Pub Date : 2021-01-01DOI: 10.24007/AJPESS.2021.9.4.001
김지나, 전선혜
{"title":"초등학생의 스포츠참여에 따른 자아탄력성이 일탈행동에 미치는 영향: 학업스트레스의 매개효과를 중심으로","authors":"김지나, 전선혜","doi":"10.24007/AJPESS.2021.9.4.001","DOIUrl":"https://doi.org/10.24007/AJPESS.2021.9.4.001","url":null,"abstract":"","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"9 1","pages":"3-15"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68811353","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}
T. Iona, S. Raimo, D. Masala, Cropano Maria, Gaita Mariachiara, Francesco Tornello, A. Ammendolia, L. Palermo
{"title":"Indoor and outdoor education: the role of body representations on sport practice.","authors":"T. Iona, S. Raimo, D. Masala, Cropano Maria, Gaita Mariachiara, Francesco Tornello, A. Ammendolia, L. Palermo","doi":"10.7752/jpes.2021.s1079","DOIUrl":"https://doi.org/10.7752/jpes.2021.s1079","url":null,"abstract":"","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71218620","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}
MoVimparois a MEMO (Modena Educational Multicenter “Sergio Neri”) website. Memo is a structure of the Educational Services Sector of the Municipality of Modena, recognized as a Service and Consultancy Center for the educational infancy institutions of Emilia Romagna Region (DGR n.262/2010 as amended by DGR n.2185/2010). This educational multicenter is also accredited by the Ministry of Education (MIUR) for the training of school staff, refers to the Ministerial Directive n.170/2016. This article has analyzed seventy-tree educational projects through the narrative synthesis approach, derived from the qualitative analysis of the focus group reports (Oprandi, 2001; Cataldi, 2009), and based on the following steps: a) determination of the aim extrapolation of general didactic guidelines useful to outline applicable good practices for an educational project in outdoor education; b) identification of the relevant parts of the projects analyzed with respect to the purpose of the research; c) classification of categories referring to the relevant parts of the text; d) identification of the characteristic elements of the individual categories; e) summary of good educational practices. The teachers have shown that they know how to get involved and measure themselves with the daily work tools that they have highlighted in four main elements: a) teaching approach, b) methodology, c) characteristics of the setting, d) partnership. These four elements, deduced from the project’s analysis, underline an educational approach centered on the child and on his needs. Active and open didactics, spaces prepared in structured and unstructured forms, various materials, are always organized and combined by the adult to give space to the spontaneous action of the child. In this sense, outdoor education represents a winning strategy for teachers, thanks to its great operational adaptability of teaching. Each teacher, observing their children, can carry out educational projects appropriate to his/her school, to the spaces and times available, being able to give children great operational freedom without losing sight of the educational objectives of the school.
{"title":"MoVimparo. Twelve years of action research at a kindergarten: 2008–2020","authors":"A. Ceciliani, Alessandro Babini","doi":"10.7752/JPES.2021.S1053","DOIUrl":"https://doi.org/10.7752/JPES.2021.S1053","url":null,"abstract":"MoVimparois a MEMO (Modena Educational Multicenter “Sergio Neri”) website. Memo is a structure of the Educational Services Sector of the Municipality of Modena, recognized as a Service and Consultancy Center for the educational infancy institutions of Emilia Romagna Region (DGR n.262/2010 as amended by DGR n.2185/2010). This educational multicenter is also accredited by the Ministry of Education (MIUR) for the training of school staff, refers to the Ministerial Directive n.170/2016. This article has analyzed seventy-tree educational projects through the narrative synthesis approach, derived from the qualitative analysis of the focus group reports (Oprandi, 2001; Cataldi, 2009), and based on the following steps: a) determination of the aim extrapolation of general didactic guidelines useful to outline applicable good practices for an educational project in outdoor education; b) identification of the relevant parts of the projects analyzed with respect to the purpose of the research; c) classification of categories referring to the relevant parts of the text; d) identification of the characteristic elements of the individual categories; e) summary of good educational practices. The teachers have shown that they know how to get involved and measure themselves with the daily work tools that they have highlighted in four main elements: a) teaching approach, b) methodology, c) characteristics of the setting, d) partnership. These four elements, deduced from the project’s analysis, underline an educational approach centered on the child and on his needs. Active and open didactics, spaces prepared in structured and unstructured forms, various materials, are always organized and combined by the adult to give space to the spontaneous action of the child. In this sense, outdoor education represents a winning strategy for teachers, thanks to its great operational adaptability of teaching. Each teacher, observing their children, can carry out educational projects appropriate to his/her school, to the spaces and times available, being able to give children great operational freedom without losing sight of the educational objectives of the school.","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71218482","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}
J. M. C. Kaoche, E. Rintaugu, J. Kamenju, F. Mwangi
The use of banned performance enhancing substances (PES) among athletes continues to be a major challenge in sport. This study evaluated the knowledge of football athletes, coaches and sponsors about doping in Malawi. The specific aspects of knowledge investigated included types of doping substances, sources of information on doping substances, reasons for doping, and consequences of doping on football athletes. The study sought to determine whether there was any association between selected demographic factors (age, level of education and experience) of football athletes, coaches and sponsors and their knowledge of doping in football in Malawi. Data were collected using self-reported questionnaires from football athletes (n=235), coaches (n=24) and sponsors (n=15). Data were analyzed using Chi Square and One Way Variance of Analysis. Results indicated that football athletes (77%), coaches (45.8%) and sponsors (60%) had adequate knowledge of doping. There were significant differences in knowledge of doping substances among athletes (20.76±3.35), coaches (18.54±7.56) and sponsors (21.40±6.95), p = 0.011. The differences in knowledge on doping existed between athletes and coaches (MD = 2.22; p = 0.011) and coaches and sponsors (MD = 2.86; p = .042). There was need for athletes, coaches and sponsors to be engaged in more anti-doping programmes in order for them to acquire more knowledge on doping. Malawi Anti-Doping Organization should establish a website where athletes can obtain information on doping. Key words: Athlete, coach, doping, knowledge, performance enhancing substances.
{"title":"Knowledge on doping among football athletes, coaches and sponsors in Malawi","authors":"J. M. C. Kaoche, E. Rintaugu, J. Kamenju, F. Mwangi","doi":"10.5897/JPESM2020.0346","DOIUrl":"https://doi.org/10.5897/JPESM2020.0346","url":null,"abstract":"The use of banned performance enhancing substances (PES) among athletes continues to be a major challenge in sport. This study evaluated the knowledge of football athletes, coaches and sponsors about doping in Malawi. The specific aspects of knowledge investigated included types of doping substances, sources of information on doping substances, reasons for doping, and consequences of doping on football athletes. The study sought to determine whether there was any association between selected demographic factors (age, level of education and experience) of football athletes, coaches and sponsors and their knowledge of doping in football in Malawi. Data were collected using self-reported questionnaires from football athletes (n=235), coaches (n=24) and sponsors (n=15). Data were analyzed using Chi Square and One Way Variance of Analysis. Results indicated that football athletes (77%), coaches (45.8%) and sponsors (60%) had adequate knowledge of doping. There were significant differences in knowledge of doping substances among athletes (20.76±3.35), coaches (18.54±7.56) and sponsors (21.40±6.95), p = 0.011. The differences in knowledge on doping existed between athletes and coaches (MD = 2.22; p = 0.011) and coaches and sponsors (MD = 2.86; p = .042). There was need for athletes, coaches and sponsors to be engaged in more anti-doping programmes in order for them to acquire more knowledge on doping. Malawi Anti-Doping Organization should establish a website where athletes can obtain information on doping. \u0000 \u0000 \u0000 \u0000 Key words: Athlete, coach, doping, knowledge, performance enhancing substances.","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"113 ","pages":"5-13"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5897/JPESM2020.0346","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41276816","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}
Purpose: The present study investigated the cognitions and emotions of swimmers,and explored thepsychological techniques they use to manage these internal processesprior to and during their best and worst performances. Method: Seven Paralympic and five Olympic male Brazilian swimmers took part in this qualitative study. A semi-structured interview with open-ended questions was conducted to explore how swimmers interpreted and experienced specific competitive events and what they did to manage their internal processes, prior to and during what they considered to be their best and worst performances. The process of data analysis included inductiveand deductive approaches. Cognitive therapy theory wasused to establish some of the themes and sub-themes, also to contribute to the data analysis.Results: Functional cognitions and pleasant emotions were more commonly reported by swimmers associated to their best performances, whilst dysfunctional cognitions and unpleasant emotions were more common in their worst performances, both influenced by their beliefs about the preparation during the season.Swimmers used imagery, breathing, music, self-talk, and cognitive restructuring to manage their cognitions and emotions, mainly in the day of their best performances. Although swimmers believed that cognitions and emotions could influence their performances, they reporteddifficulty identifying, evaluating, and modifyingtheir dysfunctional thinking. Conclusion:Our findings suggest that different patterns of cognitions and emotions were related to swimmers’ best and worst performances, which were influenced by their beliefs about the preparation during the season.These results support the use of individualized and task-specific mental preparation programsto help athletes identify and manage dysfunctionalcognitions and emotions, and elicitadaptivebehaviors
{"title":"Mental preparation of olympic and paralympic swimmers: performance-related cognitions and emotions, and the techniques used to manage them","authors":"Samira Sanit-Martin, M. Turner, Ruiz Montse","doi":"10.7752/JPES.2020.06481","DOIUrl":"https://doi.org/10.7752/JPES.2020.06481","url":null,"abstract":"Purpose: The present study investigated the cognitions and emotions of swimmers,and explored thepsychological techniques they use to manage these internal processesprior to and during their best and worst performances. Method: Seven Paralympic and five Olympic male Brazilian swimmers took part in this qualitative study. A semi-structured interview with open-ended questions was conducted to explore how swimmers interpreted and experienced specific competitive events and what they did to manage their internal processes, prior to and during what they considered to be their best and worst performances. The process of data analysis included inductiveand deductive approaches. Cognitive therapy theory wasused to establish some of the themes and sub-themes, also to contribute to the data analysis.Results: Functional cognitions and pleasant emotions were more commonly reported by swimmers associated to their best performances, whilst dysfunctional cognitions and unpleasant emotions were more common in their worst performances, both influenced by their beliefs about the preparation during the season.Swimmers used imagery, breathing, music, self-talk, and cognitive restructuring to manage their cognitions and emotions, mainly in the day of their best performances. Although swimmers believed that cognitions and emotions could influence their performances, they reporteddifficulty identifying, evaluating, and modifyingtheir dysfunctional thinking. Conclusion:Our findings suggest that different patterns of cognitions and emotions were related to swimmers’ best and worst performances, which were influenced by their beliefs about the preparation during the season.These results support the use of individualized and task-specific mental preparation programsto help athletes identify and manage dysfunctionalcognitions and emotions, and elicitadaptivebehaviors","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41620761","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}
{"title":"Physical Activity Interventions Targeting Perceived Body Image Among Adolescent Girls","authors":"C. Dai, M. Sharma, Ching-Chen Chen, Haley Lockley","doi":"10.7752/jpes.2020.06496","DOIUrl":"https://doi.org/10.7752/jpes.2020.06496","url":null,"abstract":"","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45342135","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}
Purpose: Research continuously reports a close connection between Physical Activity (PA) and its effect on pupils’ Executive Functions (EF). Thus, the purpose of the present study was to expand previous knowledge and examine the acute effects on the EF – working memory and inhibition – in two primary level class cohorts (4th class: n = 20 students, mean age 9.95 ± .39 years; 6th class: n = 23 students, mean age 12.00 ± .30 years; 22 boys, 21 girls) of a school-based PA policy in a four-week design intervention programme. Methods: The PA policy included Physical Education (PE), Structured Play (SP) and Unstructured Play (UP). Testing of EF was carried out with a Working Memory Test and an Animal Stroop Test, before and after each session of each PA policy component. To determine whether each component of the PA intervention had an effect on working memory and inhibition, two separate repeated measures multivariate analysis of variance, controlling for gender and class as between-subject factors. Results: Results showed that the PE intervention improved more students’ working memory (3.49% increase), comparing to SP (p = .002, η = .057) and UP (p < .001, η = .077) interventions. Furthermore, the PE intervention improved more students’ inhibition (3.57% increase), comparing to SP (p = .001, η = .074) and UP (p < .001, η = .105) interventions. No gender and class differences were observed. Discussion: While whole school PA policies need to focus on all PA components and provide schoolbased opportunities to meet PA recommendations to benefit health in general, PE appears to be more beneficial for improving most students’ EF. Based on this finding, it is suggested that structured PE to be prioritised when developing PA policy in schools. Potential causes on the differences direct the conclusion towards school-based PA policy recommendations.
目的:研究不断报道体育活动(PA)与其对小学生执行功能(EF)的影响之间的密切联系。因此，本研究的目的是扩展先前的知识，并在两个初级水平班级队列中检验EF -工作记忆和抑制的急性影响(4班:n = 20名学生，平均年龄9.95±0.39岁;6班:23人，平均年龄12.00±0.30岁;22名男生，21名女生)在为期四周的设计干预计划中实施了以学校为基础的PA政策。方法:PA政策包括体育教育(PE)、结构化游戏(SP)和非结构化游戏(UP)。采用工作记忆测验和动物Stroop测验，分别在每个PA政策成分的前后进行EF测试。为了确定PA干预的每个组成部分是否对工作记忆和抑制有影响，我们进行了两个单独的重复测量多变量方差分析，控制了性别和阶级作为被试之间的因素。结果:与SP (p = 0.002， η = 0.057)和UP (p < 0.001， η = 0.077)干预相比，体育干预更能提高学生的工作记忆(提高3.49%)。此外，与SP (p = 0.001， η = 0.074)和UP (p < 0.001， η = 0.105)干预相比，体育干预更能改善学生的抑制(提高3.57%)。没有观察到性别和阶级差异。讨论:虽然整个学校的PA政策需要关注PA的所有组成部分，并提供基于学校的机会来满足PA的建议，以总体上有益于健康，但体育似乎更有利于提高大多数学生的EF。基于这一发现，建议在制定学校PA政策时优先考虑结构化体育。造成差异的潜在原因将导向以学校为本的PA政策建议。
{"title":"Acute effects of physical education, structured play, and unstructured play in children’s executive functions in primary school","authors":"Úna Kingston, M. Adamakis, J. Costa","doi":"10.7752/JPES.2020.S6442","DOIUrl":"https://doi.org/10.7752/JPES.2020.S6442","url":null,"abstract":"Purpose: Research continuously reports a close connection between Physical Activity (PA) and its effect on pupils’ Executive Functions (EF). Thus, the purpose of the present study was to expand previous knowledge and examine the acute effects on the EF – working memory and inhibition – in two primary level class cohorts (4th class: n = 20 students, mean age 9.95 ± .39 years; 6th class: n = 23 students, mean age 12.00 ± .30 years; 22 boys, 21 girls) of a school-based PA policy in a four-week design intervention programme. Methods: The PA policy included Physical Education (PE), Structured Play (SP) and Unstructured Play (UP). Testing of EF was carried out with a Working Memory Test and an Animal Stroop Test, before and after each session of each PA policy component. To determine whether each component of the PA intervention had an effect on working memory and inhibition, two separate repeated measures multivariate analysis of variance, controlling for gender and class as between-subject factors. Results: Results showed that the PE intervention improved more students’ working memory (3.49% increase), comparing to SP (p = .002, η = .057) and UP (p < .001, η = .077) interventions. Furthermore, the PE intervention improved more students’ inhibition (3.57% increase), comparing to SP (p = .001, η = .074) and UP (p < .001, η = .105) interventions. No gender and class differences were observed. Discussion: While whole school PA policies need to focus on all PA components and provide schoolbased opportunities to meet PA recommendations to benefit health in general, PE appears to be more beneficial for improving most students’ EF. Based on this finding, it is suggested that structured PE to be prioritised when developing PA policy in schools. Potential causes on the differences direct the conclusion towards school-based PA policy recommendations.","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"20 1","pages":"3260-3266"},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48292693","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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