News of the Pedagogical Models in Physical Education-A Quick Review

Exploring Self-Reported Physical Activity Levels and Physical Fitness in Italian Children: A Mediation and Moderation Analysis

BACKGROUND/OBJECTIVES

Skill-related physical fitness is a crucial factor influencing health status during childhood. Starting from the lack of knowledge in the field of skill-related physical fitness and levels of physical activity in Southern Italy, this cross-sectional study aims to explore the mediating and moderating influence of PAL on the association between BMI and skill-related physical fitness.

METHODS

The sample (N = 387 students; male = 196, age = 12.2 ± 0.87 yrs; female = 191, age = 12.3 ± 0.93) was recruited from schools in the Apulia Region. The assessment included standing long jump (SLJ), 2 kg medicine ball throw (MBT) and 10 × 5 shuttle run (10 × 5) as indicators of physical fitness, and a self-report for measuring daily physical activity (PAL). A 2 (gender) × 3 (BMI cutoff)-factorial ANOVA was performed to highlight differences between groups for physical fitness components and PAL. Then, mediation and moderation models were created, establishing BMI as the independent variable, physical fitness tests as dependent variables, and PAL as the mediator and moderator variable.

RESULTS

The findings showed higher physical fitness and PAL in male and female normal-weight groups than in those who were overweight and obese. Mediation analysis revealed that higher PAL improved performance in SLJ (b = 0.091, p < 0.01, R2 = 17.16%), led to a modest understanding of the variation in MBT (ΔR2 = 0.026), and significantly reduced the time spent to perform 10 × 5 (p < 0.0, R2 = 10.72%).

CONCLUSIONS

Despite the obtained results, future research is needed to further understand the association between physical fitness and the sociocultural determinants of physical activity to guide institutional policies and interventions to prevent poor health habits.

Building Social Capital in University Students: A Physical Education Intervention Program

BACKGROUND

This study examines the effects of physical education on the social capital of university students, focusing on improving family, neighborhood, and academic relationships through group exercise.

METHODS

In Zagreb, Croatia, 976 participants aged 19-20 years participated in a randomized controlled trial. The intervention group (n = 472) engaged in teamwork exercises, and the control group (n = 504) completed individual exercises. The social capital measured in 6 areas was analyzed using linear regression and variance modeling.

RESULTS

Significant improvements in trust and collaboration within the university environment were found in the intervention group. Adjusted analyses showed positive correlations between the physical education intervention and increased trust between teachers and students (β = 0.118, P = .01), among students (β = 0.246, P = .01), and in total social capital (β = 0.617, P = .01). Residence in the parental home was associated with higher social capital. Notably, male and older students reported lower levels of trust and cooperation.

CONCLUSIONS

Physical activity significantly improves the social capital of university students, suggesting the inclusion of group-based physical activities in higher education curricula to promote social inclusion and well-being. This underscores the importance of such interventions for educational policy and program development.

Application of the teaching games for understanding model to improve decision-making in sport learning: a systematic review and meta-analysis

BACKGROUND

Issues related to sport teaching at different educational stages is a subject of wide interest. Teaching Games for Understanding has been established as the most effective way to teach students the elements related to the field of sport. The objectives of this study were (a) to examine the impact of the Teaching Games for Understanding model on decision-making in sports education and (b) to compare the effect of the interventions analysed according to educational stage.

METHOD

A systematic review and meta-analysis of studies published before August 2024 was conducted. A total of 4937 scientific studies were obtained. The quantitative synthesis consisted of 25 scientific articles (n = 1692). The studies were analyzed using three-level random effects models with variance estimation. Results were calculated as raw mean differences and Hedges' g effect sizes.

RESULTS

This model is suitable for decision-making in sports education (g = 0.82; CI 95% = [0.55; 1.09]). This pedagogical model was also found to be effective for working on decision-making in primary education (g = 0.6108; CI 95% = [0.3587; 0.8628]), secondary education (g = 0.7523; CI 95% = [0.2348; 1.2706]) and higher education (g = 0.8803 [CI 95% = 0.2851 to 1.4855]).

CONCLUSIONS

Teaching games for understanding effectively addresses decision-making during sports learning. In addition, this pedagogical model is effective for facilitating decision-making according to the role and the moment of the game. The use of this model enables effective technical-tactical learning to solve various problematic actions in real game situations.

Multilevel modeling of technology use, student engagement, and fitness outcomes in physical education classes

Introduction

The integration of technology in educational settings, particularly in physical education, has shown potential in enhancing learning experiences and improving physical health outcomes. This study aims to investigate the effects of technology use on student engagement and fitness outcomes, considering the mediating role of student engagement and the moderating influence of personal attributes.

Methods

Utilizing a time-lagged design, the research collected data from 513 Chinese undergraduate students (52% male and, 48% female) aged between 18 and 24 years over three waves using structured questionnaires rated on a 5-point Likert scale.

Results

Results revealed a significant positive relationship between technology use and both student engagement (β = 0.68, p < 0.01) and fitness outcomes (β = 0.60, p < 0.01). Student engagement significantly mediated the relationship between technology use and fitness outcomes (β = 0.57, p < 0.01). Personal attributes moderated the effects of technology use on student engagement (β = 0.54, p < 0.01) and fitness outcomes (β = 0.52, p < 0.01), indicating varied benefits among students based on individual characteristics.

Discussion

These findings highlight the importance of tailoring technological applications in physical education to individual needs, suggesting that personalized approaches can significantly enhance the effectiveness of technology in improving fitness and engagement.

Cognitive health outcomes of fundamental motor skill applications in children through cooperative learning method

BACKGROUND

Previous research has suggests that cooperative learning methods and the development of fundamental motor skills support children's cognitive development, and further studies covering various aspects are recommended. In this study, as an alternative to traditional physical education classes including fundamental motor skill activities, we investigated the impact of cooperative learning methods incorporating these skills on children's visual-motor integration and selective attention.

METHODS

A total of 60 boy children in the 10-11 age range were included in the study. Groups; classical method (10.95 ± 0.58age), and cooperative learning group (10.91 ± 0.42age). The study spanned a total of 24 physical education class hours. While the classical method group continued to attend physical education lessons with an FMS-based prepared program for 8 weeks, cooperative learning group participated in an FMS-based program prepared according to the cooperative learning method (40min/3days/8weeks).At the beginning and end of the study, children underwent the Bender-Gestalt test and the d2 test of attention.

RESULTS

Within-group pre-post test comparisons revealed improvement in visual-motor integration and selective attention for both the classical method and cooperative learning groups. In between-group post-test comparisons, the cooperative learning group demonstrated greater improvement in visual-motor integration and selective attention parameters compared to the classical method.

CONCLUSION

The results support increasing the inclusion of fundamental motor skill activities in physical education classes and advocating for the use of cooperative learning methods in these classes. Enhancements in visual-motor integration and selective attention may contribute to children forming quality relationships, enjoying activities, learning stress management, and developing as a group.

Hybrid Pedagogical Intervention can Decrease Impulsivity and Antisocial Behavior and Improve Motor and Cognitive Functions Among Iranian Adolescent

The present study aimed to investigate the impact of a hybrid pedagogical model consisting of Teaching Games for Understanding (TGFU) and Teaching for Personal and Social Responsibility (TPSR) on the impulsivity, antisocial behaviors, and cognitive function of adolescent students. The study involved 60 male adolescent school students with an average age of 13.32 ± 1.65 years. The research was conducted in four stages: pre-test, teaching game and responsibility through table tennis sessions, post-test, and follow-up. The results of rANOVA indicated a significant decrease in impulsivity and antisocial behaviors from the beginning to the end of the intervention, along with an improvement in responsibility, cognitive, and motor function. Notably, the hybrid pedagogical model participants reported lower scores for impulsivity and antisocial behavior and higher scores for cognitive and motor function than their counterparts in the control group. The findings of the present study provide evidence for the effectiveness of hybrid pedagogical model in adolescent school students and physical education settings. These results suggest that hybrid pedagogical model can be a valuable addition to standard interventions such as psychotherapy, for reducing psychological problems and impulsivity in adolescent students.

Process of developing a cervical cancer education program for female university students in a Health and Physical Education teacher training course: an action research

BACKGROUND

The purpose of this study was to develop a cervical cancer education program for students and evaluate the process for female students of an HPE teacher education university who were training to become Japanese Health and Physical Education teachers.

METHODS

This study used Action Research (AR) methodology. In developing program, we analyzed the description of the teaching material development process, the lectures, and the students' report contents, which was the main activity in the program development. Thirty five third- and fourth-year students majoring in health promotion at a Health and Physical Education teacher education university, which trains Health and Physical Education teachers in Tokyo, Japan, participated in this study.

RESULTS

After a review of the prototype version of the cervical cancer education material, six out of nine reviewers determined that it can be published. In the revised cervical cancer education materials, messages from students, university lecturers, and gynecologists have been added as a column in the section on 'how to prevent cervical cancer. Analysis of the contents of the texts (16,792 characters in total) of 35 student reports resulted in the generation of 51 codes, 3 categories, and 15 subcategories.

CONCLUSIONS

This study reflects the intentions of female university students to contribute their knowledge to the development of educational materials on cervical cancer, which, alongside the lectures, have deepened the knowledge and awareness of cervical cancer. Based on this, the teaching material development process, lectures by experts, and students' mindset after learning about cervical cancer is reported in this study. There is a need for more educational programs on cervical cancer that are implemented through the education of female university students.