Abstract Objective: The objective of this study was to answer the questions: 1) will the use of active methods in teaching workshops lead to an increase in indices of social competence in students? 2) do workshops conducted with active methods affect the development of social competence of women and men to the same extent? Methods: A pedagogical experiment with 140 first-year students (age: 18-26 years, with a mean age of 20.7 (SD 0.96) of the Faculty of Rehabilitation. The experimental group practised social skills using active methods. The control group studied the same content without active methods – based on text reading and analysis. We used the psychometric Social Competence Test, which has 3 parts: assertiveness, intimacy, and social exposure, and an overall index on a scale of 1 to 4. Result: Participation in the classes resulted in an increase in the subjects’ indices of competence for assertiveness (η2= 0.13), intimacy (η2=0.07), social exposure (η2=0.06), and overall index (η2=0.12). Changes in indices of the competencies studied in the experimental and control groups were at a similar level, with a small effect (η2=0.01). There was a small interaction effect for gender and workshop participation (η2=0.01). Conclusion: Active methods used in teaching classes did not result in an increase in social competence indices in first-year physiotherapy students. The gender of the respondents was irrelevant to the effectiveness of the development of social skills in workshop classes; therefore, the content and methods of working with women and men should be the same.
{"title":"Developing Social Competence of Physiotherapy Students During Workshops Using Active Teaching Methods: An Experimental Study","authors":"J. Femiak, Marcin Czechowski","doi":"10.2478/pcssr-2023-0008","DOIUrl":"https://doi.org/10.2478/pcssr-2023-0008","url":null,"abstract":"Abstract Objective: The objective of this study was to answer the questions: 1) will the use of active methods in teaching workshops lead to an increase in indices of social competence in students? 2) do workshops conducted with active methods affect the development of social competence of women and men to the same extent? Methods: A pedagogical experiment with 140 first-year students (age: 18-26 years, with a mean age of 20.7 (SD 0.96) of the Faculty of Rehabilitation. The experimental group practised social skills using active methods. The control group studied the same content without active methods – based on text reading and analysis. We used the psychometric Social Competence Test, which has 3 parts: assertiveness, intimacy, and social exposure, and an overall index on a scale of 1 to 4. Result: Participation in the classes resulted in an increase in the subjects’ indices of competence for assertiveness (η2= 0.13), intimacy (η2=0.07), social exposure (η2=0.06), and overall index (η2=0.12). Changes in indices of the competencies studied in the experimental and control groups were at a similar level, with a small effect (η2=0.01). There was a small interaction effect for gender and workshop participation (η2=0.01). Conclusion: Active methods used in teaching classes did not result in an increase in social competence indices in first-year physiotherapy students. The gender of the respondents was irrelevant to the effectiveness of the development of social skills in workshop classes; therefore, the content and methods of working with women and men should be the same.","PeriodicalId":43981,"journal":{"name":"Physical Culture and Sport Studies and Research","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83865850","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}
Abstract This paper deals with the question “What is Good Sport?”. It aims to enrich previous discussions of the issue by offering a systematic and comprehensive account of good sport, which is missing in the existing literature. The topic is analysed from the ontological and moral point of view. This project builds primarily on moral realism with an emphasis on objective moral values (Spaemann), traditional virtue ethics (Plato, Aristotle) as applied in sport (Pisk, Feezell), and the conceptions of relevant modern philosophers concerned with the ontology of sport (Suits, Fraleigh, Kretchmar, Butcher, Schneider, Jirásek, and others). I maintain that good sport involves various dimensions that need to be distinguished in order to analyse the concept properly. These are good sport as an activity, as an attitude, as an environment (culture), and as fandom. The primary task of this paper is to describe the most relevant properties of good sport in the first three dimensions, indicate their authors/supporters in the tradition of the philosophy of sport, and offer reasons why these properties are constitutive of good sport. I do not aim to analyse each property in detail, but to outline the general framework of good sport. The final classification of properties is analysed in terms of its strengths and weaknesses. I draw mainly from philosophy of sport literature written in English and from key figures in the tradition.
{"title":"‘Good Sport’: Different Dimensions and Their Constitutive Properties From the Ontological and Moral Point of View","authors":"Lukáš Mareš","doi":"10.2478/pcssr-2023-0011","DOIUrl":"https://doi.org/10.2478/pcssr-2023-0011","url":null,"abstract":"Abstract This paper deals with the question “What is Good Sport?”. It aims to enrich previous discussions of the issue by offering a systematic and comprehensive account of good sport, which is missing in the existing literature. The topic is analysed from the ontological and moral point of view. This project builds primarily on moral realism with an emphasis on objective moral values (Spaemann), traditional virtue ethics (Plato, Aristotle) as applied in sport (Pisk, Feezell), and the conceptions of relevant modern philosophers concerned with the ontology of sport (Suits, Fraleigh, Kretchmar, Butcher, Schneider, Jirásek, and others). I maintain that good sport involves various dimensions that need to be distinguished in order to analyse the concept properly. These are good sport as an activity, as an attitude, as an environment (culture), and as fandom. The primary task of this paper is to describe the most relevant properties of good sport in the first three dimensions, indicate their authors/supporters in the tradition of the philosophy of sport, and offer reasons why these properties are constitutive of good sport. I do not aim to analyse each property in detail, but to outline the general framework of good sport. The final classification of properties is analysed in terms of its strengths and weaknesses. I draw mainly from philosophy of sport literature written in English and from key figures in the tradition.","PeriodicalId":43981,"journal":{"name":"Physical Culture and Sport Studies and Research","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73870674","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}
David Parra-Camacho, Rocío Fernández-Piqueras, Ignacio Ballester-Esteve
Abstract The main objective of this article is to design a structural equation model to evaluate the predictor variables of professional performance in soccer coaches (PPSC), digital teaching competence (DTC) and professional competences of soccer coaches (PCSC). A sample of 612 coaches was taken from the different training levels of the Valencian Community (FFCV) in Spain, managed by UEFA.. The results of the causal relationship model showed a good overall fit of the model. A statistically significant positive relationship was found to exist with the professional performance of soccer coaches in both the use of digital competencies (DTC) and the professional competence of soccer coaches (PCSC). A statistically significant positive relationship was also observed between the use of digital competencies and the professional competence of soccer coaches. From the results obtained, it can be affirmed that the change generated by UEFA in the training of coaches in emerging technologies increases their professional performance.
{"title":"Influence of Teaching Digital Competence and Professional Competencies on the Professional Performance of the Soccer Coach","authors":"David Parra-Camacho, Rocío Fernández-Piqueras, Ignacio Ballester-Esteve","doi":"10.2478/pcssr-2023-0012","DOIUrl":"https://doi.org/10.2478/pcssr-2023-0012","url":null,"abstract":"Abstract The main objective of this article is to design a structural equation model to evaluate the predictor variables of professional performance in soccer coaches (PPSC), digital teaching competence (DTC) and professional competences of soccer coaches (PCSC). A sample of 612 coaches was taken from the different training levels of the Valencian Community (FFCV) in Spain, managed by UEFA.. The results of the causal relationship model showed a good overall fit of the model. A statistically significant positive relationship was found to exist with the professional performance of soccer coaches in both the use of digital competencies (DTC) and the professional competence of soccer coaches (PCSC). A statistically significant positive relationship was also observed between the use of digital competencies and the professional competence of soccer coaches. From the results obtained, it can be affirmed that the change generated by UEFA in the training of coaches in emerging technologies increases their professional performance.","PeriodicalId":43981,"journal":{"name":"Physical Culture and Sport Studies and Research","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86415781","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}
Abstract This paper aims to identify all of the unexploited potentialities of sports activities with regard to sustainability by answering the following question: Considering the priorities that the 2030 Agenda identified with regard to sustainability, what does sport contribute to the process of transition towards a more sustainable global scenario? According to the European Union Council, sport and physical activity play a strategic role in the global challenge toward sustainability and achieving the 17 SDGs. The contribution of sport to the 2030 Agenda is indeed strategic. However, through a non-systematic review, the authors have observed almost a complete absence of SDGs within sports literature. Discussing the results through the lens of the SDGs, the authors have identified a series of qualitative and quantitative research opportunities connected with the 17 SDGs and related targets. The authors have also identified a total of 27 research hypotheses. This evidence could support academics, sports managers, professionals, and practitioners in identifying their contribution to the global priorities towards sustainability.
{"title":"Sustainability in Sport-Related Studies: A Non-Systematic Review to Increase the Sports Contribution to the 2030 Agenda","authors":"Nora Annesi, M. Battaglia, M. Frey","doi":"10.2478/pcssr-2023-0007","DOIUrl":"https://doi.org/10.2478/pcssr-2023-0007","url":null,"abstract":"Abstract This paper aims to identify all of the unexploited potentialities of sports activities with regard to sustainability by answering the following question: Considering the priorities that the 2030 Agenda identified with regard to sustainability, what does sport contribute to the process of transition towards a more sustainable global scenario? According to the European Union Council, sport and physical activity play a strategic role in the global challenge toward sustainability and achieving the 17 SDGs. The contribution of sport to the 2030 Agenda is indeed strategic. However, through a non-systematic review, the authors have observed almost a complete absence of SDGs within sports literature. Discussing the results through the lens of the SDGs, the authors have identified a series of qualitative and quantitative research opportunities connected with the 17 SDGs and related targets. The authors have also identified a total of 27 research hypotheses. This evidence could support academics, sports managers, professionals, and practitioners in identifying their contribution to the global priorities towards sustainability.","PeriodicalId":43981,"journal":{"name":"Physical Culture and Sport Studies and Research","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87597272","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}
Rahim Khosromanesh, Katarzyna Dzioban, Ehsan Mohamadi Turkmani, Ameneh Asadolai
Abstract Effective public health interventions require an understanding of why people engage in or abstain from physical activity. This study aimed to design a model of physical activity for middle-aged Iranian women. The research was conducted using the systematic approach of grounded theory. Data analysis was performed through continuous „questioning” and „comparison.” Semi-structured interviews were conducted with 35 middle-aged women (aged 40 to 65) who regularly engaged in physical activity to achieve theoretical saturation. The coding process identified 128 final codes, 30 sub-themes, and nine main themes. After the open, axial, and selective-coding stages, a conceptual model was designed. In our model: „Advice and Encouragement,” „Knowledge and Awareness,” „Fear and Prevention,” and „Exercise Therapy” are the primary drivers that affect the motivation of middle-aged Iranian women to engage in physical activity. Motivated middle-aged Iranian women by comparison of perceived barriers, facilities, and benefits to engage in physical activity. Experiencing benefits leads to internalizing motivation and can lead to exercise addiction. The developed model suggests that the key measures for motivating middle-aged women to engage in regular physical activity are increasing primary drivers, lowering obstacles, and expanding facilities. Middle-aged women’s physical activity can be understood by employing the created model.
{"title":"Middle-Aged Women’s Perceptions and Experiences of Physical Activity: A Grounded Theory Approach","authors":"Rahim Khosromanesh, Katarzyna Dzioban, Ehsan Mohamadi Turkmani, Ameneh Asadolai","doi":"10.2478/pcssr-2023-0004","DOIUrl":"https://doi.org/10.2478/pcssr-2023-0004","url":null,"abstract":"Abstract Effective public health interventions require an understanding of why people engage in or abstain from physical activity. This study aimed to design a model of physical activity for middle-aged Iranian women. The research was conducted using the systematic approach of grounded theory. Data analysis was performed through continuous „questioning” and „comparison.” Semi-structured interviews were conducted with 35 middle-aged women (aged 40 to 65) who regularly engaged in physical activity to achieve theoretical saturation. The coding process identified 128 final codes, 30 sub-themes, and nine main themes. After the open, axial, and selective-coding stages, a conceptual model was designed. In our model: „Advice and Encouragement,” „Knowledge and Awareness,” „Fear and Prevention,” and „Exercise Therapy” are the primary drivers that affect the motivation of middle-aged Iranian women to engage in physical activity. Motivated middle-aged Iranian women by comparison of perceived barriers, facilities, and benefits to engage in physical activity. Experiencing benefits leads to internalizing motivation and can lead to exercise addiction. The developed model suggests that the key measures for motivating middle-aged women to engage in regular physical activity are increasing primary drivers, lowering obstacles, and expanding facilities. Middle-aged women’s physical activity can be understood by employing the created model.","PeriodicalId":43981,"journal":{"name":"Physical Culture and Sport Studies and Research","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88665912","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}
Abstract A large number of published papers have investigated the relationship between perceived teacher emotional support and students’ engagement in school across a variety of subject areas at the primary and secondary levels. However, very few or none of these studies examine the topic in the context of physical education in higher education. It would be highly desirable for a study comparable to this one to be carried out within the context of tertiary education in order to address the dearth of scholarly works that concentrate on these two constructs. In light of this, the current study investigated the connection between teachers’ emotional support and their student’s level of engagement in their academic work. The participants in the study were undergraduate students (males = 374, females = 536) who were enrolled in minor PE courses at a prominent local college in Angeles City, Philippines. Following the calculation of Spearman’s rho and multiple regression analyses, the findings revealed that perceived teacher emotional support (along with its three distinct features: positive atmosphere, teacher sensitivity, and regard for the adolescent perspective) is significantly associated with [r(908) =.519, p < .05)] and has a direct influence on [F(3, 906) = 120.508, p <.001] school engagement. Additionally, this study highlighted the critical role that PE instructors play in providing students with emotional support, which in turn leads to higher levels of engagement and achievement reports. The presentation includes suggestions for the professional development of teachers of PE and future research initiatives.
大量已发表的论文调查了感知教师情感支持与学生在校参与之间的关系，涉及小学和中学各个学科领域。然而，这些研究很少或根本没有在高等教育体育教育的背景下研究这一主题。在高等教育的背景下进行一项与此相当的研究是非常可取的，以解决专注于这两个结构的学术著作的缺乏。鉴于此，本研究调查了教师情感支持与学生学业投入水平之间的关系。本研究的参与者是在菲律宾安吉利斯市当地一所著名大学选修辅修体育课程的本科生(男性374人，女性536人)。根据Spearman的rho计算和多元回归分析，研究结果显示，感知到的教师情感支持(以及它的三个明显特征:积极的氛围、教师的敏感性和对青少年观点的关注)与[r(908) =显著相关。[F(3,906) = 120.508, p < 0.05]。[00:30]学校参与。此外，本研究强调了体育教师在为学生提供情感支持方面发挥的关键作用，这反过来又会导致更高水平的参与和成就报告。报告包括对体育教师专业发展的建议和未来的研究倡议。
{"title":"Teacher Emotional Support and School Engagement: The case of Physical Education Teachers and Students in a Prominent Local College","authors":"Joseph T. Lobo","doi":"10.2478/pcssr-2023-0005","DOIUrl":"https://doi.org/10.2478/pcssr-2023-0005","url":null,"abstract":"Abstract A large number of published papers have investigated the relationship between perceived teacher emotional support and students’ engagement in school across a variety of subject areas at the primary and secondary levels. However, very few or none of these studies examine the topic in the context of physical education in higher education. It would be highly desirable for a study comparable to this one to be carried out within the context of tertiary education in order to address the dearth of scholarly works that concentrate on these two constructs. In light of this, the current study investigated the connection between teachers’ emotional support and their student’s level of engagement in their academic work. The participants in the study were undergraduate students (males = 374, females = 536) who were enrolled in minor PE courses at a prominent local college in Angeles City, Philippines. Following the calculation of Spearman’s rho and multiple regression analyses, the findings revealed that perceived teacher emotional support (along with its three distinct features: positive atmosphere, teacher sensitivity, and regard for the adolescent perspective) is significantly associated with [r(908) =.519, p < .05)] and has a direct influence on [F(3, 906) = 120.508, p <.001] school engagement. Additionally, this study highlighted the critical role that PE instructors play in providing students with emotional support, which in turn leads to higher levels of engagement and achievement reports. The presentation includes suggestions for the professional development of teachers of PE and future research initiatives.","PeriodicalId":43981,"journal":{"name":"Physical Culture and Sport Studies and Research","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77157694","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}
R. J. González-García, F. García-Pascual, A. Gómez-Tafalla
Abstract The purpose of this paper is to obtain the combination of conditions that lead to high levels of residents’ support for the hosting of sports events. In addition, we aim to identify which of these combinations can lead to low levels of support for hosting these events. a validated survey was administered to 342 residents. An asymmetric approach (Qualitative Comparative Analysis) was used to examine these variables and calculate the combination of conditions that lead to these two outcomes. To achieve high levels of residents’ support for the hosting of sports events, a combination of residents’ perceptions of psychosocial, sporting and socio-cultural impacts, and the absence of socio-cultural costs, is the main solution. However, support is low if residents perceive that holding the event has no positive psychosocial impacts, but only socio-cultural costs for the local population. This study provides information on achieving residents’ support for the organization of sports events. Local authorities should focus their efforts on reinforcing local traditional values, thus allowing for increased local pride, as well as creating a festive atmosphere during the celebration of the event. It is also necessary to carry out campaigns to promote sports, avoiding a cultural clash between visitors and residents.
{"title":"Configurational Models to Predict Hosting Sporting Events: The Perceptions of Urban Residents","authors":"R. J. González-García, F. García-Pascual, A. Gómez-Tafalla","doi":"10.2478/pcssr-2023-0006","DOIUrl":"https://doi.org/10.2478/pcssr-2023-0006","url":null,"abstract":"Abstract The purpose of this paper is to obtain the combination of conditions that lead to high levels of residents’ support for the hosting of sports events. In addition, we aim to identify which of these combinations can lead to low levels of support for hosting these events. a validated survey was administered to 342 residents. An asymmetric approach (Qualitative Comparative Analysis) was used to examine these variables and calculate the combination of conditions that lead to these two outcomes. To achieve high levels of residents’ support for the hosting of sports events, a combination of residents’ perceptions of psychosocial, sporting and socio-cultural impacts, and the absence of socio-cultural costs, is the main solution. However, support is low if residents perceive that holding the event has no positive psychosocial impacts, but only socio-cultural costs for the local population. This study provides information on achieving residents’ support for the organization of sports events. Local authorities should focus their efforts on reinforcing local traditional values, thus allowing for increased local pride, as well as creating a festive atmosphere during the celebration of the event. It is also necessary to carry out campaigns to promote sports, avoiding a cultural clash between visitors and residents.","PeriodicalId":43981,"journal":{"name":"Physical Culture and Sport Studies and Research","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89808122","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}
Abstract Over the last two decades, the sport for development (SFD) sector has grown significantly, and there has been a concurrent increase in research and educational activities to support the field. In particular, academic institutions are taking a more significant role, contributing to a growing body of literature and developing numerous SFD-specific courses. Despite these initiatives and the important role assigned to academia, academic activities related to SFD have remained fragmented along geographic or disciplinary lines, and our knowledge of academic activities and collaborations is limited and focused on actors in the Global North. This study seeks to address these gaps and, through an international survey of academic institutions, aims to (1) establish the teaching, research and partnership activities within and between academic institutions around the globe; and (2) identify challenges and inform solutions for greater cooperation within and between academic institutions in the SFD context. Overall, our results show that the SFD is a highly multidisciplinary field involving institutions from a perhaps wider-than-expected range of countries. However, funding, support and recognition of SFD and associated academic actors, especially in the Global South, remains limited. To conclude, we propose potential ways forward to address some of these issues.
{"title":"Academic Engagement in Sport for Development: Niche or Growing Community?","authors":"Louis Moustakas, K. Petry, Katrin Bauer","doi":"10.2478/pcssr-2023-0003","DOIUrl":"https://doi.org/10.2478/pcssr-2023-0003","url":null,"abstract":"Abstract Over the last two decades, the sport for development (SFD) sector has grown significantly, and there has been a concurrent increase in research and educational activities to support the field. In particular, academic institutions are taking a more significant role, contributing to a growing body of literature and developing numerous SFD-specific courses. Despite these initiatives and the important role assigned to academia, academic activities related to SFD have remained fragmented along geographic or disciplinary lines, and our knowledge of academic activities and collaborations is limited and focused on actors in the Global North. This study seeks to address these gaps and, through an international survey of academic institutions, aims to (1) establish the teaching, research and partnership activities within and between academic institutions around the globe; and (2) identify challenges and inform solutions for greater cooperation within and between academic institutions in the SFD context. Overall, our results show that the SFD is a highly multidisciplinary field involving institutions from a perhaps wider-than-expected range of countries. However, funding, support and recognition of SFD and associated academic actors, especially in the Global South, remains limited. To conclude, we propose potential ways forward to address some of these issues.","PeriodicalId":43981,"journal":{"name":"Physical Culture and Sport Studies and Research","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84688919","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}
Aleksandra Samełko, Marta de Białynia Woycikiewicz, M. Kenioua
Abstract The purpose of the study was to compare anxiety, depression, self-efficacy and mood between students at the Faculty of Physical Education in Poland and Algeria during the Third Wave of the COVID-19 Pandemic, as well as to compare the intensity and quantity physical activity. It was also important to examine relationships between self-efficacy and other psychological variables, and self-efficacy and physical activity in the two groups. The following questionnaires were used to assess psychological constructs, self-efficacy and physical activity level: Mood State Profile (POMS), depression (Beck Depression Inventory), anxiety states (STAI), self-efficacy (GSES), a physical activity questionnaire. The research results show that there where statistically significant differences between Polish and Algerian students in anxiety and mood state. There were also statistically significant differences between the groups in the intensity and quantity physical activity. Based on the results of students’ self-efficacy in relation to states of mood, it turned out that anger and vigour are a significant predictor of a sense of self-efficacy of Algerian student, but among polish students only vigour is a significant predictor of a sense of self-efficacy. The comparative study showed statistically significant differences in each of the mood scales. In data on physical activity during the pandemic, all variables showed statistical significance, but physical activity did not turn out to be a significant predictor of psychological variables in the study. It can be assumed that undertaking increased physical activity is a kind of preventive measure in reducing mood disorders and relieving depressive episodes.
{"title":"Physical Activity and Selected Psychological Constructs of Intercultural Students in the Field of Physical Education During the Covid-19 Pandemic","authors":"Aleksandra Samełko, Marta de Białynia Woycikiewicz, M. Kenioua","doi":"10.2478/pcssr-2023-0001","DOIUrl":"https://doi.org/10.2478/pcssr-2023-0001","url":null,"abstract":"Abstract The purpose of the study was to compare anxiety, depression, self-efficacy and mood between students at the Faculty of Physical Education in Poland and Algeria during the Third Wave of the COVID-19 Pandemic, as well as to compare the intensity and quantity physical activity. It was also important to examine relationships between self-efficacy and other psychological variables, and self-efficacy and physical activity in the two groups. The following questionnaires were used to assess psychological constructs, self-efficacy and physical activity level: Mood State Profile (POMS), depression (Beck Depression Inventory), anxiety states (STAI), self-efficacy (GSES), a physical activity questionnaire. The research results show that there where statistically significant differences between Polish and Algerian students in anxiety and mood state. There were also statistically significant differences between the groups in the intensity and quantity physical activity. Based on the results of students’ self-efficacy in relation to states of mood, it turned out that anger and vigour are a significant predictor of a sense of self-efficacy of Algerian student, but among polish students only vigour is a significant predictor of a sense of self-efficacy. The comparative study showed statistically significant differences in each of the mood scales. In data on physical activity during the pandemic, all variables showed statistical significance, but physical activity did not turn out to be a significant predictor of psychological variables in the study. It can be assumed that undertaking increased physical activity is a kind of preventive measure in reducing mood disorders and relieving depressive episodes.","PeriodicalId":43981,"journal":{"name":"Physical Culture and Sport Studies and Research","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88012002","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}
Abstract The present study aimed to explore the impacts of e-learning, e-learning attitude in sports, and e-learning satisfaction on perceived learning among students of sports sciences. A total of 371 (108 females, 263 males) undergraduate students of sports sciences participated in this correlational study. The data were collected through a demographic information form, the Online Learning Attitude Scale, the Online Learning Attitude Scale-Sports, the Distance Education Satisfaction Survey, and the Perceived Learning Scale. The data were analyzed using descriptive statistics, SEM, Pearson’s correlation test, and multiple regression analysis. The findings revealed that e-learning attitudes and e-learning satisfaction among the participants had significant effects on their perceived learning (p < .05), while their e-learning attitudes in sports did not yield a significant impact on their perceived learning (p > .05). Accordingly, it may be claimed that as students’ e-learning attitudes and e-learning satisfaction increase, their perceived learning levels also increase. In addition to this, the students did not have a positive attitude toward learning applied courses online; therefore, undergraduate applied courses in sports sciences are better conducted face-to-face.
{"title":"Exploring Perceived Learning Among Students of Sports Sciences in Distance Education","authors":"Buğra Çağatay Savaş, M. Turan","doi":"10.2478/pcssr-2023-0002","DOIUrl":"https://doi.org/10.2478/pcssr-2023-0002","url":null,"abstract":"Abstract The present study aimed to explore the impacts of e-learning, e-learning attitude in sports, and e-learning satisfaction on perceived learning among students of sports sciences. A total of 371 (108 females, 263 males) undergraduate students of sports sciences participated in this correlational study. The data were collected through a demographic information form, the Online Learning Attitude Scale, the Online Learning Attitude Scale-Sports, the Distance Education Satisfaction Survey, and the Perceived Learning Scale. The data were analyzed using descriptive statistics, SEM, Pearson’s correlation test, and multiple regression analysis. The findings revealed that e-learning attitudes and e-learning satisfaction among the participants had significant effects on their perceived learning (p < .05), while their e-learning attitudes in sports did not yield a significant impact on their perceived learning (p > .05). Accordingly, it may be claimed that as students’ e-learning attitudes and e-learning satisfaction increase, their perceived learning levels also increase. In addition to this, the students did not have a positive attitude toward learning applied courses online; therefore, undergraduate applied courses in sports sciences are better conducted face-to-face.","PeriodicalId":43981,"journal":{"name":"Physical Culture and Sport Studies and Research","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87927906","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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