O objetivo desta pesquisa, de delineamento quase-experimental, foi investigar os efeitos de um Programa de Intervenção Motora, em crianças obesas e não-obesas, nos parâmetros motores, nutricionais e psicossociais. A amostra desta pesquisa foi de 78 crianças (38 crianças do grupo interventivo e 40 crianças do grupo controle), com idades de 5 a 7 anos. Para as avaliações das crianças, foram utilizadas a avaliação antropométrica, tendo como referência os padrões do National Center for Health and Statistics; a avaliação motora no teste e em contexto de aprendizagem, por meio do Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); a escala Pictorial Scale of Perceived Competence and Acceptance for Young Children (HARTER; PIKE, 1980); e as categorias descritoras de respostas (RINK, 1996). O programa foi desenvolvido em 28 semanas, implementando os pressupostos da estrutura TARGET à aprendizagem das habilidades motoras básicas. General Linear Model com medidas repetidas no fator tempo foi conduzido para avaliar os efeitos do programa no estado nutricional, no desempenho motor, nos níveis de percepção de competência e nas categorias descritoras de respostas. Análise de variância com medidas repetidas no fator tempo, delta e significância do delta por meio de One Way ANOVA foram utilizadas para avaliar o impacto da intervenção. Os resultados quanto ao estado nutricional do grupo interventivo evidenciaram mudanças significativas no IMC (p = 0,000) da pré para a pós-intervenção. No grupo controle, mudanças significativas não foram encontradas (p = 0,383). No desempenho motor geral, houve diferenças significativas entre os grupos interventivo e controle (p =0,000). As crianças do grupo interventivo apresentaram um aumento de 22 pontos no quociente motor do teste, enquanto que as crianças do grupo controle tiveram um aumento médio de 3,22 pontos. Com relação ao desempenho motor em contexto de aprendizagem motora, mudanças significativas foram encontradas da pré para a pósintervenção, nas crianças obesas (p = 0,000) e não-obesas (p = 0,007). No somatório de percepção de competência, o grupo interventivo mudou significativamente da pré para a pós-intervenção (p = 0,000); ao passo que, no grupo controle, mudanças não foram encontradas do pré para a pós (p = 0,238). Quanto ao engajamento motor de forma apropriada com sucesso na ação motora, mudanças significativas foram encontradas da pré para a pós-intervenção nas crianças obesas (p = 0,000) e nãoobesas (p = 0,000). Conclui-se que a implementação de um Programa de Intervenção Motora, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais das crianças obesas e nãoobesas, promove ganhos nos parâmetros motores, nutricionais e psicossociais que efetivam o engajamento das crianças nas mais variadas práticas motoras. / The purpose of the present study, with a quasi-experimental design, was to investigate the effects of the Motor Intervention Program, in obese and nonobese children, on motor, nutritional, and psychosocial parameters. The sample was composed of 78 children (38 in the intervention group and 40 in control group), aged 5-7 yr. The children were assessed using the anthropometrical assessment, based on the National Center for Health and Statistics patterns; the motor assessment in test and learning environment, conducting the Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); the Pictorial Scale of Perceived Competence and Acceptance for Young Children scale (HARTER; PIKE, 1980); and the descriptive response categories (RINK, 1996). The program was carried out in 28 weeks and implemented the TARGET structure assumptions to the learning of basic motor skills. General Linear Model with repeated measures on the time factor was conducted to assess the program effects on nutritional status, motor development, perceived competence levels, and descriptor response categories. Analysis of variance with repeated measures on the time factor, delta, and delta significance using One Way ANOVA were used to assess the intervention impact. The results regarding the intervention group’s nutritional status evidenced significant changes in BMI (p = 0.000) from pre- to post-intervention. In control group, no significant changes were found (p = 0.383). In general motor development, significant changes (p =0.000) between intervention and control groups were observed. Children in the intervention group showed a 22-point increase in the test motor quotient, whereas children in control group experienced an average increase of 3.22 points. Concerning motor development in motor learning environment, significant changes were found from preto post-intervention, in obese (p = 0.000) and nonobese children (p = 0.007). In the summation of perceived competence, the intervention group significantly changed from preto post-intervention (p = 0.000); whereas, in control group, no changes were found from preto post-intervention (p = 0,238). Concerning successful appropriate motor engagement in motor action, significant changes were found from pre- to post-intervention in obese (p = 0.000) and nonobese (p = 0.000) children. It was concluded that the implementation of a Motor Intervention Program based on effective methodological proposals that are suitable for obese and nonobese children’ real needs fosters motor, nutritional, and psychosocial gains that reinforce children engagement in the most varied motor activities.

O objetivo desta pesquisa, de delineamento quase-experimental, foi investigar os efeitos de um Programa de Intervenção Motora, em crianças obesas e não-obesas, nos parâmetros motores, nutricionais e psicossociais. A amostra desta pesquisa foi de 78 crianças (38 crianças do grupo interventivo e 40 crianças do grupo controle), com idades de 5 a 7 anos. Para as avaliações das crianças, foram utilizadas a avaliação antropométrica, tendo como referência os padrões do National Center for Health and Statistics; a avaliação motora no teste e em contexto de aprendizagem, por meio do Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); a escala Pictorial Scale of Perceived Competence and Acceptance for Young Children (HARTER; PIKE, 1980); e as categorias descritoras de respostas (RINK, 1996). O programa foi desenvolvido em 28 semanas, implementando os pressupostos da estrutura TARGET à aprendizagem das habilidades motoras básicas. General Linear Model com medidas repetidas no fator tempo foi conduzido para avaliar os efeitos do programa no estado nutricional, no desempenho motor, nos níveis de percepção de competência e nas categorias descritoras de respostas. Análise de variância com medidas repetidas no fator tempo, delta e significância do delta por meio de One Way ANOVA foram utilizadas para avaliar o impacto da intervenção. Os resultados quanto ao estado nutricional do grupo interventivo evidenciaram mudanças significativas no IMC (p = 0,000) da pré para a pós-intervenção. No grupo controle, mudanças significativas não foram encontradas (p = 0,383). No desempenho motor geral, houve diferenças significativas entre os grupos interventivo e controle (p =0,000). As crianças do grupo interventivo apresentaram um aumento de 22 pontos no quociente motor do teste, enquanto que as crianças do grupo controle tiveram um aumento médio de 3,22 pontos. Com relação ao desempenho motor em contexto de aprendizagem motora, mudanças significativas foram encontradas da pré para a pósintervenção, nas crianças obesas (p = 0,000) e não-obesas (p = 0,007). No somatório de percepção de competência, o grupo interventivo mudou significativamente da pré para a pós-intervenção (p = 0,000); ao passo que, no grupo controle, mudanças não foram encontradas do pré para a pós (p = 0,238). Quanto ao engajamento motor de forma apropriada com sucesso na ação motora, mudanças significativas foram encontradas da pré para a pós-intervenção nas crianças obesas (p = 0,000) e nãoobesas (p = 0,000). Conclui-se que a implementação de um Programa de Intervenção Motora, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais das crianças obesas e nãoobesas, promove ganhos nos parâmetros motores, nutricionais e psicossociais que efetivam o engajamento das crianças nas mais variadas práticas motoras. / The purpose of the present study, with a quasi-experimental design, was to investigate the effects of the Motor Intervention Program, in obese and nonobese children, on motor, nutritional, and psychosocial parameters. The sample was composed of 78 children (38 in the intervention group and 40 in control group), aged 5-7 yr. The children were assessed using the anthropometrical assessment, based on the National Center for Health and Statistics patterns; the motor assessment in test and learning environment, conducting the Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); the Pictorial Scale of Perceived Competence and Acceptance for Young Children scale (HARTER; PIKE, 1980); and the descriptive response categories (RINK, 1996). The program was carried out in 28 weeks and implemented the TARGET structure assumptions to the learning of basic motor skills. General Linear Model with repeated measures on the time factor was conducted to assess the program effects on nutritional status, motor development, perceived competence levels, and descriptor response categories. Analysis of variance with repeated measures on the time factor, delta, and delta significance using One Way ANOVA were used to assess the intervention impact. The results regarding the intervention group’s nutritional status evidenced significant changes in BMI (p = 0.000) from pre- to post-intervention. In control group, no significant changes were found (p = 0.383). In general motor development, significant changes (p =0.000) between intervention and control groups were observed. Children in the intervention group showed a 22-point increase in the test motor quotient, whereas children in control group experienced an average increase of 3.22 points. Concerning motor development in motor learning environment, significant changes were found from preto post-intervention, in obese (p = 0.000) and nonobese children (p = 0.007). In the summation of perceived competence, the intervention group significantly changed from preto post-intervention (p = 0.000); whereas, in control group, no changes were found from preto post-intervention (p = 0,238). Concerning successful appropriate motor engagement in motor action, significant changes were found from pre- to post-intervention in obese (p = 0.000) and nonobese (p = 0.000) children. It was concluded that the implementation of a Motor Intervention Program based on effective methodological proposals that are suitable for obese and nonobese children’ real needs fosters motor, nutritional, and psychosocial gains that reinforce children engagement in the most varied motor activities.

O objetivo desta pesquisa, de delineamento quase-experimental, foi investigar os efeitos de um Programa de Intervenção Motora, em crianças obesas e não-obesas, nos parâmetros motores, nutricionais e psicossociais. A amostra desta pesquisa foi de 78 crianças (38 crianças do grupo interventivo e 40 crianças do grupo controle), com idades de 5 a 7 anos. Para as avaliações das crianças, foram utilizadas a avaliação antropométrica, tendo como referência os padrões do National Center for Health and Statistics; a avaliação motora no teste e em contexto de aprendizagem, por meio do Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); a escala Pictorial Scale of Perceived Competence and Acceptance for Young Children (HARTER; PIKE, 1980); e as categorias descritoras de respostas (RINK, 1996). O programa foi desenvolvido em 28 semanas, implementando os pressupostos da estrutura TARGET à aprendizagem das habilidades motoras básicas. General Linear Model com medidas repetidas no fator tempo foi conduzido para avaliar os efeitos do programa no estado nutricional, no desempenho motor, nos níveis de percepção de competência e nas categorias descritoras de respostas. Análise de variância com medidas repetidas no fator tempo, delta e significância do delta por meio de One Way ANOVA foram utilizadas para avaliar o impacto da intervenção. Os resultados quanto ao estado nutricional do grupo interventivo evidenciaram mudanças significativas no IMC (p = 0,000) da pré para a pós-intervenção. No grupo controle, mudanças significativas não foram encontradas (p = 0,383). No desempenho motor geral, houve diferenças significativas entre os grupos interventivo e controle (p =0,000). As crianças do grupo interventivo apresentaram um aumento de 22 pontos no quociente motor do teste, enquanto que as crianças do grupo controle tiveram um aumento médio de 3,22 pontos. Com relação ao desempenho motor em contexto de aprendizagem motora, mudanças significativas foram encontradas da pré para a pósintervenção, nas crianças obesas (p = 0,000) e não-obesas (p = 0,007). No somatório de percepção de competência, o grupo interventivo mudou significativamente da pré para a pós-intervenção (p = 0,000); ao passo que, no grupo controle, mudanças não foram encontradas do pré para a pós (p = 0,238). Quanto ao engajamento motor de forma apropriada com sucesso na ação motora, mudanças significativas foram encontradas da pré para a pós-intervenção nas crianças obesas (p = 0,000) e nãoobesas (p = 0,000). Conclui-se que a implementação de um Programa de Intervenção Motora, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais das crianças obesas e nãoobesas, promove ganhos nos parâmetros motores, nutricionais e psicossociais que efetivam o engajamento das crianças nas mais variadas práticas motoras. / The purpose of the present study, with a quasi-experimental design, was to investigate the effects of the Motor Intervention Program, in obese and nonobese children, on motor, nutritional, and psychosocial parameters. The sample was composed of 78 children (38 in the intervention group and 40 in control group), aged 5-7 yr. The children were assessed using the anthropometrical assessment, based on the National Center for Health and Statistics patterns; the motor assessment in test and learning environment, conducting the Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); the Pictorial Scale of Perceived Competence and Acceptance for Young Children scale (HARTER; PIKE, 1980); and the descriptive response categories (RINK, 1996). The program was carried out in 28 weeks and implemented the TARGET structure assumptions to the learning of basic motor skills. General Linear Model with repeated measures on the time factor was conducted to assess the program effects on nutritional status, motor development, perceived competence levels, and descriptor response categories. Analysis of variance with repeated measures on the time factor, delta, and delta significance using One Way ANOVA were used to assess the intervention impact. The results regarding the intervention group’s nutritional status evidenced significant changes in BMI (p = 0.000) from pre- to post-intervention. In control group, no significant changes were found (p = 0.383). In general motor development, significant changes (p =0.000) between intervention and control groups were observed. Children in the intervention group showed a 22-point increase in the test motor quotient, whereas children in control group experienced an average increase of 3.22 points. Concerning motor development in motor learning environment, significant changes were found from preto post-intervention, in obese (p = 0.000) and nonobese children (p = 0.007). In the summation of perceived competence, the intervention group significantly changed from preto post-intervention (p = 0.000); whereas, in control group, no changes were found from preto post-intervention (p = 0,238). Concerning successful appropriate motor engagement in motor action, significant changes were found from pre- to post-intervention in obese (p = 0.000) and nonobese (p = 0.000) children. It was concluded that the implementation of a Motor Intervention Program based on effective methodological proposals that are suitable for obese and nonobese children’ real needs fosters motor, nutritional, and psychosocial gains that reinforce children engagement in the most varied motor activities.

O objetivo desse estudo foi verificar a mútua relação entre percepção de competência e aprendizagem motora. Para isso, 60 indivíduos entre 18 e 35 anos de idade, de ambos os sexos, inexperientes na habilidade forehand open space do tênis de campo foram divididos em três grupos de acordo com o preenchimento do questionário PSPP de percepção de competência: (1) alta percepção, (2) média percepção e (3) baixa percepção. Ainda, cada grupo foi subdividido de acordo com a possibilidade de controlar ou não uma determinada variável que afeta a aprendizagem motora, o estabelecimento de meta. Desta forma, os três grupos foram subdivididos em grupo escolha (auto-estabelecimento de meta) e grupo espelho (meta estabelecida pelo instrutor). A tarefa consistiu no forehand do tênis de campo com o objetivo de acertar um alvo redondo posicionado na quadra adversária. Foram três blocos de 20 tentativas durante três dias de aquisição e um teste de transferência, alterando a velocidade da bolinha, aplicado 10 minutos após o último bloco de tentativas da fase de aquisição. Os indivíduos preencheram o PSPP, todos os dias antes da prática e, no último dia antes e após a prática. Os resultados mostraram que a percepção de competência influenciou a aprendizagem motora de maneira que, indivíduos com alta percepção de competência aprenderam melhor que indivíduos de baixa percepção de competência. E, que o inverso não ocorreu, isto é, a aprendizagem motora não afetou a percepção de competência. Além disso, verificou-se que os grupos espelho obtiveram melhores desempenhos e superiores percepções de competência quando comparados aos grupos escolha / The aim of this study was to verify the mutual relationship between perceived competence and motor learning. For this purpose, 60 individuals between 18 and 35 years of age, of both sexes, inexperienced in the forehand open space skill of the tennis were divided into three groups according to the questionnaire PSPP of perceived competence: (1) high perception, (2) average perception and (3) low perception. Still, each group was subdivided by considering the possibility to control or not a particular variable that affects motor learning, the goal setting. Thus, they were divided into choice group (target of self-establishment) and yoked group (target set by the instructor). The task consisted in the forehand of the tennis field in order to hit a target positioned round the opponent\'s court. There were three blocks of 20 trials over three days of acquisition and a transfer test by changing the speed of the ball. This test was applied 10 minutes after the last block of trials of the acquisition phase. The participants answered the PSPP every day before the practice, and on the last day before and after practice. Results showed that the perception of competence influenced the motor learning so that individuals with high level of perceived competence learned better than those individuals with low levels of perceived competence. And, the inverse did not occur, i.e., motor learning did not affect the perception of competence. Furthermore, it was found that the yoked groups had better performances and higher levels of perceptions when compared to choice groups

No description available.

The use of instructional technologies has an impact on students' content acquisition and adds to class performance (Baylor and Ritchie, 2002). However, Beggs (2000) notes that research has shown that it is not only the technology that is important, but also how it is used that improves learning and increases pupils' interest. In view of this, since not much was known about the use of technologies in teacher training colleges in Malawi, this study was designed to establish how instructional technologies were used by tutors in those colleges. The technologies studied were chalkboards, flip charts, overhead projectors, videos, computers, and local resources from the environment. The research questions were (a) How often did tutors use instructional technologies in their teaching? (b)What reasons did tutors have for using and not using instructional technologies in their teaching? (c)How did college tutors perceive their competence levels in using instructional technologies? (d)What attitudes did the college tutors have towards the use of instructional technologies? (e)What did tutors consider important factors in influencing their use of instructional technologies? The sample consisted of tutors from Karonga, Lilongwe, St. Joseph's, Blantyre, and Montfort Teacher Training Colleges, who completed a survey designed to address the research questions. In addition to the tutors, a snapshot study was conducted with faculty at Domasi College of Education to establish how use of computer technology was established and sustained and what lessons could be learned that could assist the teacher training colleges as they encourage computer use among their tutors. The results of the survey that was conducted with the tutors revealed that there was infrequent use of higher order instructional technologies i.e. overhead projectors, videos, and computers, which was attributed to lack of training, unavailability of the technologies, and lack of maintenance. The failure to use the locally available resources by some of the tutors was attributed to lack of creative thinking as well as lack of initiative to use the local environment in their teaching. Constant training and peer support on how to use the instructional technologies are some of the lessons to be learned from Domasi College of Education. The study concludes with a suggested process for how government and the teacher training institutions can work collaboratively to maximize the use of instructional technologies in the teaching and learning process for prospective teachers. Several possibilities for further research on the use of instructional technologies have been highlighted. / Ph. D.

Abstract Background As future physical education teachers there is an interest in creating lessons that makes the pupils committed to the subject. The National Agency for Education describes in its curriculum for PE that the subject aim to ensure that pupils develop a long term interest in physical activity (Skolverket, 2011). As a teacher in PE there is different ways to achieve the National Agency goals. Interesting is how the motivation climate that the teacher creates affects the student's perceived- joy and competence, which in turn can contribute to a long term interest in the subject. Purpose This study aims to investigate the impact various motivational climates have on the student perceived- competence and joy. The study is targeted against the high school education of physical education. Method The method used to examining the issues was quantitative in the form of polls. A total of 55 persons participated in the survey. The participants were high school students in the grades 7, 8 and 9. Result The results showed that a motivational climate that was perceived as highly task-orientated was the motivational climate that got students to feel the most joy and competence. Overall, the results show that boys felt more competent and joyous than girls. Discussion The results from this study are similar to what previous researches had already concluded. But whether the perceived joy is a result of the perceived competence or the perceived motivational climate must be examined more closely. Nevertheless, it is the highly perceived task-oriented motivational climate that have the greatest effect on perceived- joy and competence. / Sammanfattning Bakgrund Som framtida idrottslärare finns det ett intresse i att skapa lektioner som får eleven engagerad i ämnet. Skolverket beskriver i sin kursplan hur undervisningen i Idrott & Hälsa ska syfta till att eleven utvecklar ett långsiktigt intresse för fysisk aktivitet (Skolverket, 2011). Som idrottslärare kan du då på olika sätt och med olika förutsättningar påverka utfallet att skolverket mål. Intressant är hur det motivationsklimat som läraren skapar påverkar elevens upplevda glädje- och kompetens, som i sin tur också kan bidra till ett långsiktigt intresse för ämnet. Syfte Den här studiens syfte är att undersöka de upplevda motivationsklimatens påverkan på elevens upplevda- kompetens och glädje. Studien riktade sig mot undervisningen i Idrott & Hälsa på högstadiet. Metod Metoden för att undersöka frågeställningarna var kvantitativ i form av enkäter. Totalt deltog 55 stycken i enkätundersökning. Deltagarna var högstadieelever i årskurs- 7, 8 och 9. Resultat Resultatetvisade på att det motivationsklimat som eleverna upplevde som högt uppgiftsorienterat var det motivationsklimat som eleverna upplevde mest glädje och kompetens i. Överlag så upplever sig pojkarna som mer kompetenta och glädjefyllda än flickorna. Diskussion Resultatet från den här studien liknar vad tidigare forskning redan kommit fram till. Men huruvida den upplevda glädjen är ett resultat av den upplevda kompetensen eller det upplevda motivationsklimatet måste undersökas närmare. Trots det är det högt upplevda uppgiftsorienterade motivationsklimatet är det motivationsklimat som har störst effekt på upplevd- glädje och kompetens.

<p>Students hold a number of personal theories about education that influence motivation and achievement in the classroom: theories about their own abilities, knowledge, and the learning process. Therefore, college instructors have a great interest in helping to develop adaptive personal theories in their students. The current studies investigated whether specific messages that instructors send in college classroom might serve as a mechanism of personal theory development. Across 2 studies, 17 college instructors and 401 students completed surveys assessing their personal theories about education at the beginning and end of college courses. Students and instructors reported hearing and sending many messages in the classroom, including instructor help messages, conciliatory messages, uncertainty in the field messages, differential ability messages and generalized positive and negative feedback. Between-class and within-class differences in message reports were associated with students’ personal theories at the end of their courses, controlling for initial personal theories. Students’ initial personal theories were also related to the messages students reported hearing. The findings demonstrate the utility of assessing non-content messages in college classrooms as potential mechanisms for changing students’ personal theories in college. Implications for research and practice are discussed.</p> / Dissertation

The purpose of the present study was fourfold: First, to understand pre-service counselors&rsquo / primary sources of sexuality information / second, to examine pre-service counselors&rsquo / perceived competence level of providing sexuality related information to their clients / third, to identify pre-service counselors&rsquo / need to obtain more information on sexuality related topics, and finally, to assess pre-service counselors&rsquo / attitudes toward sexuality. Demographic Data Form, Sexuality Information Form, and Turkish version of the Sexual Knowledge and Attitude Test for Adolescents (SKAT-A) - Attitude Section were used as the data collection instuments. The data were gathered from 552 undergraduate students, recruited from three State universities that offer Psychological Counseling and Guidance undergraduate program in Ankara, Turkey. The results of the study revealed that mothers and peers were cited as the primary sources by pre-service counselors. School/teacher, educational materials, and TV/movie were also mentioned as the important sources of information in relatively a few sexuality related topics. Moreover, female and male pre-service school counselors&rsquo / perceived competence level of providing information to their clients was higher among students who are about to finish their education compared to those who are at first or second year of his/her education in many sexuality topics. The findings also yielded that the majority of the females primarily need more information regarding sexual activities, whereas the majority of the males mainly need more information regarding society, culture, and sexuality. The results of MANOVA demonstrated that freshman and sophomore students reported more conservative masturbation, conventional morality, and homosexuality attitudes in comparison with either of the junior and senior students. Furthermore, female pre-service counselors held more liberal homosexuality attitudes than male pre-service counselors. The results indicated no significant differences with respect to gender and mother education as well as gender and father education of pre-service counselors and their masturbation, conventional morality, pornography, and homosexuality attitudes. Additionally, results showed that pre-service counselors who received previous sexuality education endorsed more liberal masturbation, conventional morality, and homosexuality attitudes as compared with pre-service counselors who did not receive any education.

The current meta-analysis compares the self-concepts and perceived competencies of gifted and nongifted students. Gifted and nongifted students’ beliefs about themselves differ across six domains. Using meta-analytic methods to synthesize the results of 37 studies, this meta-analysis shows that gifted students score significantly higher than nongifted students on measures of perceived academic and behavioral competence. Gifted students score significantly lower than nongifted students in perceived athletic competence. The small degree of difference between groups in the appearance, global, and social domains suggest that gifted students are not at significant advantage or disadvantage in these areas. Moderator variables such as grade level and measure account for systematic differences between gifted and nongifted students’ academic and behavioral perceptions of competence. The current study concludes with recommendations and guidelines for future self-concept and perceived competence research.