This document summarizes a study on "dislike for exercise" (DE) and "dislike for physical education" (DPE) among students in Mongolia. The study aimed to clarify definitions of DE and DPE, investigate their prevalence, and examine generating factors. A questionnaire was administered to 149 elementary to high school students. Results showed more students disliked PE than exercise, and dislike was higher among girls. Factors generating DE included fewer positive experiences with exercise and less encouragement from family. Having a likable teacher reduced DPE. The study helped distinguish DE and DPE as separate concepts and identified generating factors to help reduce negative attitudes.
A Study of Facts and Generating Factors of “Dislike for Exercise” and “Dislik...IJITE
Recently, a decline in children’s fitness and lack of exercise has become a serious issue in Japan.
Consequently, various governmental institutions have repeatedly taken up this problem and a
number of policy recommendations have been made that aim to remedy the situation. Following
these recommendations, the new Course of Study has proposed measures such as increasing the
number of teaching hours for health and Physical Education (hereinafter abbreviated as “PE”)
and reforming the PE curriculum within 12 years. By doing so, it has further emphasized the need
“to develop the capacity and skills to engage in exercise throughout life, to realize an enriching
sports life, and to improve physical fitness.” Despite these measures, the polarization between
those children who actively engage in exercise and those who do not, as well as children who
have an unfavorable or negative attitude toward exercise and PE lessons “Dislike for Exercise
(hereinafter abbreviated as “DE”)” and “Dislike for Physical Education (hereinafter abbreviated
as “DPE”)” still persist. The principal role of PE lessons at school is to introduce children to the
joy and excitement of exercise. Within this context, emphasis should be placed on “PE”
education that forms the basis of life-long engagement with sports. However, “DE” and “DPE”
attitudes inhibit PE in school from achieving its goals.
This document provides background information on a research proposal examining teachers' and administrators' perspectives on student suspensions in Western Australian secondary schools. The research will involve case studies of three schools using qualitative methods like interviews and focus groups. The purpose is to understand the rationale for and impact of suspensions according to school staff and identify ways to improve disciplinary practices and student outcomes. The conceptual framework discusses interpretivism and relevant Western Australian policies on student behavior management and the historical and social context of increasing suspensions.
This study examined the effects of using therapy balls instead of chairs on the classroom behavior and reading comprehension of 24 fifth-grade students with dyslexia. The students' behavior was observed and rated by independent observers, teachers, and the students themselves across three time periods. In the first period, one class used therapy balls while the other used chairs. Then the conditions were switched. The results showed that independent observers saw a decrease in undesirable behaviors for the class using balls, with medium to large effect sizes. However, there were no significant effects found for reading comprehension or student and teacher ratings of behavior. Most students reported that the balls improved their attention and motivation.
This study tested whether recalling a positive or negative past exercise experience could increase future exercise intentions and behavior. Undergraduate students were randomly assigned to recall a positive exercise memory, a negative exercise memory, or no memory. They completed surveys about exercise attitudes, motivation, and intentions at two time points, with a one-week period in between. Students who recalled a positive exercise memory reported higher levels of exercise during that week than those in the control group, while those who recalled a negative memory reported intermediate levels. Activating a positive motivational memory had a significant effect on subsequent self-reported exercise, even after accounting for prior attitudes and motivation.
This document presents a model for a music therapy program for students with emotional and behavioral disorders (EBD) in a psychoeducational setting. It reviews how music therapy has been used beneficially with this population in areas like self-esteem, behavior, communication, and social skills. The proposed model combines the music therapy process with the school's 9-week grading period. It provides structure for group and individual music therapy sessions aimed at goals like self-expression, socialization, behavior management, and reinforcing cognitive and motor skills. The model has been implemented successfully in a residential treatment center serving elementary through high school students with severe EBD.
Influential Determinants of Capacity Building to Cope With Stress among Unive...iosrjce
This study is a survey to find out the influential determinants of capacity building to cope with stress
among university students. Descriptive survey research design was employed for the study while self-structured
modified questionnaire was used to elicit information from the respondents. A total of nine hundred and five
(905) respondents participated in the study forming the sample size for the study. The statistical tools used for
the study includes; percentage counts, frequency, mean, regression analysis, spearman rank andMann-Whitney
U test. The statistical results of the multiple regression analysis showed that the predictors (age, sex, religion,
college, family financial status and academic performance) had 92% (adjR
2=.092, F(7,896)=14.02, P=.000,
P<0.05) joint contribution in the dependent variable (perceived ability to cope with stress). The linear
regression analysis showed that only age (β=-.112, p=.001), sex (β=.124, p=.000), religion (β=.084, p=.009),
college (β=-.088, p=.007) and academic performance (β=.249, p=.000) had significant relative contribution to
the dependent variable.The Mann-Whitney U results showed that there is significant difference in the perceived
ability to cope with stress between both male and female (H=84552, Z=-3.78, p=.000). The result of the
findings revealed that age, sex, religion, college of study, academic performance could significantly predict
perceived ability to cope with stress.And also showed that the way male and female perceived their abilities to
cope with stress differ
This study examined the effects of short-term food deprivation on concentration and perseverance in undergraduate students. Participants were deprived of food for either 0, 12, or 24 hours before completing a concentration task and perseverance puzzle task. Food deprivation had no significant effect on concentration scores. However, those in the 12-hour deprivation group spent significantly less time on the perseverance task than the control and 24-hour groups, suggesting short-term deprivation may impact some cognitive functions but not others. The researchers speculate this may be due to hunger or motivation levels influencing perseverance after 12 hours of deprivation.
Occupational therapists can play an important role in helping schools reduce the use of restraint and seclusion. They can use assessments to identify sensory, motor, social, and cognitive factors contributing to aggressive behaviors. Occupational therapists can then work with teams to develop student-centered interventions focusing on self-regulation, relaxation, and managing symptoms associated with aggression. Occupational therapists can also address environmental factors and promote mental health for all students. At different levels, occupational therapists can work on promotion, prevention, and intervention to reduce restraint and seclusion.
A Study of Facts and Generating Factors of “Dislike for Exercise” and “Dislik...IJITE
Recently, a decline in children’s fitness and lack of exercise has become a serious issue in Japan.
Consequently, various governmental institutions have repeatedly taken up this problem and a
number of policy recommendations have been made that aim to remedy the situation. Following
these recommendations, the new Course of Study has proposed measures such as increasing the
number of teaching hours for health and Physical Education (hereinafter abbreviated as “PE”)
and reforming the PE curriculum within 12 years. By doing so, it has further emphasized the need
“to develop the capacity and skills to engage in exercise throughout life, to realize an enriching
sports life, and to improve physical fitness.” Despite these measures, the polarization between
those children who actively engage in exercise and those who do not, as well as children who
have an unfavorable or negative attitude toward exercise and PE lessons “Dislike for Exercise
(hereinafter abbreviated as “DE”)” and “Dislike for Physical Education (hereinafter abbreviated
as “DPE”)” still persist. The principal role of PE lessons at school is to introduce children to the
joy and excitement of exercise. Within this context, emphasis should be placed on “PE”
education that forms the basis of life-long engagement with sports. However, “DE” and “DPE”
attitudes inhibit PE in school from achieving its goals.
This document provides background information on a research proposal examining teachers' and administrators' perspectives on student suspensions in Western Australian secondary schools. The research will involve case studies of three schools using qualitative methods like interviews and focus groups. The purpose is to understand the rationale for and impact of suspensions according to school staff and identify ways to improve disciplinary practices and student outcomes. The conceptual framework discusses interpretivism and relevant Western Australian policies on student behavior management and the historical and social context of increasing suspensions.
This study examined the effects of using therapy balls instead of chairs on the classroom behavior and reading comprehension of 24 fifth-grade students with dyslexia. The students' behavior was observed and rated by independent observers, teachers, and the students themselves across three time periods. In the first period, one class used therapy balls while the other used chairs. Then the conditions were switched. The results showed that independent observers saw a decrease in undesirable behaviors for the class using balls, with medium to large effect sizes. However, there were no significant effects found for reading comprehension or student and teacher ratings of behavior. Most students reported that the balls improved their attention and motivation.
This study tested whether recalling a positive or negative past exercise experience could increase future exercise intentions and behavior. Undergraduate students were randomly assigned to recall a positive exercise memory, a negative exercise memory, or no memory. They completed surveys about exercise attitudes, motivation, and intentions at two time points, with a one-week period in between. Students who recalled a positive exercise memory reported higher levels of exercise during that week than those in the control group, while those who recalled a negative memory reported intermediate levels. Activating a positive motivational memory had a significant effect on subsequent self-reported exercise, even after accounting for prior attitudes and motivation.
This document presents a model for a music therapy program for students with emotional and behavioral disorders (EBD) in a psychoeducational setting. It reviews how music therapy has been used beneficially with this population in areas like self-esteem, behavior, communication, and social skills. The proposed model combines the music therapy process with the school's 9-week grading period. It provides structure for group and individual music therapy sessions aimed at goals like self-expression, socialization, behavior management, and reinforcing cognitive and motor skills. The model has been implemented successfully in a residential treatment center serving elementary through high school students with severe EBD.
Influential Determinants of Capacity Building to Cope With Stress among Unive...iosrjce
This study is a survey to find out the influential determinants of capacity building to cope with stress
among university students. Descriptive survey research design was employed for the study while self-structured
modified questionnaire was used to elicit information from the respondents. A total of nine hundred and five
(905) respondents participated in the study forming the sample size for the study. The statistical tools used for
the study includes; percentage counts, frequency, mean, regression analysis, spearman rank andMann-Whitney
U test. The statistical results of the multiple regression analysis showed that the predictors (age, sex, religion,
college, family financial status and academic performance) had 92% (adjR
2=.092, F(7,896)=14.02, P=.000,
P<0.05) joint contribution in the dependent variable (perceived ability to cope with stress). The linear
regression analysis showed that only age (β=-.112, p=.001), sex (β=.124, p=.000), religion (β=.084, p=.009),
college (β=-.088, p=.007) and academic performance (β=.249, p=.000) had significant relative contribution to
the dependent variable.The Mann-Whitney U results showed that there is significant difference in the perceived
ability to cope with stress between both male and female (H=84552, Z=-3.78, p=.000). The result of the
findings revealed that age, sex, religion, college of study, academic performance could significantly predict
perceived ability to cope with stress.And also showed that the way male and female perceived their abilities to
cope with stress differ
This study examined the effects of short-term food deprivation on concentration and perseverance in undergraduate students. Participants were deprived of food for either 0, 12, or 24 hours before completing a concentration task and perseverance puzzle task. Food deprivation had no significant effect on concentration scores. However, those in the 12-hour deprivation group spent significantly less time on the perseverance task than the control and 24-hour groups, suggesting short-term deprivation may impact some cognitive functions but not others. The researchers speculate this may be due to hunger or motivation levels influencing perseverance after 12 hours of deprivation.
Occupational therapists can play an important role in helping schools reduce the use of restraint and seclusion. They can use assessments to identify sensory, motor, social, and cognitive factors contributing to aggressive behaviors. Occupational therapists can then work with teams to develop student-centered interventions focusing on self-regulation, relaxation, and managing symptoms associated with aggression. Occupational therapists can also address environmental factors and promote mental health for all students. At different levels, occupational therapists can work on promotion, prevention, and intervention to reduce restraint and seclusion.
This document summarizes a study that examined the effects of a 5-week cross-curricular physical education intervention on reception children's (ages 4-5) fundamental movement skills, physical activity, and weight status. The intervention incorporated lessons based on the story of "The Gruffalo" and assessed changes in these variables before and after for an intervention school compared to a control school. Key findings were that the intervention significantly improved children's fundamental movement skills and weekday physical activity, but did not significantly impact weight status or weekend physical activity. The intervention provides a model for using cross-curricular lessons to improve movement skills and physical activity in young children.
This document provides a summary of Kamden K. Strunk's research on motivation, equity, and measurement in education. It outlines Strunk's work in three main areas: motivation research on expectancy-value theory and achievement goals; procrastination and motivation; and equity research focusing on race, ethnicity, and LGBTQ students in education. In motivation research, Strunk has examined factors like expectancy-value, achievement goals, procrastination, and a new 2x2 model of time-related academic behavior. Equity research includes studies on American Indian STEM education, race and ethnicity in Southern US education, and quantitative work on climate for LGBTQ students. Ongoing and future work is focused on understanding how context influences
This study examined the effects of a short-term international experience on group cohesion and dynamics among 14 business students who traveled to Costa Rica. Surveys and interviews were conducted before and after the trip to assess communication, comfort levels, efficacy, and social interactions within the whole class and individual project groups. While statistical analysis was not possible due to the small sample size, the data suggested the international experience improved relationships among students and overall group functioning.
1) The document reviews research on the effects of ability grouping in physical education (PE) classes on students' attitudes and participation.
2) A study found that ability grouping significantly improved student behavior but did not significantly change student attitudes towards PE.
3) The author concludes that ability grouping within PE classes can be beneficial where appropriate and further research on the role of gender is warranted.
1. The study examined the relationship between emotional-behavioral traits and rhythm imitation performance in 100 5th grade elementary school students.
2. Students were assessed for internalizing vs. externalizing emotional-behavioral traits using standardized tests. They then completed rhythm imitation tasks that were analyzed based on completion, accuracy, intensity, pace, and grouping.
3. The results showed significant differences between students with internalizing vs. externalizing traits in task completion, accuracy, intensity, and pace, suggesting rhythm performance reflects one's emotional and behavioral characteristics.
This document provides background information on a study examining the effects of incorporating cross-lateral movement patterns into math instruction. It discusses research showing links between physical activity, brain development, and cognition. The study aims to test if including a daily cross-lateral movement routine before math lessons improves 3rd grade students' math accuracy and fluency on weekly timed tests. It outlines the study design, participants, researchers, purpose, research question, definitions of key terms, and rationale for exploring this type of bodily-kinesthetic intervention.
1) The study examined relationships between sleep patterns, self-reported academic performance measures, and demographic/lifestyle factors in 50 college students.
2) Results found that lower sleep quality was associated with lower academic performance, with most students reporting less than 8 hours of sleep per night and feeling groggy.
3) Female students had higher GPAs than male students on average, and students were more likely to drop varsity sports as they neared graduation. While some relationships between sleep and academic performance were observed, the hypothesis that less sleep directly causes lower performance was not supported.
Impact of demographic variables on perceived sources of occupational stress a...Alexander Decker
This document discusses sources of occupational stress among teaching staff at Gomal University in Pakistan. It identifies 5 major groups of stressors: 1) classroom-related difficulties like large class sizes and lack of facilities, 2) heavy teaching loads and expectations for research, 3) issues with students like misbehavior, 4) job and career problems like low pay and lack of advancement opportunities, and 5) difficulties with interpersonal relationships at work and home. The document reviews previous research on stress among university faculty and identifies factors found to contribute to stress, such as workload, role ambiguity, student discipline problems, lack of support, and work-life imbalance. It aims to determine if stress levels differ between male and female teaching staff regarding these sources of
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
This document summarizes a study on misconceptions in chemistry among freshmen students at Mindanao University of Science and Technology (MUST). The study aims to determine which chemistry topics students have misconceptions about, the reasons for these misconceptions, and how misconceptions compare between male and female students. It outlines the problem statement, research questions, hypothesis, significance of the study, assumptions, limitations, and definition of key terms. The theoretical framework discusses prior research on students' understanding of concepts like solutions, molecular models, and multiple representations.
The study examined the relationship between physical activity and grade point average (GPA) among undergraduate college students. A survey was distributed to collect data on demographics, physical activity levels, athletic history, academic history, and GPA. The data was analyzed and no correlation was found between hours or days of exercise per week and GPA. While most participants had high GPAs around 3.0, the sample may have been limited due to its distribution among elite academic groups on campus whose members tend to maintain high GPAs.
This document is a thesis submitted by Christopher Kear to the University of Wisconsin-La Crosse to fulfill requirements for a Master of Science degree in Exercise and Sport Science. The thesis examines how interpersonal factors from the Theory of Triadic Influence predict adolescents' physical activity levels in physical education classes. Seventy-one high school students completed surveys assessing social constructs from the theory and wore accelerometers during five physical education lessons playing flag football. Results showed the social constructs predicted physical activity intentions but not actual physical activity levels during class. Further research is needed to identify additional factors that predict adolescents' physical activity behavior in physical education.
Physically Active Play and Cognition An Academic Matter?videosplay360
The authors discuss the growing evidence that strenuous physical activity is not only healthy for students but improves their academic performance. Based on such re- search, they argue that schools in the United States need to stop eliminating physical- education programs under the current political pressures to emphasize academics and instead to reform traditional physical education. Modern physical education should move away from its competitive-sports approach to one that employs a wide range of play involving strenuous physical activity for every student.
This document summarizes a white paper from the ASC-HELM Committee at Adams State University about infusing physical activity into classrooms and meetings to boost learning and productivity. The committee proposes incorporating 3-8 minute "Brain Booster" physical activity breaks into meetings and classes. Research shows physical activity improves cognitive functioning, concentration, memory, and academic achievement. The committee believes these short activity breaks would increase student engagement and achievement as well as employee health and productivity without being an extensive exercise program. They aim to promote a culture of wellness at ASU through these fun, easy-to-implement physical activity breaks.
The Relationship Between Physical Activity and Cognition in Children: A Meta-...videosplay360
The purpose of this study was to quantitatively combine and examine the re- sults of studies pertaining to physical activity and cognition in children. Stud- ies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method.
This systematic review analyzed 20 studies that examined the relationship between physical activity and cognition in adolescents. The studies used a variety of designs, including cross-sectional, longitudinal, and interventional studies, with sample sizes ranging from 48 to over 75,000 participants. The results showed that 50% of studies found a positive association between physical activity and academic performance, while 23% found a positive association with cognitive performance. Some studies also indicated that vigorous physical activity was linked to cognitive performance, and that general physical activity was related to academic performance, particularly in girls. Psychological factors like self-esteem and depression may help explain the relationship between physical activity and academic performance. More research is still needed to clarify the roles of sex, activity intensity,
The document discusses a study that examined the relationship between perceived stress levels of grade 12 technical vocational students at three points in a semester and the students' academic performance. The results showed that students experienced moderate stress overall, and perceived stress levels were significantly different at the beginning versus middle of the semester but not the middle versus end. Perceived stress at the end of the semester was related to academic performance but stress earlier in the semester was not. Most students reported insufficient sleep and eating problems throughout the semester. The study provides insights into managing student stress to improve academic outcomes.
Research in physical education suggests that things are not changing as they might (and perhaps haven't for forty years). In short, we are living out our own collective "Groundhog Day". This keynote will explore some of these repetitive messages and what we can do about them. It's a whistle stop tour, but one that hopefully takes us toward greater benefits for our students.
NB:
The picture of the television links to a youtube video - https://www.youtube.com/watch?v=tSVeDx9fk60
The recording of the address can be found https://www.youtube.com/watch?v=OZNiLEAdmN4
Importance of Physical Activities in Relation to Academic MalikPinckney86
Importance of Physical Activities in Relation to Academic Achievement
Southeastern Oklahoma State University
1
Importance of Physical Activities in Relation to Academic Achievement
Introduction
Schools have served many purposes throughout history. They serve to teach children to
become successful adults. Over time the idea of what it takes to make a student a successful adult has
changed. Schools have been forced to measure students with tests instead of the whole child. Students
are evaluated year after year on their academic achievement through standardized tests. Teachers are
now judged on how well their pupils do on tests whether it be on a nationally standardized test or
benchmark testing in the classroom. Since testing will not go away, teachers must find ways that
improve the way students retain information. Physical activity supports developmental, emotional, and
cognitive growth.
Physical activity helps students develop fine and gross motor skills. Typical recess activities such
as monkey bars, pumping legs on a swing, throwing balls all help develop motor skills that are needed in
the classroom. Hand eye coordination that is developed from these physical activities helps students
track when reading, take notes, and holding a pencil. When recess is cut, these activities either suffer or
the teacher must find time in their already hectic schedule to work these activities into the curriculum
(Franxman & Gilbert, 2018).
Many playground activities lead to social and emotional development. Students are put into
situations that are not guided by a teacher and are tested to make their own decisions. Peer
relationships are developed through physical activity (Murray & Ramstetter, 2018). This “free” time
helps develop a student’s ability to communicate, negotiate, and problem solve, all of which are needed
to contribute to society (Murray & Ramstetter, 2018).
School days are long. Students are expected to sit for long periods of time focusing on specific
content. When students are given breaks to move, different motions fire up neurons in their brains.
Students are more attentive to their lessons after a chance to engage in physical activity (Murray &
2
Ramstetter, 2018). The physical activity helps keep the brain active by giving one area a chance to rest
and recharge, while another area of the brain develops other skills.
Physical activity is important to the development of the whole child. Schools have drifted away
from making physical activity or play a priority in favor of structured academic time. This paper will look
at the role physical activity plays in academic achievement. It will show if physical activity is improving
test scores, curbing behavioral issues, and encouraging student learning by using physical activity in
unstructured activity, using set programs, and as motivation for cognitive improvement.
Literature Review
This ...
The document summarizes research on the cognitive benefits of play for children. It finds that play provides physical activity and exercise, which benefits executive function and math skills. Play also allows breaks from structured learning, improving focus and retention. Additionally, unstructured play facilitates social and language development, and allows children to learn through exploration. The research suggests that increasing opportunities for free play in children's schedules could positively impact cognitive development and learning.
This document summarizes a study that examined the effects of a 5-week cross-curricular physical education intervention on reception children's (ages 4-5) fundamental movement skills, physical activity, and weight status. The intervention incorporated lessons based on the story of "The Gruffalo" and assessed changes in these variables before and after for an intervention school compared to a control school. Key findings were that the intervention significantly improved children's fundamental movement skills and weekday physical activity, but did not significantly impact weight status or weekend physical activity. The intervention provides a model for using cross-curricular lessons to improve movement skills and physical activity in young children.
This document provides a summary of Kamden K. Strunk's research on motivation, equity, and measurement in education. It outlines Strunk's work in three main areas: motivation research on expectancy-value theory and achievement goals; procrastination and motivation; and equity research focusing on race, ethnicity, and LGBTQ students in education. In motivation research, Strunk has examined factors like expectancy-value, achievement goals, procrastination, and a new 2x2 model of time-related academic behavior. Equity research includes studies on American Indian STEM education, race and ethnicity in Southern US education, and quantitative work on climate for LGBTQ students. Ongoing and future work is focused on understanding how context influences
This study examined the effects of a short-term international experience on group cohesion and dynamics among 14 business students who traveled to Costa Rica. Surveys and interviews were conducted before and after the trip to assess communication, comfort levels, efficacy, and social interactions within the whole class and individual project groups. While statistical analysis was not possible due to the small sample size, the data suggested the international experience improved relationships among students and overall group functioning.
1) The document reviews research on the effects of ability grouping in physical education (PE) classes on students' attitudes and participation.
2) A study found that ability grouping significantly improved student behavior but did not significantly change student attitudes towards PE.
3) The author concludes that ability grouping within PE classes can be beneficial where appropriate and further research on the role of gender is warranted.
1. The study examined the relationship between emotional-behavioral traits and rhythm imitation performance in 100 5th grade elementary school students.
2. Students were assessed for internalizing vs. externalizing emotional-behavioral traits using standardized tests. They then completed rhythm imitation tasks that were analyzed based on completion, accuracy, intensity, pace, and grouping.
3. The results showed significant differences between students with internalizing vs. externalizing traits in task completion, accuracy, intensity, and pace, suggesting rhythm performance reflects one's emotional and behavioral characteristics.
This document provides background information on a study examining the effects of incorporating cross-lateral movement patterns into math instruction. It discusses research showing links between physical activity, brain development, and cognition. The study aims to test if including a daily cross-lateral movement routine before math lessons improves 3rd grade students' math accuracy and fluency on weekly timed tests. It outlines the study design, participants, researchers, purpose, research question, definitions of key terms, and rationale for exploring this type of bodily-kinesthetic intervention.
1) The study examined relationships between sleep patterns, self-reported academic performance measures, and demographic/lifestyle factors in 50 college students.
2) Results found that lower sleep quality was associated with lower academic performance, with most students reporting less than 8 hours of sleep per night and feeling groggy.
3) Female students had higher GPAs than male students on average, and students were more likely to drop varsity sports as they neared graduation. While some relationships between sleep and academic performance were observed, the hypothesis that less sleep directly causes lower performance was not supported.
Impact of demographic variables on perceived sources of occupational stress a...Alexander Decker
This document discusses sources of occupational stress among teaching staff at Gomal University in Pakistan. It identifies 5 major groups of stressors: 1) classroom-related difficulties like large class sizes and lack of facilities, 2) heavy teaching loads and expectations for research, 3) issues with students like misbehavior, 4) job and career problems like low pay and lack of advancement opportunities, and 5) difficulties with interpersonal relationships at work and home. The document reviews previous research on stress among university faculty and identifies factors found to contribute to stress, such as workload, role ambiguity, student discipline problems, lack of support, and work-life imbalance. It aims to determine if stress levels differ between male and female teaching staff regarding these sources of
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
This document summarizes a study on misconceptions in chemistry among freshmen students at Mindanao University of Science and Technology (MUST). The study aims to determine which chemistry topics students have misconceptions about, the reasons for these misconceptions, and how misconceptions compare between male and female students. It outlines the problem statement, research questions, hypothesis, significance of the study, assumptions, limitations, and definition of key terms. The theoretical framework discusses prior research on students' understanding of concepts like solutions, molecular models, and multiple representations.
The study examined the relationship between physical activity and grade point average (GPA) among undergraduate college students. A survey was distributed to collect data on demographics, physical activity levels, athletic history, academic history, and GPA. The data was analyzed and no correlation was found between hours or days of exercise per week and GPA. While most participants had high GPAs around 3.0, the sample may have been limited due to its distribution among elite academic groups on campus whose members tend to maintain high GPAs.
This document is a thesis submitted by Christopher Kear to the University of Wisconsin-La Crosse to fulfill requirements for a Master of Science degree in Exercise and Sport Science. The thesis examines how interpersonal factors from the Theory of Triadic Influence predict adolescents' physical activity levels in physical education classes. Seventy-one high school students completed surveys assessing social constructs from the theory and wore accelerometers during five physical education lessons playing flag football. Results showed the social constructs predicted physical activity intentions but not actual physical activity levels during class. Further research is needed to identify additional factors that predict adolescents' physical activity behavior in physical education.
Physically Active Play and Cognition An Academic Matter?videosplay360
The authors discuss the growing evidence that strenuous physical activity is not only healthy for students but improves their academic performance. Based on such re- search, they argue that schools in the United States need to stop eliminating physical- education programs under the current political pressures to emphasize academics and instead to reform traditional physical education. Modern physical education should move away from its competitive-sports approach to one that employs a wide range of play involving strenuous physical activity for every student.
This document summarizes a white paper from the ASC-HELM Committee at Adams State University about infusing physical activity into classrooms and meetings to boost learning and productivity. The committee proposes incorporating 3-8 minute "Brain Booster" physical activity breaks into meetings and classes. Research shows physical activity improves cognitive functioning, concentration, memory, and academic achievement. The committee believes these short activity breaks would increase student engagement and achievement as well as employee health and productivity without being an extensive exercise program. They aim to promote a culture of wellness at ASU through these fun, easy-to-implement physical activity breaks.
The Relationship Between Physical Activity and Cognition in Children: A Meta-...videosplay360
The purpose of this study was to quantitatively combine and examine the re- sults of studies pertaining to physical activity and cognition in children. Stud- ies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method.
This systematic review analyzed 20 studies that examined the relationship between physical activity and cognition in adolescents. The studies used a variety of designs, including cross-sectional, longitudinal, and interventional studies, with sample sizes ranging from 48 to over 75,000 participants. The results showed that 50% of studies found a positive association between physical activity and academic performance, while 23% found a positive association with cognitive performance. Some studies also indicated that vigorous physical activity was linked to cognitive performance, and that general physical activity was related to academic performance, particularly in girls. Psychological factors like self-esteem and depression may help explain the relationship between physical activity and academic performance. More research is still needed to clarify the roles of sex, activity intensity,
The document discusses a study that examined the relationship between perceived stress levels of grade 12 technical vocational students at three points in a semester and the students' academic performance. The results showed that students experienced moderate stress overall, and perceived stress levels were significantly different at the beginning versus middle of the semester but not the middle versus end. Perceived stress at the end of the semester was related to academic performance but stress earlier in the semester was not. Most students reported insufficient sleep and eating problems throughout the semester. The study provides insights into managing student stress to improve academic outcomes.
Research in physical education suggests that things are not changing as they might (and perhaps haven't for forty years). In short, we are living out our own collective "Groundhog Day". This keynote will explore some of these repetitive messages and what we can do about them. It's a whistle stop tour, but one that hopefully takes us toward greater benefits for our students.
NB:
The picture of the television links to a youtube video - https://www.youtube.com/watch?v=tSVeDx9fk60
The recording of the address can be found https://www.youtube.com/watch?v=OZNiLEAdmN4
Importance of Physical Activities in Relation to Academic MalikPinckney86
Importance of Physical Activities in Relation to Academic Achievement
Southeastern Oklahoma State University
1
Importance of Physical Activities in Relation to Academic Achievement
Introduction
Schools have served many purposes throughout history. They serve to teach children to
become successful adults. Over time the idea of what it takes to make a student a successful adult has
changed. Schools have been forced to measure students with tests instead of the whole child. Students
are evaluated year after year on their academic achievement through standardized tests. Teachers are
now judged on how well their pupils do on tests whether it be on a nationally standardized test or
benchmark testing in the classroom. Since testing will not go away, teachers must find ways that
improve the way students retain information. Physical activity supports developmental, emotional, and
cognitive growth.
Physical activity helps students develop fine and gross motor skills. Typical recess activities such
as monkey bars, pumping legs on a swing, throwing balls all help develop motor skills that are needed in
the classroom. Hand eye coordination that is developed from these physical activities helps students
track when reading, take notes, and holding a pencil. When recess is cut, these activities either suffer or
the teacher must find time in their already hectic schedule to work these activities into the curriculum
(Franxman & Gilbert, 2018).
Many playground activities lead to social and emotional development. Students are put into
situations that are not guided by a teacher and are tested to make their own decisions. Peer
relationships are developed through physical activity (Murray & Ramstetter, 2018). This “free” time
helps develop a student’s ability to communicate, negotiate, and problem solve, all of which are needed
to contribute to society (Murray & Ramstetter, 2018).
School days are long. Students are expected to sit for long periods of time focusing on specific
content. When students are given breaks to move, different motions fire up neurons in their brains.
Students are more attentive to their lessons after a chance to engage in physical activity (Murray &
2
Ramstetter, 2018). The physical activity helps keep the brain active by giving one area a chance to rest
and recharge, while another area of the brain develops other skills.
Physical activity is important to the development of the whole child. Schools have drifted away
from making physical activity or play a priority in favor of structured academic time. This paper will look
at the role physical activity plays in academic achievement. It will show if physical activity is improving
test scores, curbing behavioral issues, and encouraging student learning by using physical activity in
unstructured activity, using set programs, and as motivation for cognitive improvement.
Literature Review
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The document summarizes research on the cognitive benefits of play for children. It finds that play provides physical activity and exercise, which benefits executive function and math skills. Play also allows breaks from structured learning, improving focus and retention. Additionally, unstructured play facilitates social and language development, and allows children to learn through exploration. The research suggests that increasing opportunities for free play in children's schedules could positively impact cognitive development and learning.
This document summarizes research on the effects of physical activity on attention in school-aged children. Several studies found that physical activity breaks during the school day improved children's time spent focused and on-task, as well as decreasing disruptive behaviors. One study found improved cognitive performance and attention on days when children had physical education class compared to sedentary days. The research suggests physical activity can positively impact attention, behavior, and academic performance in children.
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1) The document discusses implications of current government priorities for physical education and youth sport participation for all young people. It argues that government research focuses too much on overall participation rates rather than individual experiences.
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A Study of Facts and Generating Factors of “Dislike for Exercise” and “Dislike for Physical Education”
1. International Journal on Integrating Technology in Education (IJITE) Vol.10, No.1, March 2021
DOI :10.5121/ijite.2021.10101 1
A STUDY OF FACTS AND GENERATING FACTORS
OF “DISLIKE FOR EXERCISE” AND “DISLIKE
FOR PHYSICAL EDUCATION”
B.Chuluun-Erdene and D.Azjargal
lecturer, Arkhangai Teacher’s School,
Mongolian National University of Education, Mongolia
1. INTRODUCTION
Recently, a decline in children’s fitness and lack of exercise has become a serious issue in Japan.
Consequently, various governmental institutions have repeatedly taken up this problem and a
number of policy recommendations have been made that aim to remedy the situation. Following
these recommendations, the new Course of Study has proposed measures such as increasing the
number of teaching hours for health and Physical Education (hereinafter abbreviated as “PE”)
and reforming the PE curriculum within 12 years. By doing so, it has further emphasized the need
“to develop the capacity and skills to engage in exercise throughout life, to realize an enriching
sports life, and to improve physical fitness.” Despite these measures, the polarization between
those children who actively engage in exercise and those who do not, as well as children who
have an unfavorable or negative attitude toward exercise and PE lessons “Dislike for Exercise
(hereinafter abbreviated as “DE”)” and “Dislike for Physical Education (hereinafter abbreviated
as “DPE”)” still persist. The principal role of PE lessons at school is to introduce children to the
joy and excitement of exercise. Within this context, emphasis should be placed on “PE”
education that forms the basis of life-long engagement with sports. However, “DE” and “DPE”
attitudes inhibit PE in school from achieving its goals.
2. AIM OF THE STUDY
The author seeks to reduce the number of “DE” and “DPE” children, realize an enriching sports
life for them, as well as further develop and improve PE at school. For this purpose, the current
study first clarifies the respective definitions of “DE” and “DPE,” which have been left
ambiguous in previous studies. It then investigates the current situation surrounding “DE” and
“DPE” with students in elementary schools. Finally, it examines the generating factors of “DE”
and “DPE,” focusing on the relationship between the two.
3. PREVIOUS STUDIES
3.1. Defining “DE” and “DPE”
1) Defining “DE”
Nakagome (1995) defined “DE” in the Encyclopedia of Physical Education Lessons at School as
“a generic term to refer to individuals with negative attitudes toward voluntarily engaging in
sports activity or physical exercise.”Kagawa (2002) analyzed favorable attitudes toward PE of
2. International Journal on Integrating Technology in Education (IJITE) Vol.10, No.1, March 2021
2
pupils in the last two years of elementary school, and defined DPEas “a generic term that refers
to individuals who are unfavorable or negative toward sports or physical activity in general.” On
the other hand, in Physical Education Psychology, Handa (1989), who does not distinguish
between “DE” and “DPE,” argues that “DE” means “those who are not forthcoming in, avoiding
and negative toward voluntarily engaging with sports or participating in sports, sometimes with
clear reasons and sometimes not. There are many types within the DE group and they include
those who like sports and exercise but who do not like PE at school,” suggesting that “DPE” is
contained in “DE.”
2) Defining “DPE”
Kagawa (2002) defines “DPE” as “a generic term to refer to individuals who are unfavorable or
negative toward PE lessons, which are planned and organized based on sports and physical
exercise.” Furthermore, Kaga (2006) defines it as having been “generated in the experience of PE
lessons including the class atmosphere, types of exercise, facilities and equipment, lesson
content, the teaching style, and evaluation” by referring to concrete factors to generate “DPE.”
Masaki (1970) notes that “[children] can get into a psychological state in which they do not like
or reject certain issues in their PE lessons (the type of exercise or teaching methods). Regardless
of the cause, [DPE refers to] the learner entering a negative psychological state in PE lessons.”
3.2. Characteristics of conventional definitions of “DE” and “DPE”
As mentioned above, Nakagome (1995), Kagawa (2002), and Handa (1989) have examined “DE”
and the definition is reasonably well established as a technical term. Contrastingly,however,
while academic articles and reports have examined the definition and meaning of “DPE,” it has
not been clearly defined as a technical term. Following these studies, we can conclude that while
“DE” has been established as a technical term, “DPE” has not reached that level. Moreover, the
conceptual relationship between “DE” and “DPE” has not been fully investigated.
3.3. Previous studies on “DE” and “DPE”
1) Characteristics of previous studies on “DE” and “DPE”
Studies on “DE” and “DPE” have been conducted since approximately 40 years ago (Kagawa
2002) and a large number of studies including reports have been produced. We cannot review
them all here, and we focus on those that have been relatively frequently quoted and used.
There are three major aspects to the previous studies on “DE” and “DPE”: “facts,”“factors,” and
“teaching methods and solutions.” Due to space limitations, we only focus on “facts” and
“factors.”Regarding“facts,” many studies have shown that there are more “DPE” than
“DE”children and this tendency is more pronounced among girls.
Regardingthe change brought about by progression in school years, the number of both “DE” and
“DPE” children increases as they move to higher levels in school and this tendency is stronger
among girls. However, there is a report that this tendency is reversed in the third grade in
elementaryschool. Next, many studies have also been conducted on “factors,” and wide-ranging
findings have been reported. Particularly, the “Teacher of Physical Education (TPE)” has been
pointed out as a major factor for “DE.”“TPE” is also focused upon as a factor for “DPE,” and
studies have been conducted that focus on the teachers’ behavior (Hyodo 1992). As we have
seen, previous studies have pointed out that “TPE”exerts a strong influence on “DE” and “DPE,”
a point that needs further attention.
3. International Journal on Integrating Technology in Education (IJITE) Vol.10, No.1, March 2021
3
2) Limitations of previous studies on “DE” and “DPE”
Previous studies are not necessarily clear in defining “DE” and “DPE.”Sakumoto (1978) has
argued that it is difficult to come up with a precise definition of “DE” because it can be defined in
various ways depending on the definition of exercise subject, judgment criteria, and how
problematic it is. Handa (1989) does not distinguish between “DE” and “DPE” and argues that
“DPE” is contained in “DE.”As seen, previous studies have atendency to leave ambiguity with
regard to the definition and concept of “DE” and “DPE.” However, as Shinsenji et al. (1993),
Watanabe et al. (1997), Kobayashi (1989), and Okada (1979) have pointed out the presence of
“those who like exercise but dislike PE,” and as there is a significant number of “those who like
PE but dislike exercise” (Watanabe et al. 1997), we need to distinguish between “DE” and “DPE”
and establish clear definitions of each.
4. HYPOTHESES
Following the examination of previous studies, the current study set the following three
hypotheses to guide its investigation and analysis.
Hypothesis 1 was set as similar results have been reported by Watanabe et al. (1997), and Taniki
(2003). Hypothesis 2 was set as similar results have been reported by Shinsenji et al. (1993) and
Taniki (2003). Hypothesis 3 was set because Shinsenji et al. (1993) have pointed out “TPE” as a
factor for “DPE,”and because Hyodo et al. (1992) have conducted a study focusing on teachers’
behavior as a factor of “DPE.”Additionally,Tachiki (1997) and Taniki et al. (2003) also pointed
out the teacher factor in “DE” and “DPE.”
5. METHODOLOGY
5.1. To clarify the definition of “DE” and “DPE”
As discussed above, previous studies have tended to conflate“DE” and “DPE.” This study
understands “DE” and “DPE” as separate concepts and proposes the following definitions of
each, drawing onprevious studies.
We define DE as “forming unfavorable or negative attitudes toward play generated from
children’s free physical and club activities in which they voluntarily take part due to various
reasons including environmental factors and PE lessons, and entering into a psychological state
that rejects exercise.”Concrete factors that engender “DE” include: exercise skills, instructors
(teachers), fellow students, understanding of the rules, personal character, emotions, a sense of
uselessness, types of exercise, physical disability, illness, obesity, and family. Recent studies have
suggested that the lack of “perceived competence in exercise” is a factor for “DE” and
“conditioning by pain stimulus” and “learned powerlessness” serve as mechanisms to generate
“DE.”
We define DPE as “forming unfavorable and negative attitudes toward PE lessons conducted by
the TPE or (in the case of elementary school) homeroom teachers using exercise and sports as a
means in a planned and systematic manner due to certain factors (causes) in PE lessons, and for
the learner to enter into a rejective psychological state.” Concrete factors for “DPE” include: the
teaching method, teacher’s character, and experience of pain in PE lessons. If we focus on
teachers’ behavior, “DPE” is said to be produced by delivering skills-focused and teacher-centric
4. International Journal on Integrating Technology in Education (IJITE) Vol.10, No.1, March 2021
4
lessons in which children are compared in terms of their competence and only competent children
can enjoy themselves.
5.2. Questionnaire survey
A number of fact-finding investigations have been conducted into “DE” and “DPE” but there are
insufficient data for children in elementary schools. Consequently, this study expanded the scope
of the questionnaire about “DE” and “DPE” as much as possible and administered the expanded
questionnaire to a wide range of respondents, covering those from second grade in elementary
school to the final year of high school.
(1) When the survey was conducted
The questionnaire survey was conducted from September 2010 to April 2011 and the responses
were collected within approximately three months of the date of conduction.
(2) Survey subjects
The schools from Ikhtamirsoum in Arkhangaiaimag, Mongoliawere surveyed. A total of 149
questionnaires (70 males and 79 females) were collected.
(3) Details of the survey
The questionnaire comprised three questions, and was administered to one whole class in each
grade by either homeroom teachers or TPEs in the PE lessons, class activity hours, or homeroom
hours. Question 1 asks whether the respondent likes or dislikes “exercise” and “PE” on a five-
point scale (a five-point scale was used for children from the third grade in elementary school to
high school and a three-point scale was used for children in the first and second grades of
elementary school). Question 2 presents 12 itemson ideal teachers and asks the respondents to
select three items according to their preference. However, the response to Question 2 was not
used in this analysis. Drawing from the questionnaire used in Shinsenji et al. (1993), Question 3
sets two questions about factors that make children dislike PE/exercise and asks the respondents
to respond using a five-point scale.
(4) Analytical method
1) Facts about “DE” and “DPE”
The respondents were straightforwardly askedwhether they liked or disliked exercise and PE
lessons on a five-point scale. While there are at least two ways of classifying “DE” and “DPE,”
as shown in thebelow, the current study adopted classification B.
Regarding statistical analysis, simple and cross tabulation were conducted for progression in
school years and gender in reference to “DE” and “DPE.” All items in cross tabulation were
tested for significance using a chi‐square test.
2) Generating factors of “DE” and “DPE”
The liking/disliking of exercise/PE was examined by factor analysis, and comparison was made
with the sub-scale score in the “dislike group” from the nine groups identified by the fact-finding
surveyto examine the influence of each. Sub-scale scores were calculated for four factors
extracted by factor analysis and a one-way analysis of variance was conducted by the group to
5. International Journal on Integrating Technology in Education (IJITE) Vol.10, No.1, March 2021
5
carry out multiple comparison. For all items, multiple comparison was carried out by the Tukey
method.
6. RESULTS AND DISCUSSION
6.1. Facts about “DE” and “DPE”
(1) Classification of attitudes toward exercise and PE
The analysis of attitudes toward exercise and PE produced nine groups.
(2) Change with progression in school years
Regarding change with progression in school years, while “DPE” has the tendency to increase as
children progress through the school system, we did not find any increasing tendency for“DE.”
We also found many “DE” children among elementary school students and many “DPE” children
among school students. As no increase in “DE”was observed as children progressthrough the
school system, Hypothesis 1 is not supported.
In this regard, we speculate that the mode of instruction in PE lessons changes dramatically
between elementary schools. More concretely, in elementary school, all subjects are delivered by
the homeroom teacher,while inelementary school, specialized teachers deliver each subject. In
other words, because elementary school is a period in which the basis for exercise is to be
developed, PE lessons by the homeroom teacher incorporate a great deal of play. However in
secondary education, a subject-specific teacher instructs children to engage in various sports,
understand the features of different types of sports, and develop their skills. It is plausible that
this change in conditionscauses children to form unfavorable attitudes toward PE lessons. It is
also speculated that the fact that there are more “DPE” children than “DE”children is related to
features of PE lessons.
(3) Gender difference
We found that “DE” accounts for 4.2 per cent and 7.3 per cent in boys and girls respectively, and
that “DPE”accounts for 4.4 per cent and 8.8 per cent in boys and girls, respectively, showing that
the proportion of “DE” and “DPE” is higher among girls than boys. For both boys and girls, there
are more “DPE” than “DE”children, and we also found that this tendency is more pronounced
among girls. This suggests that there is some difference in attitudes toward exercise and PE
between boys and girls. In other words, while boys are not that attentive to the difference
between exercise and PE, it is presumed that girls are more unfavorable toward“PE” than
“exercise.” Therefore, Hypothesis 2 is supported.
6.2. Generating factors of “DE” and “DPE”
(1) Factor analysis of generating factors
Factor analysis was conducted with responses to the questionnaire with two items drawing from
Shinsenji et al.’s (1993) survey on factors for PE/DE to examine attitudes toward exercise/PE.
Among the factors extracted, we adopted four factors with an eigenvalue of 0.5 or above as
significant factors. The first factor is named “Merits of exercise/PE factor” as it refers to positive
experience/impression of exercise and PE and merits that are acquired through PE. The second
factor is named“Likable teacher factor” as it refers to positive impression of TPEs. The third
6. International Journal on Integrating Technology in Education (IJITE) Vol.10, No.1, March 2021
6
factor is named “Exercise loving family factor” as it refers to the family’s positive attitudes
toward exercise. Lastly, the fourth factor is named “Drawbacks of PE factor” as it refers to the
drawbacks of attending PE lessons.
(2) Generating factors of “DE”
A comparison of sub-scale scores in reference to “DE” found a significant difference at p<.05.
The features of “DE” children include that there are fewer children with positive experiences or
impressions of exercise or PE expressed as“I am good at exercising,”“I like sweating when
exercising,”“I have made friends or worked with friends in PE lessons,” and “PE lessons have
helped me develop my exercise skills,”while their families show a lower degree of enthusiasm
toward exercise as shown in “we often exercise as a family” or “my family love exercising.”
These results suggest that the lack of positive experience/impression of exercise and PE and the
family’s weak preference for exercise are major factors that engender “DE.” Furthermore, to
verify Hypothesis 3, the “Likable teacher factor” has to be significantly low but the results did
not replicate Hypothesis 3. Therefore, in regards to “DE,” Hypothesis 3 was not supported.
(3) Generating factors of “DE”
A comparison of sub-scale scores with regard to “PE exercise” did not identify any remarkable
factors among the four extracted factors, and no factor with significant difference was identified.
This suggests that the four extracted factors exert equal influence on “DPE.” Furthermore, to
verify Hypothesis 3, the “Likable teacher factor” has to be significantly low but the results did
not replicate Hypothesis 3. Therefore, in regards to “DPE,” Hypothesis 3 was not supported.
However, if we focus on those who “like PE but dislike exercise,” we found that the “Likable
teacher factor” was the highest among the “dislike group” (“Neutral about exercise but dislike
PE,”“Like exercise but dislike PE,”“Neutral about PE but dislike exercise,”“like PE but dislike
exercise,” and “dislike both”). In other words, among those children who “like PE but dislike
exercise,” we find many with a positive impression of their teachers. Although this was not
considered in the study, the result suggests that even if a child does not like exercise, if they
havea positive impression of the TPE, they may like PE. In previous studies, the teacher factor
has been found to be the most important in relation to “DE” and “DPE.” Our study has shown
that the “Likable teacher factor” is stronger than other factors in relation to both “DE” and
“DPE.” In other words, there are many children who do not like exercise or PE but who have a
positive impression of their TPEs. However, the fact that many children have a positive
impression of their TPEs does not allow us to conclude that “DE” and “DPE”are not caused by
TPEs. Hyodo et al. (1992) have stated that there are two main factors in teachers’ behavior that
engender DPE: first, aspects of the teachers themselves such as their personality and character,
and second, their teaching methods such as teaching policy and skills. As the majority of
questions contained in our study questionnaire concerned teachers’ personality and character, no
questions were asked about teaching policy and skills. Because of this limitation, we do not think
we can conclude that teachers are not a factor in engendering “DE” and “DPE,”since while
children may have a positive impression of their TPEs, we need to take into account toteachers’
policy and skills in teaching as well.
7. FUTURE RESEARCH AGENDA
The current study has shed light on the unexpected fact that “DE” and “DPE” children can have a
positive impression of their TPEs.
7. International Journal on Integrating Technology in Education (IJITE) Vol.10, No.1, March 2021
7
In the future, we need to conduct analysis focusing not only on the “dislike group” but also on the
“like group.”Regarding the teacher factor, we need to keep working on it by, for instance,
improving the questionnaire. Regarding those children who “like PE but dislike exercise,” we
need to conduct further analysis on the influence of the four factors on such children.
REFERENCES
[1] Okazawa, Yoshinori ‘Exercise fans and perceived competence’, PE Science, Vol. 53, No. 12, 905-909
(2003).
[2] Okada, Kazuo ‘DE and DPE’, Physical Education, Vol. 22 No. 4, 12-14 (1979).
[3] Okada, Kazuo ‘Ten chapters to eliminate DPE’, Physical Education, Vol. 37 No. 12, 34-37 (1989).
[4] Kagawa, Masaaki ‘Factor analysis on what determines favorable attitudes towards PE lessons of 5th
and 6th graders in elementary school’, Educational Practice Center, Naruto University of Education,
159-165 (2002).
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