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Fulltext Blended learning in physical education: A systematic review

Wang C, Omar Dev RD, Soh KG, Mohd Nasirudddin NJ, Yuan Y, Ji X

Front Public Health, 2023;11:1073423.
PMID: 36969628 DOI: 10.3389/fpubh.2023.1073423

This review aims to provide a detailed overview of the current status and development trends of blended learning in physical education by reviewing journal articles from the Web of Science (WOS) database. Several dimensions of blended learning were observed, including research trends, participants, online learning tools, theoretical frameworks, evaluation methods, application domains, Research Topics, and challenges. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a total of 22 journal articles were included in the current review. The findings of this review reveal that the number of blended learning articles in physical education has increased since 2018, proving that the incorporation of online learning tools into physical education courses has grown in popularity. From the reviewed journal articles, most attention is given to undergraduates, emphasizing that attention in the future should be placed on K-12 students, teachers, and educational institutions. The theoretical framework applied by journal articles is also limited to a few articles and the assessment method is relatively homogeneous, consisting mostly of questionnaires. This review also discovers the trends in blended learning in physical education as most of the studies focus on the topic centered on dynamic physical education. In terms of Research Topics, most journal articles focus on perceptions, learning outcomes, satisfaction, and motivation, which are preliminary aspects of blended learning research. Although the benefits of blended learning are evident, this review identifies five challenges of blended learning: instructional design challenges, technological literacy and competency challenges, self-regulation challenges, alienation and isolation challenges, and belief challenges. Finally, a number of recommendations for future research are presented.

Matched MeSH terms: Physical Education and Training*
Fulltext Assessment and development of physical education teachers' physical literacy: A systematic review

Yin H, Omar Dev RD, Soh KG, Li F, Lian M

PLoS One, 2024;19(7):e0307505.
PMID: 39024325 DOI: 10.1371/journal.pone.0307505

In recent years, physical literacy (PL) has gained a great deal of attention in global academia. Children's physical activity (PA) participation is severely underrepresented today, and students' participation in PA and PL level development is strongly dependent on the PL levels of PE teachers. This study aims to offer information for PE teachers to improve their PL levels and for the future development of tools to assess the PL of PE teachers through a systematic review of studies assessing PL of PE teachers. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) was used to conduct a comprehensive and systematic search in six databases-Web of Science, Scopus, ScienceDirect, PubMed, ProQuest; and SportDiscus, and a total of 671 papers were retrieved, but after removing duplicates, article identification, and screening only eight papers met the inclusion criteria. This study's results indicate a paucity of research related to PL among PE teachers, focusing on children, students, older adults, and children with disabilities. PE teachers performed poorly in the physical competence domain and better in the cognitive and affective domains, with a moderate level of overall PL. Only one instrument is currently available to assess PE teachers' (perceived) PL, and other studies have used instrument components. Therefore, it was concluded that the current PE teachers' PL level is not high. Also, because the concept of PL among PE teachers has not been standardized, no tool has been developed to evaluate the PL of PE teachers comprehensively and systematically. The CPD (continuing professional development) is considered an effective means of enhancing PL among PE teachers, and research should prioritize the development of CPD programs and tools that are specifically tailored to assess PL among PE teachers in the future.

Matched MeSH terms: Physical Education and Training*
Fulltext Tactical games model in physical education: A systematic review

Wang J, Soon CC, Samsudin S, Wang C, Gao Z, Xie Q

PLoS One, 2024;19(11):e0311321.
PMID: 39514510 DOI: 10.1371/journal.pone.0311321

Since the Tactical Games Model (TGM) was adopted and popularised by Oslin, Griffin, and Mitchell, research interest in this model has surged, increasing its application in teaching and research. However, much-existing research is fragmented and lacks a comprehensive review. This systematic review aims to fill that gap by thoroughly analysing the literature on TGM within the context of physical education, highlighting current trends and developments. We systematically searched four online databases, identifying 38 relevant articles for inclusion, which were then evaluated across eight domains following PRISMA guidelines. The analysis indicates a steady increase in TGM-focused research within physical education, particularly at the K-12 level. However, there is a notable absence of studies addressing higher education, as well as teachers and coaches. The review also found that the majority of TGM research is concentrated on team sports and invasion games, with limited exploration of other sports. The research objectives often centred on extrinsic factors, such as game performance, skill level, and physical activity (PA) level, as well as intrinsic factors, intrinsic motivation, stress, and enjoyment. The TGM has shown varying levels of success in improving these factors. Despite the recognised benefits of TGM in physical education, its impact on cognitive aspects and decision-making remains underexplored. This systematic review may serve as a valuable resource for educators and researchers, supporting the broader application of TGM across different areas of physical education and potentially leading to enhanced student outcomes.

Matched MeSH terms: Physical Education and Training*
Fulltext Feedback for Promoting Motor Skill Learning in Physical Education: A Trial Sequential Meta-Analysis

Han Y, Syed Ali SKB, Ji L

Int J Environ Res Public Health, 2022 Nov 21;19(22).
PMID: 36430079 DOI: 10.3390/ijerph192215361

Feedback can be used as an effective teaching method in physical education (PE) to promote students' learning of motor skills. However, there is no objective synthetic evidence to support the role of feedback in PE. Additionally, the effect of each feedback subtype on students' motor skill learning is still unclear. This study aimed to conduct a meta-analysis and trial sequential analysis (TSA) to evaluate the effects of feedback and feedback subtypes on students' motor skill learning. Nine databases were searched through September 2022 to identify appropriate literature. Meta-analysis was conducted using Review Manager 5.4 software and TSA was performed using TSA version 0.9.5.10 beta software. Fifteen studies were included. Feedback significantly improved students' motor skill learning in PE (SMD 0.47; 95% CI 0.01, 0.93; Z = 2.02; p = 0.04). The TSA confirmed the result of the meta-analysis. Sensitivity analyses showed that the subtypes of feedback, including visual feedback, visual combined verbal feedback, visual self-model, visual expert model, corrective feedback, and teacher-regulated feedback, significantly improved students' learning of motor skills. In contrast, verbal, evaluative, and informational feedback did not produce changes in motor skill learning. Both complex and simple motor skills were improved by feedback. The use of feedback in PE benefits motor skill learning, regardless of whether the motor skills are complex or simple.

Matched MeSH terms: Physical Education and Training*
Fulltext Using the ADDIE model to design and develop physical education lessons incorporated with a functional training component

Li H, Cheong JPG

Front Public Health, 2023;11:1201228.
PMID: 37809003 DOI: 10.3389/fpubh.2023.1201228

INTRODUCTION: Good physical fitness is the foundation of a healthy lifestyle. For students, the school becomes the main place to improve their physical fitness. The traditional physical education class places little emphasis on improving physical fitness and students' physical fitness have continued to decline. To address these challenges, this study aimed to design and develop a functional training program that can be incorporated into existing physical education lessons to improve students' physical fitness levels.
METHODS: This study adopted the instructional design framework of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model to guide the design and development of the functional training program. After development, the program was implemented and evaluated.
RESULTS: The results showed the program aroused students' interest and significantly improved students' physical fitness.
CONCLUSION: This study showed the usefulness of functional training in improving the physical fitness of primary school students. In addition, it provided a reference for how to use functional training in conjunction with the physical education syllabus.

Matched MeSH terms: Physical Education and Training*
Fulltext The Effect of a 12-Week Physical Functional Training-Based Physical Education Intervention on Students' Physical Fitness-A Quasi-Experimental Study

Li H, Cheong JPG, Hussain B

Int J Environ Res Public Health, 2023 Feb 22;20(5).
PMID: 36900937 DOI: 10.3390/ijerph20053926

Children have received much attention in recent years, as many studies have shown that their physical fitness level is on the decline. Physical education, as a compulsory curriculum, can play a monumental role in contributing to students' participation in physical activities and the enhancement of their physical fitness. The aim of this study is to examine the effects of a 12-week physical functional training intervention program on students' physical fitness. A total of 180 primary school students (7-12 years) were invited to participate in this study, 90 of whom participated in physical education classes that included 10 min of physical functional training, and the remaining 90 were in a control group that participated in traditional physical education classes. After 12 weeks, the 50-m sprint (F = 18.05, p < 0.001, ηp2 = 0.09), timed rope skipping (F = 27.87, p < 0.001, ηp2 = 0.14), agility T-test (F = 26.01, p < 0.001, ηp2 = 0.13), and standing long jump (F = 16.43, p < 0.001, ηp2 = 0.08) were all improved, but not the sit-and-reach (F = 0.70, p = 0.405). The results showed that physical education incorporating physical functional training can effectively promote some parameters of students' physical fitness, while at the same time providing a new and alternative idea for improving students' physical fitness in physical education.

Matched MeSH terms: Physical Education and Training*
Fulltext Impact of self-efficacy and burnout on professional development of physical education teachers in the digital age: a systematic review

Ma L, Chee CS, Amri S, Gao X, Wang Q, Wang N, et al.

PeerJ, 2025;13:e18952.
PMID: 39995991 DOI: 10.7717/peerj.18952

BACKGROUND: The professional development of teachers in the digital age will positively impact the effectiveness of physical education teaching. Exploring key factors such as self-efficacy, burnout, and digital technology is crucial to ensure the professional development of teachers.
METHODS: The search was conducted in accordance with the PRISMA guidelines and utilized the following databases: Scopus, Web of Science, ProQuest, and Google Scholar. Inclusion and exclusion criteria: population, research methods, keywords, and time limit were described for this study. This article predominantly includes cross-sectional studies, so we have used the AXIS risk assessment methodology.
RESULTS: The study included ten articles, seven of which (70%) were quantitative. Three key findings emerged from this review: first, the studies on self-efficacy were more noteworthy than the studies on burnout. Second, female teachers were more expressive in their digital teaching, while male teachers had higher levels of self-efficacy in their digital teaching. Finally, the study explored various factors affecting self-efficacy and burnout in relation to digital teaching. The study demonstrated that professional development has a higher impact on physical education teachers' self-efficacy, and in turn, self-efficacy reduces burnout. Additionally, burnout had a significant impact on professional development.
CONCLUSION: This study describes the limitations of risk assessment and uses the AXIS tool to assess the methodological quality of this review report instead of using the risk of bias tool. The use of digital teaching methods can increase self-efficacy and alleviate burnout among physical education teachers. This review analyses the effects of digital technology, self-efficacy, and burnout on the career progression of physical education instructors and examines the implications for future developments.

Matched MeSH terms: Physical Education and Training*
Fulltext Experimental Research on Badminton Teaching of Physical Education Major Based on Deep Learning in the Multimedia Environment

Lian S

Comput Intell Neurosci, 2022;2022:9249635.
PMID: 35341180 DOI: 10.1155/2022/9249635

There are many problems in the routine badminton teaching; there are mainly three aspects in college teaching. One is that the hardware equipment related to badminton is not enough; the second is that the badminton teaching does not meet the educational goals; the third is that the participation of college students is not high, which is no longer suitable for the current practical teaching. In order to improve the teaching method of badminton and improve the students' special performance of badminton, this paper studies the teaching of badminton based on multimedia environment. 82 students majoring in badminton were randomly divided into two classes. The experimental class (n = 41) used multimedia badminton teaching, and the control class (n = 41) used traditional badminton teaching, which lasted for one semester. Before and after the experiment, the students' physical fitness and badminton performance were tested. And the two classes of students were to send questionnaires to investigate interest in learning badminton and teaching satisfaction. The results of standing long jump, 50 m, and 800 m of the experimental class were improved by 0.2 m, 1.13s, and 16.25s, respectively. This shows that the physical quality and badminton performance of the experimental class under the multimedia environment are better than those of the control class under the general teaching. In the experimental class, 16 students are very interested in learning badminton, and 22 students are very satisfied with the multimedia teaching method; in the control class, only 9 students are very interested in learning badminton, and only 13 students are very satisfied with the traditional teaching method, which shows that the interest and satisfaction of students in the experimental class under the multimedia environment are higher than those in the control class under the traditional teaching.

Matched MeSH terms: Physical Education and Training
Fulltext Modelling the associations between academic engagement, study process and grit on academic achievement of physical education and sport university students

Tannoubi A, Quansah F, Magouri I, Chalghaf N, Bonsaksen T, Srem-Sai M, et al.

BMC Psychol, 2023 Nov 28;11(1):418.
PMID: 38017589 DOI: 10.1186/s40359-023-01454-2

OBJECTIVE: The present study examined the impact of academic engagement, study processes, and grit on the academic achievement of physical education and sport university students.
METHODS: An internet-based survey recruited 459 university students aged 19-25 years (M = 21 ± 1.3) in physical education and sports (PES) to fill out questionnaires on Physical Education-Study Process Questionnaire (PE-SPQ), Physical Education-Grit (PE-Grit), academic engagement (A-USEI), and Grade Point Average (GPA). A path analysis was carried out to understand variable relationships.
RESULTS: Data from each variable exhibited symmetrical and normal distribution, as indicated by the skewness and kurtosis values. The model's fit indices showed sufficient Comparative Fit Index (CFI = 0.92), Tucker-Lewis Index (TLI = 0.90), Goodness of Fit Index (GFI = 0.99) and Normed Fit Index (NFI = 0.90) and showed acceptable levels. The results indicated a statistically significant positive impact of engagement (β = 0.299, p

Matched MeSH terms: Physical Education and Training
Fulltext Measuring achievement emotions questionnaire for physical education (AEQ-PE): a confirmatory study in Malay language

Ibrahim MF, Kuan G, Hashim HA, Hamzah NA, Kueh YC

BMC Public Health, 2021 10 07;21(1):1798.
PMID: 34620133 DOI: 10.1186/s12889-021-11869-4

BACKGROUND: This study aimed to verify a translated Malay version of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) by assessing the level of achievement emotions in six constructs among the Malaysian primary school pupils using the Confirmatory Factor Analysis (CFA).
METHODS: A total of 607 Malay pupils, comprising 240 (39.5%) boys and 367 (60.5%) girls aged between 10 and 11, were recruited from 10 schools to answer the questionnaire, which measured their views on 24 items through a five-point Likert scale. The AEQ-PE was translated into Malay language (AEQ-PE-M) using forwarding to backward translation techniques. Certain phrases were adopted in accordance with the local culture and vocabulary appropriate for primary school pupils. CFA was performed using the Mplus 8.0 software, and the final model demonstrated high reliability in terms of the composite reliability and Cronbach's alpha.
RESULTS: Analysis of the CFA showed an acceptable fit indices in CFI (0.936), TLI (0.926), RMSEA = 0.039 (90% CI, 0.034, 0.045) and SRMR (0.049) of the AEQ-PE measurement model. All of the items in the original AEQ-PE version were retained and deemed suitable for Malay primary school pupils.
CONCLUSION: The AEQ-PE-M with 24 items was a suitable tool for measuring the level of school children's involvement in determining achievement emotions and their motivation towards physical education.

Matched MeSH terms: Physical Education and Training*
Fulltext Effects of plyometric training on grass surface and concrete surface on jumping performance among volleyball athletes

Mohamad Hariff Ramlan, Pitil, Patricia Pawa, Wan Juliana Emeih Wahed

Movement Health & Exercise, 2018;7(2):127-134.
MyJurnal

The purpose of this study was to compare the effects of 4 weeks of
plyometric training on grass surface group and concrete surface on jumping
performance among volleyball athletes. The vertical jump was evaluated in
two types of jump; squat jump (SJ) and countermovement jump (CMJ). The
results of this study indicate that 4 weeks of intervention led to a significant
improvement in post-tests of SJ and CMJ (p < 0.05) for both grass surface
and concrete surface. However, in comparing the grass and concrete
surfaces, there was no significant difference (p > 0.05). These findings
suggest that plyometric training on different surfaces may be associated with
similar training-induced effects on neuromuscular factors related to the
efficiency of the stretch-shortening cycle.

Matched MeSH terms: Physical Education and Training
Fulltext Teaching innovation to attract students’ interest in playing volleyball

Jamiaton Kusrin, Mohamad Nizam Mohamed Shapie, Sharifah Aliman, Faridah Mohamad Halil, Zarrul Hayat Mohd Yusof

Jurnal Inovasi Malaysia, 2018;2(1):105-116.
MyJurnal

Physical Education (PE) teachers in schools have difficulties in attracting students to participate in activities that cause students to feel bored to play during the PE class due to the short time of teaching and the number of games to be learned in various ways. This study aims to evaluate the effectiveness of teaching methods based on the TGfU model towardssports science students through the Volleyball Camp 2016 (KBT2016). KBT2016 involves the Faculty of Sports & Recreation Science (FSR), UiTM in collaboration with SMK Puncak Alam. The respondents were selected based on sampling involving 31 Sports Science students taking the Acquisition of Movement Skills (SPS465) subject. Respondents were divided into four groups: two male groups and two female groups. KBT2016 received positive feedbacks from respondents. All respondents were able to learn the basics skills of volleyball with the right techniques in exciting situations.

Matched MeSH terms: Physical Education and Training
Fulltext Evaluation on the implementation of Bachelor of Education Program, Faculty of Sport Science and Coaching

Abdul Rahim Mohd Shariff, Norkhalid Salimin, Mohd Izwan Shahril, Normah Jusoh, Nelfianty Mohd Rasyid, Lee, Jeffrey Low Fook, et al.

Jurnal Sains Sukan & Pendidikan Jasmani, 2016;5(1):71-94.
MyJurnal

Journal of Sports Science and Physical Education 5(1): 77-94, 2016 - This study aimed to
examine the effectiveness of the Bachelor of Education (Honours) programmes offered by the
Faculty of Sports Science and Coaching in producing quality graduates and their
employability in the profession. Samples for this study comprised of 49 graduates from the B
Ed (Sports Science), 25 graduates from B Ed (Coaching Science) and nine B Ed (Physical
Education) who have graduated from 2010 to 2014 as well as their respective employers and
peers were selected as respondents. Six to ten samples from each programme together with
their employers were interviewed further using guided questionnaire. Data was analysed
descriptively as well as correlation and regression methods. The findings showed that the
graduates mastered very high levels of the knowledge and skills of the courses related to their
respective programmes. They also achieved excellent levels of knowledge and skills in the
implementation of their respective programmes during and after their completion of studies.
The graduates received very high scores from their employers and peers in terms of their
attributes and employability. Overall, analyses on the effectiveness of the faculty‟s education
programmes showed a positive and significant correlation between the mastery (input) and
the implementation (process) of the programmes. However, a moderately positive but not
significant correlation was found between the mastery (input) of the courses and the
graduates (product). Similar results were found between the implementation of the
programmes (process) and the graduates except for the BEd.(Sports Science) which showed a
moderate positive and significant correlation. Only 23% predicted mastery of the course
(input) and the implementation of the programme influenced the product (graduates) towards
the effective implementation of the BEd (Sports Science), compared to 20% for BEd
(Coaching Science) and 98% for BEd (Physical Education). This study concluded that
Bachelor of Education (Honours) programmes offered by the Faculty of Sports Science and
Coaching are capable of producing quality and employable graduates. The faculty has
developed its strategic plan in improving the employability of the graduates by streamlining
the offering of the BEd (Coaching Science) programme, reinforce the undergraduates soft
skills attributes, intensify the activities of the Kinesiology Centre of Excellence and advocate entrepreneurship education in order to produce graduates who are innovative and capable in the education profession.

Matched MeSH terms: Physical Education and Training
Fulltext Relationship between lower body muscle architecture and lunges performance

Ali Md Nadzalan, Chinnasee, Chamnan, Lee, Jeffrey Low Fook

Jurnal Sains Sukan & Pendidikan Jasmani, 2016;5(2):15-23.
MyJurnal

Journal of Sports Science and Physical Education 5(2): 15-23, 2016 - This study was
conducted to determine the relationship between lower body muscle architectures and lunges
performance. Thirty recreationally active, untrained men (mean age = 22.21 ± 1.59 yrs old)
were recruited and involved in two testing sessions; i) anthropometrics and muscle
architecture, and ii) multiple-repetition maximum (RM) lunge test. Muscle thickness,
pennation angle and fascicle length of vastus lateralis (VL), vastus medialis (VM), rectus
femoris (RF) and biceps femoris (BF) were analysed using ultrasonography. Multiple-RM
lunge testing was used as an estimation of 1RM lunges performance. Correlation analysis was
used to determine the relationship between lower body muscle architectures and lunges
performance calculated absolutely and relatively (1RM/body mass). The overall results
showed that muscle thickness and pennation angle of all muscles were significantly positive
correlated with lunges performance. However, fascicle length was shown to be negatively
correlated with lunges performance. Findings of this study suggested the important for having
thicker, more pennated and shorter fascicle of lower body muscle in enhancing lunges
performances that is one of the most specific movements in sport.

Matched MeSH terms: Physical Education and Training
Fulltext Survey on the effects of athletes involvement in the Malaysian Matriculation Co-Curriculum Carnival (KAKOM) on the academic achievement in the Labuan Matriculation College

Mahamad Yusof Abdul Rani, Asrul Kamarulzaman, Mohammad Redzuan Omar

Jurnal Sains Sukan & Pendidikan Jasmani, 2016;5(2):44-52.
MyJurnal

Journal of Sports Science and Physical Education 5(2): 44-52, 2016 - The aim of this study is
to identify the differences in academic achievement between athletes involved in Karnival
Kokurikulum Sukan antara Kolej Matrikulasi (KAKOM) and non-athletes in Labuan
Matriculation College. Overall 200 respondents selected athletes are students from KAKOM
athletes (n=100) and non-athlete students (n=100) in Semester 1, 2015/2016. The survey
design and purposely sampling technique was used for data collection. The respondents are
comprised of students majoring in Accounting, One Year Program (PST) Module 1, PST
Module 2 and PST Module 3. Descriptive statistic was used to obtain frequency and
percentage for each of the variables and to determine the level of academic achievement
(CGPA) of athletes and non-athletes. Inferential statistic was used to compare the mean
scores achieved by cumulative grade point average (CGPA) between KAKOM athletes and
non-athletes based on t-test. T test was also used to identify the differences in academic
performance of athletes and non-athletes based on gender. The findings of this study showed
no significant differences in terms of academic achievement among student who are athletes
and non-athletes. Similarly, the findings of the performance of athletes and non-athletes
based on gender showed no significant differences. From the results of this study, it shows
that there are no differences in academic achievement between students who involved in
KAKOM sports and those who dont involved. The researcher suggests that students should
be active in sports and recreational activities during college because it will be beneficial for
health and indirectly develop their soft skills. The study found that sports factor is not the
cause for deterioration in academic achievement but there are other factors that affect
academic performance which needs further study focusing more on students who are failing
academically.

Matched MeSH terms: Physical Education and Training
Fulltext Temporal anticipation under cognitive stress

Suppiah, Pathmanathan K., Mohamad Razali Abdullah

Movement Health & Exercise, 2012;1(1):61-73.
MyJurnal

The ability to produce performances at highest level under physically and emotionally demanding conditions underline the worth of a sportsperson. These stressful conditions places demands on the cognitive resources of the sportsperson; especially in anticipatory actions that require the allocation of cognitive resources. This study investigated the effects of cognitive stress on the temporal anticipation of a timing motor task. A repeated measures design was applied with two independent variables; cognitive stress and levels of difficulty, which included easy, intermediate and difficult. Study participants were 18 male and 18 female undergraduates of the Physical Education programme of Universiti Putra Malaysia. The experimental task involved performing a timing motor task across the three levels of difficulty, under two conditions as follows: (i) without cognitive stress, and (ii) under cognitive stress. Cognitive stress was induced via the continuous subtraction of two from a two-digit number. Participants performed the task individually and the sequence of the experimental task was counter-balanced. A two-way within subject ANOVA was
performed to ascertain the effects of cognitive stress on the temporal anticipation of the timing motor task. Data yielded significant difference in means for the stress main effect [Λ = .64, F (1.35) = 19.89, p < 0.05]; and the task main effect [Λ = .84, F (2, 34) = 3.35, p < 0.05]. Post hoc comparisons produced a significant difference in the means of the performance of the timing motor task at all three levels of difficulty. Data showed that cognitive stress had an effect on the temporal anticipation of the timing motor task. These results are explained from attentional and the neuromotor noise perspectives. It was concluded that the significant difference in the performance of the experimental task was due to the competition for intentional resources and the decrease of the signal to noise ratio due to cognitive stress.

Matched MeSH terms: Physical Education and Training
Fulltext The effect of SET pedagogical training style to low-skilled students in hockey game

Nathan, Sanmuga

Jurnal Sains Sukan & Pendidikan Jasmani, 2012;1(1):68-81.
MyJurnal

This quasi-experimental study examined the effectiveness of SET pedagogical style training that combined teaching style E (Inclusion style) from Mosston Spectrum of Teaching Styles (Mosston & Ashworth, 2002) with Teaching Games for Understanding (TGfU), in hockey. A total of n=25, Form One low-skilled students (LSS) secondary school boys were involved in this study using Physical Education class for the duration of nine weeks. The effectiveness of the SET pedagogical style of training on LSS in hockey was measured using speed and accuracy executing general hockey skills, acquisition of declarative and procedural hockey knowledge as well as ball control, decision making (passing, tackling, dribbling and scoring) and skill execution (passing, tackling, dribbling and scoring) in 3 vs 3 game play. The data was analysed using MANCOVA together with other two training styles, which was not disclosed in this article. Findings indicated there were significant improvements in speed and accuracy executing hockey general skills, declarative and procedural knowledge using SET pedagogical style of training. Findings too revealed the SET style was able to develop significantly game components of ball control, decision makng and skill execution in 3 vs 3 game plays at posttest among LSS group. Conclusion, further research has to be done to validate the SET pedagogical style of training across many invasion games.

Matched MeSH terms: Physical Education and Training
Fulltext Teachers’ Pedagogical content knowledge and implementation of physical education teaching in Malaysia-Indonesia secondary schools

Julismah Jani, Syed Kamaruzaman Syed Ali

Jurnal Sains Sukan & Pendidikan Jasmani, 2012;1(1):1-13.
MyJurnal

The objectives of this study were to determine level of acquisition, implementation and differences of pedagogical content knowledge among physical education teachers It also examined the relationship between pedagogical content knowledge and its implementation during physical education lesson. About 149 of Form 4 physical education teachers in Ulu Kinta, Perak, Malaysia secondary schools and 125 physical education teachers of X class in upper secondary schools of Surabaya, Indonesia were involved in this study. Data of the study was collected through questionnaires The findings delineate a medium level (M = 2.90) of pedagogical content knowledge of Malaysian physical education teachers and 86.3% have implemented in their lessons. Whilst the Indonesian physical education teachers acquired a high level of pedagogical content knowledge (M = 3.69) and 94.2% have implemented during their physical education lessons. There was a significant (p = .00) difference among Malaysian and Indonesian physical education teachers on acquisition of pedagogical content knowledge. The findings also delineate a medium positive and significant relationship between pedagogical content knowledge and its implementation during physical education lesson of Malaysian (r = .622, p < .01) and Indonesian (r = .647, p < .01) physical education teachers respectively. The results of the study implied that pedagogical content knowledge is a specific domain to teaching process. Teachers are able to develop their current dimension and goals or contemporary of pedagogical content knowledge based on current needs and their own ability and contentment. Therefore, teachers should acquire pedagogical content knowledge so that their teaching would be meaningful and effective for students learning.

Matched MeSH terms: Physical Education and Training
Fulltext Coaching style and mental toughness among UiTM’s football players

Siti Aida Lamat, Tajul Arifin Muhamad, Shahlan Surat, Mohamad Firdaus Ahmad

Jurnal Sains Sukan & Pendidikan Jasmani, 2016;5(1):22-34.
MyJurnal

Journal of Sports Science and Physical Education 5(1): 22-34, 2016 - This study aims to
provide information to the team manager, especially at the university level to understand the
relationship between coaching style and mental toughness among athletes. The sample had
been selected from four Universiti Teknologi MARA (UiTM) football team consisting of 88
players (n = 88: 22 players per team). The study used two instruments that had been modified
namely "Leadership Scale for Sports Questionnaire" (LSS-40), (Chelladurai & Salleh, 1980)
and "The Mental Toughness Questionnaire" (MTQ-48), (Clough, Earle & Sewell, 2002).
Research findings had identified UiTM’s football team scores has a moderately high level of
mental toughness for each dimension known as challenge, commitments, control assurance
and confidence. The study also found that the leadership style of training and instruction was
favored by UiTM’s footballer compared to the autocratic leadership style. Overall, the study
found a significant relationship between the leadership style with mental toughness especially
for dimension training and instruction. The findings also showed that there is a moderately
relationship between leadership style of democratic, social support and positive response to
the mental toughness dimension of confidence. As for the coaching style of training and
instruction also has a moderately relationship to the mental toughness dimensions of
challenge. Results of this study showed that the leadership style affects the level of mental
toughness UiTM’s football teams. Furthermore, the coaches need to figure out the best
coaching style in order to improve mental toughness among football team.

Matched MeSH terms: Physical Education and Training
Fulltext Learning assessment model for invasion category games in year 4 physical education

Liza Saad, Azali Rahmat, Norkhalid Salimin

Jurnal Sains Sukan & Pendidikan Jasmani, 2016;5(1):35-48.
MyJurnal

Journal of Sports Science and Physical Education 5(1): 35-48, 2016 - This study aimed to
determine the validity and reliability of Learning Assessment Model for Invasion Category
Games in Year 4 Physical Education. This study uses a holistic instrument for assessing
student performance standards for the assessment of Invasion Category Games that includes
teacher observation that consisted of psychomotor, cognitive and affective domain.
Measuring instruments were constructed based on five main sources that were the Handbook
of Physical Education Teaching, Curriculum and Assessment Document Standard of Physical
Education, Physical Education textbooks, Professional Circular No. 1/2014 and the Malaysia
Education Blueprint 2013-2025. All sources are used as a guide and reference so that the
instruments to assess are built in conformity with the requirements and needs of physical
education. The study found that the validity of the instrument Learning Assessment Model
for the invasion category games is high for both the legality of the process. The reliability of
the instruments Learning Assessment Model for the offensive category game between the two
testers for the achievement level of students learning in the three domains showed a strong
relationship. Based on the findings, this Learning Assessment Model is suitable to be used as
a standard instrument for assessing the level of student mastery of the Invasion Category
Games in Physical Education. The implication of the study is Learning Assessment Model
can become a more realistic and holistic assessment instrument and can be used to measure
the level of students in line with school-based assessment requirements as outlined in the Malaysia Education Blueprint 2013-2025.

Matched MeSH terms: Physical Education and Training

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