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PERCEIVED DIFFICULTIES IN SPORTS EXERCISES: TYPICAL ASSESSMENT OF SPECIFIC PHYSICAL ABILITIES

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Derbali C., Matoussi F., Elloumi A.
Journal of Physical Education & Health - Social Perspective
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2019
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vol. 8
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issue 14
11-17
EN
We have investigated the relationship between performance in sports exercises and perceived difficulties in physical ability tasks for boys and girls. In order to assess physical abilities in sport, we conducted experiments concerning methods for self-evaluating the difficulty of physical ability required in sports exercises through implementation of creative vaulting tasks in addition to Eurofit and Evareg tests. Based on a hypothesis that specific physical abilities could predict performance in physical education for boys and girls, we distinguished the relationship between genders concerning perceived difficulty for varied ability tasks. Although sporting exercises performance was high among boys rather than girls, there was no significant difference in perceived difficulties of physical tasks between genders. We highlight how perceived difficulties among students appears to have resulted in higher student motivation levels, and increased desire to improve performance for more effective learning and teaching experience. We recommend that methods of perceiving difficulties in sport exercises need more exploration for better practices.
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TEACHING STRATEGIES TO ENHANCE MOTOR SKILLS LEARNING FOR GROUPS OF STUDENTS: THE EFFECTS OF VERBAL AND VISUAL FEEDBACK ON PERFORMANCE IN POLE VAULT PRACTICE

100%
Derbali C., Matoussi F., Elloumi A.
Journal of Physical Education & Health - Social Perspective
|
2018
|
vol. 7
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issue 12
11-28
XX
This paper contributes to the enhancing of a comparative study on the creative implementation of teaching methods in physical education sessions. We aim to determine the evolution of teacher representations related to the understanding of the particular practice of pole vaulting and its teaching by integrating a computer-video element into an educational environment. This study was carried out in two graduate classes of high school including (N = 44) students. These are two groups aged between 15 and 18 (One group of students was provided with verbal and gestural communication, while the other was asked to view a video). The pole vault learning cycle consisted of 14 sessions, divided between two sessions per week. The findings were consistent with the difference between methods of teaching in line with the respective tasks. Through this experiment and feedback from the lessons, we have been able to conclude that the use of Computer Communication Technology and specifically of the element of video footage, contributed to progress in motor learning for the large majority of students from the all group study. This research is open to the understanding and appreciation of how to best design video lectures that encourage learning and the development of knowledge.
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