The Concepts of Teachers of Brazzaville on the Evaluation in Physical Education in High School
Mabassa David Sylvain,
Lembe Gorgon,
Koulombo Armel,
Itoua Okemba Jean
Issue:
Volume 5, Issue 2, June 2020
Pages:
10-15
Received:
10 July 2020
Accepted:
30 July 2020
Published:
10 August 2020
Abstract: The purpose of this study is to analyze teachers' views on the evaluation of physical education as a teaching discipline. The specific objective is to identify the way in which his teachers adapt their learning theories to physical sports and artistic activities. Because his teaching practice is often subject to readjustments during the exhibitions of body movements on the ground. The study was conducted in Brazzaville involving 179 physical education teachers working in high schools. Teachers were interviewed using a questionnaire with open and closed questions that focused exclusively on the operational and conceptual implementations of formative and summative assessments. Then, a field of questioning divided into several items was adapted to the Likert scale of attitude at 4 levels. The results obtained show that the teaching practices of physical education teachers are very varied, there is a persistence on the traditional and summative side of the evaluation. Thus, the formative evaluation is regularly diverted from its initial function, it is noted, and creates a confusion of educational purposes.
Abstract: The purpose of this study is to analyze teachers' views on the evaluation of physical education as a teaching discipline. The specific objective is to identify the way in which his teachers adapt their learning theories to physical sports and artistic activities. Because his teaching practice is often subject to readjustments during the exhibitions...
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The Effects of the Self-Talk Types and Task Complexity on the Accuracy of Forehand Topspin of Advanced Players
Mohammad Reza Sadeghian Shahi,
Rosa Rahavi Ezabadi,
Najmeh Abootalebi,
Parisa Moshiri
Issue:
Volume 5, Issue 2, June 2020
Pages:
16-20
Received:
9 August 2020
Accepted:
26 August 2020
Published:
3 September 2020
Abstract: The purpose of this study is to determine the effects of the motivational and instructional self-talk and task complexity on the accuracy of forehand top spin of table tennis in advanced players. The 30 male advanced players were divided into 3 groups (2 experimental and 1 control). The task complexity was determined by color of ball and place of table placement. In other words, sequence sending of the ball were changed after two balls and this trend continues. The keywords for motivational self-talk were "I can do" and " I correctly recognize", and for Instructional self-talk “pay attention” and "Close your paddle". Masters et. al test (2008) was used to measure the accuracy of forehand topspin. After the pre-test, subjects took part in 6 training sessions including 20 trails per session. After 48 hours, they participated in post-test. The data were analyzed by paired-samples t-test, one way ANOVA and Tukey post hoc test. Results showed that there is significant difference between the instructional and motivational self-talk in terms of task complexity. These findings suggested that instructional self-talk is the effective variable in performance of tasks that needs high complex decisions and accuracy.
Abstract: The purpose of this study is to determine the effects of the motivational and instructional self-talk and task complexity on the accuracy of forehand top spin of table tennis in advanced players. The 30 male advanced players were divided into 3 groups (2 experimental and 1 control). The task complexity was determined by color of ball and place of t...
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