The importance of assigning responsibility during evaluation in order to increase student satisfaction from physical education classes: A structural equation model
Autoři:
Marta Leyton Román aff001; Susana Lobato Muñoz aff002; Ruth Jiménez Castuera aff003
Působiště autorů:
Sport Studies Center, Rey Juan Carlos University, Madrid, Spain
aff001; Faculty of Sport Sciences, University of Extremadura, Cáceres, Extremadura, Spain
aff002; Didactic and Behavioural Analysis in Sport Research Group, Faculty of Sport Sciences, University of Extremadura, Cáceres, Extremadura, Spain
aff003
Vyšlo v časopise:
PLoS ONE 14(9)
Kategorie:
Research Article
doi:
https://doi.org/10.1371/journal.pone.0209398
Souhrn
Considering the benefits that students report when evaluating physical education classes, the purpose of the present study was to analyse the relationships between the assignment of student responsibility in the evaluation, motivational variables and the satisfaction with the physical education classes, using The Theory of Self-determination as a support method. The sample for this study was 922 students, of both genres and in Compulsory Secondary Education, aged between 14 and 18 years. To carry out the study, the Student's Scale of Responsibility was used in the physical education assessment, the Basic Psychological Needs Measuring Scale, the Percentage Scale for Physical Education Causality and the Satisfaction Scale in Physical Education. The results of the structural equations model revealed a good adjustment to the data. This finding highlights the importance of giving responsibilities to the students in the evaluation process, in order to satisfy the psychological needs of the students and, therefore, self-determined motivation. Additionally, the satisfaction of psychological needs and self-determined motivation increase satisfaction towards physical education classes.
Klíčová slova:
Social sciences – Sociology – Education – Schools – Motivation – People and places – Population groupings – Professions – Teachers – Medicine and health sciences – Public and occupational health – Physical activity – Biology and life sciences – Neuroscience – Cognitive science – Cognitive psychology – Learning – Human learning – Learning and memory – Psychology – Behavior – Physical sciences – Mathematics – Probability theory – Markov models – Hidden Markov models
Zdroje
1. Franco E, Coterón J, Martínez HA, Brito J. Motivational profiles in physical education students from three countries and their relationship with physical activity. Suma Psicol. 2017; 24: 1–8. doi: 10.1016/j.sumpsi.2016.07.001
2. Pulido JJ, Sánchez-Oliva D, Amado D, González-Ponce I, Sánchez-Miguel PA. Influence of motivational processes on enjoyment, boredom and intention to persist in young sportspersons. S Afr J Res Sport PH. 2014; 36(3): 135–49.
3. Taylor IM, Spray C, Pearson N. The influence of thephysical education environment on children’s well-being and physical activity across the transition from primary to secondary school. J Sport Exerc Psychol. 2014; 36: 574–83. doi: 10.1123/jsep.2014-0038 25602140
4. Egan CA, Webster CA. Using Theory to Support Classroom Teachers as Physical Activity Promoters. J Physical Educ Recre Dance. 2018; 89(1): 23–9. doi: 10.1080/07303084.2017.1390510
5. Yilmaz A, Esenturk OK, Demir GT, Ilhan EL. Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers. J Educ Learn. 2017; 6(2): 220–34. doi: 10.5539/jel.v6n2p220
6. Gil-Arias A, Harvey S, Cárceles A, Práxedes A, Del Villar F. Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PloS ONE. 2017; 12(6): e0179876. doi: 10.1371/journal.pone.0179876 28658267
7. Ayuso JAZ. Benefits of teaching styles and student-centred methodologies in Physical Education. E-Balonmano. 2018; 13(3): 237–50.
8. Sánchez-Oliva D, Pulido-González JJ, Leo FM, González-Ponce I, García-Calvo T. Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PloS ONE. 2017; 12(12): e0189986. doi: 10.1371/journal.pone.0189986 29284027
9. Standage M, Duda JL, Ntoumanis N. A test of Self-Determination Theory in school physical education. Brit J Educ Psychol. 2005; 75: 411–33. doi: 10.1348/000709904X22359 16238874
10. Taylor IM, Ntoumanis N, Standage M, Spray CM. Motivational predictors of physical education students’ effort, exercise intentions, and leisure-time physical activity: A multilevel linear growth analysis. J Sport Exerc Psychol. 2010; 32(1): 99–120. doi: 10.1123/jsep.32.1.99 20167954
11. Escartí A, Cervelló EM. Motivation in Sport. In Balaguer I. (Ed.), Psychological training in sport: Principles and applications (pp. 61–90). Valencia: Albatros Educación; 1994.
12. Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000; 55: 68–8. doi: 10.1037/0003-066X.55.1.68 11392867
13. Moreno JA, González-Cutre D, Chillón M. Preliminary validation in Spanish of a scale designed to measure motivation in physical education classes: the Perceived Locus of Causality (PLOC) Scale. Spa J Psychol. 2009; 12: 327–37. doi: 10.1017/S1138741600001724
14. Vansteenkiste M, Lens W, Deci EL. Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educ Psychol. 2006; 41(1): 19–31. doi: 10.1207/s15326985ep4101_4
15. Vansteenkiste M, Niemiec C, Soenens B. The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. In Urdan T. & Karabenick S. (Eds.). Advances in Motivation and Achievement, vol. 16: The decade ahead (pp.105-166). Bingley, UK: Emerald; 2010. doi: 10.1108/S0749-7423(2010)000016A007
16. Deci EL, Ryan RM. The ‘‘what” and ‘‘why” of goal pursuits: human needs and the self-determination of behaviour. Psychol Inq. 2000; 11: 227–68. doi: 10.1207/S15327965PLI1104_01.
17. Deci EL, Ryan RM. Intrinsic motivation and Self-determination in human behavior. New York: Plenum; 1985. doi: 10.1007/978-1-4899-2271-7
18. González-Cutre D, Sicilia A, Moreno JA. A Quasi-experimental Study of the Effects of Task-involving Motivational Climate in Physical Education Classes. Rev Educ. 2011; 356: 677–700.
19. McDonough MH, Crocker PRE. Testing self-determined motivation as a mediator of the relationship between psychological needs and affective and behavioral outcomes. J Sport Exerc Psychol. 2007; 29(5): 645–63. doi: 10.1123/jsep.29.5.645 18089897
20. Standage M, Duda JL, Ntoumanis N. Students motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Res Q Exerc Sport. 2006; 77(1): 100–10. doi: 10.1080/02701367.2006.10599336 16646357
21. Deci EL, Ryan RM. Handbook of self-determination research. Rochester, New York: University of Rochester Press; 2002.
22. Vallerand RJ. A hierarchical model of intrinsic and extrinsic motivation in sport and exercise. In Roberts G. (Ed.). Advances in motivation in sport and exercise (2nd ed., pp.263–319). Champaign, IL: Human Kinetics; 2001.
23. Derry JA. Single-sex and coeducation physical education: perspective of adolescent girls and female physical education teachers (research). Melpomene Journal. 2002; 22: 17–28.
24. Allen JB. Social motivation in youth sport. J Sport Exerc Psychol. 2003; 25: 551–67. doi: 10.1123/jsep.25.4.551
25. Guan J, Xiang P, McBride R, Bruene A. Achievement goals, social goals and students’ reported persistence and effort in high school physical education. J Teach Phys Educ. 2006; 25: 58–74. doi: 10.1123/jtpe.25.1.58
26. Vera JA. Dilemmas in the negotiation of curriculum to students from the trasnfer of responsibility for the evaluation in Physical Education classroom. Rev Inv Educ. 2010; 7: 72–82.
27. Bechter BE, Dimmock JA, Howard JL, Whipp PR, Jackson B. Student motivation in high school physical education: A latent profile analysis approach. J Sport Exerc Psychol. 2018; 40(4): 206–16. doi: 10.1123/jsep.2018-0028 30193559
28. Hortigüela-Alcalá D, Pérez-Pueyo Á, Fernández-Río J. Connection between the attitudinal style and students’ assessment responsibility in Physical Education. Cul Cien Dep. 2017; 12(35): 89–99. doi: 10.12800/ccd.v12i35.880
29. Baena A, Gómez M, Granero A, Ortiz MM. Predicting satisfaction in physical education from motivational climate and self-determined motivation. J Teach Phys Educ. 2015; 34(2): 210–24. doi: 10.1123/jtep.2013-0165
30. Hassandra M, Goudas M, Chroni S. Examining factors associated with intrinsic motivation in physical education: a qualitative approach. Psychol of Sport Exerc. 2003; 4: 211–23. doi: 10.1016/S1469-0292(02)00006-7
31. Yonemura K, Fukugusakio Y, Yoshinaga T, Takahashi T. Effects of Momentum and climate in Physical Education class on students´ formative evaluation. Int J Sport Health Sci. 2003; 2: 25–33. doi: 10.5432/ijshs.2.25
32. Álvarez-Méndez JM. The formative evaluation. Cuad Pedag. 2007; 364: 96–100.
33. Vera JA, Moreno JA. The teaching of responsibility in the physical education classroom. Habilidad Motriz. 2008; 32: 39–43.
34. Moreno JA, Vera JA, Del Villar F. Search for autonomy in motor task learning in physical education university students. Eur J Psychol Educ. 2010; 25(1): 37–47. doi: 10.1007/s10212-009-0008-7
35. Prusak KA, Treasure DC, Darst PW, Pangrazi RP. The effects of choice on the motivation of adolescent girls in physical education. J Teach Phys Educ. 2004; 23: 19–29. doi: 10.1123/jtpe.23.1.19
36. Wallhead TL, Ntoumanis N. Effects of a sport education intervention on students’ motivational responses in physical education. J Teach Phys Educ. 2004; 23: 4–18. doi: 10.1123/jtpe.23.1.4
37. Ward P. What we teach is as important as how we teach it. J Physical Educ, Recre Dance. 2006; 77: 20–3. doi: 10.1080/07303084.2006.10597920
38. Moreno JA, Sicilia A, Sáenz-López P, González-Cutre D, Almagro BJ, Conde C. Motivational analysis comparing three contexts of physical activity. Rev Int Med Cienc Ac. 2014; 14(56): 665–85.
39. Moreno JM, Vera JA. Model Causal of the Satisfaction with the Life in Adolescent Students of Physical Education. Rev Psic. 2011; 16(2): 367–80.
40. Hellison D. Teaching personal and social responsibility in physical education. Silverman En S. J. y Ennis C. D. (Eds.), Student learning in physical education: applying research to enhance instruction (pp. 241–254). Champiagn: Human Kinetics; 2003.
41. Hellison D, Martinek T. Social and individual responsibility programs. Kirk En D., Mcdonald D. & O´Sullivan M. (Eds), The handbook of physical education (pp. 610–626). Thousand Oaks, CA: Sage; 2006. doi: 10.4135/9781848608009.n34
42. Ruiz LM, Rodríguez P, Martinek T, Schilling T, Durán LJ, Jiménez P. Project Effort: A model for the Development of Social and Personal Responsibility through Sport. Rev de Educ. 2006; 341: 933–58.
43. Herrera-Mor E, Pablos-Monzó A, Chiva-Bartoll O, Pablos-Abella C. Effects of a global physical activity program on the physical condition, self-esteem and enjoyment on elderly adults. Ágora. 2016; 18(2): 167–83.
44. Moreno JA, González-Cutre D, Ruiz LM. Selfdetermined motivation and physical education importance. Hum Mov. 2009; 10(1): 5–11. doi: 10.2478/v10038-008-0022-7
45. Moreno JA, Silveira Y, Alias A. Predictive model to improve the competence perception and academic performance in colleges. REDU. Rev Doc Univ. 2015; 13: 173–88. doi: 10.4995/redu.2015.5443
46. Sevil J, Aibar A, Abós A, García L. Motivational climate of teaching physical education: Could it affect student grades?. Retos. 2017; 31: 98–102.
47. Ortega E, Calderón A, Palao JM, Puigcerver C. Design and validation of a questionnaire to evaluate the perceived attitude of the professor and of a questionnaire to evaluate the actitudinal contents of the students during the physical education classes in secondary education. Retos. 2008; 14: 22–9.
48. Sevil J, Abós A, Generelo E, Aibar A, García-González L. Importance of support of the basic psychological needs in predisposition to different contents in Physical Education. Retos. 2016; 29: 3–8.
49. Ntoumanis N. A prospective study of participation in optional school physical education using a Self-Determination Theory framework. J Educ Psychol. 2005; 97: 444–53. doi: 10.1037/0022-0663.97.3.444
50. González-Cutre D, Sierra AC, Beltrán-Carrillo VJ, Peláez-Pérez M, Cervelló E. A school-based motivational intervention to promote physical activity from a self-determination theory perspective. J Educ Res. 2018; 111(3): 320–30. doi: 10.1080/00220671.2016.1255871
51. Moreno JA, Zomeño T, Marín LM, Ruiz LM, Cervelló E. Perception of the usefulness and importance of physical education according to motivation generated by the teacher. Rev Educ. 2013; 362: 380–401.
52. Grasten A, Jaakkola T, Liukkonen J, Watt A, Yli-Piipari S. Prediction of the enjoyment in school physical education. J Sport Sci Med. 2012; 11: 260–69. 24149199
53. Cheon SH, Reeve J, Ntoumanis N. A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior. Psychol Sport Exerc. 2018; 35: 74–88. doi: 10.1016/j.psychsport.2017.11.010
54. Moy B, Renshaw I, Davids K. The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation. Phys Educ Sport Pedagog. 2016; 21(5): 517–38. doi: 10.1080/17408989.2015.1072506
55. Sánchez-Oliva D, Leo FM, Sánchez-Miguel PA, Amado D, García-Calvo T. Development of a causal model to explain positive behaviors in physical education classes. Acción Motriz. 2013; 10: 48–58.
56. Granero-Gallegos A, Baena-Extremera A, Sánchez-Fuentes JA, Martínez-Molina M. Motivational profiles of autonomy support, self-determination, satisfaction, importance of physical education and intention to partake in leisure time physical activity. Cuad Psicol Deporte. 2014; 14(2): 59–70. doi: 10.4321/S1578-84232014000200007
57. Ntoumanis N. A self-determination approach to the understanding of motivation in physical education. Br J Educ Psychol. 2001; 71: 225–42. doi: 10.1348/000709901158497 11449934
58. Cubo S, Martín B, García JL. Research methods and data analysis in social sciences and health. Madrid: Ediciones Pirámide Grupo Anaya, S.A.; 2011.
59. Montero I, León OG. A guide for naming research studies in Psychology. Int J Clin Health Psychol. 2007; 7(3): 847–62.
60. Nunnally JC. Psychometric theory. New York: McGraw-Hill; 1978.
61. McDonald RP. Test theory. A unified treatment. Mahwah, NJ, Lawrence Erlbaum Associates; 1999.
62. Revelle W, Zinbarg RE. Coefficients Alpha, Omega, and the Gbl: Comments on Sijtsma. Psychometrika. 2009; 74(1): 145–54. doi: 10.1007/s11336-008-9102-z
63. Revelle W. Psych: Procedures for Psychological, Psychometric, and Personality Research. Illinois: Evanston; 2014. Retrieved from http://cran.r-project.org/package=psych.
64. Moreno JA, Vera JA, Cervelló E. Participative evaluation and responsibility in physical education. Rev Educ. 2006; 340: 731–54.
65. Hu L, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equ Model. 1999; 6:1–55. doi: 10.1080/10705519909540118
66. Vlachopoulos SP, Michailidou S. Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: The Basic psychological needs in exercise scale. Meas Phys Educ Exerc Sci. 2006; 103: 179–201. doi: 10.1207/s15327841mpee1003_4.
67. Moreno JA, González-Cutre D, Chillón M, Parra N. Adaptation of the Basic Psychological Needs in Exercise Scale to Physical Education. Rev Mex Psicol. 2008; 25: 295–303.
68. Goudas M, Biddle SJH, Fox KR. Achievement goal orientations and intrinsic motivation in physical fitness testing with children. Pediatr Exerc Sci. 1994; 6; 159–67. doi: 10.1123/pes.6.2.159
69. Duda JL, Nicholls JG. Dimensions of achievement motivation in schoolwork and sport. J Educ Psychol. 1992; 84(3): 290–99. doi: 10.1037/0022-0663.84.3.290
70. Baena-Extremera A, Granero-Gallegos A, Bracho-Amador C, Pérez-Quero FJ. Spanish version of the sport satisfaction instrument (SSI) adapted to physical education. Rev Psic. 2012; 17(2): 377–95. doi: 10.1387/RevPsicodidact.4037
71. Schmitt TA. Current methodological considerations in exploratory and confirmatory factor analysis. J Psychoeduc Assess. 2011; 29(4): 304–21. doi: 10.1177/0734282911406653
72. Muthén LK, Muthén BO. MPlus. Statistical Analysis with Latent Variables. User's Guide, Los Angeles, CA: Muthén & Muthén; 2012.
73. Muthén LK, Muthén BO. Mplus User's Guide (7th ed.). Los Angeles, CA: Muthén & Muthén; 2014.
74. MacKinnon DP, Lockwood CM, Hoffman JM, West SG, Sheets V. A comparison of methods to test mediation and other intervening variable effects. Psychol Methods. 2002; 7(1): 83. doi: 10.1037/1082-989X.7.1.83 11928892
75. Kline RB. Principles and practice of structural equation modeling. Structural Equation Modeling. New York: Guilford Press; 2011. doi: 10.1038/156278a0
76. Muthén LK, Muthén BO. Mplus User's Guide (7th ed.). Los Angeles, CA: Muthén & Muthén; 2014.
77. Vallerand RJ. Toward a hierarchical model of intrinsic and extrinsic motivation. Zanna En M. P. (Ed.), Advances in experimental social psychology (pp.271–360). Academic Press: New York; 1997. doi: 10.1016/S0065-2601(08)60019-2
78. Hastie PA, Rudisill ME, Wadsworth DD. Providing students with voice and choice: lessons from intervention research on autonomy-supportive climates in physical education. Sport Educ and Soc. 2013; 18: 38–56. doi: 10.1080/13573322.2012.701203
79. Calderón A, Martínez D, Hastie P. Students and teachers’ perception after practice with two pedagogical models in Physical Education. RICYDE. 2013; 9(32): 137–53. doi: 10.5232/ricyde2013.03204
80. Moreno JA, Huéscar E, Cervelló E. Prediction of adolescents doing physical activity after completing secondary education. Spa J Psychol. 2012; 15(1): 90–100. doi: 10.5209/rev_SJOP.2012.v15.n1.37288
81. Gómez-Rijo A, Jiménez-Jiménez F, Sánchez-López CR. Development of Autonomy of Elementary Students in Physical Education through a process of action research. RICYDE. 2015; 42(11): 310–28. doi: 10.5232/ricyde2015.04201
82. Sánchez B, Byra M, Wallhead T. Students’ perceptions of the command, practice, and inclusion styles of teaching. Phys Educ Sport Pedagog. 2012; 17(3): 317–30. doi: 10.1080/17408989.2012.690864
83. Reeve J, Vansteenkiste M, Assor A, Ahmad I, Cheon SH, Jang H, Kaplan H, Moss J, Olaussen B, Wang CKJ. The beliefs that underlie autonomy supportive and controlling teaching: A multinational investigation. Motiv Emot. 2014; 38(1): 93–110. doi: 10.1007/s11031-013-9367-0
84. Behzadnia B, Mohammadzadeh H, Ahmadi M. Autonomy-supportive behaviors promote autonomous motivation, knowledge structures, motor skills learning and performance in physical education. Curr Psychol. 2017; 1–14. doi: 10.1007/s12144-017-9727-0
85. Papinczak T, Babri A, Peterson R, Kippers V, Wilkinson D. Students Generating Questions for Their Own Written Examinations. Adv Health Sci Educ. 2011; 16(5): 703–10. doi: 10.1007/s10459-009-9196-9 19757127
86. Méndez JI, Fernández-Río J. Social responsibility, basic psychological needs, intrinsic motivation, and friendship goals in physical education. Retos. 2017; 32: 134–39.
87. Núñez JL, León J. The Mediating Effect of Intrinsic Motivation to Lear non the Relationship between Student’s Autonomy Support and Viality and Deep Learning. Spa J Psychol. 2016; 19(42): 1–6. doi: 10.1017/sip.2016.43
88. Taylor IM, Ntoumanis N. Teacher motivational strategies and student self-determination in physical education. J Educ Psychol. 2007; 99(2): 747–60. doi: 10.1037/0022-0663.99.4.747
89. Amado D, Del Villar F, Leo FM, Sánchez-Oliva D, Sánchez-Miguel PA, García-Calvo T. Effect of a multi-dimensional intervention programme on the motivation of physical education students. PLoS ONE. 2014; 9(1): e85275. doi: 10.1371/journal.pone.0085275 24454831
90. Tessier D, Sarrazin P, Ntoumanis N. The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education. Contemp Educ Psychol. 2010; 35: 242–53. doi: 10.1016/j.cedpsych.2010.05.005
91. Sánchez-Oliva D, Sánchez-Miguel PA, Leo FM, Kinnafick FE, García-Calvo T. Physical education lessons and physical activity intentions within Spanish secondary schools: a self-determination perspective. J Teach Phys Educ. 2014; 33: 232–49. doi: 10.1123/jtpe.2013.0043
92. Sparks C, Lonsdale C, Dimmock J, Jackson B. An intervention to improve teachers’ interpersonally involving instructional practices in high school physical education: Implications for student relatedness support and in-class experiences. J Sport Exerc Psychol. 2017; 39(2): 120–33. doi: 10.1123/jsep.2016-0198 28787252
93. Baena A, Gómez-López M, Granero-Gallegos A, Martínez-Molina M. Prediction model of satisfaction and enjoyment in Physical Education from the autonomy and motivational climate. Universitas Psychologica. 2016; 15(2): 15–25. doi: 10.11144/Javeriana.upsy15-2.mpsd
94. Knittle K, Nurmi J, Crutzen R, Hankonen N, Beattie M, Dombrowski SU. How can interventions increase motivation for physical activity? A systematic review and meta-analysis. Health Psychol Rev. 2018; 12(3): 211–30. doi: 10.1080/17437199.2018.1435299 29385950
95. Curran T, Standage M. Psychological needs and the quality of student engagement in physical education: Teachers as key facilitators. J Teach Phys Educ. 2017; 36(3): 262–76. doi: 10.1123/jtpe.2017-0065
96. Burchard IB, Haugen T, Ivarsson A, Säfvenbom R. Global Self-Worth among Adolescents: The Role of Basic Psychological Need Satisfaction in Physical Education. Scand J Educ Res. 2019; 1–14. doi: 10.1080/00313831.2019.1600578
97. Franco E, Coterón J, Gómez V. Promoción de la actividad física en adolescentes: rol de la motivación y autoestima. Rev Latinoam Psicol, 2017; 9(2): 1–15.
98. Di Battista R, Robazza C, Ruiz MC, Bertollo M, Vitali F, Bortoli L. Student intention to engage in leisure-time physical activity: the interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education. Eur Phys Educ Rev. 2018; 9(2): 1–15. doi: 10.1177/1356336X18770665
99. Huhtiniemi M, Sääkslahti A, Watt A, Jaakkola T. (2019). Associations among Basic Psychological Needs, Motivation and Enjoyment within Finnish Physical Education Students. J Sports Sci & Med. 2019; 18(2): 239–47.
100. Méndez A, Fernández J, Cecchini JA. Motivational climates, needs, motivation and outcomes in Physical Education. Aula Abierta. 2013; 41(1): 63–72.
101. Moreno JA, Parra N, González-Cutre D. Influence of autonomy support, social goals and relatedness on amotivation in physical education classes. Psicoth. 2008; 20(4): 636–41.
102. Cervelló E. Psychological variables related to the choice of sports tasks with different level of difficulty. Considerations for the design of motivational programs of psychological training in sport. Eur J Hum Mov. 1999; 5: 35–52.
103. Lewis R. Classroom discipline student responsibility: the students`view. Teach Teacher Educ. 2001; 17: 307–19. doi: 10.1016/S0742-051X(00)00059-7
104. Chiva-Bartoll Ò, Capella Peris C, Pallarès Piquer M. Action-research on a service-learning program in teaching physical education. Rev Invest Educ. 2017; 36(1): 277–93. doi: 10.6018/rie.36.1.270581
Článek vyšel v časopise
PLOS One
2019 Číslo 9
- Tisícileté topoly, mokří psi, stárnoucí kočky a ospalé octomilky – „jednohubky“ z výzkumu 2024/41
- Jaké jsou aktuální trendy v léčbě karcinomu slinivky?
- Menstruační krev má značný diagnostický potenciál, mimo jiné u diabetu
- Proč jsou nemocnice nepřítelem spánku? A jak to změnit?
- Metamizol jako analgetikum první volby: kdy, pro koho, jak a proč?