Implementation of a values training program in physical education and sport: perspectives from teachers, coaches, students, and athletes

Koh, Koon Teck; Ong, Shu Wen; Camiré, Martin

doi:10.1080/17408989.2014.990369

Cited by 55 publications

(46 citation statements)

References 30 publications

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“…Attention to such feedback may improve the structure and content of the workshop. Similar to previous work (Koh, Ong, & Camire, 2014), coaches in the current study indicated time constraints to be one of the biggest challenges to workshop effectiveness. Results from mentorship programs implemented with underserved youth in urban school settings (Martinek, Schilling, & Johnson, 2001), indicate that exposure to the intervention program on multiple occasions may be necessary for the intervention to be effective.…”

Section: Constructive Feedback and Workhop Improvementssupporting

confidence: 63%

Character Development Through Youth Sport: High School Coaches’ Perspectives about a Character-based Education Program

Ferris

Ettekal

Agans

et al. 2016

JYD

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This study examined high school sports coaches' perspectives about a character-based coach education workshop designed to promote positive coaching practices and transform the culture of youth sports. Fifteen coaches (M age = 42.07, SD = 14.62, 73.3% male) provided feedback about Positive Coaching Alliance's (PCA) "Double-Goal Coach" training program and what aspects of the workshop they applied to their coaching practices. Results indicated that coaches believed that participation in PCA workshops contributed to the value coaches attributed to individuals, to coachoriented character development, and to positive relationships within youth sports. The coaches also suggested changes in future PCA workshops. These findings provide preliminary evidence that coaches' incorporate skills acquired through participation in character-based coach education programs. We discuss implications for coaches and athletes, and for policies aimed at enhancing positive youth attributes developed through sport.

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Section: Constructive Feedback and Workhop Improvementssupporting

confidence: 63%

Character Development Through Youth Sport: High School Coaches’ Perspectives about a Character-based Education Program

Ferris

Ettekal

Agans

et al. 2016

JYD

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“…Koh et al [26] argue that values training programmes for PE teachers and sport coaches should involve parents more closely by having them take on important roles in the values learning process of PE pupils, but this sounds rare. The determinants of moral competence of pre-service PE teachers must be identified through a theoretical framework.…”

Section: Introductionmentioning

confidence: 99%

The level of moral competences of pre-service PE teachers – a reason to worry?

Bronikowska

Korcz

2019

Biomedical Human Kinetics

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Summary Study aim: The main purpose of this study was to examine the level of moral competences of 437 pre-service physical education (PE) university students. It was also designed to evaluate the level of moral competency and the correlations with factors (i.e. Parents, Religion, School education, PE teacher, Sport coach, Studies, Media and Peers) potentially influencing moral development in pre-service PE teachers. Material and methods: The study included data collected in 2017 from 216 male and 221 female students aged 21.5 ± 1.85 from the faculty of Physical Education in Poznań, Poland. The students were categorised into three levels of moral competences, after which possible correlations between the factors influencing moral development were examined. The Moral Competence Test (MCT) survey was used to measure the ability to rate arguments by their moral quality. Participants were requested to confront two moral dilemmas and agree or disagree with the statements which were presented to them. Results: The results suggest that a vast majority of students (78.7%) present a very low level of moral competences, and with regard to the factors influencing moral development, the lowest value was attributed to PE teachers. Moderate positive correlations were found between School education and PE teacher, and between Sport coach and PE teacher. Conclusions: The findings indicate the need for more attention to be paid to moral education in teacher training in PE.

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“…Researchers address the teaching process in terms of organization [Krucevich et al, 2016;Ekberg, 2016] and motivation for motor activity: the better exercises are learned, the more motor activity they provoke [ Koh, Ong, & Camiré, 2016], the impact of motor readiness on teaching effectiveness Khudolii, 2011], the impact of physical loads on teaching effectiveness [Ivashchenko, Kapkan, 2015;Kapkan, 2015].…”

Section: Introductionmentioning

confidence: 99%

Methodological Approaches to Pedagogical Control of Motor Readiness of Girls Aged 6-10

Іващенко

2017

Teor. metod. fiz. vihov.

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The objective is to determine methodological approaches to pedagogical control of motor readiness of girls aged 6-10. Materials and methods. The participants in the experiment were girls aged 6 (n = 36), aged 7 (n = 48), aged 8 (n = 57), aged 9 (n = 38), aged 10 (n = 46). To achieve the tasks set, the research relied on the following methods: analysis of scientific and methodological literature, pedagogical testing and methods of mathematical statistics. The testing program consisted of well-known tests. As a modeling method, the research used factor and discriminant analyses. results. The analysis of the factor and discriminant model of motor readiness has provided information necessary for making decisions in physical education management, as well as for developing effective physical training programs for girls aged 6-10. conclusions. The girls aged 6-10 show a multifactorial structure of motor readiness. By analyzing the common features, the research has defined informative tests of motor readiness control for each age group. During the analysis, the research has calculated the canonical discriminant function coefficients (non-standardized), which act as the factors of specified variable values included in the discriminant functions. On their basis, it is possible to classify the girls by their level of motor readiness according to the age, which is of practical value.

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Implementation of a values training program in physical education and sport: perspectives from teachers, coaches, students, and athletes

Cited by 55 publications

References 30 publications

Character Development Through Youth Sport: High School Coaches’ Perspectives about a Character-based Education Program

Character Development Through Youth Sport: High School Coaches’ Perspectives about a Character-based Education Program

The level of moral competences of pre-service PE teachers – a reason to worry?

Methodological Approaches to Pedagogical Control of Motor Readiness of Girls Aged 6-10

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