The aim of this study was to examine the cognitive, motor, and perceptual abilities of elite volleyball players. These abilities were considered responsible for high quality performance by expert athletes. The elite g...
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The aim of this study was to examine the cognitive, motor, and perceptual abilities of elite volleyball players. These abilities were considered responsible for high quality performance by expert athletes. The elite group was formed with 12 members of the Greek Junior National Volleyball team. A group of 18 physical education students were the novice athletes. The measured abilities were selected by expert volleyball coaches as those most important for an elite athlete. Analysis showed differences between the abilities of the two groups of athletes were significant. An ability profile for the elite volleyball player can be formed.
The purpose of this study was to examine relationships between personal and situational achievement goals and participation in an optional physical education program, utilising a prospective design. Pupils (N=123) in ...
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The purpose of this study was to examine relationships between personal and situational achievement goals and participation in an optional physical education program, utilising a prospective design. Pupils (N=123) in their final year of compulsory schooling completed measures assessing goal orientations, perceptions of the motivational climate of their physical education class, perceived competence, and enjoyment of physical education. Those pupils (N=76) who continued their full-time education at a sixth form college were later surveyed to determine whether they participated in physical education at college. Hierarchical discriminant function analysis showed that discrimination was possible between participants and nonparticipants in college physical education on perceptions of a prevailing mastery climate and enjoyment. Goal orientations, perceptions of a prevailing performance climate, and perceived competence did not contribute reliably to group separation. Participants at college were more likely to perceive a mastery environment and to enjoy lessons more than students who chose not to take parr. These findings underscore the importance of promoting mastery-based criteria for success in classes, along with positive emotional reactions, if teachers wish to maximise involvement in noncompulsory physical education.
The relationship of sex composition of class and instructor's sex to Physical Self-efficacy has yielded conflicting results in several studies. This study examined the relationship of sex composition of class and ...
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The relationship of sex composition of class and instructor's sex to Physical Self-efficacy has yielded conflicting results in several studies. This study examined the relationship of sex composition of class and instructor's sex to scores on Physical Self-efficacy, Perceived Physical Ability, and Physical Self-presentation Confidence of 80 male students enrolled in one of four sections of a strength training class. Analysis indicated no significant difference on Physical Self-efficacy between male students who were enrolled in all male classes or in coeducational classes;improvements in scores on Physical Self-efficacy were not specific to the sex composition of the class or sex of the instructor and no significant difference on Perceived Physical Ability and Physical Self-presentation Confidence between male students who joined an all male class or a coeducational class. Perceived Physical Ability improved from the pretest to the posttest in all classes;and no improvement in scores for Physical Self-presentation Confidence was found in all classes. Ln conclusion, the analysis showed that sex composition of the class and sex of the instructor were not significantly related to scores for self-efficacy.
The attitudes towards activity (CATPA) and perceptions of physical education of a sample of 291 secondary and 316 primaryboys and girls were investigated with respect to health promotion. Using analysis of variance te...
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The attitudes towards activity (CATPA) and perceptions of physical education of a sample of 291 secondary and 316 primaryboys and girls were investigated with respect to health promotion. Using analysis of variance techniques significant differencesbetween boys' and girls' attitudes were found in both the secondary and primary samples. Girls had significantly more positiveattitudes towards physical activity than boys, but the data yielded no differences in attitudes between the socio-economiclevels. The influence of CATPA scores of the literacy sets variable was significant, but the numeracy sets variable yieldednon-significant results. This result highlighted the implications of internal school organization for health promotion andchildren's affective development. MANOVA was used to analyse gender differences in CAPTA subdomain scores. Girls from bothsamples were found to have significantly more positive attitudes than boys in the aesthetic domain. Differences were alsofound in social growth and vertigo scores. All groups ranked health and fitness objectives highly, with a similar patternof pupil perceptions of physical education emerging from both samples.
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