Αναζητήσεις στη Φυσική Αγωγή & τον Αθλητισµό τόµος 4 (1), 114 – 124

∆ηµοσιεύτηκε: 30 Απριλίου 2006

Inquiries in Sport & Physical Education Volume 4 (1), 114 - 124

Released: April 30, 2006

Εγκυρότητα Κλίµακας και Αξιολόγηση Στάσεων Μαθητών Έναντι των Ηλεκτρονικών Υπολογιστών. Σύγκριση µε Στάσεις ως προς τη Φυσική Αγωγή και τη Φυσική ∆ραστηριότητα των Μαθητών

Παναγιώτης Αντωνίου, Χαρίκλεια Πάτση, Ευάγγελος Μπεµπέτσος & Γεωργία Υφαντίδου

ΤΕΦΑΑ, ∆ηµοκρίτειο Πανεπιστήµιο Θράκης

Περίληψη

Σκοπός της παρούσας έρευνας ήταν να εξεταστεί εάν η χρήση των νέων τεχνολογιών επηρεάζει ή όχι τη φυσική δραστηριότητα των µαθητών. Στην έρευνα συµµετείχαν 252 µαθητές λυκείου, ηλικίας 17± 2 ετών. Για την εξέταση του χρόνου χρήσης του υπολογιστή και του χρόνου ενασχόλησης µε φυσικές δραστηριότητες, χρησιµοποιήθηκε ένα ηµερολόγιο καταγραφής των δραστηριοτήτων για 26 ηµέρες, το οποίο διανεµήθηκε µαζί µε τα ερωτηµατολόγια.Από τα αποτελέσµατα επιβεβαιώθηκε η αξιοπιστία και η εγκυρότητα της κλίµακας στάσεων ως προς τους υπολογιστές. Η παραγοντική ανάλυση αποκάλυψε τους εξής τέσσερις παράγοντες α) Επίδραση, β) Γνώση, γ) Παρόρµηση ή συµπεριφορά, δ) Αντιλαµβανόµενη συµπεριφορά ελέγχου. Ακόµη δεν υπήρξαν διαφορές µεταξύ αγοριών και κοριτσιών στις στάσεις ως προς τους υπολογιστές. Και τα δύο φύλα εξέφρασαν την άποψη ότι µε τον υπολογιστή οργανώνουν καλύτερα τις εργασίες τους και ότι δεν τους φοβίζει η χρήση του.Επίσης δεν υπήρξαν διαφορές µεταξύ αγοριών και κοριτσιών στις στάσεις ως προς τη ΦΑ. Ίσως λόγω του ότι ξεκινούν τον αθλητισµό από νεαρή ηλικία, πιθανόν έτσι να υιοθετούν θετικές στάσεις ως προς την άσκηση µε αποτέλεσµα να µην παρατηρούνται διαφορές στις απόψεις τους.Τέλος ήταν περισσότερο επιθυµητό για τους µαθητές να περιηγούνται στο διαδίκτυο και να παίζουν παιχνίδια στον υπολογιστή, από το να ασχολούνται µε κάποια φυσική δραστηριότητα.

Λέξεις κλειδιά: εγκυρότητα, στάσεις, νέες τεχνολογίες, υπολογιστές, φυσική αγωγή

Relation between Parent’s and Children’s Physical Activity in Urban Regions of North Greece

Christina Petraki, Vassiliki Derri, Stergios Gaintatzis, & Nikolaos Aggeloussis

Department of Physical Education & Sport Science, Democritus University of Thrace, Komotini, Hellas

Abstract

The purpose of the present study was to identify a) the relation between mother-child and father-child

physical activity, b) the effect of gender and age in the above relation, and c) the possibility to predict child’s physical activity through that of the mother and the father. Participants were, 139 fifth and sixth grade children,10 to 12 years of age (M=11.5,SD=0.6),and their parents. Physical activity of both parents and children was assessed with the Bouchard Three Day Physical Activity Record (Bouchard, 1997).Correlation analysis revealed a significant relation only between the mother’s and the child’s weekly energy expenditure (r=.29,p<.01).Therefore,the father’s physical activity did not account for the variance of children’s physical activity while mother’s physical activity accounted for the 8% of this variance (p<.01).Also, the total energy expenditure of girls (r=.33,p<.05) and older children (r=.27,p<.05)was related to that of their mother’s. It seems that children’s physical activity is related but not depended on the physical activity of their mother’s.

Key words: energy expenditure, socialization, social learning, elementary school children

The Effect of Different Types of Feedback on Skill Acquisition in Volleyball

Karolina Barzouka, Nikos Bergeles, & Dimitris Hatziharistos

Laboratory of Sport Pedagogy and Didactic,

Department of Physical Education & Sport Science, University of Athens, Hellas

Abstract

Feedback that is being provided in the form of instructional cues and model observation has systematically been used for skill acquisition.The purpose of this study was to examine the effect of feedback provided with instructional cues together with simultaneous model observation and self modeling on volleyball skill acquisition. Fifty three high-school female pupils aged 12 to 15 were randomly assigned into 3 groups and received a common intervention program of 12 practice sessions for the learning of Service. Feedback for participants in the 1st and 2^nd group was provided with different type of model demonstration, whereas all groups received verbal instructions. The outcome and technique in Serviсe were evaluated before and after the completion of the intervention program, as well as during the retention phase. Results showed equivalent improvement only in technique (p<.01) but not in outcome. In conclusion,it appears that every type of augmented feedback provided with instructional cues and model observation is effective for motor skill acquisition.

Key words: feedback, observation, learning, model

Development of a Student Behavior Rating Scale According to Hellisons’ Model

Maria Nikopoulou, George Tsitskaris, George Doganis & Efthimis Kioumourtzoglou

Department of Physical Education and Sports Sciences, Aristotle University of Thessaloniki, Hellas

Department of Physical Education & Sport Science, Democritus University of Thrace, Komotini, Hellas

Abstract

The purpose of the study was to develop, validate and establish the reliability of a student behavior rating scale both during physical education (PERS) and classroom lessons (CRS), according to Hellison’s model. Firstly, relevant behaviors were collected and given to three Sport Psychology professors for the evaluation of content validity. Secondly, 264 students of a Multicultural High school completed the final PERS in order to test the construct validity and reliability of the scale. Results from the factor analysis yielded six factors, accounting for 74.78% of the variance. Coefficient Alpha reliability appeared to be high for the factors: Irresponsibility (a=.81), Cooperation (a=.80), Goal (a=.82), Effort (a=.84) and medium for the Participation (a=.74) and Assistance (a = .62). Third, two teachers modified the physical education rating scale with behaviors that students show during classroom lessons (CRS). The CRS were given to four high school teachers who evaluated 92 students, 23 each. The factor analysis of teachers’ evaluation revealed five factors, accounting for 73.4% of the variance. Coefficient Alpha reliability appeared to be high for most of the factors: Participation (a= .97), Irresponsibility (a=.92),Cooperation (a=.93),Multicultural Cooperation (a= .94) and medium for Assistance (a=.79).

Key words: personal responsibility, social responsibility, factor analysis, physical education