Sustainability

2023

Jump to: 2022, 2021, 2020

11 pages, 253 KiB

Open AccessArticle

The Impact of COVID-19 Process on Sustainability in Education: Work Alienation of Physical Education and Sports Teachers

by Cenk Temel, Çiğdem Gökduman, Sinan Uğraş, Ahmet Enes Sağın, Mehmet Akif Yücekaya, Mehmet Kartal and Turhan Toros

Sustainability 2023, 15(3), 2047; https://doi.org/10.3390/su15032047 - 20 Jan 2023

Cited by 2 | Viewed by 1626

Abstract

This study aimed to examine physical education teachers’ perceptions of work alienation in Turkey according to different variables (including gender, marital status, school level, availability of a gym in the school, age, and years of service) during the COVID-19 pandemic, which affected sustainability [...] Read more.

This study aimed to examine physical education teachers’ perceptions of work alienation in Turkey according to different variables (including gender, marital status, school level, availability of a gym in the school, age, and years of service) during the COVID-19 pandemic, which affected sustainability in education on a global scale. The study employed the survey method and research data were collected from 442 volunteer physical education teachers working in different provinces of Turkey through the “Physical Education Teachers’ Alienation to Work Scale”. The results showed that physical education teachers had low levels of alienation in their work. The scale’s subdimensions ‘occupational isolation’ and ‘powerlessness’ indicated higher levels of work alienation compared to other subdimensions. Among teachers who had completed their graduate education, the level of work alienation was higher in the subdimensions ‘powerlessness’ and ‘occupational alienation’. Based on a comparison with prior research on sustainability in education, the COVID-19 pandemic could be said to have no significant impact on physical education teachers’ levels of work alienation. The cause of work alienation among physical education teachers was structural issues rather than specific time-bound events such as the COVID-19 pandemic. Full article

2022

Jump to: 2023, 2021, 2020

17 pages, 278 KiB

Open AccessArticle

An Exploration of a Reflective Evaluation Tool for the Teaching Competency of Pre-Service Physical Education Teachers in Korea

by Chul-Min Kim and Eun-Chang Kwak

Sustainability 2022, 14(13), 8195; https://doi.org/10.3390/su14138195 - 5 Jul 2022

Cited by 4 | Viewed by 1877

Abstract

The purpose of this study was to develop an evaluation tool that could help pre-service teachers develop their teaching skills. As for the research method, the Delphi technique was used to collect opinions from physical education professor evaluation experts. The survey was conducted [...] Read more.

The purpose of this study was to develop an evaluation tool that could help pre-service teachers develop their teaching skills. As for the research method, the Delphi technique was used to collect opinions from physical education professor evaluation experts. The survey was conducted three times and various opinions of experts were collected and analyzed. The newly constructed evaluation tool consists of 46 questions for class preparation (the creation of the learning environment), the introduction (routine activities, learning goals, and task presentation), development (class strategy, observation and interaction, and the maintenance of the learning environment), and conclusion (routine activities, summary, and closure). It was designed to increase the accuracy of evaluation by developing evaluation criteria for each question. An evaluation tool including quantitative and qualitative methods for use in pre-service physical education teacher education was developed. The significance of this study is the development of an effective evaluation tool that can evaluate the core teaching behaviors in the field of physical education. This evaluation tool should be used as a learning tool that includes planning, operation, evaluation, and seeking improvement measures through reflective activities. If pre-service teacher education institutions apply this evaluation tool in their teacher training programs, it would be a great chance to learn how to develop and sustain teaching abilities and effectiveness. Full article

2021

Jump to: 2023, 2022, 2020

11 pages, 279 KiB

Open AccessArticle

Barriers to the Practice of Sport and Physical Activity from the Perspective of Self-Determination Theory

by Daniel Gil-Píriz, Marta Leyton-Román, Sara Mesquita and Ruth Jiménez-Castuera

Sustainability 2021, 13(14), 7665; https://doi.org/10.3390/su13147665 - 9 Jul 2021

Cited by 5 | Viewed by 2913

Abstract

The practice of sport and physical activity can be hampered by the presence of amotivation, the frustration of basic psychological needs, and barriers to carrying out that practice. Based on the principles of self-determination theory (SDT), the objective of this study was to [...] Read more.

The practice of sport and physical activity can be hampered by the presence of amotivation, the frustration of basic psychological needs, and barriers to carrying out that practice. Based on the principles of self-determination theory (SDT), the objective of this study was to analyze the relationship of these variables and assess differences based on age, sex, residential independence, academic/employment situation, and prior sport and physical activity. The sample comprised 102 individuals, aged between 18 and 25 (M = 21.61; SD = 2.04), who completed the Behavioral Regulation in Exercise Questionnaire, the Frustration of Psychological Needs in Physical Exercise Scale, and the Self-Perceived Barriers of Physical Activity Questionnaire. Our results showed that participants had high values of controlled motivation, the frustration of the basic psychological need for competence, and high values for the barrier of obligations/lack of time. We found a significant and positive association between the frustration of the basic psychological need for competence and the barriers present in the practice of physical activity. Moreover, we found that women reported experiencing body image/anxiety as a barrier to practicing sport and physical activity more than men and individuals aged 22–25 years experiencing obligations/lack of time as a barrier more than the those aged 18 to 21 years. Practical applications were proposed to avoid the frustration of basic psychological needs, increase the most self-determined forms of motivation, and reduce barriers to the practice of sport and physical activity. Full article

19 pages, 654 KiB

Open AccessArticle

A Study on the Perceived Positive Coaching Leadership, Sports Enthusiasm, and Happiness of Boxing Athletes

by Hsing-Chieh Huang, Peng-Yeh Lee, Yu-Chih Lo, I-Shen Chen and Chin-Hsien Hsu

Sustainability 2021, 13(13), 7199; https://doi.org/10.3390/su13137199 - 27 Jun 2021

Cited by 10 | Viewed by 6538

Abstract

In recent years, the sport of boxing has become a popular trend, and with the promotion of sport psychology, the leadership style of coaches plays an important role in influencing the mental aspect of athletes. Boxing is an exercise that combines intensity and [...] Read more.

In recent years, the sport of boxing has become a popular trend, and with the promotion of sport psychology, the leadership style of coaches plays an important role in influencing the mental aspect of athletes. Boxing is an exercise that combines intensity and relaxation, which not only improves the strength of the muscles and bones but also contributes to the mental health of people and brings them a sense of happiness. In this study, we investigated the correlation between boxing athletes’ perceived positive coaching leadership, sports enthusiasm, and happiness. In this study, 300 valid questionnaires were collected from boxing athletes and then analyzed by statistical software. The results showed that positive leadership had a significant positive effect on sports enthusiasm; sports enthusiasm had a significant positive effect on happiness, and positive leadership had a significant positive effect on happiness.In conclusion, the study has discussed the significance of sport psychology and well-being. The study is expected to contribute to the related literature and offer suggestions for future studies in sports science and management. Full article

► Show Figures

Figure 1

10 pages, 286 KiB

Open AccessArticle

Perception of Coach According to the Role of Starter or Substitute in the Final Stage of the Season

by Diego Soto, Juan A. García-Herrero and Rodrigo J. Carcedo

Sustainability 2021, 13(12), 6960; https://doi.org/10.3390/su13126960 - 21 Jun 2021

Cited by 4 | Viewed by 2302

Abstract

This paper examines the athletes’ perception of their coaches according to the role of starter or substitute in the final phase of the season. The variables analyzed were: leadership style, perceived justice, competence, and support for basic psychological needs. A longitudinal study was [...] Read more.

This paper examines the athletes’ perception of their coaches according to the role of starter or substitute in the final phase of the season. The variables analyzed were: leadership style, perceived justice, competence, and support for basic psychological needs. A longitudinal study was developed, evaluating the participants at two different stages: the end of the season and seven weeks before. A total of 112 football and handball players participated in this study, 78 completing the questionnaire at the two waves. The final sample comprised 51 starters (80.39% males) and 27 substitutes (70.37% males) who evaluated their coaches’ leadership, competence, and support of the players’ psychological needs. The interaction moment of measurement (seven weeks before the end of the season vs. end of the season) * group (starters vs. substitutes) was statistically significant for the variables authentic leadership, perceived justice, and the basic psychological need of competence. Post hoc analyses revealed a significant decline in the perception of authentic leadership from coaches, perceived justice, and support of the psychological need of competence at the end of the season only in those in a starter position, with no change observed in the substitutes group. The findings show that the perceptions of coaches among starting players deteriorates significantly in the final phase of the season, while those among substitutes remain unaffected. Full article

14 pages, 922 KiB

Open AccessArticle

Enhancements in Cognitive Performance and Academic Achievement in Adolescents through the Hybridization of an Instructional Model with Gamification in Physical Education

by David Melero-Cañas, Vicente Morales-Baños, Daniel N. Ardoy, David Manzano-Sánchez and Alfonso Valero-Valenzuela

Sustainability 2021, 13(11), 5966; https://doi.org/10.3390/su13115966 - 25 May 2021

Cited by 9 | Viewed by 3723

Abstract

An educational physical education (PE) hybridization program based on the personal and social responsibility model and gamification strategies was used in order to explore the effect on cognitive performance and academic achievement. A 9-month group-randomized controlled trial was conducted, with 150 participants (age: [...] Read more.

An educational physical education (PE) hybridization program based on the personal and social responsibility model and gamification strategies was used in order to explore the effect on cognitive performance and academic achievement. A 9-month group-randomized controlled trial was conducted, with 150 participants (age: 14.63 ± 1.38) allocated into the control group (CG, n = 37) and experimental group (EG, n = 113). Inhibition, verbal fluency, planning, and academic achievement were assessed. Significant differences were observed in the post-test for cognitive inhibition, verbal fluency (named animals), and the mean of both verbal fluency tasks in favor of the EG. With regard to the intervention, verbal fluency (named animals), verbal fluency (named vegetables), the mean of both verbal fluency tasks, cognitive inhibition, language, the average of all subjects, the average of all subjects except PE, and the average from the core subjects increased significantly in the EG. Values for the last five variables (academic variables and cognitive inhibition) in addition to mathematics also increased in the CG. This study contributes to the current knowledge by suggesting that both methodologies produced improvements in the measured variables, but the use of the hybridization resulted in improvements in cognitive performance, specifically with regard to cognitive inhibition and verbal fluency. Full article

► Show Figures

Figure 1

13 pages, 1544 KiB

Open AccessArticle

A Higher Step Count Is Associated with the Better Evaluation of Physical Education Lessons in Adolescents

by Karel Frömel, Krzysztof Skalik, Zbyněk Svozil, Dorota Groffik and Josef Mitáš

Sustainability 2021, 13(8), 4569; https://doi.org/10.3390/su13084569 - 20 Apr 2021

Cited by 1 | Viewed by 1962

Abstract

The current study aimed to determine: (a) the step counts of boys and girls in habitual physical education (PE) lessons during school teaching practice, (b) the association between the physical load and the evaluation of PE lessons in boys and girls, and (c) [...] Read more.

The current study aimed to determine: (a) the step counts of boys and girls in habitual physical education (PE) lessons during school teaching practice, (b) the association between the physical load and the evaluation of PE lessons in boys and girls, and (c) the differences in the meeting of the recommendations for PA in PE lessons between Czech and Polish boys and girls. A total of 4092 adolescents from 74 Czech and 58 Polish secondary schools participated in the study. The step counts were monitored using pedometers, while the attitudes towards PE were assessed using a PE lesson evaluation questionnaire. On average, the Czech boys reached 2476 steps (Polish boys reached 2148 steps) and the Czech girls reached 1766 steps (Polish girls reached 1946 steps) in their PE lessons. A higher step count in PE lessons was associated with higher odds of a positive evaluation of PE lessons in boys (OR = 1.35, 95% CI = 1.123–1.626, p = 0.001) and girls (OR = 1.72, 95%CI = 1.449–2.032, p < 0.001). This study provides evidence that a higher step count in PE is associated with a positive evaluation of PE lessons in boys and girls. The findings are important to support the restoration habits on a regular PA in the post-pandemic time. Full article

► Show Figures

Figure 1

13 pages, 1156 KiB

Open AccessArticle

Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders

by Sima Zach and Orly Yazdi-Ugav

Sustainability 2021, 13(5), 2559; https://doi.org/10.3390/su13052559 - 26 Feb 2021

Cited by 1 | Viewed by 2297

Abstract

The purpose of the study was to develop a comprehensive model that examines whether motor abilities and socioemotional adjustment contribute to the academic achievement and social functioning of students. Participants were 733 children, aged 6.04–13.72 years. Among them, 642 were typically achieving children, [...] Read more.

The purpose of the study was to develop a comprehensive model that examines whether motor abilities and socioemotional adjustment contribute to the academic achievement and social functioning of students. Participants were 733 children, aged 6.04–13.72 years. Among them, 642 were typically achieving children, and 91 were children with learning disorders (LD). Measurements were: Children’s Sense of Coherence Scale, Children’s feelings of loneliness and social dissatisfaction, The Social Skills Rating System, and The Test of Motor Impairment–Henderson Revision. Results showed that LD explains all dependent variables in the model. According to this model, there is a valid reason for the controversy that still exists between policy makers who focus on academic achievement and early childhood educators who emphasize social skills and behavior. Full article

► Show Figures

Figure 1

15 pages, 561 KiB

Open AccessArticle

Understanding Behavioral Regulation Towards Physical Activity Participation: Do We Need a Paradigm Shift to Close the Gender Gap?

by Antonio Luque-Casado, Xian Mayo, Ana Myriam Lavín-Pérez, Alfonso Jiménez and Fernando Del Villar

Sustainability 2021, 13(4), 1683; https://doi.org/10.3390/su13041683 - 4 Feb 2021

Cited by 7 | Viewed by 2597

Abstract

Despite the well-established benefits of physical activity for both physical and psychological health, current inactivity prevalence continues to be particularly alarming among adolescents and youth. Equally of great concern is the existence of striking gender differences that represent a serious threat to reverse [...] Read more.

Despite the well-established benefits of physical activity for both physical and psychological health, current inactivity prevalence continues to be particularly alarming among adolescents and youth. Equally of great concern is the existence of striking gender differences that represent a serious threat to reverse this problem. We aimed to analyze gender-related differences in self-reported physical activity and motivational regulations in a population-based sample of Spaniard adolescents and young adults (n = 9949). To this aim, we used an explanatory mixed-methods design by integrating quantitative and qualitative data using self-determination theory (SDT) as an analytic framework. Our results reported a gender imbalance in physical activity levels and autonomous forms of motivation to the detriment of adolescent girls and young women. An earlier and steeper age-related decline both in activity and volitional types of motivation was observed in girls. Qualitative outcomes depicted a range of key cognitive and contextual mechanisms undermining the degree to which physically active behaviors are volitionally undertaken among women. These findings highlight the importance of implementing gender-sensitive policy approaches and may have a useful application in suggesting how contextual factors and exercise settings can be addressed to foster volitional types of physical activity engagement in adolescent girls and young women. Full article

► Show Figures

Figure 1

7 pages, 376 KiB

Open AccessArticle

Effects of Teaching Program Based on Teaching Games for Understanding Model on Volleyball Skills and Enjoyment in Secondary School Students

by Maja Batez, Tanja Petrušič, Špela Bogataj and Nebojša Trajković

Sustainability 2021, 13(2), 606; https://doi.org/10.3390/su13020606 - 10 Jan 2021

Cited by 23 | Viewed by 5046

Abstract

This study investigated the effects of the Teaching Games for Understanding (TGfU) model implemented in physical education classes on volleyball skills and enjoyment in secondary school students. A total of 54 students (18 girls) from two classes participated in this study, of whom [...] Read more.

This study investigated the effects of the Teaching Games for Understanding (TGfU) model implemented in physical education classes on volleyball skills and enjoyment in secondary school students. A total of 54 students (18 girls) from two classes participated in this study, of whom 28 (age = 15.5 ± 0.7 years) were randomized to a TGfU model (EXP) group and 26 (age = 15.7 ± 0.6 years) to a control group (CON) that maintained their usual physical-education activities. Four tests for volleyball skills were conducted: service, overhead, and forearm passing and setting. Additionally, the sport enjoyment questionnaire was used the first and the last week of intervention. Results from repeated measures analysis of variance (ANOVA) showed a significant interaction for overhead passing (F 1, 58 = 5.273, p = 0.025, Partial ƞ² = 0.083) and forearm passing (F 1, 58 = 4.641, p = 0.035, Partial ƞ² = 0.074). When examining the impact of TGfU program on service accuracy, there was a significant main effect for time (p < 0.01) with both groups improving their result after the six-weeks intervention (EXP-ES = 0.32, % change = 9.1% vs. CON-ES = 0.57, % change = 14.4%). There were no significant time or group × time effects for setting (p ˃ 0.05). The EXP group showed significantly better results for enjoyment compared to the CON group (p ≤ 0.05). The findings show the effectiveness of the TGfU model of short duration (12 lessons) in an educational context to improve volleyball skills. We also highlight the importance of enjoyment during these classes compared to traditional physical education classes. Full article

► Show Figures

Figure 1

14 pages, 326 KiB

Open AccessArticle

Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes

by Cristiana Bessa, Peter Hastie, António Rosado and Isabel Mesquita

Sustainability 2021, 13(2), 578; https://doi.org/10.3390/su13020578 - 9 Jan 2021

Cited by 20 | Viewed by 9069

Abstract

Physical Education (PE) is recognized for its value in developing personal and social development. However, the instructional approach adopted by the teacher may affect the achievement of positive outcomes. This study aimed to examine the effects of two different teaching approaches, Traditional Teaching [...] Read more.

Physical Education (PE) is recognized for its value in developing personal and social development. However, the instructional approach adopted by the teacher may affect the achievement of positive outcomes. This study aimed to examine the effects of two different teaching approaches, Traditional Teaching (TT) and the Sport Education (SE) model, on students’ empowerment and self-confidence in high school PE classes. A total of 430 high-school students (66.7% male), aged 14–21 years (M = 16.22, SD = 1.03) enrolled in 10th, 11th and 12th grades, participated in this study. A pretest-posttest quasi-experimental design was used across 18 classes. Classes met two times a week during a period of 8 weeks for a total of 1080 min. The Psychological Empowerment Instrument was used to measure empowerment. Students’ self-confidence was measured with the self-confidence sub-scale of the Competitive State Anxiety Inventory-2. The findings of the research revealed that only SE was effective in improving high school students’ empowerment and self-confidence. In the TT group, no gains were found, even decreasing over time. These results reinforce the adequacy of SE in PE as a curricular model to be used by teachers, particularly for the development of students’ empowerment and self-confidence. Full article

2020

Jump to: 2023, 2022, 2021

14 pages, 441 KiB

Open AccessArticle

Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles

by Marta Leyton-Román, Jaime José León González-Vélez, Marco Batista and Ruth Jiménez-Castuera

Sustainability 2021, 13(1), 187; https://doi.org/10.3390/su13010187 - 28 Dec 2020

Cited by 10 | Viewed by 3805

Abstract

One of the purposes of teachers is to ensure the motivation of the students in their classes and to maintain disciplined behaviours. However, the teaching styles and methodologies used do not always have a positive effect on student’s motivation and discipline. This study [...] Read more.

One of the purposes of teachers is to ensure the motivation of the students in their classes and to maintain disciplined behaviours. However, the teaching styles and methodologies used do not always have a positive effect on student’s motivation and discipline. This study analysed the relationship between student’s perceptions of the controlling behaviours of their physical education teacher, together with amotivation and discipline styles from Self-Determination Theory. The sample comprised 922 students, aged between 14 and 18 years (M = 14.95; SD = 0.98). Students’ perceptions of less controlling discipline styles (control of the use of rewards) negatively predicted the thwarting of autonomy need. Conversely, a more controlling discipline style (judging and devaluing) positively predicted the thwarting of autonomy need, and this, positively predicted amotivation, which negatively predicted disciplinary behaviours and positively predicted undisciplined behaviours. Teachers must avoid using controlling behaviours like judging and devaluing, as this reinforces amotivation towards physical education and undisciplined student behaviours. The importance of designing classes where the student has responsibilities to make decisions and to be part of their own learning is pointed out. Full article

► Show Figures

Figure 1

13 pages, 702 KiB

Open AccessArticle

Effects of the “MAMI Deporte^®” Family Sports Program on Parents’ Motivation towards Sport Participation: A Randomized Controlled Intervention

by Rafael Burgueño, Esther Morales-Ortíz, José Macarro-Moreno, Jesús Medina-Casaubón and Belén Cueto-Martín

Sustainability 2020, 12(18), 7477; https://doi.org/10.3390/su12187477 - 11 Sep 2020

Cited by 3 | Viewed by 2319

Abstract

As most parents do not meet physical activity (PA) recommendations, new PA promotion strategies need to be developed considering the role of motivation as an essential underlying factor of PA behavior. Recreational sports programs practiced in the family would represent an effective strategy [...] Read more.

As most parents do not meet physical activity (PA) recommendations, new PA promotion strategies need to be developed considering the role of motivation as an essential underlying factor of PA behavior. Recreational sports programs practiced in the family would represent an effective strategy to promote PA for the entire family in general, and for parents in particular. Building upon self-determination theory, the purpose of this study was to examine the effect of the Active Methodology for Improving Sports Initiation (MAMI Deporte^®) program on parents’ behavioral regulation. The participants were 58 parents (50% men) and 78 children (48.71% boys), who were randomized into a control group (29 parents and 39 children), which followed its habitual sports activity over 8 months, and an experimental group (29 parents and 39 children), which completed the MAMI Deporte^® program. Specifically, the MAMI Deporte^® program focused on simultaneous participation between parents and children in multisports activities, including 32 lessons distributed into 2 h/week for 8 months. Pre-and-post-intervention measures were collected. The results showed significant differences in the parents’ level of intrinsic motivation, integrated regulation, identified regulation and introjected regulation in favor of the experimental group. Nonsignificant effects were found for gender. These results were discussed, highlighting the internalization process of the value of sport in the family experienced by parents after the MAMI Deporte^® family-based sports program. Full article

► Show Figures

Figure 1

14 pages, 479 KiB

Open AccessArticle

Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active

by Ricardo Cuevas-Campos, Juan Gregorio Fernández-Bustos, David González-Cutre and Andrea Hernández-Martínez

Sustainability 2020, 12(18), 7312; https://doi.org/10.3390/su12187312 - 7 Sep 2020

Cited by 9 | Viewed by 2920

Abstract

The aim of this study is to evaluate a theoretical model for analyzing the influence of need satisfaction, need thwarting, motivation, enjoyment, boredom, and exhaustion in physical education on the intention to be physically active. In addition, we examined the mediation effect of [...] Read more.

The aim of this study is to evaluate a theoretical model for analyzing the influence of need satisfaction, need thwarting, motivation, enjoyment, boredom, and exhaustion in physical education on the intention to be physically active. In addition, we examined the mediation effect of motivation between basic psychological needs and the intention to be physically active. The study was based on self-determination theory. To achieve this, 480 students between 12 and 18 years old filled out a questionnaire to measure the satisfaction and thwarting of basic psychological needs, motivation, enjoyment, boredom, exhaustion, and intention to be physically active. The results of path analysis showed the relevance of the satisfaction of the need for competence in physical education in order to increase self-determined motivation, enjoyment, and intention to be physically active. Additionally, intention was positively predicted by enjoyment and negatively predicted by exhaustion. Need thwarting directly predicted negative consequences, such as boredom and exhaustion. Motivation mediated the relationship between basic needs and intention to be physically active. These data highlight the importance of considering basic psychological need thwarting in studies on the promotion of physical activity. Full article

► Show Figures

Figure 1

16 pages, 290 KiB

Open AccessArticle

Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables

by Luis García-González, Ángel Abós, Sergio Diloy-Peña, Alexander Gil-Arias and Javier Sevil-Serrano

Sustainability 2020, 12(15), 6170; https://doi.org/10.3390/su12156170 - 31 Jul 2020

Cited by 26 | Viewed by 4242

Abstract

Grounded in Self-Determination Theory (SDT), this study aims to examine whether the effects of a hybrid Sport Education (SE)/Teaching Games for Understanding (TGfU) a volleyball teaching unit were equally effective on a set of SDT-related variables according to students’ initial motivations. A pre-experimental [...] Read more.

Grounded in Self-Determination Theory (SDT), this study aims to examine whether the effects of a hybrid Sport Education (SE)/Teaching Games for Understanding (TGfU) a volleyball teaching unit were equally effective on a set of SDT-related variables according to students’ initial motivations. A pre-experimental pre-/post-test design without a control group was conducted in a volleyball teaching unit in Physical Education. A final sample of 49 students (M = 15.50, SD = 0.57), in their fourth year of secondary education, participated in a hybrid SE/TGfU volleyball teaching unit composed of 10 lessons. The structure of this unit was designed according to the characteristics of an SE model, while learning tasks were designed using the TGfU model. Different validated questionnaires on basic psychological need (BPN) support and satisfaction, novelty and variety satisfaction, motivation, and intention to be physically active were completed by students. Three different profiles with different Relative Autonomy Index (RAI) levels (i.e., “high”, “moderate”, and “low”) were identified through cluster analysis before starting the intervention. Although the SE/TGfU of a volleyball teaching unit were effective in improving SDT-related variables in the three profiles identified, a large effect size was observed in profiles with a “moderate” or “low” RAI. The hybridization of these two pedagogical models could be a tool for improving motivational outcomes in students who are less motivated in Physical Education lessons. Full article

12 pages, 502 KiB

Open AccessArticle

The Effects of Team-Game-Tournaments Application towards Learning Motivation and Motor Skills in College Physical Education

by Yu-Jy Luo, Mei-Ling Lin, Chien-Huei Hsu, Chun-Chin Liao and Chun-Chieh Kao

Sustainability 2020, 12(15), 6147; https://doi.org/10.3390/su12156147 - 30 Jul 2020

Cited by 22 | Viewed by 4869

Abstract

Physical education (PE) helps form lifelong learning and exercise habits; therefore, PE courses should be designed to enhance student motivation. Team-game tournaments (TGTs) enable learning in heterogeneous groups and involve positive interdependence, individual accountability, social skills, face-to-face interaction, group processing, and equal opportunities. [...] Read more.

Physical education (PE) helps form lifelong learning and exercise habits; therefore, PE courses should be designed to enhance student motivation. Team-game tournaments (TGTs) enable learning in heterogeneous groups and involve positive interdependence, individual accountability, social skills, face-to-face interaction, group processing, and equal opportunities. Therefore, this quasi-experimental pre-test–post-test study investigated the effects of the TGT on learning motivation and motor skills. In this study, 108 students who enrolled in an advanced basketball course from two classes in a Taiwanese university were recruited as participants. Experimental teaching was implemented based on the class patterns, during which the students were divided into experimental and control groups. The control group, consisting of 56 students (46 male and 10 female), received conventional PE. In the TGT experimental group, constituting 52 students (40 male and 12 female), the TGT learning program was implemented. After a 12-week basketball teaching session, the TGT teaching strategy significantly improved student motivation but not motor skill acquisition. Competency level, however, did not significantly affect motivation but was significantly related to motor skill acquisition. Interaction effects between teaching strategy and competency level were non-significant. Despite TGTs enhancing learning motivation, PE teachers are still responsible for teaching rules, knowledge, and skills, engaging team members, and ensuring sufficient time for skill practice. Full article

► Show Figures

Figure 1

9 pages, 232 KiB

Open AccessArticle

High School Adolescents’ Physical Activity and Physical Fitness: A 3 × 2 Achievement Goal Approach

by Liang Shen, Joonyoung Lee, Changzhou Chen and Tao Zhang

Sustainability 2020, 12(15), 6005; https://doi.org/10.3390/su12156005 - 27 Jul 2020

Cited by 7 | Viewed by 2719

Abstract

Previous research evidence showed deficient physical activity (PA) and physical fitness (PF) performance levels among high school students. Personal goal orientations motivate their behavior; therefore, it is essential to discover high school students’ goal orientations in PA and PF. Guided by the latest [...] Read more.

Previous research evidence showed deficient physical activity (PA) and physical fitness (PF) performance levels among high school students. Personal goal orientations motivate their behavior; therefore, it is essential to discover high school students’ goal orientations in PA and PF. Guided by the latest 3 × 2 achievement goal model, we examined the influence of six goal orientations on PA and PF in high school students. A total of 792 high school students in China (54.5% girls; M_age = 16.93 ± 0.82) completed validated measurements assessing 3 × 2 goal orientations for PA and PF. Stepwise multiple regression analyses were used to analyze whether 3 × 2 achievement goal orientations significantly influenced the study variables. Other-approach, self-approach, and task-avoidance goals significantly predicted PA, and the 50-meter dash was predicted by other-approach and self-avoidance goals. The self-approach goal was the only significant predictor of the standing long jump. In conclusion, fostering self- and other-approach-oriented environments with developmentally appropriate content in physical education may have implications for enhancing high school students’ PA and PF. Full article

11 pages, 449 KiB

Open AccessArticle

Factors Used to Make Appropriate Decisions in Youth Categories in Volleyball

by Manuel Conejero Suárez, Antônio L. P. Serenini, Jara González-Silva and M. Perla Moreno Arroyo

Sustainability 2020, 12(14), 5633; https://doi.org/10.3390/su12145633 - 13 Jul 2020

Cited by 7 | Viewed by 2477

Abstract

The study aim was to examine the associations between the category of play and the factors athletes use to make appropriate decisions. We observed 6567 game actions performed by 144 athletes. All game actions involved appropriate decisions. The study variables were factors on [...] Read more.

The study aim was to examine the associations between the category of play and the factors athletes use to make appropriate decisions. We observed 6567 game actions performed by 144 athletes. All game actions involved appropriate decisions. The study variables were factors on which appropriate decision-making is based (for five game actions in volleyball: serve, reception, setting, attack, block) and game category (Under-14, Under-16, Under-19). Our analysis—using contingency tables, the Chi-square test, and Cramer’s V—revealed a significant association between the two variables across the five actions. In the U-14 category, and sometimes in the U-16 category, it was more frequent than the expected random frequency that appropriate decisions were of low tactical complexity, focused on the performance of the skill, with an attentional focus on close elements, of low risk, and with actions of reduced difficulty and precision. For the U-19 category, it was more frequent than the expected random frequency that decisions were of greater tactical complexity, with an attentional focus on the opposing team, considering more relevant stimuli, with greater risk, and with greater time pressure. There is, therefore, a need for coaches to understand the decision-making skills of athletes from early on, as this will allow them to develop tasks and apply cognitive strategies that are adapted to the level of the athlete and that can ultimately improve decision-making further. Full article

12 pages, 559 KiB

Open AccessArticle

Direct Instruction vs. Cooperative Learning in Physical Education: Effects on Student Learning, Behaviors, and Subjective Experience

by José Francisco Guzmán and Elisa Payá

Sustainability 2020, 12(12), 4893; https://doi.org/10.3390/su12124893 - 15 Jun 2020

Cited by 12 | Viewed by 7512

Abstract

(1) Background: The objective was to analyze if cooperative learning (CL) can have benefits compared to direct instruction (DI) in learning, behavior, and subjective experience of pupils. (2) Methods: An intervention was performed with a counterbalanced within-subjects design. To perform the intervention, 75 [...] Read more.

(1) Background: The objective was to analyze if cooperative learning (CL) can have benefits compared to direct instruction (DI) in learning, behavior, and subjective experience of pupils. (2) Methods: An intervention was performed with a counterbalanced within-subjects design. To perform the intervention, 75 schoolchildren aged 10 to 12 from four primary classes were divided into two groups, and two units were taught in each one, namely “games of the world” and “traditional games”, exchanging the methodologies CL and DI. Dependent measures were learning and retention over time, behavior, interest–enjoyment, value–utility, and affiliation. They were measured after each unit. Six months later, conceptual retention was also evaluated. (3) Wilcoxon signed-rank tests were conducted to analyze differences between methodologies. CL resulted in greater conceptual learning and retention. Likewise, CL students communicated with each other to a greater extent, although the time spent doing the activity were similar for both methodologies. No significant differences were found for the psychological variables. (4) Conclusions: The study confirmed the higher ability of CLs to improve cognitive learning and retention, as well as improved communicative behavior with peers and teachers. Full article

► Show Figures

Figure 1

8 pages, 664 KiB

Open AccessArticle

Modeling Physical Activity, Mental Health, and Prosocial Behavior in School-Aged Children: A Gender Perspective

by Damián Iglesias Gallego, Benito León-del-Barco, Santiago Mendo-Lázaro, Marta Leyton-Román and Jerónimo J. González-Bernal

Sustainability 2020, 12(11), 4646; https://doi.org/10.3390/su12114646 - 6 Jun 2020

Cited by 4 | Viewed by 2533

Abstract

The purpose of this study was to examine the link between physical activity (PA) and mental health (MH) in children in terms of gender. A total of 750 subjects (52.9% boys, M_age = 10.88; SD = 0.75) reported the level [...] Read more.

The purpose of this study was to examine the link between physical activity (PA) and mental health (MH) in children in terms of gender. A total of 750 subjects (52.9% boys, M_age = 10.88; SD = 0.75) reported the level of PA they were performing by means of a self-report questionnaire, and they also completed the Spanish version of the Strengths and Difficulties Questionnaire (SDQ). Results revealed statistically significant differences in regard to gender in the physical activity index (PAI), the externalizing of problems, and prosocial behavior. Boys presented high scores on the PAI and externalizing problems. Girls obtained higher values on the prosocial scale. In the prediction analysis, the PAI revealed a statistically significant relationship in linear models for externalizing and internalizing problems, as well as in both the linear and quadratic models in the prosocial scale for the case of male gender. For girls, the PAI revealed a statistically significant relationship in the quadratic model for internalizing problems and in both the linear and quadratic models for the prosocial scale. These findings are discussed in terms of previous research literature on PA and MH in children. Some important educational implications for teaching and learning physical education are suggested. Full article

► Show Figures

Figure 1

13 pages, 406 KiB

Open AccessArticle

Implementing a Teacher-Focused Intervention in Physical Education to Increase Pupils’ Motivation towards Dance at School

by Diana Amado, Pablo Molero, Fernando Del Villar, Miguel Ángel Tapia-Serrano and Pedro Antonio Sánchez-Miguel

Sustainability 2020, 12(11), 4550; https://doi.org/10.3390/su12114550 - 3 Jun 2020

Cited by 13 | Viewed by 7218

Abstract

A teacher-focused intervention that supports the needs for autonomy, competence and relatedness was designed and implemented, to help experienced teachers develop a motivational style during dance teaching sessions at school. Four schools in Mexico, with 12 physical education teachers and 921 pupils, participated [...] Read more.

A teacher-focused intervention that supports the needs for autonomy, competence and relatedness was designed and implemented, to help experienced teachers develop a motivational style during dance teaching sessions at school. Four schools in Mexico, with 12 physical education teachers and 921 pupils, participated in the research. A program was developed at the beginning with the teachers in the experimental group to support the psychological needs of autonomy, competence and relatedness. Both groups were assessed at the beginning and at the end of the program and the results showed that participants from the experimental group had an increase in their perception of autonomy, relatedness and self-determination levels towards dance teaching sessions at school compared with participants from the control group. In conclusion, teachers’ training is important to increase pupils’ motivation towards dance. Schools should focus on encouraging teachers’ “training in motivational strategies to create pupils’” adaptive behaviors. Full article

► Show Figures

Figure 1

11 pages, 524 KiB

Open AccessArticle

Effect of the Interpersonal Autonomy-Supportive Teaching Style on the Professional Training of Lifeguards

by Irene Castañón-Rubio, Pablo Jorge Marcos-Pardo, Francisco Cano Noguera and Juan Antonio Moreno-Murcia

Sustainability 2020, 12(11), 4364; https://doi.org/10.3390/su12114364 - 26 May 2020

Cited by 1 | Viewed by 2937

Abstract

The objective of this study was to analyze the motivational, behavioral, and cognitive effect of autonomy support in rescue and lifesaving classes within the framework of the self-determination theory. The sample consisted of 40 students aged from 19 to 26 years old (M [...] Read more.

The objective of this study was to analyze the motivational, behavioral, and cognitive effect of autonomy support in rescue and lifesaving classes within the framework of the self-determination theory. The sample consisted of 40 students aged from 19 to 26 years old (M = 20.83; TD = 1.86). Students were randomly divided into the intervention (n = 19) and control (n = 21) groups. The following were measured: the perception of the autonomy-supportive and controlling interpersonal styles, the social support for the basic psychological needs of the professor, the satisfaction of the basic psychological needs, and the aquatic competence in rescue and lifeguarding. After the application of the program, improvements were observed in the intervention group in the variables of perception of autonomy support, social support for autonomy, and competence; satisfaction of the basic psychological needs for autonomy and competence; and improvement of the cognitive and behavioral processes of aquatic competence in rescue and lifeguarding. The findings show the effectiveness of the interpersonal teaching style of the autonomy-support program by obtaining more positive results at the motivational, behavioral, and cognitive levels, as opposed to a controlling interpersonal style. Full article

► Show Figures

Figure 1

14 pages, 509 KiB

Open AccessArticle

The Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active

by Marta Leyton-Román, Juan L. Núñez and Ruth Jiménez-Castuera

Sustainability 2020, 12(10), 4251; https://doi.org/10.3390/su12104251 - 22 May 2020

Cited by 19 | Viewed by 5920

Abstract

This study sought to analyze the predictive power of supporting student autonomy in physical education classes on the intention to be physically active based on motivational variables. The Self-Determination Theory was used as a theoretical framework. The study sample comprised 922 students of [...] Read more.

This study sought to analyze the predictive power of supporting student autonomy in physical education classes on the intention to be physically active based on motivational variables. The Self-Determination Theory was used as a theoretical framework. The study sample comprised 922 students of both sexes, aged between 14 and 18 years old (M = 14.95, SD = 0.98). Several questionnaires were applied to analyze the measured variables. The results of the model of structural equations revealed that students’ perceived autonomy support positively and significantly predicted the satisfaction of the BPN (autonomy, competence and social relations). These, in turn, positively and significantly predicted autonomous motivation; and lastly, the most self-determined type of motivation positively and significantly predicted the intention to be physically active. This finding emphasizes the importance of establishing motivational strategies to support students’ autonomy via the satisfaction of psychological needs, enhancing autonomous motivation and, as a consequence, increasing students’ intention to practice physical activity. Full article

► Show Figures

Figure 1

11 pages, 480 KiB

Open AccessArticle

Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students

by Nuria Codina, Isabel Castillo, José V Pestana and Isabel Balaguer

Sustainability 2020, 12(6), 2448; https://doi.org/10.3390/su12062448 - 20 Mar 2020

Cited by 19 | Viewed by 9525

Abstract

Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 [...] Read more.

Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 did not indicate gender, M_age = 19.81 ± 2.26 years old), who completed the questionnaires assessing the variables of interest. The perception of an autonomy-supportive teaching style was positively associated with the satisfaction of the need for competence, in contrast to the perception of a controlling style. Satisfaction of the need for competence was also negatively related to procrastination behaviours. Likewise, the perception of a controlling teaching style was indirectly and positively associated—through competence need satisfaction—with procrastination; in addition, the perception of an autonomy supportive teaching style was negatively associated with procrastination. The model tested defends the importance of perceiving a high autonomy-supportive teaching style and a low controlling teaching style to avoid procrastination behaviours, with these relationships being mediated by the satisfaction of the student’s need for competence. Full article

► Show Figures

Figure 1

Journal Menu

Journal Browser

Sustainability, Motivation and the Teaching-Learning Process in Physical Education and Sport

Share This Topical Collection

Editors

Topical Collection Information

Keywords

Published Papers (24 papers)

2023

Jump to: 2022, 2021, 2020

2022

Jump to: 2023, 2021, 2020

2021

Jump to: 2023, 2022, 2020

2020

Jump to: 2023, 2022, 2021

Further Information

Guidelines

MDPI Initiatives

Follow MDPI