At the end of the 11th century, the “Astronomical Clock Tower” developed by Su Song’s team involved many scientific knowledge, advanced and complex technologies, and created many world firsts. It played an important role in the history of science and technology in China and even the world. It was the best test sample for exploring the teaching method of the history of science and technology content in the teaching reform of the undergraduate history (normal) major “Ancient Chinese History” course under the guidance of the new liberal arts and science concept. The experimental plan focuses on the common characteristics of this type of content, closely adheres to teaching objectives, fits the actual learning situation, and is based on general teaching conditions. Within the limit of class hours, it introduces the background, structure, and function, explains the principle and process of key components, analyzes ideas and methods, highlights the key points and difficulties, and strives to be interesting, easy to understand, and memorable, so that students can feel the outstanding wisdom and innovation of the sages, clarify its position and influence in the history of science and technology in China and the world, and accumulate knowledge and methods for future teaching of this type of historical content.
{"title":"An Experimental Plan: Teaching of Astronomical Clock Tower under View of New Liberal Arts Perspective","authors":"Jianguang Yao, Ling-Hui Chen","doi":"10.5296/jei.v9i2.21165","DOIUrl":"https://doi.org/10.5296/jei.v9i2.21165","url":null,"abstract":"At the end of the 11th century, the “Astronomical Clock Tower” developed by Su Song’s team involved many scientific knowledge, advanced and complex technologies, and created many world firsts. It played an important role in the history of science and technology in China and even the world. It was the best test sample for exploring the teaching method of the history of science and technology content in the teaching reform of the undergraduate history (normal) major “Ancient Chinese History” course under the guidance of the new liberal arts and science concept. The experimental plan focuses on the common characteristics of this type of content, closely adheres to teaching objectives, fits the actual learning situation, and is based on general teaching conditions. Within the limit of class hours, it introduces the background, structure, and function, explains the principle and process of key components, analyzes ideas and methods, highlights the key points and difficulties, and strives to be interesting, easy to understand, and memorable, so that students can feel the outstanding wisdom and innovation of the sages, clarify its position and influence in the history of science and technology in China and the world, and accumulate knowledge and methods for future teaching of this type of historical content.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124996011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Perceived competencies of healthcare instructors regarding interprofessional education are an initial step in developing an appropriate nursing curriculum. A phenomenological research design was used to explore the perceptions of competencies in the interprofessional education of healthcare instructors. Purposive sampling was used to select participants from healthcare instructors who have had direct experiences in multidisciplinary teams or interprofessional education for at least five years and were willing to participate. Fourteen participants who met the criteria were interviewed. The data was analyzed using content analysis. The meaning of interprofessional education’ competency and five themes emerged from analyzing that represented the participant’s perceptions and experiences in the IPE, consisting of 1) Diversity of opinions accepted, 2) Mutual goal setting, 3) Teamwork, 4) Knowledge, and 5) Effective communication and information. It was recommended that the perceptions of nursing students play an essential role in developing learning and teaching guidelines for IPE. Therefore, a future study should explore nursing students’ perceptions, develop learning and teaching methods appropriate to IPE for nursing students, and create guidelines to promote the continued development of IPE skills.
{"title":"Perceptions of Thai Healthcare Instructors on Components of Interprofessional Education: A Phenomenological Study","authors":"Yaowarat Rungsawang, Chatupol Yongsorn, Chakrit Ponathong","doi":"10.5296/jei.v9i2.21001","DOIUrl":"https://doi.org/10.5296/jei.v9i2.21001","url":null,"abstract":"Perceived competencies of healthcare instructors regarding interprofessional education are an initial step in developing an appropriate nursing curriculum. A phenomenological research design was used to explore the perceptions of competencies in the interprofessional education of healthcare instructors. Purposive sampling was used to select participants from healthcare instructors who have had direct experiences in multidisciplinary teams or interprofessional education for at least five years and were willing to participate. Fourteen participants who met the criteria were interviewed. The data was analyzed using content analysis. The meaning of interprofessional education’ competency and five themes emerged from analyzing that represented the participant’s perceptions and experiences in the IPE, consisting of 1) Diversity of opinions accepted, 2) Mutual goal setting, 3) Teamwork, 4) Knowledge, and 5) Effective communication and information. It was recommended that the perceptions of nursing students play an essential role in developing learning and teaching guidelines for IPE. Therefore, a future study should explore nursing students’ perceptions, develop learning and teaching methods appropriate to IPE for nursing students, and create guidelines to promote the continued development of IPE skills.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115852070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The best teaching and learning approaches have been controversial since the origins of language teaching and learning. This study aims to explore the Thai EFL preservice teachers’ perceptions towards the best teaching and learning approaches through the written test. A qualitative research design and purposive sampling were employed to collect data from 46 participants who completed teacher training for at least one semester. Research ethics were obtained prior to data collection. The research instrument was a 150-word written test from 46 participants. The results show that there were 17 features of the best teaching and learning desired by Thai EFL preservice teachers, which can be put into four aspects: lesson, classroom environment, teachers, and students. In detail, lessons should be learned in a group setting using meaningful, real-life situations, simplified language, communication practice, language practice, and thinking practices. The classroom environment should be active, fun, and enjoyable, allowing for freely expressing ideas and opinions and peer-supported learning. Teachers should scaffold, increase motivation, and provide mental support to students. Finally, students must be able to manage their own emotions, have a sense of control over their own learning, and become autonomous learners. The mentioned features are likely to comply with Communicative Language Teaching (CLT). The reasons that the participants weighed in on this approach can probably be due to ready-to-use materials to be used in different communicative situations, exciting and motivating approaches with active activities, and technology-supported language learning, leading to idealized pedagogical implementation.
{"title":"Best Teaching and Learning Approaches through the Eyes of Thai EFL Preservice Teachers","authors":"Pasara Namsaeng, Wadinlada Thuratham","doi":"10.5296/jei.v9i2.20983","DOIUrl":"https://doi.org/10.5296/jei.v9i2.20983","url":null,"abstract":"The best teaching and learning approaches have been controversial since the origins of language teaching and learning. This study aims to explore the Thai EFL preservice teachers’ perceptions towards the best teaching and learning approaches through the written test. A qualitative research design and purposive sampling were employed to collect data from 46 participants who completed teacher training for at least one semester. Research ethics were obtained prior to data collection. The research instrument was a 150-word written test from 46 participants. The results show that there were 17 features of the best teaching and learning desired by Thai EFL preservice teachers, which can be put into four aspects: lesson, classroom environment, teachers, and students. In detail, lessons should be learned in a group setting using meaningful, real-life situations, simplified language, communication practice, language practice, and thinking practices. The classroom environment should be active, fun, and enjoyable, allowing for freely expressing ideas and opinions and peer-supported learning. Teachers should scaffold, increase motivation, and provide mental support to students. Finally, students must be able to manage their own emotions, have a sense of control over their own learning, and become autonomous learners. The mentioned features are likely to comply with Communicative Language Teaching (CLT). The reasons that the participants weighed in on this approach can probably be due to ready-to-use materials to be used in different communicative situations, exciting and motivating approaches with active activities, and technology-supported language learning, leading to idealized pedagogical implementation.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133800360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The construction of the “double tutor system” is a crucial link in promoting the comprehensive reform of professional master’s degree postgraduate education, and it is also a comprehensive work that involves the interests of primary stakeholders such as universities, enterprises and industry departments, tutors inside and outside the school, and postgraduate students. During the implementation of the “Double Tutor System”, due to the different interest demands of the main stakeholders and the mutual game between them, the contradictions between academic logic and market logic, internal development law of education and external development environment, personal value and social value are typical. Therefore, the Double Tutor of higher education has become the inevitable trend of education development in colleges and universities in today’s society, which is also a new type of school-enterprise joint training mode. A questionnaire survey was conducted for the master’s group as the research target. It also analyzes the relevant questions of the questionnaire, puts forward relevant feasible suggestions, and solves the relevant problems of the double tutor system for postgraduates in China and Belarus, to promote the training path of professional masters and promote the rapid development of new higher education models.
{"title":"Research on Music Education of “Double Tutor System” for Postgraduate Students in China and Belarus","authors":"Leshu Huang, Grigorieva Olga Nikolaevna","doi":"10.5296/jei.v9i2.20887","DOIUrl":"https://doi.org/10.5296/jei.v9i2.20887","url":null,"abstract":"The construction of the “double tutor system” is a crucial link in promoting the comprehensive reform of professional master’s degree postgraduate education, and it is also a comprehensive work that involves the interests of primary stakeholders such as universities, enterprises and industry departments, tutors inside and outside the school, and postgraduate students. During the implementation of the “Double Tutor System”, due to the different interest demands of the main stakeholders and the mutual game between them, the contradictions between academic logic and market logic, internal development law of education and external development environment, personal value and social value are typical. Therefore, the Double Tutor of higher education has become the inevitable trend of education development in colleges and universities in today’s society, which is also a new type of school-enterprise joint training mode. A questionnaire survey was conducted for the master’s group as the research target. It also analyzes the relevant questions of the questionnaire, puts forward relevant feasible suggestions, and solves the relevant problems of the double tutor system for postgraduates in China and Belarus, to promote the training path of professional masters and promote the rapid development of new higher education models.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125298623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It has been known that amateur or professional athletes quit competing because of personal and socio-economic reasons such as lack of financial, technical, or family support, and lack of motivation for a future career. Especially, it has been common in Turkish wrestling that many elite wrestlers quit competing at an early age. This research aims to determine the reasons why wrestlers quit the sport, according to coaches. A qualitative research method was used to conduct the study. The research population included 293 volunteer coaches who were active in sports clubs in fifty-one different cities in Turkey. Participating coaches consist of different experience levels, from beginner coaches to elite-level national head coaches. While descriptive statistics was used to determine the characteristics of the participants, the data was done through content analysis. The research data were obtained with four open-ended questions that were asked of the coaches. After the interview, the opinions of the coaches were written down based on the answers given to the questions. In this study, an example of the question, “Did any of your athletes quit wrestling?” was asked of 293 wrestling coaches. When the coaches were asked, “If your answer is yes, why do you think your athletes quit wrestling?” 173 (59.04%) out of 293 coaches stated that they quit wrestling due to future anxiety, 70 (23.89%) family, 30 (10.23%) disability, 17(5.80%) the coach, and 3(1.02%) friends. According to coaches, the main reason that wrestlers drop out of the sport is the concern about the future.
{"title":"Coaches’ Perspectives about the Reasons behind Dropping Out of Sports in Wrestlers","authors":"Ömer Kaynar","doi":"10.5296/jei.v9i1.20904","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20904","url":null,"abstract":"It has been known that amateur or professional athletes quit competing because of personal and socio-economic reasons such as lack of financial, technical, or family support, and lack of motivation for a future career. Especially, it has been common in Turkish wrestling that many elite wrestlers quit competing at an early age. This research aims to determine the reasons why wrestlers quit the sport, according to coaches. A qualitative research method was used to conduct the study. The research population included 293 volunteer coaches who were active in sports clubs in fifty-one different cities in Turkey. Participating coaches consist of different experience levels, from beginner coaches to elite-level national head coaches. While descriptive statistics was used to determine the characteristics of the participants, the data was done through content analysis. The research data were obtained with four open-ended questions that were asked of the coaches. After the interview, the opinions of the coaches were written down based on the answers given to the questions. In this study, an example of the question, “Did any of your athletes quit wrestling?” was asked of 293 wrestling coaches. When the coaches were asked, “If your answer is yes, why do you think your athletes quit wrestling?” 173 (59.04%) out of 293 coaches stated that they quit wrestling due to future anxiety, 70 (23.89%) family, 30 (10.23%) disability, 17(5.80%) the coach, and 3(1.02%) friends. According to coaches, the main reason that wrestlers drop out of the sport is the concern about the future.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125874058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The majority of people believe that character education based on local wisdom in primary school may help children acquire moral values, great behavior, and character for students who embody society’s culture and character. However, the question is what sort of learning model may be used in teaching character in primary schools. The fundamental purpose of this study is to investigate the implementation of a local wisdom-based character education model for moral character development based on local wisdom values. The study used qualitative methodologies in the form of a phenomenological plan (design). Data was acquired through observations, interviews, focus group discussions, and document examinations. Data analysis techniques include data reduction, data visualization, and conclusion drafting. Based on the outcomes of this study, it can be concluded that enforcing the local wisdom-based character education model may be used as an alternative option and that learning models imposing character values may have the benefits and potential of local wisdom values. The model’s implementation is incredibly effective in developing students’ personalities. The majority of students changed their behavior, attitudes, and character by being more driven to study, more disciplined in their behavior, more responsible for their acts, making commitments, being honest, and striving for perfection. Why do they become like that? As part of their learning process, they always ponder why the norms, values, and regulations should be followed.
{"title":"The Implementation of Local Wisdom-Based Character Education in Elementary School","authors":"Badeni Badeni, Sri Saparahayuningsih","doi":"10.5296/jei.v9i2.20768","DOIUrl":"https://doi.org/10.5296/jei.v9i2.20768","url":null,"abstract":"The majority of people believe that character education based on local wisdom in primary school may help children acquire moral values, great behavior, and character for students who embody society’s culture and character. However, the question is what sort of learning model may be used in teaching character in primary schools. The fundamental purpose of this study is to investigate the implementation of a local wisdom-based character education model for moral character development based on local wisdom values. The study used qualitative methodologies in the form of a phenomenological plan (design). Data was acquired through observations, interviews, focus group discussions, and document examinations. Data analysis techniques include data reduction, data visualization, and conclusion drafting. Based on the outcomes of this study, it can be concluded that enforcing the local wisdom-based character education model may be used as an alternative option and that learning models imposing character values may have the benefits and potential of local wisdom values. The model’s implementation is incredibly effective in developing students’ personalities. The majority of students changed their behavior, attitudes, and character by being more driven to study, more disciplined in their behavior, more responsible for their acts, making commitments, being honest, and striving for perfection. Why do they become like that? As part of their learning process, they always ponder why the norms, values, and regulations should be followed.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130752517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of our research is to investigate the relationship between physical activity level and academic achievement in high school students. 12 of 13 Anatolian High Schools in Balikesir Central Districts were included in our research. A total of 334 (Female n = 190, Male n = 144) students selected from the 9th, 10th, 11th and 12th grades from these schools by random sampling method participated in the study. While the International Physical Activity Evaluation Questionnaire was used to determine the physical activity levels of the students, the academic achievement scores of the students were obtained from the e-school system of the Ministry of National Education. Descriptive statistics of the data obtained from the research were used to determine correlations between variables, Manova and Anova to determine whether there was a difference between variables, Post-Hoc Tests and Independent Sample “t” tests were used to determine the source of the differences between the variables. The significance level (p < 0.05) was taken. There was a negative correlation (p < 0.05) between students’ academic achievement levels and physical activity levels. While there were significant differences in academic achievement according to gender and grade level, significant differences were found in physical activity only in terms of gender (p < 0.05). As a result, it was determined that academic achievement was negatively affected by physical activity, female students and 12th grade students had better academic success, while male students were more active. Considering the health benefits of physical activity as well as the importance of academic success for students to settle in a university, these two concepts should be considered together, and new plans should be developed.
{"title":"The Relationship between the Level of Physical Activity and the Academic Achievement in High School Students","authors":"İ. Erdemir, Ismail Hakki Isguder","doi":"10.5296/jei.v9i1.20740","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20740","url":null,"abstract":"The aim of our research is to investigate the relationship between physical activity level and academic achievement in high school students. 12 of 13 Anatolian High Schools in Balikesir Central Districts were included in our research. A total of 334 (Female n = 190, Male n = 144) students selected from the 9th, 10th, 11th and 12th grades from these schools by random sampling method participated in the study. While the International Physical Activity Evaluation Questionnaire was used to determine the physical activity levels of the students, the academic achievement scores of the students were obtained from the e-school system of the Ministry of National Education. Descriptive statistics of the data obtained from the research were used to determine correlations between variables, Manova and Anova to determine whether there was a difference between variables, Post-Hoc Tests and Independent Sample “t” tests were used to determine the source of the differences between the variables. The significance level (p < 0.05) was taken. There was a negative correlation (p < 0.05) between students’ academic achievement levels and physical activity levels. While there were significant differences in academic achievement according to gender and grade level, significant differences were found in physical activity only in terms of gender (p < 0.05). As a result, it was determined that academic achievement was negatively affected by physical activity, female students and 12th grade students had better academic success, while male students were more active. Considering the health benefits of physical activity as well as the importance of academic success for students to settle in a university, these two concepts should be considered together, and new plans should be developed.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129991823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this research is to examine the level of task and ego orientations, challenge and threat experiences of student cross-country runners as well as investigate their dispositional differences in goal orientations, challenge and threat levels according to demographic variables, and the link between ego orientations and challenge and threat experiences. 118 student-athletes voluntarily participated in this research. Since the data were not normally distributed, the Kruskal-Wallis test was used for group comparisons, and the Mann-Whitney U test was used for pairwise comparisons from nonparametric test methods. Results showed no significant differences in the task and ego orientations, challenge and threat levels of the participants in terms of their gender and whether they had a club license (p > 0.05). Significant differences, however, were found in the participants’ task and ego orientation levels (p < 0.05), while there were no significant differences in challenge and threat levels (p > 0.05) in terms of the department studied. There were significant differences in the participants’ task and ego orientations and challenge levels in terms of duration to be an athlete (p < 0.05) but there was no significant difference found in the participants’ threat level (p > 0.05). Overall, the results of this research provided valuable information to sports psychologists, managers, and coaches at universities to guide efforts to improve student athletes’ performance.
{"title":"Examination of Student Cross-Country Runners’ Task and Ego Orientations, Challenge and Threat Levels","authors":"Kadir Yağız, A. Dinç, Ramazan Sanlav","doi":"10.5296/jei.v9i1.20483","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20483","url":null,"abstract":"The aim of this research is to examine the level of task and ego orientations, challenge and threat experiences of student cross-country runners as well as investigate their dispositional differences in goal orientations, challenge and threat levels according to demographic variables, and the link between ego orientations and challenge and threat experiences. 118 student-athletes voluntarily participated in this research. Since the data were not normally distributed, the Kruskal-Wallis test was used for group comparisons, and the Mann-Whitney U test was used for pairwise comparisons from nonparametric test methods. Results showed no significant differences in the task and ego orientations, challenge and threat levels of the participants in terms of their gender and whether they had a club license (p > 0.05). Significant differences, however, were found in the participants’ task and ego orientation levels (p < 0.05), while there were no significant differences in challenge and threat levels (p > 0.05) in terms of the department studied. There were significant differences in the participants’ task and ego orientations and challenge levels in terms of duration to be an athlete (p < 0.05) but there was no significant difference found in the participants’ threat level (p > 0.05). Overall, the results of this research provided valuable information to sports psychologists, managers, and coaches at universities to guide efforts to improve student athletes’ performance.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115526122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Kahraman, Tayfun İşlen, Ömer Faruk Bilici, Cengizhan Sari, M. Bilici
Warm-up programs in sports education can provide positive developments in motor and technical skills. The objective of this study was to determine the acute effects of ballistic, dynamic, and static warm-up protocols on motor and technical skills in male handball players. Twelve male handball players (mean age: 19.50±3.97 years) from the second league in Turkey participated in this study voluntarily. Warm-up protocols were implemented for the participants at the same time on three different days. At the beginning of the study, the height and body masses of the handball players were measured. After each warm-up protocol, 9-m shot, over-the-block shot, vertical jump, T agility, 20-m sprint, flexibility, and flamingo balance tests were conducted on the participants. The normality level of the data was determined by the Shapiro-Wilk test using the SPSS statistical program. While Repeated Measures ANOVA and the Bonferroni test from post hoc analysis were applied to data with normal distribution, the Friedman test and the Wilcoxon signed-rank test with the Bonferroni correction were used for non-normally distributed data. According to our findings, there was a significant difference between the warm-up protocols in the T agility, flexibility, and over-the-block shooting tests (p < 0.05), while no significant difference was found in the vertical jump, 20-m sprint, balance, or 9-m shooting tests (p > 0.05). The ballistic warm-up protocol applied to male handball players in sports education provided positive improvements in flexibility and over-the-block shooting skills, while the dynamic warm-up protocol yielded positive improvements in agility and flexibility.
{"title":"The Effect of Different Warm-Up Protocols on the Motor and Technical Skills of Handball Players in Sports Education","authors":"M. Kahraman, Tayfun İşlen, Ömer Faruk Bilici, Cengizhan Sari, M. Bilici","doi":"10.5296/jei.v9i1.20719","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20719","url":null,"abstract":"Warm-up programs in sports education can provide positive developments in motor and technical skills. The objective of this study was to determine the acute effects of ballistic, dynamic, and static warm-up protocols on motor and technical skills in male handball players. Twelve male handball players (mean age: 19.50±3.97 years) from the second league in Turkey participated in this study voluntarily. Warm-up protocols were implemented for the participants at the same time on three different days. At the beginning of the study, the height and body masses of the handball players were measured. After each warm-up protocol, 9-m shot, over-the-block shot, vertical jump, T agility, 20-m sprint, flexibility, and flamingo balance tests were conducted on the participants. The normality level of the data was determined by the Shapiro-Wilk test using the SPSS statistical program. While Repeated Measures ANOVA and the Bonferroni test from post hoc analysis were applied to data with normal distribution, the Friedman test and the Wilcoxon signed-rank test with the Bonferroni correction were used for non-normally distributed data. According to our findings, there was a significant difference between the warm-up protocols in the T agility, flexibility, and over-the-block shooting tests (p < 0.05), while no significant difference was found in the vertical jump, 20-m sprint, balance, or 9-m shooting tests (p > 0.05). The ballistic warm-up protocol applied to male handball players in sports education provided positive improvements in flexibility and over-the-block shooting skills, while the dynamic warm-up protocol yielded positive improvements in agility and flexibility.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123286977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As it is known, one of the most important factors of an education system is the teacher. According to Turkey’s education system, students first meet a physical education teacher in secondary school. Therefore, it is an important question that remains to be clarified what students who have just started secondary school think about their physical education teachers. In this context, the aim of the research was to examine the metaphors created by the students who have just started secondary school about physical education teachers. This research is a qualitative study designed by making use of the phenomenology pattern that examines the metaphors created by secondary school students about physical education teachers. A total of 65 students, 34 male and 31 female, participated in this research voluntarily. A structured interview form prepared to evaluate secondary school students’ perceptions of physical education teachers was used. In this study, content analysis technique was used in the evaluation of metaphors. When the research findings were examined, it was seen that 6 themes were created in total. Within the scope of these themes, it was seen that there were 12 metaphors in total. While the most metaphors were created under the theme of Superhero (29), the least metaphors were produced under the theme of Element (3). When the reasons for the themes created by the participants about physical education teachers were examined, it was determined that the students emphasized that physical education teachers are strong and athletic and also have various abilities. As a result, it was found that the justifications for all metaphors formed by secondary school students about physical education teachers were positive. Therefore, it can be said that secondary school students have positive feelings about physical education teachers.
{"title":"Metaphorical Perceptions of Secondary School Students towards Physical Education Teachers","authors":"Rafet Ünver","doi":"10.5296/jei.v9i1.20676","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20676","url":null,"abstract":"As it is known, one of the most important factors of an education system is the teacher. According to Turkey’s education system, students first meet a physical education teacher in secondary school. Therefore, it is an important question that remains to be clarified what students who have just started secondary school think about their physical education teachers. In this context, the aim of the research was to examine the metaphors created by the students who have just started secondary school about physical education teachers. This research is a qualitative study designed by making use of the phenomenology pattern that examines the metaphors created by secondary school students about physical education teachers. A total of 65 students, 34 male and 31 female, participated in this research voluntarily. A structured interview form prepared to evaluate secondary school students’ perceptions of physical education teachers was used. In this study, content analysis technique was used in the evaluation of metaphors. When the research findings were examined, it was seen that 6 themes were created in total. Within the scope of these themes, it was seen that there were 12 metaphors in total. While the most metaphors were created under the theme of Superhero (29), the least metaphors were produced under the theme of Element (3). When the reasons for the themes created by the participants about physical education teachers were examined, it was determined that the students emphasized that physical education teachers are strong and athletic and also have various abilities. As a result, it was found that the justifications for all metaphors formed by secondary school students about physical education teachers were positive. Therefore, it can be said that secondary school students have positive feelings about physical education teachers.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132553538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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