Realization of the Purposes of Affective (Emotional) Domain of Physical Education among Male High School Students

Document Type : original article

Authors

1 PhD Student in Motor Behavior, Department of Sport Sciences and Health, University of Tehran.

2 Department of Sports Physiology, Faculty of Sports Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.

3 Associate Professor, Faculty of Sport Sciences and Health, University of Tehran.

4 English Language Teacher. PhD in TEFL, Farhangian University, Tehran.

Abstract

Background: Training the emotional domain through physical activities and movement is considered a novel approach. Physical education offers numerous opportunities for students to engage with educational goals, making it one of the most effective methods or teaching tools for developing emotional awareness. This study investigates the realization of the affective (emotional) domain objectives in physical education among male high school students.
Methods: The research was conducted using a field-based, descriptive method. The measurement tool employed was an attitude scale developed by the researcher specifically for physical education, with confirmed validity and reliability. The statistical population consisted of male high school students in Yazd, with a sample of 380 participants.
Results: The study's findings indicated that the mean and standard deviation of the participants' responses to the physical education attitude scale reflect their levels of interest and attention toward the physical education course. According to the results, questions 8 (failure to observe general safety principles) and 15 (failure to comply with rules and regulations) had the lowest mean scores (3 and 3.1), highlighting challenges in these areas. In contrast, question 16 (respect for elders) received the highest mean score (4.6), demonstrating its significance and importance to students. Moreover, the results of the chi-square analysis showed that the observed number of participants in the high and low groups compared to the expected number (161) was significantly different (χ² (1, 381) = 272.9, P < 0.001), with an effect size of 0.72. These results indicate that the emotional (attitudinal) development goal of physical education has been effectively achieved among the students fostering a positive attitude toward physical education.
Conclusion: Consequently, it is recommended that educators continue to prioritize the emotional aspects of physical education and implement necessary measures to further support this objective.

Keywords

References

  1. Kuzik N, da Costa BG, Hwang Y, Verswijveren SJ, Rollo S, Tremblay MS, et al. School-related sedentary behaviours and indicators of health and well-being among children and youth: a systematic review. International Journal of Behavioral Nutrition and Physical Activity. 2022 Apr 5;19(1):40.
  2. Dai DY, Li X. A multi-case study of accelerated trajectories of science talent development: Matthew effects re-examined. Gifted Education International. 2023 May;39(2):148-67.
  3. Manninen M, Campbell S. The effect of the Sport Education Model on basic needs, intrinsic motivation and prosocial attitudes: A systematic review and multilevel meta-analysis. European Physical Education Review. 2022 Feb;28(1):78-99.
  4. Yumashev A, Berestova A, Derinov A, Medvedev I, Philippova A. Physical education and its influence on emotional and mental development of pre-schoolers. International journal of early years education. 2022 Oct 2;30(4):986-97.
  5. Nau T, Bauman A, Smith BJ, Bellew W. A scoping review of systems approaches for increasing physical activity in populations. Health Research Policy and Systems. 2022 Sep 29;20(1):104.
  6. Davids N, Waghid Y. On the Controversy of Democratic Citizenship and Its Implications for University Education. University Education, Controversy and Democratic Citizenship. 2020:167-77.
  7. Rhodes RE, Hausenblas HA, Rebar AL. Psychology of physical activity and sedentary behavior. Jones & Bartlett Learning; 2023 Mar 8.
  8. Gharakhanlou R, Wesselmann L, Rademacher A, Lampit A, Negaresh R, Kaviani M, et al. Exercise training and cognitive performance in persons with multiple sclerosis: a systematic review and multilevel meta-analysis of clinical trials. Multiple Sclerosis Journal. 2021 Nov;27(13):1977-93.
  9. Park AH, Zhong S, Yang H, Jeong J, Lee C. Impact of COVID-19 on physical activity: A rapid review. Journal of global health. 2022;12.
  10. Brown LR, Holyoke L, Hunter-Johnson Y, McNamara B. American Association for Adult and Continuing Education: 2022 Conference Proceeding (Milwaukee, WI, October 11-14, 2022). American Association for Adult and Continuing Education. 2022.
  11. Ayatizade Tafti F, Zaheri M, Babaei Mazreno AA. The Effect of a Course of Bray tonic Exercises on Improving Oppositional Disobedience and Anxiety in Children with Attention Deficit Hyperactivity Disorder. Exercise Physiology and Performance. 2023 Dec 1;1(2).
  12. Sherrington K. Mental Health and Physical Activity Among Undergraduate Students in a Quality of Living Course During the COVID-19 Pandemic (Doctoral dissertation, Université d'Ottawa/University of Ottawa).
  13. Moemeni Piri S, Hashemi Afosi M, Rezaeinasab A, Noroozi S, Maghboli S, Babai Mazreno A. The effects of physical education course on mental health of students in Bu-Ali Sina University, Hamedan-Iran. International Journal of Pediatrics. 2015 Mar 1;3(2.1):67-73.
  14. Johnson D, Letchumanan V, Thum CC, Thurairajasingam S, Lee LH. A microbial-based approach to mental health: the potential of probiotics in the treatment of depression. Nutrients. 2023 Mar 13;15(6):1382.
  15. Zhou L, Liang W, He Y, Duan Y, Rhodes RE, Lippke S, et al. A school-family blended multi-component physical activity program for Fundamental Motor Skills Promotion Program for Obese Children (FMSPPOC): protocol for a cluster randomized controlled trial. BMC Public Health. 2023 Feb 20;23(1):369.
  16. Suh YM, Huh S. An EFL Model of Critical Literacies: Adapted and Reshaped from Previous Studies. English Teaching. 2023;78(4):323-45.
  17. Rashidi Birgani H, Niknami S. Effect of oral health education on adoption of dental caries preventive behaviors among elementary students using combined training. Health Education and Health Promotion. 2019 Mar 10;7(1):1-7.
  18. García-Hermoso A, Alonso-Martínez AM, Ramírez-Vélez R, Pérez-Sousa MÁ, Ramírez-Campillo R, Izquierdo M. Association of physical education with improvement of health-related physical fitness outcomes and fundamental motor skills among youths: a systematic review and meta-analysis. JAMA pediatrics. 2020 Jun 1;174(6):e200223-.
  19. Dudley DA, Okely AD, Cotton WG, Pearson P, Caputi P. Physical activity levels and movement skill instruction in secondary school physical education. Journal of Science and Medicine in Sport. 2012 May 1;15(3):231-7.
  20. Ziaee A, Aghaei N, Saffari M, Zenouz RY, Van Hilvoorde I. Future drivers of leisure time physical activity in Iran. Physical Culture and Sport. Studies and Research. 2020 Jun 1;86(1):66-80.
  21. Eskandari H, Vahdani Asadi MR, Khodabandelou R. The effects of mobile phone use on students’ emotional-behavioural functioning, and academic and social competencies. Educational Psychology in Practice. 2023 Jan 2;39(1):38-58.
  22. Abdul Rahman A, Teo WP, Chua T, Chia M. Physical Activity as a Tool for Enhancing Learning. InApplying the Science of Learning to Education: An Insight into the Mechanisms that Shape Learning 2024 Jan (1)159-186.
  23. de Bruijn AG, de Greeff JW, Temlali TY, Oosterlaan J, Smith J, Hartman E. Objectively measured physical activity during primary school physical education predicts intrinsic motivation independently of academic achievement level. British journal of educational psychology. 2023 Apr;93:90-112.
Journal of Pediatric Perspectives
Volume 12, Issue 7
July 2024
Pages 18893-18901

Files

Share

How to cite

Statistics