Dataset Information

How Years of Sport Training Influence the Level of Moral Competences of Physical Education and Sport Students.

ABSTRACT:

Background

The study purpose was to investigate the level of moral competences and prosocial behaviours in a physical activity (PA) context and differences between first year freshman students enrolled in both the physical education and sport coaching majors.

Methods

We draw on data from students of the Faculties of Physical Education (109) and Sport (94) at Poznan University of Physical Education. For measurement, Lind's Moral Competence Test was used. Comparative analysis of differences between the groups was undertaken with the use of Mann-Whitney U test and Kruskal-Wallis nonparametric analysis of variance was used for further analysis.

Results

The results show that there were no significant differences between the examined students in majority of the characteristics. Students comply with the recommended levels of physical activity, but 70% present low level of moral competences. Parents were the most influential factors in moral development across levels of competences and genders. More years of sports training showed a positive relationship with moral development (only in the group of male students with high level of moral competency).

Conclusions

Based on the findings, it is recommended to consider the changes in physical education and sport students education training programmes which should include more critical reflection and life-long learning competences.

SUBMITTER: Bronikowska M

PROVIDER: S-EPMC6657647 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

How Years of Sport Training Influence the Level of Moral Competences of Physical Education and Sport Students.

Bronikowska Małgorzata M Korcz Agata A Krzysztoszek Jana J Bronikowski Michał M

BioMed research international 20190711

<h4>Background</h4>The study purpose was to investigate the level of moral competences and prosocial behaviours in a physical activity (PA) context and differences between first year freshman students enrolled in both the physical education and sport coaching majors.<h4>Methods</h4>We draw on data from students of the Faculties of Physical Education (109) and Sport (94) at Poznan University of Physical Education. For measurement, Lind's Moral Competence Test was used. Comparative analysis of dif ...[more]

PMID: 31380424

Similar Datasets

Project description:PURPOSE:To examine and compare the role of self-assessed sport and physical activity involvement on the health-related quality of life among undergraduate student-athletes and general undergraduate college students. DESIGN:Cross-sectional survey. Data set was examined for differences in physical and mental health by self-assessed sport and physical activity level. SETTING:Large Midwestern University in the fall of 2016. PARTICIPANTS:A combined data set representing undergraduate Division I student athletes (n = 842) and general undergraduate students (n = 1322). MEASURES:Veterans RAND 12 Item Health Survey (VR-12), as measure of health-related quality of life, comprised of physical component score (PCS) and mental component score (MCS). Self-assessed sport and physical activity level categorized as Division I athlete, club athlete, intramural player, student who works out regularly, or student who is physically inactive. ANALYSIS:Standard univariable statistics described the study population. Two-sample t tests and ?2 tests were conducted, as appropriate, to compare Division I student-athletes to the general undergraduate group. Multivariable linear regression models were then built to assess associations between physical activity level and year in school with VR-12 outcomes, after adjusting for sex. All pairwise interactions were considered for inclusion in the final models. Adjusted least-square means were calculated for all variables in the model; pairwise comparisons were adjusted for multiple comparisons via Tukey-Kramer adjustment criteria. A linear test for trend was also conducted for the association between VR-12 MCS and increasing physical activity. RESULTS:Significant differences in MCS were noted between levels of sport and physical activity; however, such differences were not detected in PCS. After controlling for sex, a positive relationship between increased sport and physical activity level and greater MCS was found. CONCLUSIONS:This study represents the first prospective assessment of health-related quality of life among undergraduate athletes and general college students. Higher levels of sport and physical activity were associated with more positive mental health in these populations.

Project description:BACKGROUND: Role plays and standardized patients are often used in medical education and have proven to be effective tools for enhancing the communication skills of medical students. Most course concepts need additional time and teaching staff, and there are only a few studies about role plays in the preclinical segment. METHODS: We developed a highly consolidated concept for the curricular course of 2nd-year medical students, including ten role plays about five subjects: anamnesis, shared decision making, prevention, breaking bad news, and so-called "difficult interactions". Before the course, all students were asked about their expectations and attitudes toward the course. After the course, all students rated the course, their individual learning progress, whether their expectations had been fulfilled, and re-evaluated their attitudes. Questionnaires were self-report measures and had a quantitative and a short qualitative section and were analyzed with descriptive statistics. Group differences (sex, age, role played) were evaluated with t tests at a Bonferonni-corrected significance level of p = .03 and the non-parametric U-tests. RESULTS: Implementing this practical course concept is possible without incurring additional costs. This paper not only shows how that can be done but also provides 5 examples of role scripts for different training subjects. The course concept was highly appreciated by the students. More than 75% felt that they had learned important communication techniques and would be better able to handle difficult situations. Playing the doctor's role was felt to be more useful than playing the patient's role. Women admitted a higher degree of shyness in the beginning and gave higher ratings to their learning progress than men. Students' most frequent wish in the qualitative analysis was to be able to play the doctor's role at least once. The students' answers showed a differentiated pattern, thus suggesting that the influence of social desirability was minimal. CONCLUSIONS: Practical skills can be taught successfully in the preclinical stage of medical education even without an increase in resources. The course concept described in this article provides an effective means by which to do so.

Project description:One of the main goals for physical education is to develop the students' moral and ethical domain, where sportsmanship promotion is considered a key curricular component to tackle the achievement of this goal. This research aims to examine the influence of sport education on sportsmanship orientations in high school students. The participants were 148 (52.70% female; Mage = 17.04, SDage = 0.99) high school students who were randomized into an experimental group (n = 74), which received 16 basketball lessons under sport education conditions, and a control group (n = 74), which received 16 basketball lessons following a traditional teaching approach. Pre-intervention and post-intervention measures on sportsmanship orientations were collected in both groups. A 2 (time: pre-test and post-test) x 2 (group: Sport Education and Traditional Teaching) multivariate analysis of variance test was performed on the five sportsmanship orientations. The results showed, for time x group interactions, the absence of significant multivariate effects in the level of the five sportsmanship orientations among both groups at pre-test (Pillai's trace = 0.06, p = 0.145). At post-test, significant multivariate effects were found in the level of each sportsmanship orientation between both groups in favor of the Sport Education group (Pillai's trace = 0.38, p < 0.001). Furthermore, regarding within-group pre-test to post-test differences, while there were nonsignificant multivariate effects (Pillai's trace = 0.03, p = 0.469) for the Traditional Teaching group; significant multivariate effects (Pillai's trace = 0.43, p < 0.001) were found for the Sport Education group, showing an increase in the level of respect for social conventions, respect for rules and referees, and full commitment and respect for opponents. There were also nonsignificant effects across gender (inter-group analysis: Pillai's trace = 0.08, p = 0.068; time x gender interaction: Pillai's trace = 0.03, p = 0.497) and after-school sports (inter-group analysis: Pillai's trace = 0.02, p = 0.776; time x after-school interaction: Pillai's trace = 0.01, p = 0.981). In conclusion, sport education is an effective pedagogical model to be taken into consideration by physical education teachers in order to optimally promote the high school student's moral and ethical education via the development of sportsmanship orientations in the context of school physical education.

Project description:Many adolescents do not reach the recommended levels of physical activity (PA), and students attending vocational studies are less committed to take part in physical education (PE) than other students. The purpose of the present study was twofold: 1) to examine differences in physical activity, diet, smoking habits, sleep and screen time among Norwegian vocational high school students who selected either a PE model focusing on PA skills, technique and improvement of physical performance ("Sports enjoyment") or more on health, play and having fun when participating in PE lessons ("Motion enjoyment"), and 2) to explore the students' experiences with PE programs.In this mixed methods study 181 out of 220 invited students (82%) comprising 141 (78%) girls and 40 (22%) boys attending vocational studies of Restaurant and Food Processing (24%), Design, Arts and Crafts (27%) or Healthcare, Childhood and Youth Development (49%) were recruited for participation in the new PE program. PA level, sedentary time and sleep were objectively recorded using the SenseWear Armband Mini. A self-report questionnaire was used to assess dietary habits, smoking and snuffing habits, use of alcohol, screen use and active transportation. Four focus group interviews with 23 students (12 boys) were conducted to explore how the students experienced the new PE program.Students attending "Motion enjoyment" accrued less steps/day compared to the "Sports enjoyment" group (6661 (5514, 7808) vs.9167 (7945, 10390) steps/day) and reported higher screen use (mean, 3.1; 95% CI, 2.8, 3.5) vs. 2.4 (2.0, 2.9) hours/day). Compared to those attending "Sports enjoyment", a higher number of students attending "Motion enjoyment" reported an irregular meal pattern (adjusted odds ratio, 5.40; 95% confidence interval (CI), 2.28, 12.78), and being a current smoker (12.22 (1.62, 107.95)). The students participating in the focus group interviews emphasized the importance of having competent and engaging teachers, being able to influence the content of the PE program themselves, and that PE classes should include a variety of fun activities.Students selecting "Motion enjoyment" accrued less steps/day and reported overall more unhealthy lifestyle habits, including higher screen time, a more irregular meal pattern and a higher number were current smokers, compared to those selecting "Sports enjoyment". Program evaluation revealed that both groups of students valued competent PE teachers and having influence on the content of the PE program.

Dataset Information

How Years of Sport Training Influence the Level of Moral Competences of Physical Education and Sport Students.

Background

Methods

Results

Conclusions

Publications

How Years of Sport Training Influence the Level of Moral Competences of Physical Education and Sport Students.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets