of Pre-Service Teachers' Attitudes and Self-Efficacy in the Context of Teachers' Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Teresa%20M.%20Odipo">Teresa M. Odipo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive physical education and an inclusive educational approach in German schools have received much attention in recent years due to the UN Convention on the rights of persons with disabilities proposals, which came into force in Germany in 2009. The aim of inclusive PE is to include children with disabilities and able bodied children, based on the idea, that all children should attend school together. While PE mostly took place in a heterogeneous environment, introducing children with all kinds of disabilities posed more challenges to the teachers, when children with disabilities were included. Therefore it is important that the educational approach should include pre-service teachers’ (PST) self-efficacy for and their attitudes towards inclusive practices. The PSTs’ self-efficacy for inclusive practices is one of the strongest predictors of the success of the inclusion reforms introduced in 2009, in order to improve PSTs’ ability to handle these very new challenges. PE stands out because the very nature of sport involves the body which means that all children, especially those with special needs should be treated in an appropriate manner. Up till now, it has been mostly English-speaking countries that have been assessed for inclusive practices in PE. Due to the lack of research in Germany, there is a strong need to question PSTs’ prepared-ness. This paper presents results from the 2016 survey conducted on around 100 PSTs by the German University of Sports in Cologne and opens up new directions within PSTs’ education, concerning their attitudes and self-efficacy towards inclusive PE. These new aspects will be included in the construction of new learning and teaching tools to improve pre-service teachers’ education for inclusive Physical Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20physical%20education" title=" inclusive physical education"> inclusive physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/60380/inclusive-practices-in-physical-education-a-survey-of-pre-service-teachers-attitudes-and-self-efficacy-in-the-context-of-teachers-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60380.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> <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=physical%20education%20and%20sport%20sciences&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20education%20and%20sport%20sciences&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=physical%20education%20and%20sport%20sciences&page=4">4</a></li> <li class="page-item"><a class="page-link" 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