Applying the TARGET Pedagogical Principles in Physical Education to Enhance Students' Physical Literacy

Morgan, Kevin

doi:10.1080/07303084.2018.1535339

Cited by 14 publications

(5 citation statements)

References 16 publications

(21 reference statements)

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“…Aside from the dispositional factors related with the personal motivational orientation of each individual, environmental factors also exist such as the prevailing motivational climate, which promote the diverse agents involved in the context of physical activity engagement [9]. Further, the involved agents, such as the trainers/coaches or physical education teachers can promote motivational climates, which are oriented either towards the task or the ego.…”

Section: Introductionmentioning

confidence: 99%

Motivational Climate in Sport Is Associated with Life Stress Levels, Academic Performance and Physical Activity Engagement of Adolescents

Castro-Sánchez

Zurita-Ortega

García-Mármol

et al. 2019

IJERPH

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The present study sought to define and contrast an explanatory model incorporating motivational climate towards sport, life stress, academic performance, and engagement in physical activity, and to analyze the existing relationships between these variables as a function of sex. A total of 2452 adolescents of both sexes (42.7% males and 57.3% females) participated in the present study, with self-reported ages between 13 and 16 years (M = 14.43; SD = 1.15). Participants were from Granada (Spain) and perceived motivational climate towards sport (PMCSQ-2), life stress (PSS), academic performance, and engagement in physical activity (PAQ-A) were analyzed. A multi-group structural equation model was constructed, which demonstrated excellent fit to the observed data (χ2 = 309.402; DF = 40; p < 0.001; CFI = 0.973; NFI = 0.970; IFI = 0.973; and RMSEA = 0.052). A negative and direct association exists between ego climate and task climate. A positive association was found between motivational climate, task climate (males r = 0.336/females r = 0.238), and ego climate (males r = 0.198/ females r = 0.089) and engagement in physical activity. A task climate was associated with better academic performance and lower levels of life stress. The main conclusions of this study highlight that a task-involving climate and engagement in physical activity are both associated with lower levels of life stress and higher levels of academic performance.

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Section: Introductionmentioning

confidence: 99%

Motivational Climate in Sport Is Associated with Life Stress Levels, Academic Performance and Physical Activity Engagement of Adolescents

Castro-Sánchez

Zurita-Ortega

García-Mármol

et al. 2019

IJERPH

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“…Through the form of instruction in the form of a game using target, games can increase the focus of the pedagogical process by understanding through game activities (Araújo, Mesquita, Hastie, & Pereira, 2015). Besides, in other studies, it is stated that through target games it increases intrinsic motivation, perceptions of competence, increase satisfaction, pleasure, and reduces boredom because it involves challenging task preferences that can increase students' physical literacy Morgan (2019) so that the results of these studies support the research conducted by researchers relating to the choice of solutions in solving problems in learning volleyball passing techniques using target games. However, this study's limitations are focused on only one material of passing over, so it is necessary to study the implementation of target games in other basic volleyball techniques.…”

Section: Resultsmentioning

confidence: 99%

Improving Passing Skills on Volleyball Using Target Games Approach

Aini

2021

j. Sport Area

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Passing on volleyball is important in volleyball games, but students have difficulty determining the exact passing result with the target. This study aims to improve the passing skills on volleyball in volleyball learning on students of VII A grade in state junior high school 1 Probolinggo using the target games approach. The research method uses Classroom Action Research. The implementation of this class action through two cycles. Each cycle consists of 4 stages namely (1) planning, (2) implementation, (3) observation and 4) reflection. The subjects of this study are students of VII A grade in State Junior High School 1 Probolinggo. The collecting techniques of the data use observation sheets, documentation and tests. The results of the passing skills test on volleyball in the first cycle, the number of students amount 30 people, there are 29 students able to do the passing beginning movement on the volleyball correctly 90.25% with good category, 27 students are able to do the movements correctly in the subject position of 81.12 % with good category, and 28 students are able to make the final movement correctly 80.25% with a good category. Based on the results of the study it can be concluded that learning of passing on volleyball through the target games approach is able to improve the passing skills on volleyball of students in State Junior High School Probolinggo and it is hoped that in the future research can be found that develops target games with other types of games to overcome student learning difficulties.

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“…Pedagogic approaches need to be supported by a mastery climate stimulation, which implies allowing children to freely select how to interpret a task’s resolution based on personal abilities, as in the nonlinear pedagogy. Such a hybrid approach emphasizing MNL pedagogy improves self-efficacy, fundamental motor skills (expressed in the DMA as extension of the meaning of motor competence [ 42 ]), and motivational climate, which are necessary prerequisites for maintaining positive lifestyles through the lifespan based on sound physical practices [ 41 , 74 ].…”

Section: Discussionmentioning

confidence: 99%

Promoting Children’s Psychomotor Development with Multi-Teaching Didactics

Invernizzi

Signorini

Rigon

et al. 2022

IJERPH

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This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children’s motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instruction, based on linear and nonlinear pedagogy: mostly linear (ML; 80% linear, 20% nonlinear; n = 62); mostly nonlinear (MNL; 20% linear, 80% nonlinear; n = 61); and control (C; conventional teaching from generalists; n = 60). MNL improved in (a) motor creativity ability (DMA; 48.7%, 76.5%, and 47.6% for locomotor, stability, and manipulative tasks, respectively); (b) executive functions (working memory and inhibitory control) for RNG task (14.7%) and task errors (70.8%); (c) self-efficacy (5.9%); and (d) enjoyment (8.3%). In ML, DMA improved by 18.0% in locomotor and 60.9% in manipulative tasks. C improved of 10.5% in enjoyment, and RNG task worsened by 22.6%. MNL improvements in DMA tasks, executive functions, and self-efficacy were significantly better than those in C. ML was better than C in DMA task and in executive functions’ task errors. Overall, ML and MNL approaches were more effective than conventional generalist teaching (C), and the MNL combination of 80% nonlinear and 20% linear pedagogy was optimal. We recommend that educators favor the MNL approach.

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Applying the TARGET Pedagogical Principles in Physical Education to Enhance Students' Physical Literacy

Cited by 14 publications

References 16 publications

Motivational Climate in Sport Is Associated with Life Stress Levels, Academic Performance and Physical Activity Engagement of Adolescents

Motivational Climate in Sport Is Associated with Life Stress Levels, Academic Performance and Physical Activity Engagement of Adolescents

Improving Passing Skills on Volleyball Using Target Games Approach

Promoting Children’s Psychomotor Development with Multi-Teaching Didactics

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