Formazione & insegnamento
ISSN: 2279-7505 | Published: 2023-04-14
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/6314
Full Text HTML (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/6314/6129
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/6314/5348
Full Text HTML (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/6314/6129
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/6314/5348
Full Text XML: missing data
Alternate URL: https://formazione-insegnamento.eu/2023-21/1S/6314-effect-of-two-didactic-approaches-of-physical-education.html
Title: Effect of two didactic approaches of physical education on the enjoyment's levels: Comparison between the traditional method and the Tactical Games Model
Abstract: Teaching physical education not only enables children to develop motor skills and abilities but also has an impact on other domains of learning such as the affective domain. This study is aimed to analyze the effects of two different teaching approaches on the affective domain of learning in primary school pupils. The participants involved were divided into two groups: Teaching skill group and Teaching games group. The level of enjoyment was evaluated by administering the PACES questionnaire (pre-post-repost evaluation). The results show that the TGM group had a more positive trend in enjoyment levels than the TS group. Furthermore, by carrying out an analysis by gender it was seen that the pupils of the TGM group show greater development on the positive scale of the questionnaire. It is essential that teachers in their teaching planning also focus on the affective domain as it is preventive towards abandoning the motor-sport practice.
Keywords: Affective domain of learning; Enjoyment; PACES; Physical Education; Primary school
Title: Effetto di due approcci didattici di educazione fisica sui livelli di enjoyment: Confronto tra il metodo tradizionale e il Tactical Games Model
Abstract: L'insegnamento dell'educazione fisica non solo consente ai bambini di sviluppare abilità e capacità motorie, ma ha anche un impatto su altri domini dell'apprendimento come il dominio affettivo. Lo scopo di questo studio è quello di analizzare gli effetti di due diversi approcci didattici sul dominio affettivo dell'apprendimento in alunni di una scuola primaria. I partecipanti coinvolti sono stati divisi in due gruppi: Teaching skill group e Teaching games group. Il livello di enjoyment è stato valutato somministrando il questionario PACES (valutazione pre-post-repost). I risultati mostrano che il gruppo TGM ha avuto un andamento dei livelli di godimento più positivo rispetto al gruppo TS. Inoltre, effettuando un'analisi per genere si è visto che le alunne del gruppo TGM mostrano uno sviluppo maggiore nella scala positiva del questionario. È fondamentale che gli insegnanti nella loro programmazione didattica si concentrino anche sul dominio affettivo in quanto è preventivo verso l'abbandono della pratica motorio-sportiva.
Keywords: Dominio affettivo dell'apprendimento; Educazione fisica; Enjoyment; PACES; Scuola primaria
Title: Effet de deux approches didactiques de l'éducation physique aux niveaux du plaisir: comparaison entre la méthode traditionnelle et le modèle de jeux tactiques
Abstract: Teaching physical education not only enables children to develop motor skills and abilities but also has an impact on other domains of learning such as the affective domain.Cette étude vise à analyser les effets de deux approches pédagogiques différentes sur le domaine affectif de l'apprentissage chez les élèves de l'école primaire.Les participants impliqués ont été divisés en deux groupes: le groupe de compétences d'enseignement et le groupe de jeux d'enseignement.Le niveau de plaisir a été évalué en administrant le questionnaire PACES (évaluation pré-post-repost).Les résultats montrent que le groupe TGM avait une tendance plus positive dans les niveaux de plaisir que le groupe TS.Furthermore, by carrying out an analysis by gender it was seen that the pupils of the TGM group show greater development on the positive scale of the questionnaire.It is essential that teachers in their teaching planning also focus on the affective domain as it is preventive towards abandoning the motor-sport practice. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Domaine affectif de l'apprentissage;Jouissance;Rythmes;Éducation physique;École primaire
Title: Efecto de dos enfoques didácticos de la educación física en los niveles del disfrute: comparación entre el método tradicional y el modelo de juegos tácticos
Abstract: La enseñanza de la educación física no solo permite a los niños desarrollar habilidades y habilidades motoras, sino que también tiene un impacto en otros dominios de aprendizaje, como el dominio afectivo.Este estudio tiene como objetivo analizar los efectos de dos enfoques de enseñanza diferentes en el dominio afectivo del aprendizaje en los alumnos de la escuela primaria.Los participantes involucrados se dividieron en dos grupos: grupo de habilidades docentes y grupos de juegos de enseñanza.El nivel de disfrute se evaluó administrando el cuestionario de ritmo (evaluación previa al poste-repost).Los resultados muestran que el grupo TGM tuvo una tendencia más positiva en los niveles de disfrute que el grupo TS.Además, al llevar a cabo un análisis por género se vio que los alumnos del grupo TGM muestran un mayor desarrollo en la escala positiva del cuestionario.Es esencial que los maestros en su planificación docente también se centren en el dominio afectivo, ya que es preventivo para abandonar la práctica del deporte motor. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Dominio afectivo del aprendizaje;Disfrute;Pasos;Educación física;Escuela primaria
Title: Efeito de duas abordagens didáticas de educação física nos níveis do prazer: comparação entre o método tradicional e o modelo de jogos táticos
Abstract: O ensino da educação física não apenas permite que as crianças desenvolvam habilidades e habilidades motoras, mas também têm um impacto em outros domínios da aprendizagem, como o domínio afetivo.Este estudo tem como objetivo analisar os efeitos de duas abordagens de ensino diferentes no domínio afetivo da aprendizagem nos alunos da escola primária.Os participantes envolvidos foram divididos em dois grupos: Ensinar o grupo de habilidades e o grupo de jogos de ensino.O nível de prazer foi avaliado administrando o questionário de ritmos (avaliação pré-post-repostes).Os resultados mostram que o grupo TGM teve uma tendência mais positiva nos níveis de diversão do que o grupo TS.Além disso, ao realizar uma análise por gênero, foi visto que os alunos do grupo TGM mostram maior desenvolvimento na escala positiva do questionário.É essencial que os professores em seu planejamento de ensino também se concentrem no domínio afetivo, pois é preventivo para abandonar a prática do esporte a motor. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Domínio afetivo da aprendizagem;Diversão;Passos;Educação física;Escola primária
Allison, P. C., Pissanos, B. W., & Turner, A. P. (2000). Preservice physical educators' epistemologies of skillfulness. Journal of Teaching in Physical Education, 19, 141–161. https://doi.org/10.1123/jtpe.19.2.141
Borgogni, A., & Farinella, R. (2017). Le città attive: Percorsi pubblici nel corpo urbano. Milano: Franco Angeli.
Cairney, J., Kwan, M., Velduizen, S., Hay, J., Bray, S. & Faught, B. (2012) Gender, perceived competence and the enjoyment of physical education in children: a longitudinal examination. International Journal of Behavioral Nutrition and Physical Activity, 9, 26. https://doi.org/10.1186/1479-5868-9-26
Carraro, A. (2012). Valutare il piacere nelle attività motorie: il PACES-It. Italian Journal Of Educational Research, 259–265. https://ojs.pensamultimedia.it/index.php/sird/article/view/254
Carraro, A., Young, M., & Robazza C. (2008). A contribution to the validation of the Physical Activity Enjoyment Scale in an Italian sample. Social Behavior and Personality, 36(7), 911–918. https://doi.org/10.2224/sbp.2008.36.7.911
Carrol, B., & Loumidis, J., (2001) Children's perceived competence and enjoyment in physical education and physical activity outside school European Physical Education Review, 7(1), 24–43. https://doi.org/10.1177/1356336X010071005
Ceciliani, A. (2018). Didattica integrata quali-quantitativa, in educazione motoria-sportiva, e benessere in età evolutiva. Formazione & insegnamento, 16(1), 183–194. Retrieved January 31, 2023, from https://ojs.pensamultimedia.it/index.php/siref/article/view/2774
Ciocan, D. M., & Milon, A. (2017). Study Regarding the Motives of Children Participation in Sport Activities. LUMEN Proceedings, 1, 159–168. https://doi.org/10.18662/lumproc.rsacvp2017.15
Corbin, C. B. (2002). Physical activity for everyone: What every physical educator should know about promoting lifelong physical activity. Journal of Teaching in Physical Education, 21, 128–144. Retrieved January 31, 2023, from https://eric.ed.gov/?id=EJ642149
De Civita, M., Regier, D., Alamgir, A. H., Anis, A. H., FitzGerald, M. J., & Marra C. A. (2005). Evaluating Health-Related Quality-of-Life Studies in Paediatric Populations: Some Conceptual, Methodological and Developmental Considerations and Recent Applications. PharmacoEconomics, 23(7), 659–685. https://doi.org/10.2165/00019053-200523070-00003
Dishman, K., Motl, W., Saunders, R., Felton, G., Ward, S., Dowda, M., & Pate, R. (2005) Enjoyment Mediates Effects of a School-Based Physical-Activity Intervention. Medicine & Science in Sports & Exercise, 37(3), 478–487. https://doi.org/10.1249/01.mss.0000155391.62733.a7
Dyson, B., Griffin, L.L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest, 56(2), 226–240. Retrieved January 31, 2023, from https://eric.ed.gov/?id=EJ815755
D'Elia, F. (2019) The core curriculum of university training to teach physical education in Italy. Journal of Physical Education and Sport, 19, 1755–1758. https://doi.org/10.7752/jpes.2019.s5256
D'Elia, F. (2020). Teachers' perspectives about contents and learning aim of physical education in Italian primary school. Journal of Human Sport and Exercise, 15(Proc2), S279–S288. https://doi.org/10.14198/jhse.2020.15.Proc2.19
Federici, A., Valentini, M., & Tonini Cardinali, C. (2008). Il corpo educante-Unità di apprendimento di educazione motoria per l'età evolutiva. Aracne.
Greco, G., Tambolini, R., Ambruosi, P., & Fischetti, F. (2017). Negative effects of smartphone use on physical and technical performance of young footballers. Journal of Physical Education and Sport, 17(4), 2495–2501. https://doi.org/10.7752/jpes.2017.04280
Griffin, L. L., Mitchell, S. A., Oslin, J. L. (1997). Teaching sport concepts and skills: A tactical games approach. Champaign, IL: Human Kinetics.
Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19(3), 278–300. https://doi.org/10.1080/17408989.2012.754005
Health Education Authority (1997). Young People and Physical Activity: A Literature Review. London: Health Education Authority.
Heinzelmann, F., & Bagley, R. W. (1970). Response to physical activity programs and their effects on health behavior. Public Health Reports, 85, 905–911. PMCID: PMC2031775
Kendzierski D., & DeCarlo K. J. (1991). Physical activity enjoyment scale: two validation studies. J Sport Exerc Psychol, 13(1):50–64. https://doi.org/10.1123/jsep.13.1.50
Lipoma, M. (2016). Verso i nuovi significati dell'educazione motoria e fisica. Formazione & insegnamento, 14(1), 7–10. Retrieved January 31, 2023, from https://ojs.pensamultimedia.it/index.php/siref/article/view/1872
Martin, J. E., & Dubbert, P. M. (1982). Exercise applications and promotion in behavioral medicine: Current status and future directions. Journal of Consulting and Clinical Psychology, 50, 1004–1017. https://doi.org/10.1037//0022-006x.50.6.1004
Mitchell, S. A., Oslin, J. L., & L. L. Griffin. (2013). Teaching sport concepts and skills: A tactical games approach for ages 7 to 18. Champaign, IL: Human Kinetics.
Mosston, M., & Ashworth, S. (2002). Teaching physical education. (5th ed.). Boston: Benjamin Cummings.
Notarnicola, A., Fischetti, F., Gallone, D., Moretti, L., Pignataro, P., Tafuri, S., & Moretti, B. (2012). Overload and neovascularization of shoulder tendons in volleyball players. BMC research notes, 5, 397. https://doi.org/10.1186/1756-0500-5-397
Robertson, S. (2016). Investigating the Relationship between Teaching Games for Understanding and High School Physical Education Students' Enjoyment, Self-Efficacy, and Intentions to Enroll [Master's Dissertation]. St. Catharines, Ontario: Faculty of Applied Health Sciences Brock University. Retrieved January 31, 2023, from https://core.ac.uk/download/pdf/62654327.pdf
Rudd, J. R., Pesce, C., Strafford, B. W., & Davids, K. (2020). Physical literacy-A journey of individual enrichment: An ecological dynamics rationale for enhancing performance and physical activity in all. Frontiers in psychology, 11, 1904. https://doi.org/10.3389/fpsyg.2020.01904
Russo, G., Nigro, F., Raiola, G., & Ceciliani, A. (2019) The role of the extra physical activity on memory storage and psychosocial features, Journal of Human Sport and Exercise, 14(Proc4), pp. S948–S956. https://doi.org/10.14198/jhse.2019.14.Proc4.57
Sgrò, F., & Lipoma, M. (2019). Riflessioni sull'utilizzo dei Tactical Games Model nella scuola primaria. Formazione & insegnamento, 17(3), 193–206. https://doi.org/10.7346/-feis-XVII-03-19_16
Sgrò, F., Licari, D., Coppola, R., & Lipoma, M. (2015a). Assessment of balance abilities in elderly people by means of a clinical test and a low-cost force plate. Kinesiology: International journal of fundamental and applied kinesiology, 47(1), 33–43. Retrieved January 31, 2023, from https://hrcak.srce.hr/140249
Sgrò, F., Mango, P., Pignato, S., Schembri, R., Licari, D., & Lipoma, M. (2017). Assessing standing long jump developmental levels using an inertial measurement unit. Perceptual and motor skills, 124(1), 21–38. https://doi.org/10.1177/0031512516682649
Sgrò, F., Nicolosi, S., Schembri, R., Pavone, M., & Lipoma, M. (2015b). Assessing vertical jump developmental levels in childhood using a low-cost motion capture approach. Perceptual and motor skills, 120(2), 642–658. https://doi.org/10.2466/10.pms.120v12x7
Sgrò, F., Quinto, A., Platania, F., & Lipoma, M. (2019). Assessing the impact of a physical education project based on games approach on the actual motor competence of primary school children. Journal of Physical Education and Sport, 19, 781–786. https://doi.org/10.7752/jpes.2019.s3111
Siedentop, D. (1998). What is sport education and how does it work?. Journal of physical education, recreation & dance, 69(4), 18–20. https://doi.org/10.1080/07303084.1998.10605528
Stone, WL.; Lemanek, KL. (1990) Developmental issues in children's self-reports. In S. Harter, A. La Greca (Eds.), Through the eyes of a child (pp. 18–56). Boston: Allyn & Boston.
Teraoka, E., Ferreira, H. J., Kirk, D., & Bardid, F. (2020). Affective learning in physical education: A systematic review. Journal of Teaching in Physical Education, 40(3), 460–473. https://doi.org/10.1123/jtpe.2019-0164
Tortella, P., & Fumagalli, G. (2017). The effect of teaching methodologies in promoting physical and cognitive development in children. In R. Meeusen, S. Schaefer, P. Tomporowski, & R. Bailey (Eds.), Physical Activity and Educational Achievement: Insights from Exercise Neuroscience (pp. 303–316). Routledge. https://doi.org/10.4324/9781315305790
Wankel, L.M. (1985). Personal and situational factors affecting exercise involvement: The importance of enjoyment. Research Quarterly for Exercise and Sport, 56, 275–282. https://doi.org/10.1080/02701367.1985.10605374