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1.
Comput Intell Neurosci ; 2021: 6819493, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34381498

RESUMO

This study constructs a new radial basis function-particle swarm optimization neural network (RBFNN-PSO) system, which is applied to the evaluation system of physical education teaching effect. In order to verify the evaluation performance of the RBFNN-PSO system, the traditional RBF neural network system is used as the control, and the training is carried out. The results show that the RBFNN-PSO system can reach the convergence value faster than the traditional RBF neural network system in the training, and the training error is smaller. The results show that the scoring error of RBFNN-PSO system is smaller than that of RBF neural network system, with higher accuracy and smaller error. The experimental results show that the RBFNN-PSO is superior to the traditional RBF neural network in error and accuracy.


Assuntos
Redes Neurais de Computação , Educação Física e Treinamento , Humanos
2.
Artigo em Inglês | MEDLINE | ID: mdl-34444096

RESUMO

The main aim of the study was to investigate the reasons that motivate secondary school pupils to practise physical exercise, and how these motives are related to their perception of the climate in physical education classes. Participants: The sample consisted of 448 subjects, 36.8% girls and 63.2% boys, aged between 16 and 19 years (M = 17.61; SD = 0.96). The methodology was a descriptive cross-sectional study. Two instruments were applied: self-reporting by the pupils of their motives for practising physical exercise, and a questionnaire on their attitudes towards teachers' behaviour and the physical education programme. The results showed that the strongest motive for the practice of physical exercise was "Prevention and positive health" (M = 5.29; SD = 1.45). In conclusion, there is a weak correlation among the pupils' motives for practising physical exercise and their perception of the climate in class.


Assuntos
Motivação , Educação Física e Treinamento , Adolescente , Adulto , Estudos Transversais , Exercício Físico , Feminino , Humanos , Masculino , Estudantes , Inquéritos e Questionários , Adulto Jovem
3.
Artigo em Inglês | MEDLINE | ID: mdl-34444620

RESUMO

Association between physical performance and movement quality remains ambiguous. However, both affect injury risk. Furthermore, existing research rarely regards women. Therefore, this study aimed to assess the impact of physical performance components on FMS scores and asymmetries among young women-University Physical Education Students. The study sample was 101 women, 21.72 ± 1.57 years, body mass index 21.52 ± 2.49 [kg/m2]. The FMS test was conducted to assess the movement patterns quality. Physical performance tests were done to evaluate strength, power, flexibility. Flexibility has the strongest correlation with FMS overall (r = 0.25, p = 0.0130) and single tasks scores. A higher level of flexibility and strength of abdominal muscles are associated with fewer asymmetries (r = -0.31, p = 0.0018; r = -0.27, p = 0.0057, respectively). However, the main findings determine that flexibility has the strongest and statistically significant impact on FMS overall (ß = 0.25, p = 0.0106) and asymmetries (ß = -0.30, p = 0.0014). Additionally, a significant effect of abdominal muscles strength on FMS asymmetries were observed (ß = -0.29, p = 0.0027). Flexibility and abdominal muscles strength have the most decisive impact on movement patterns quality. These results suggest possibilities for shaping FMS scores in young women.


Assuntos
Educação Física e Treinamento , Universidades , Teste de Esforço , Feminino , Humanos , Desempenho Físico Funcional , Estudantes
4.
Artigo em Inglês | MEDLINE | ID: mdl-34360230

RESUMO

Coronavirus disease 2019 popularized online classes to prevent educational deficits affected by the pandemic. This study aimed to assess the differences in the importance and performance of health awareness in Korean middle school students according to the types of online physical education classes they attended during the coronavirus disease 2019 pandemic. Overall, 583 participants were selected using a convenience sampling method; the data were obtained through an online survey using Google forms. Frequency analysis, reliability analysis, independent sample t-test, and importance-performance analysis were performed. First, the differences between importance and performance were found to be the most for sleep and physical activity management, and the least for disease and hygiene management. In addition, both groups demonstrated higher importance and performance for hygiene and disease management. There were significant differences in the importance and performance of all the sub-factors. Second, hygiene, disease management, and mental health management were found in quadrant I in both groups, while physical activity, sleep, and dietary habit management were in quadrant III. No factors were in quadrants II and IV. Correspondingly, there was no significant difference in adolescents' health awareness between the assignment-based online group and interactive online group.


Assuntos
COVID-19 , Pandemias , Adolescente , Humanos , Educação Física e Treinamento , Reprodutibilidade dos Testes , República da Coreia/epidemiologia , SARS-CoV-2 , Instituições Acadêmicas , Estudantes
5.
Artigo em Inglês | MEDLINE | ID: mdl-34360371

RESUMO

BACKGROUND: The majority of adolescents do less physical activity than is recommended by the World Health Organization. Active commuting and participation in organised sport and/or physical education individually have been shown to increase physical activity in adolescents. However, how these domains impact physical activity both individually and in combination has yet to be investigated in a sample of New Zealand female adolescents from around the country. METHODS: Adolescent females aged 15-18 y (n = 111) were recruited from 13 schools across eight locations throughout New Zealand to participate in this cross-sectional study. Participants completed questions about active commuting, and participation in organised sport and physical education, before wearing an Actigraph GT3X (Actigraph, Pensacola, FL, USA) +24 h a day for seven consecutive days to determine time spent in total, MVPA and light physical activity. RESULTS: Active commuters accumulated 17 min/d (95% CI 8 to 26 min/d) more MVPA compared to those who did not. Those who participated in sport accumulated 45 min/d (95% CI 20 to 71 min/d) more light physical activity and 14 min/d (95% CI 5 to 23 min/d) more MVPA compared to those who did not. Participation in physical education did not seem to have a large impact on any component of physical activity. Participation in multiple domains of activity, e.g., active commuting and organised sport, was associated with higher accumulation of MVPA but not light activity. Conclusion Active commuting and sport both contribute a meaningful amount of daily MVPA. Sport participation has the potential to increase overall activity and displace sedentary behaviour. A combination of physical activity domains may be an important consideration when targeting ways to increase physical activity in adolescent females.


Assuntos
Exercício Físico , Educação Física e Treinamento , Adolescente , Estudos Transversais , Feminino , Humanos , Nova Zelândia , Transportes
6.
Artigo em Inglês | MEDLINE | ID: mdl-34360069

RESUMO

This study aimed to analyze the association between specific dimension (i.e., fitness, appearance, physical competence, physical strength, and self-esteem) of students' physical self-concept (PSC) and their physical activity (PA) levels (i.e., intentions to be physically active and out-of-school PA levels perceived by students) and sedentary behavior (SB) (i.e., total sitting and screen time perceived by students). We also tested the role of students' motivation (i.e., intrinsic motivation and amotivation) towards PA in these relationships. A total of 1998 Spanish male (n = 1003) and female (n = 995) secondary students, aged between 13 and 17 years (M = 14.92, SD = 0.87) from 22 schools, enrolled in third grade (n = 1081) and fourth grade (n = 917), completed the self-reported questionnaires. Five independent structural equation modeling (SEM) adjusted by students' sex was used to examine the association between specific dimension of students' PSC (i.e., fitness, appearance, physical competence, physical strength, and self-esteem) and self-reported PA and SB variables, and to test the role of students' motivation in these relationships. Overall, most of students' PSC dimension positively predicted students' PA outcomes, and were negatively associated with SB. In addition, most of students' PSC dimension were positively associated with intrinsic motivation, and negatively predicted amotivation. In turn, intrinsic motivation was a positive predictor of PA outcomes, and a negative predictor of SB, whereas amotivation was a negative predictor of PA outcomes and sitting time, and a positive predictor of screen time. Finally, from PSC dimensions, sex as a covariate was a positive predictor of intrinsic motivation and PA outcomes, and was a negative predictor of amotivation and sitting time. These findings suggest the importance of the specific dimensions of PSC perceived by adolescents on their motivational processes, and in turn, on their PA and SB outcomes.


Assuntos
Motivação , Comportamento Sedentário , Adolescente , Exercício Físico , Feminino , Humanos , Masculino , Educação Física e Treinamento , Autoimagem , Estudantes
7.
Artigo em Inglês | MEDLINE | ID: mdl-34360187

RESUMO

Few studies have analyzed emotional educational experiences through physical education interventions. The objective of this study was to evaluate the effects on socio-emotional competencies of a physical education intervention (i.e., the MooN program) based on the instructional model known as the sports education model (SEM), compared to a physical education intervention based on the traditional model of direct instruction (TM-DI) in preadolescents. The sample consisted of 170 students between 10 and 13 years old (mean age: M = 10.76; standard deviation: SD = 0.73). Participants were randomly assigned to the experimental group (SEM; n = 87) and the active control group (TM-DI; n = 83). In the experimental group, the SEM-based intervention was applied, while in the active control group, an intervention based on the TM-DI was developed. A quasi-experimental design with repeated pre-test and post-test measures and an active control group was used. The self-efficacy inventory for multiple intelligences (IAMI-40) was used to assess the children's socio-emotional competencies. The child perfectionism inventory was applied to evaluate the self-demand perfectionist efforts. The results confirmed that the MooN program (SEM intervention) promoted significant improvements in socio-emotional competencies. These findings support the potential of this physical education instructional model as an emotional education pathway for the socio-emotional improvement of preadolescent students.


Assuntos
Lua , Educação Física e Treinamento , Adolescente , Criança , Emoções , Humanos , Autoeficácia , Estudantes
8.
Adv Physiol Educ ; 45(3): 563-567, 2021 Sep 01.
Artigo em Inglês | MEDLINE | ID: mdl-34319192

RESUMO

The COVID-19 pandemic has caused changes in the school learning system. Face-to-face learning shifted to remote learning using multimedia approaches. Online learning created particular difficulties for Physical Education (PE) teachers. Previously, they had to be role models in the teaching of physical activity. A national virtual workshop was conducted to support those teachers as they shift to remote learning. The purpose of the workshop was to provide PE instruction through social media and develop online learning modules. The 3 days of activities consisted of 4 lectures and 6 workshops provided to 177 PE teachers from 32 provinces in Indonesia. Participants were informed about the COVID-19 pandemic, its impact on children, and healthy life during the pandemic. Online applications that were free of charge, easy to use, highly rated, and widely downloaded were also introduced to them. These multimedia applications could help teachers develop and deliver remote learning modules to their students. The workshop supported the teachers as they adapted to interactive distance learning. The workshop also successfully illustrates an innovative distance learning module delivered through multimedia.


Assuntos
COVID-19 , Educação à Distância , Criança , Humanos , Multimídia , Pandemias , Educação Física e Treinamento , SARS-CoV-2
9.
Artigo em Inglês | MEDLINE | ID: mdl-34281090

RESUMO

The implementation of pedagogical models (PMs) in the subject of Physical Education (PE) is presented as a pedagogical approach that is based on the educational context as a means to overcome the serious limitations that arise from traditional approaches. The effective implementation of this approach has demonstrated benefits in terms of student motivation, student involvement and improved learning. Thus, its application and international relevance, the variability of content covered, the possibility of replicability in a variety of contexts and the fact that it favors a reflective framework and common action by teachers are some of the reasons that justify its use. In this sense, the need for teacher training, as well as the intention to generate more scientific evidence based on its application in the classroom, are some of the key aspects to be taken into account for its implementation and consequent consolidation in the educational field.


Assuntos
Educação Física e Treinamento , Capacitação de Professores , Humanos , Aprendizagem , Motivação , Estudantes
10.
Artigo em Inglês | MEDLINE | ID: mdl-34281121

RESUMO

Adolescence is a critical period for the acquisition of health-related behaviors that will transcend later psychological well-being in adulthood. The present study presents a theoretical model whose objective is to analyze how physical activity predicts an adequate quality of life through self-concept and subjective happiness among adolescents. A total of 452 students aged 12 to 15 (M = 13.8; SD = 0.77) from four Compulsory Secondary Education institutes of the Autonomous Community of Extremadura participated, including boys (n = 258) and girls (n = 194). The students reported information on the following variables: physical activity, body mass index, self-concept, subjective happiness, and quality of life. The results show acceptable fit indices for the proposed theoretical model, which showed the importance of physical activity through self-concept and subjective happiness in quality of life: MRLχ2 = 67.533, p < 0.05, CFI = 0.93, TLI = 0.90, SRMR = 0.05, and RMSA = 0.07. Likewise, the model presented a better fit index for males than females. This study draws conclusions on the importance of physical activity as a predictor of quality of life mediated by the perception of self-concept and mood in adolescents.


Assuntos
Educação Física e Treinamento , Qualidade de Vida , Adolescente , Adulto , Exercício Físico , Feminino , Humanos , Masculino , Instituições Acadêmicas , Estudantes
11.
Artigo em Inglês | MEDLINE | ID: mdl-34299793

RESUMO

Grounded in SDT, several studies have highlighted the role of teachers' motivating and demotivating styles for students' motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers' engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire-the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers' motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.


Assuntos
Autonomia Pessoal , Educação Física e Treinamento , Humanos , Motivação , Professores Escolares , Instituições Acadêmicas , Inquéritos e Questionários
12.
Artigo em Inglês | MEDLINE | ID: mdl-34299794

RESUMO

The development of motor competencies is necessary for participation in the culture of sport, exercise, and physical activity, which in turn supports the development of a healthy lifestyle. A lack of physical activity in childhood and deficits in motor performance emphasize the relevance of interventions for promoting basic motor competencies. However, there are research desiderata with regard to such interventions. This article describes an intervention program for promoting basic motor competencies in middle childhood (around 6 to 10 years of age). The intervention was investigated in a longitudinal study from June 2019 to January 2020 (n = 200; 58% girls, M = 8.84 years, SD = 0.63) at three primary schools. The intervention was conducted once a week in physical education (PE). The comparison group participated in regular PE. The intervention showed significant effects on basic motor competencies in object movement but not in self-movement. The results demonstrate that positive effects on basic motor competencies can be achieved with the help of a relatively simple intervention. Further longitudinal studies are desirable as a means of substantiating the results and developing evidence-based concepts to support children in their development in the best possible way.


Assuntos
Educação Física e Treinamento , Esportes , Criança , Exercício Físico , Feminino , Humanos , Estudos Longitudinais , Masculino , Destreza Motora , Instituições Acadêmicas
13.
Artigo em Inglês | MEDLINE | ID: mdl-34299888

RESUMO

The present study aimed to assess the influence of an emotional-based program for novice physical education teachers on their perception of the affective domain in teaching, and the influence of the program on their social-emotional orientation. Thirty-two physical educators in their induction year participated. Instrumentations included reflective assignments: individual tasks, a group artwork task, short videos containing student-teacher scenarios, and summary reflections. The study covered tasks that contained a variety of emotional expressions-verbalizing, acting, and art creation. Content analysis was conducted for each of the assignments. The results indicate that the participants felt that they gradually developed an awareness of the role of emotions in their practice. In addition to personal gain, they felt that their empathy for others-especially their students-was enhanced. These results highlight the important influence that an emotional-based program has on physical educators' social-emotional orientation.


Assuntos
Pessoal de Educação , Educação Física e Treinamento , Emoções , Empatia , Humanos , Estudantes , Ensino
14.
Artigo em Inglês | MEDLINE | ID: mdl-34299907

RESUMO

Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students' physical activity. Grounded in Self-Determination Theory, this study investigated how students' perceptions of PE teachers (de-)motivating style relate to students' device-based physical activity levels during PE. Moreover, it was examined whether students' motivation plays an intervening role in this relation and whether students' physical activity differs according to their gender and lesson topic. A sample of 302 secondary school students aged between 11 and 16 years (M = 13.05, SD = 1.04) completed a questionnaire assessing their perceptions of teachers' (de-)motivating style and their personal motivation toward PE. Students also wore ActiGraph GT3X accelerometers during the PE lesson. Multilevel structural equation modeling revealed that the teachers' motivating style had a significant positive relation with students' autonomous motivation, both at the student level and the class level, and teachers' controlling style had a significant positive relation with students' controlled motivation and amotivation at both levels. However, in terms of students' physical activity levels, students' gender, the lesson topic, and teachers' controlling style seemed to be more decisive than students' motivation and teachers' motivating style.


Assuntos
Motivação , Educação Física e Treinamento , Adolescente , Criança , Exercício Físico , Humanos , Autonomia Pessoal , Professores Escolares , Estudantes
15.
Artigo em Inglês | MEDLINE | ID: mdl-34299969

RESUMO

The purpose of this study is to compare the physical fitness level of adolescents through a physical fitness assessment and a circuit exercise program. A total of 142 middle school students participated. Physical education class consists of a physical fitness assessment, namely, physical activity promotion system (PAPS), and a circuit exercise program. The PAPS measurements include endurance, flexibility, strength, power, body mass index, and total score. The circuit exercise program consists of twist spine, hand walking, rolling squat, cross knee up, jumping and squat, and level-up pacer. First, there were significant differences in PAPS and circuit exercise program according to grade. Second, there was a significant difference in the results of the circuit exercise program according to the level of each physical fitness variable of PAPS. Third, significant correlations were found in the results of the PAPS and circuit exercise program. The use of a circuit exercise program to measure fitness for adolescents can offer convenience for school physical education and be of value as a measure of physical fitness for adolescents. In addition, the circulatory exercise programs used in this study are thought to be applicable to exercise prescriptions to improve endurance, strength, and BMI.


Assuntos
Exercício Físico , Aptidão Física , Adolescente , Terapia por Exercício , Humanos , Masculino , Educação Física e Treinamento , Instituições Acadêmicas
16.
Artigo em Inglês | MEDLINE | ID: mdl-34299987

RESUMO

(1) Background: It has been identified that schools that adopt at least two hours a week of physical education and plan specific contents and activities can achieve development goals related to physical level, such as promoting health, well-being, and healthy lifestyles, on a personal level, including bodily awareness and confidence in physical skills, as well as a general sense of well-being, greater security and self-esteem, sense of responsibility, patience, courage, and mental balance. The purpose of this study was to establish the effect of physical education programs on the physical activity and emotional well-being of primary school children. (2) Methods: The experimental group comprised 45 girls and 44 boys aged 6-7 years (First Grade) and 48 girls and 46 boys aged 8-9 years (Second Grade), while the control group comprised 43 girls and 46 boys aged 6-7 years (First Grade) and 47 girls and 45 boys aged 8-9 years (Second Grade). All children attended the same school. The Children's Physical Activity Questionnaire was used, which is based on the Children's Leisure Activities Study Survey questionnaire, which includes activities specific to young children (e.g., "playing in a playhouse"). Emotional well-being status was explored by estimating three main dimensions: somatic anxiety, personality anxiety, and social anxiety. The Revised Children's Manifest Anxiety Scale (RCMAS) was used. (3) Results: When analysing the pre-test results of physical activity of the 6-7- and 8-9-year-old children, it turned out that both the First Grade (92.15 MET, min/week) and Second Grade (97.50 MET, min/week) participants in the experimental group were physically active during physical education lessons. When exploring the results of somatic anxiety in EG (4.95 ± 1.10 points), both before and after the experiment, we established that somatic anxiety in EG was 4.55 ± 1.00 points after the intervention program, demonstrating lower levels of depression, seclusion, somatic complaints, aggression, and delinquent behaviours (F = 4.785, p < 0.05, P = 0.540). (4) Conclusions: We established that the properly constructed and purposefully applied eight-month physical education program had positive effects on the physical activity and emotional well-being of primary school children (6-7 and 8-9 years) in three main dimensions: somatic anxiety, personality anxiety, and social anxiety. Our findings suggest that the eight-month physical education program intervention was effective at increasing levels of physical activity. Changes in these activities may require more intensive behavioural interventions with children or upstream interventions at the family and societal levels, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services.


Assuntos
Exercício Físico , Educação Física e Treinamento , Criança , Pré-Escolar , Emoções , Feminino , Humanos , Masculino , Saúde Mental , Instituições Acadêmicas
17.
Artigo em Inglês | MEDLINE | ID: mdl-34299749

RESUMO

The purpose of this qualitative study was to explore the beliefs of Chinese children with physical disabilities engaging in sports and physical activity (PA), and the impact of the Paralympic Games on these beliefs. Five Chinese children with physical disabilities (female = 2, male = 3) were recruited for participating in the workshops of the Paralympic Games and PA, and received individual semi-structured interviews before and after the workshop implementations. Interview transcripts were analysed and presented as descriptive summaries. Three themes emerged based on the analysis of the participants' interview data: (1) shocked, knowledgeable, and useful; (2) willingness to try, and (3) hope to obtain support. Results indicated that children with physical disabilities in this study acknowledged the positive outcomes of participating in the workshops of the Paralympic Games on the sports and PA engagement attitude change. However, children with disabilities also expressed that they need more related knowledge and information. The results of the study revealed that impairment and contextual factors (i.e., lack of support from family and physical education teachers, unsafe environments, and negative attitudes of peers without disabilities) were barriers to sports and PA engagement among children with physical disabilities in this study.


Assuntos
Pessoas com Deficiência , Esportes , Criança , China , Exercício Físico , Feminino , Humanos , Masculino , Educação Física e Treinamento
18.
Artigo em Inglês | MEDLINE | ID: mdl-34203653

RESUMO

Early childhood education and care (ECEC) teachers have a central role in supporting young children's physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers' perceptions of perceived competence when (1) supporting a child's PA, (2) teaching PE, and (3) observing and assessing a child's motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child's PA, teaching PE, and observing and assessing a child's motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person's perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.


Assuntos
Pessoal de Educação , Educação Física e Treinamento , Criança , Pré-Escolar , Exercício Físico , Finlândia , Humanos , Percepção , Professores Escolares
19.
Artigo em Inglês | MEDLINE | ID: mdl-34200657

RESUMO

OBJECTIVES: Feedback is an essential factor that may affect students' motor skill learning during physical education (PE) classes. This review aimed to (1) systematically examine the evidence for the effectiveness of feedback on students' skill learning during PE classes and (2) summarize the evidence for the effects of feedback elements (i.e., format and content). METHODS: A systematic search was conducted on seven electronic databases to identify studies that explored the effects of feedback on student learning during PE classes. Twenty-three studies were selected, and the study quality was evaluated using the Physiotherapy Evidence Database scale. The levels of evidence were determined with the best evidence synthesis. RESULTS: Strong evidence indicates the effectiveness of feedback intervention on students' skill learning compared with those who received no feedback. Limited evidence was found for the effect of visual feedback compared with verbal feedback. There were mixed results for the effectiveness of information feedback compared with praise or corrective feedback. CONCLUSION: The current evidence suggests that feedback is useful for skill learning during PE classes. Emergent questions still need to be addressed, such as those regarding the efficiency of using different formats and contents for feedback delivery to enhance motor skill learning during PE classes.


Assuntos
Destreza Motora , Educação Física e Treinamento , Competência Clínica , Retroalimentação , Humanos , Estudantes
20.
Artigo em Inglês | MEDLINE | ID: mdl-34300117

RESUMO

This study aims to establish the basis for the institutional implementation of the 0th period physical education class to promote the health and academic performance of Korean teenagers. To achieve this goal, this study determined the impact of middle school students' participation in physical activities during the 0th period on perceived enjoyment and learning attitude. To examine the model, 282 questionnaires were collected from middle school students in a metropolitan city in South Korea. The samples were obtained using the convenience sampling method, and correlation analysis and structural equation modeling were performed using SPSS 21.0 and Amos 21.0. The findings are as follows: first, the participation of middle school students in physical activities during the 0th period had a statistically significant effect on perceived enjoyment. Second, perceived enjoyment had no statistically significant effect on learning attitude. Third, participation was shown to have a significant effect on learning attitudes. These findings supported the academic basis for the implementation of the 0th period physical education class for middle school students and application of practical measures to encourage their participation.


Assuntos
Educação Física e Treinamento , Prazer , Adolescente , Atitude , Humanos , República da Coreia , Instituições Acadêmicas , Estudantes , Inquéritos e Questionários
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