4 research outputs found
Quantitative and Qualitative tools for a physical education program that increases inclusion of children with disabilities
No full textAim: New technologies in PE provide children with the opportunity
(a) to improve motor learning and self-efficacy, (b) model and stucture
new prospective of the educational process (Clapham
et al.,2015). The purpose of this study is to evalute and compare
(a) the development of motor coordination of primary school’s children
in relation to BMI, (b) effects of strategies that utilize interactive
video game technology (T0 vs T1), (c) enjoyment and physical selfefficacy
between EG and CG.
Methods: The study has been conducted in a primary school of
Puglia, Italy. The sample includes 65 children, separated into two
groups in relation to sex and BMI: EG (M: 22, age,10.09 ± 0.30; F:19, age 10.10 ± 0.31) and CG (M: 12, age, 10 ± 0.42; F: 12, age 10 ± 0.0). The experimental program consists of 10 lessons, using specialised interactive video game technology to point out unusual motor responses. For the CG has been used teaching styles of production.
The following tests have been proposed before and after the intervention: MOBAK 5 (Hermann and Seelig 2016), PSP_C (physical self-efficacy) and PACES (enjoyment). Results: Besides the descriptive statistics (M ± DS), T-test was used in order to highlights significative differences between T0-T1, indipendently from sex differences. The significance value was set at p\0.05. Data analysis revealed significative differences between EG for boys and girls about (a) Control Object and Self-Movement (p\0.05); (b) and physical self efficacy scale (p\0.05).
Conclusions: The use of modern technologies and different teaching styles in PE promote motor learning and self-efficacy in children. The trail of new and different instruments are needed to enhance educational
environments and develop intrinsic motivation to motor activities.
References
1. Clapham, E.D. et al. (2015). The Physical Educator. 72,1,
102–116.
2. Hermann, C. & Seelig, H. (2016). Sportwissenschaft
Quantitative and Qualitative tools for a physical education program that increases inclusion of children with disabilities
No full textAim: A small group of primary school students with disabilities was involved in motor tests, self-perception of effectiveness in school tasks and daily motor balance surveys. Tests were conducted at the beginning and at the end of a motor training period (6 months) to study the effect of physical activity on all features. Methods: The research studied the psychological effects on 114 certified (L.104/92) students (82 M + 32 F) of supervised physical activity (Perceived Self-efficacy_ASP, Physical Activity Enjoyment_PACES-It and Previous Day Physical Activity_PDPAR). The students (7-11 years old range) global fitness was also evaluated by: anthropometric measures (body mass index), skill (4 9 10 m shuttle run test_SRT) and health-related abilities using tests as the standing broad jump_SBJ and six-minute walking test_6MWT. Results: Except for 6MWT, data showed that there were no significant changes at the end of structured activities in most of the investigated psychophysical features (DPSBJ[M + F][90 =-0.2%;DPSRT[M + F][90 =-0.1%).6MWT(DP6MWT[M + F][90 =+19.2%) had significant increases in walking distance. The same happens in psychological surveys. Conclusions: The impossibility to verify changes in the psychophysical indexes we measured doesn’t mean that the activities carried out through the administered program did not lead to any effects or that the measuring procedures were incorrect. Indeed, the literature (1) suggest that, when disabilities are tested, it is necessary to adopt complex adaptation and interpretation strategies: we need an adaptation report to certify and to track the measurement, for better focusing the results of the motor tests (also in 6MWT) and a qualitative and narrative interview for psychological tests (2). On these basis, the design of future investigations we planned for the next school year, will encompass participant observation tools through observation grids with inclusion descriptors in order to highlight the inclusive effect of the physical activity (3). The new tools will be defined on the bases of the Grounded Theory (i.e. NVivo) and phenomenological analysis. References 1. Morin B. Adapt Phys Activ Q. 1985;2(1):43–55. 2. Croce RV. Percept Mot Skills. 2001 Aug;93(1):275–80. 3. Auxter D. (Eds.). (2005). New York: McGraw Hill Companies Inc
