Self-efficacy, soccer skills and the influence on students’ learning experience

Abstract

SummaryStudy aim: The purpose of this study was to evaluate the effects of a student centered curricular intervention on students' selfefficacy and soccer skills performance. Materials and methods: One group of 25 mixed-gender students (ages 11-13) participated in this study of student centered soccer lessons twice per week (30 minutes) on a soccer field for three weeks at a Southwestern USA Middle School. The intervention was designed to engage students in the skill lessons by adopting a student-centered approach, and reciprocal/peer teaching of the soccer skills. Students' self-efficacy was assessed using the modified Traits Sport-Confidence Inventory. Soccer skill performance was assessed using previously validated skill tests. Further, students' perception of reciprocal teaching were gathered using exit slips. Data were analyzed using descriptive statistics and t-tests to explore pre/post differences. Results: The students' skill performance slightly improved. Students' self-efficacy related to soccer skills was significantly higher at post-test. Students' positively perceived the opportunities to participate in student-centered lessons and the use reciprocal teaching styles to work together in skill development. Conclusions: This study demonstrated that seventh-grade students could learn soccer skills, develop desirable perceptions and efficacy and improve their physical activity/sport participation levels as they engaged in student-centered teaching and learning.

Student-centered approach and alternative assessments to improve students’ learning domains during health education sessions

“…2. Weekly scores of students' steps count performance across pre-and-post intervention collaboration in learning that leads to a learning outcome [5,36]. Learning through movements, peer teaching, concept mapping, and portfolios are effective ways to improve whole learning domains of the students.…”

The Perception of Cooperative Learning in Teaching and Learning in Malaysia High School

“…Some respondents were also concern with monitoring students' learning, off-task behaviors, and capabilities to learn the contents effectively when using cooperative learning approach. Previous study accentuated the importance of practice time, teacher's demonstrations, explanation, and attending to students' learning to promote cooperative learning approach in classroom (Zulkifli & Kulinna, 2018;Vera, Alvarez, & Medina, 2008).…”

“…Teacher should also vary their teaching approach by doing modification on rules, learning area, and instructions based on students' capabilities to ensure meaningful students' learning. Dividing students into teams or partners, present scenarios, fantasy cards, using music as cues are important to promote active students' involvement, enhance learning, and effective practice of skills while maintaining the authenticity of students' learning experience (Zulkifli & Kulinna, 2018). A few limitations to this study included small sample size, lack of comparison group, and a short study duration.…”