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The purpose of the present study was to investigate the effects of the implementation of two different teaching styles on students' motivation, lesson satisfaction and their performance in three basketball skills: chest-pass, dribbling, and jump shot. One hundred and six junior high school students (57 boys and 49 girls) aged 12 years old (Μ=12.03±.21) participated in this survey which was held through motor tests and questionnaires. Three groups (including the control group) of students were assigned into two teaching styles: the reciprocal and the self-check style. All scales had acceptable levels of internal consistency. Self-check style group had higher scores concerning intrinsic motivation and identified regulation compared with reciprocal style groups, while reciprocal style group had higher scores concerning autonomy. Overall, both genders improved significantly their performances in all basketball skills, even though boys showed higher scores. Therefore, the indications are that the more pupil-centered teaching styles have a positive influence on children's motor improvement and motivation towards P.E. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore whether a systematic, combined basketball and strengthening training program using the body weight, can improve the performance of adolescent basketball players. The sample consisted of 45 young boys, aged from 11 to 13 years old (11.9±0.7yrs), who were divided into 3 groups: the combined training group (CG), the basketball training group (BG) and a control group (COG). The CG performed a basketball training combined with a strengthening program, while the BG followed only a basketball training program and the COG did not perform regular training. The BG participated in a 3-month basketball training program while the intervention for the CG involved a 3-month program combining basketball training as well as abdominal and dorsal exercises, submersions, push-ups, projections and rises of the feet, jogging backwards and isometric squat-positions. The children's performance in push-ups, submersions, abdominals, mobility, speed, medical ball throwing, endurance, the lower limbs extensor muscles' force and in jumping capacity was evaluated just before and right after the end of the application of the 3-month program. For the statistical elaboration of the data a two way ANOVA analysis of variation was used (group × measure 3×2) with repetitive measuring of the factor "measurement" as well as tukey's analysis whenever necessary. From the elaboration of the results, it was found that there were statistically significant interactions among the factors "measurement" and "groups" in all the tests apart from the mobility and retrogression test. In conclusion, comparing the efficiency of the two programmes, the CG's training program was more efficient, in relation to the other two groups, regarding the improvement in strength of the upper part of the body in young basketball players. [ABSTRACT FROM AUTHOR]

A health education program toward smoking prevention was developed, based on four relevant theories (Social Cognitive Theory, Theory of Planned Behavior, Health Belief Model and Persuasion Theory). For the assessment of the program, 8 intervention studies were carried out. The total number of participants was 1230 students for in 9 different elementary, junior and senior high schools. This review shows that the program was more effective in elementary school than in junior and senior high school. The program was effective in senior high school, when elements about smoking cessation were included. In all intervention studies, knowledge about smoking was improved. Results are discussed according to the effectiveness of the relevant psychological theories used in this program. Future directions and implications are discussed. [ABSTRACT FROM AUTHOR]

Taking theoretical and empirical data into consideration, cooperative learning, if it is applied according to a particular theory and a goaled plan, may a powerful method of learning that strengthens the students' social skills. Contrary to general education, the research related to cooperative learning in physical education is limited. Popular programs that promote cooperative learning in physical education are the Social Responsibility Model, the Sports' Education Model, cooperative activities through Mosston's spectrum of teaching styles, and various cooperative games. While further research seems to be necessary regarding the above models, the development of new theory-based programs is urgent. Moreover, the interventions should aim more to the encouragement of students' cooperative skills. This goal can be easily accomplished by considering particular principles that enhance the students' interaction as well as the benefits of cooperative learning. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the effect of a life skills training program taught in physical education settings on students' self-determination. Of the 73 secondary school participants, 35 comprised the initial experimental group and the 38 the initial control group. After the implementation of the intervention with the initial experimental group, the groups were reversed and the initial control group went on to receive the intervention. The life skills program included goal setting, the positive thinking / self-talk and was carried out in connection with a program for the development of the students' physical fitness. In order to assess students' self-determination, the self-determination questionnaire in physical education (Goudas et al., 2000) was used. The results showed that students' self-determination increased in both groups after the intervention in each part of the study and the improvement retained in the initial experimental group in the second part of the study. In conclusion, teaching life skills through physical education can improve students' self-determination. [ABSTRACT FROM AUTHOR]

The purpose of the present study was the comparison of physical activity (PA) patterns and physical sell-perception, in obese and non-obese children. The sample consisted of 35 non-obese and 34 obese seventh grade children. Objective measurements of PA were collected over a 4-day period using the CSA 7164 accelerometer and specifically a): total daily counts b) daily moderate (3-5,9 METs) physical activity (MVPA) and c) daily vigorous physical activity (≥ 6 METs, VPA). Self-Perception of body appearance, and athletic competence were measured by Harter's (1985) Self-perception Profile for Children. Compared to their non-obese counterparts, obese children exhibited significantly lower daily accumulations of total daily counts, MVPA, and VPA. Obese children reported significantly lower levels of physical sell-perception. The results are consistent with the results of previous research (Rowlands et al., 1999; Trost et al., 2001) suggesting that physical inactivity is an important contributing factor in the maintenance of childhood obesity. Interventions and the organization of systematic practice and counseling for obese and non-obese children will promote PA and reinforce positively their self-perception. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the Physical Activity (P.A.) levels and differences between boys and girls and moreover, to search the differences between Goal Orientations and Perceived Competence. Fifty-eight elementary school students (29 boys and 29 girls), aged between 10-11 years old (M = 10.6 ± .53), participated in the research. Physical activity was objectively measured by the CSA accelerometer at 6 typical Physical Education (P.E.) classes. Students completed the questionnaires concerning psychological parameters before the P.E. lessons. Results indicated mediocre P.A. levels for boys and low for girls. Boys were more active than the girls. They had also higher perceived competence, while there were not presented statistically important differences in goal orientations. Appropriate intervention programs should be developed to support P.E. classes. [ABSTRACT FROM AUTHOR]

Students' satisfaction is among the indices used to evaluate educational programs because it reflects participants' needs and expectations and the degree to which these are fulfilled. The present paper presents two studies. In the first one, fifty nine graduates were asked about their satisfaction regarding factors pertaining to their studies. Regression analysis revealed that total quality of the program could be predicted only by quality of content and acquired knowledge. The second study assessed satisfaction of senior students. Fifty- four students participated in the study. Regression analysis revealed that total quality of the program could be predicted by quality of content and acquired knowledge and also by participants' confidence toward finding a relevant job. In summary, the results suggests that according to graduate and senior students' perceptions the quality of the program is mostly related to the quality of its content. [ABSTRACT FROM AUTHOR]

The purpose of this study was to adapt the questionnaire Teacher's Concerns Questionnaire -- Physical Education (TCQ -- PE; McBride, 1993) to the Greek population and to record the concerns of physical education students (PE) and physical educators for teaching PE at school. Participants were 205 PE students, with mean age 20.44 years, who were enrolled in four PE departments of higher education institutions. In addition, 333 physical educators participated in the study (Mage= 33.39) with mean teaching experience of 2.82 years. Factor analysis revealed two distinct factors (direct and indirect) in the questionnaire. The internal reliability index of the questionnaire was satisfactory. Participants were divided into two groups, A (PE educators) and B (PE students). The comparison between groups showed that the students had significantly higher direct and indirect concerns as compared to the educators. Furthermore, female educators had significantly higher indirect concerns as compared to their male counterparts. In conclusion, the analyses provide preliminary support for the psychometric properties of the questionnaire and the distinction ability between PE students and educators. Nevertheless, further examination is warranted in order to obtain additional information concerning the difficulties of PE teaching. [ABSTRACT FROM AUTHOR]

The purpose of this research was to assess service quality in the area of sports and recreation (animation) in major resort hotels. A sample of (N=105) guests participated in five different recreation activities provided by the hotel animation department. The questionnaire in "three -- column" format included three perceptions of quality: a) the minimum acquired, b) the desired and c) the perceived quality level. Items were selected to describe the five dimensions of SERVQUAL "tangibles, responsibility, reliability, assurance and empathy" (Parasuraman, Zeithaml & Berry 1994) in a descending 5-point Likert scale [1= highest level, 5= lowest level]. Results for perceived quality showed that perceptions overcame expectations except for two dimensions: equipment (-0.30<0) and assurance (-0.05<0), where higher performances have been expected. Perceived quality was over expectations above "zone of tolerance" (M=1.53). Low expectations from the 12 dimensions and additional qualitative comments eventually indicate that other underlying dimensions such as authenticity, hospitality, and characteristics of the provider might moderate guests' perceptions (overall satisfaction with the activities M=1.48). Conclusively, the instrument appeared relative insufficient to measure service quality in this hotel service area compared to other services. Finally, managers could improve equipment and assurance conditions while delivering the service. Further development of the instrument should include affective aspects of this hotel service and eventually combine qualitative /quantitative methods of evaluation. [ABSTRACT FROM AUTHOR]