Effects of Marginalization on School Physical Education Programs: A Literature ReviewThroughout the United States, there has been a surge of testing children at all grade levels and subjects. These tests have led to demands and requests for children and teachers to be more accountable for what they learn and what they teach, respectively. These tests have continued to show that children in the
Motor skills are considered important for children's physical, social, and psychological development. Pre-school age seems to be decisive for the development of motor skills. Our study's aim was to investigate the effect of 12 weeks game education on the motor development of pre-school children aged 4 to 6 years. In the research, experimental method pre-test / post-test and control group design was used. In this study, a total of 30 boys and 30 girls were enrolled. The research consisted of a total of 60 children who were studying in pre-school and were selected via random sampling model. In order to collect data, 12 weeks game education was conducted on participants. Motor Performance test protocol, developed by Morris, Atwater Williams and Willmore in 1980, was used on both experiment and control group children, in order to measure their motor performance before and after 12-weeks game education. Average and standard deviation values were calculated for the data collected. Children's throwing, catching, long jump, vertical jump, running, and stopping skills were measured. Mean and standard deviations of the data obtained in the study were taken. A statistically significant difference was found between the experimental and control groups in terms of post-test. A statistically significant difference was found in the experimental group pre-test and post-test comparisons. In these comparisons, the post-test values were found to be higher than the pre-test values. According to the results of the research, it is necessary to apply more long-term applications to increase the positive effect of 12-Weeks basic game education at the levels of motor development in children aged 4 to 6 years old.
SummaryStudy aim: To assess the frequency, timing, zone and player category of fouls and of aggressive behaviour in professional football. Material and methods: Video recordings of 17 matches played by one team out of 18 of the Turkish Football Super League with all other teams were analysed with the use of observational foul analysis form. The following criteria were considered: time, score of the match, zone, players' position and foul category. The fouls were analysed in 6 periods of a match, 15 min each. Foul location in the football field was analysed in four zones according to player's positions: Defence, Defence mid-zone, Offensive mid-zone and Attack. Results: Eleven out of 17 analyzed matches 11 were won, 3 were lost and 3 were even. A total of 652 fouls were recorded, mean numbers of fouls per match amounting to 24.2, 87.0 and 41.7 in won, lost and even matches, respectively. Most of the fouls (50.8%) were committed by middle zone players mostly in the defensive and offensive middle zones (33.9%). Only 1.2% of all fouls were unintentional, 11% were intentional, hostile, the other ones were intentional, instrumental. Conclusions: The fouls could be attributed to the social learning theory that values the environmental factor in the cognitive process of aggression. The presented results may be of help to football coaches and sport psychologists teaching players how to control aggression and how to play the game wit minimum harm while increasing their performance.
Gucciardi et al. (2009) [1] suggest that mental toughness is more a function of environment than domains, and as such, mental toughness is potentially important in any environment that requires performance setting, challenges, and adversities. Due to vital importance of mental toughness in sports and particularly in soccer, this paper focused on the comparison of sport mental toughness levels of soccer officials with their age group, education level, refereeing category and sports experience years. Mental toughness was checked by Sports Mental Toughness Questionnaire (SMTQ). The SMTQ was applied to soccer officials (159 licensed referees) who all were registered to the Turkish Football Federation (TFF). The sample consisted of 146 male subjects, mean age was 29.10 years (SD = 7.54, range = 19-54) and 13 female subjects mean age was 22.82 years (SD = 4.71, range = 19-27). To determine the difference of Sport Mental Toughness level among soccer referees One-Way ANOVA was used for normal distribution and Scheffé Test was used for determining the differences across groups with through SPSS Package 21.0 and the significant level was set at 0.05. The findings of this research paper showed that there were significant differences between soccer officials' three sub-factors (confidence -constancycontrol) of mental toughness and their officiating experience years. This could be attributed to the fact that 15 and above years experienced officials were mentally tougher than those with 0-5 years' experience and those with 6-10 years' experience. There were not any significant differences between other variables (refereeing categories, education levels and age groups) of soccer officials and their mental toughness levels.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.