체육계열 대학생의 그릿(Grit)이 진로결정자기효능감과 진로준비행동에 미치는 영향

This study primarily analyzes the impact of career decision self-efficacy and career preparation behavior on career adaptation, discussing the mediating role of career preparation behavior among 522 college students. The results show significant positive correlations among career decision self-efficacy, career preparation behavior, and career adaptation. Career decision self-efficacy significantly positively influences career preparation behavior, with the sub-factors of influence in descending order being problem-solving, future planning, and goal-setting. Self-evaluation and career information do not have a significant impact on career decision self-efficacy. Career decision self-efficacy also has a significant positive effect on career adaptation, with future planning and problem-solving having the highest influence. Self-evaluation, career information, and goal-setting do not significantly impact career adaptation. Career preparation behavior has a significant positive effect on career adaptation, with the sub-factors in descending order being information gathering behavior, goal achievement behavior, and tool preparation behavior. In the mediation test, career preparation behavior partially mediates the effects, mainly through problem-solving and future planning influencing information gathering and goal achievement behaviors, thereby enhancing students' interest in careers, self-behavioral control, curiosity about future developments, and confidence. Thus, problem-solving and future planning in career decision self-efficacy are critical for enhancing students' career adaptation and achieving high-quality employment.

Chile is a country that reaches the highest levels of overweight and obesity worldwide (66.7% of the Chilean population), with a group of college students tending to swell these numbers considered nutritionally vulnerable group. To associate the consumption of fruits with nutritional status of Chilean university students in physical education. The study population consisted of all students of the School of Pedagogy in Physical Education from the Autonomous University of Chile, Temuco based (n = 420). The sample included 239 students (56.9%), men (76.5%) with a mean age of 21.5 ± 2.1 years. Each student nutritional status was determined and applied a validated survey eating habits. An association between fruit consumption (≥2 servings / day) in the model crude OR = 0.528 (from 0.288 to 0.965), Model 1 adjusted OR = 0.496 (0.268 to 0.916) and Model 2 adjusted OR = 0.495 is observed (0.265 to 0.924) CONCLUSION: Consumption ≥ 2 servings a day of fruits is a protective factor for a good BMI Chilean university students in physical education.

The development of education in the digital era continues to be balanced according to the needs in the world of education as well as in learning physical education, sports and health. Awareness of the need for change following trends, this study examines the responses of physical education students to physical education learning in the digital era. The purpose of this study was to determine the perceptions of physical education students towards physical education learning in the digital era. Qualitative research methods using online questionnaires or google forms, subjects were physical education students of the FKIP Abulyatama University. The results of the study conducted by students generally already use sophisticated cellphones so that they already understand a lot about digital and often access various references for lectures. According to students, as a professional teacher, they must follow trends so that the teacher's obligations in educating students in the intellectual, social, and emotional fields can be carried out effectively. Teachers who improve themselves in digital resources make it easier for students to understand various things in the outside world. The digital era is an era of change in the 4.0 and 5.0 eras. In the digital era, there are also many innovations found in the field of education, especially in the fields of teaching and learning. In the learning process, there are many applications that can be downloaded as supporting materials. Professional teachers are also able to bring students to be valuable with innovations put forward by students through the guidance of their teachers. There needs to be further research or a community service activity in improving competence in the learning process in the digital era.

BackgroundOn the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE).MethodsParticipants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.ResultsSEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.ConclusionThese findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

The aim of this study was to determine whether a constructivist approach, in particular a visit to a zoo, could be effective in consolidating mechanical concepts and applying those concepts to coaching and teaching. Ten students in their final year of their Bachelor of Physical Education at the University of Edinburgh participated in a visit to Edinburgh Zoo. During the visit students completed a worksheet of questions and engaged interactively in discussing how various animals are adapted mechanically to survive in their environments. Immediately after the visit they completed a questionnaire with four sections. The first section assessed whether they could apply the mechanical concepts discussed during the visit to human sports performance. The second canvassed their opinions on whether the visit was effective in reinforcing mechanical concepts, in developing ‘lateral thinking’ about mechanical concepts, and in improving their ability to apply mechanical concepts to coaching and teaching. The third canvassed their opinions on whether the visit would be effective for senior high school Physical Education and Sports Science students for developing mechanical concepts and applying them to coaching. The fourth section canvassed their opinions on when the visit should be conducted for Physical Education and Sports Science students in universities and in senior high schools. The results indicated that the visit was effective in reinforcing mechanical concepts and in applying them laterally to improve understanding of human sports performance. Participants believed that the visit would also be effective for senior high school students. All participants believed that the visit would be most beneficial after at least one course in biomechanics that covers the basic biomechanical principles.

Background In recent years, the number of Japanese Language Learner (JLL) students, or children who speak a language other than Japanese and require Japanese language instruction, has been rapidly increasing in Japanese schools. Successful inclusion of students who use Japanese as a second language in the classroom creates opportunities for all students to engage with multiple languages and learn new cultures, backgrounds, history, and aspects of diversity that help them strengthen their overall cognitive abilities [Sato, T., and S. R. Hodge. 2009. “Asian International Doctoral Students’ Experiences at Two American University: Assimilation, Accommodation, and Resistance.” Journal of Diversity in Higher Education 2(3): 136-148]. In particular, physical education (PE) is considered an academic subject that can be a powerful tool to promote peace, tolerance, and understanding by bringing people together across boundaries, cultures, and religions by promoting the concepts of teamwork, fairness, discipline, and respect for the opponent in a game or activity [Beutler, I. 2008. “Sport Serving Development and Peace: Achieving the Goals of the United Nations Through Sport.” Sport in Society 11 (4): 359–369]. The purpose of this study is to describe and explain Japanese high school health and physical education (HPE) teachers’ positioning of themselves and others, as shown through a storyline, when they teach and assist Japanese Language Learner (JLL) students in academic and social contexts. Participants and setting Seven HPE teachers participated in this study by sharing their thoughts, opinions, and experiences related to teaching JLL students in PE. The teachers had between 3 and 23 years of experience teaching PE, and 2–9 years of experience teaching JLL students in high school PE. Research design This study utilized a descriptive-qualitative design using an in-depth, semi-structured interview approach [Seidman, I. 2019. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 5th ed. New York: Teacher College Press]. A constant comparative analysis method was used to analyze the data. In this study, the process of constantly comparing data from several sources led to tentative categories that were compared to each other and to other data in order to construct categories. In this study, meaningful narrative phrases were those related to PE pedagogical content and teacher development. Findings Explainable by concepts in positioning theory [Harré, R., and L. van Langenhove. 1999. “The Dynamics of Social Episodes.” In Positioning Theory: Moral Contexts of Intentional Action, edited by R. Harré, and L. van Langenhove, 1–13. Oxford: Blackwell], three major interrelated and complex themes emerged from the data analysis: (a) teachers’ positioning in securing a safe learning environment for JLL students in PE, (b) teachers’ dilemma in assessing JLL students’ learning outcomes based on performance assessments and written exams in PE, and (c) teachers’ positioning in their responsibilities as both teacher and host parent. To enhance the quality of PE classes, school districts need clear and focused goals related to assessment and evaluation, instructional planning, and responsibilities involved in teaching JLL students.

The purpose of this study is to identify the structural relationship between creative ability, entrepreneurship, self-efficacy, and career preparation behavior in food & culinary arts students. For collecting the data, this study distributed 400 questionnaires to food service majors from March 24, 2019 to March 31, 2019. Total of 400 questionnaires were returned and the researcher removed 79 questionnaires that could not be used statistically (same answers, omission of questions/answers). As a result, total of 322 questionnaires were used for an empirical analysis. In this study, SPSS 18.0 Package and AMOS 18.0 were used for analyzing the statistics. The study results were as follows. First, the result for hypothesis 1 on “Creative ability would have positive (+) influence on entrepreneurship” was adopted. Second, the result for hypothesis 2 on “Creative ability would have positive (+) influence on self-efficacy” was adopted. Third, the result for hypothesis 3 on “Creative ability would have positive (+) influence on career preparation behavior” was rejected. Fourth, the result for hypothesis 4 on “Entrepreneurship would have positive (+) influence on career preparation behavior” was rejected. Fifth, the result for hypothesis 5 on “Self-efficacy would have positive (+) influence on career preparation behavior” was adopted. The results made academic contribution on generalization of social cognitive career theory and career development theory while suggesting practical implications on education and career for food service majors.

The aim of this research is to analyse the experiences of seven homosexual students (four boys and three girls) in Physical Education (PE). Their families are also involved in the study, looking in depth at how their children’s experiences have affected their daily lives throughout their adolescence. A qualitative approach is used, exploring the students’ and families’ perceptions from an analytic approach called ‘thinking with theory’ (Jackson & Mazzei, [2012]. Thinking with theory in qualitative research: Viewing data across multiple perspectives. Routledge), with which we try to highlight the networked functioning connections and tensions between some basic ideas of gender performativity theory and the data obtained from the experiences of the students and their families. The data collection instruments used are interviews with the participants and discussion groups with their families. The results show how the construction and reinforcement of gender roles and stereotypes in PE lead them to reject the subject in many cases. They show how, on many occasions, their role is relegated to the background, presenting certain fears and insecurities about taking the initiative in activities. In some cases, the relationship with their peers is clearly limited, receiving gestures of mockery and insults from others. The families admit to having suffered a lot at certain times during their children’s schooling. They explain that there is still a long way to go to achieve true acceptance and inclusion in PE .

PurposeThis research focused primarily on the impact of the SARS-CoV-2 Vaccine (VeroCell) on Chinese physical education (PE) students' health and physical activity (PA) performance.MethodsThis study used quantitative methods and phenomenological procedures to collect and analyze data. Survey techniques were the main method used for collecting data from Chinese university students, using a self-designed questionnaire with a Cronbach's alpha α value of 0.76. To ensure the quality of the study, confirmatory factor analyses (CFA) were conducted, and the internal consistency reliability of the instrument was measured (alpha coefficient = 0.82). The determined sample size was 490 and around 90% as the minimum sample size was determined with the help of a sample size calculator. The author using factor loadings with h2 and an independent-sample t-test analyzed the responses of the remaining valid participants (n = 443 with a response rate of 90.40).ResultsMost participants (around 94%) did not experience any adverse reactions that impacted their daily life activities, health, or performance during physical activity. However, about 30–40% of students felt lethargy, weakness, muscle pain, or swelling. Regarding the impact of the vaccine on daily life, there was no difference in the responses between participants who had only received one shot of the coronavirus disease 2019 (COVID-19) vaccine and those who had received two shots (p > 0.05 in most cases).ConclusionThe study concluded that the COVID-19 vaccine had no significant effect on PE students' daily activities, health, and PA performance. The results of this study could be used by policymakers to encourage people to get vaccinated and eradicate the isolation caused by COVID-19, which leads many people to develop various non-communicable diseases (NCDs).

Under the new network environment, university student physical education enters the new wisdom development stage. The use of micro-class, multi-media and other intelligent teaching platforms will greatly enrich college students’ physical education resources, and optimize the learning process for students to provide interesting and image learning resources. This article explores the innovation requirement of college students’ physical education in the network environment first, and then through these several years’ teaching experiences, we can easily find the problems existing in the physical education of college students in such environment. At last, we can conclude three innovation paths of college students’ physical education under the network environment, such as improving the network teaching environment, purchasing high-quality network teaching platform for teachers to use, conducting training to enable teachers and students to use the platform proficiently, establishing online course resource package for students to choose, and investing more money to ensure network speed.

At present, there are problems in teaching and teachers in colleges and universities, and college physical education and health care students do not get effective exercise, and their physical fitness indexes have decreased and mental health problems have appeared. In this paper, the effect of fitness exercise prescription on the mental health of college physical education students is the research goal, and the purpose and requirements of exercise for the students are analyzed by using questionnaires and experimental research. The effect of different exercise prescriptions on the mental health of physical education and health care students was studied. The results showed that fitness exercise prescriptions had positive effects on the mental health, physical health and hobbies of college physical education and health care students. This study provides theoretical data to support the influence of fitness exercise prescription on the mental health of college physical education and health care students.

Introduction: Anxiety and depression are disorders that may arise when an individual enters higher education, a pivotal moment in their professional career, leading to various changes in behavior and lifestyle and potential consequences such as specific routine alterations, reduced levels of physical activity, and limited free time for social life and leisure. The psychological challenges manifest across various spheres of the student's life: physical, social, emotional, cognitive, and academic performance. Objective: To describe the prevalence of anxiety and depression, the level of physical activity, and the quality of life among undergraduate students in physical education from a university in northeastern Brazil. Methods: A descriptive, cross-sectional study was conducted with 120 (22.3±4.4 years) undergraduate (56) and bachelor (64) students in physical education. The International Physical Activity Questionnaire, the Hospital Anxiety and Depression Scale Questionnaire, and the WHOQOL-bref Questionnaire were administered to one hundred and twenty students enrolled in the Physical Education course at the State University of Paraíba. Results: There is a prevalence of anxiety and depression among the students. Highly active or active students showed lower prevalence of anxiety and depression compared to irregularly active and sedentary ones. Regarding the students' quality of life, the social relationship domain presented a higher score while the physical domain had the lowest, however, all above 50% of the total score. Conclusion: Higher education students in undergraduate and bachelor's programs in physical education from a northeastern Brazilian university exhibit few anxious and depressive symptoms, high levels of physical activity, and good quality of life.

Conhecer as capacidades e limitações das pessoas é essencial para otimizar seu desempenho acadêmico e profissional. Desta maneira, esta pesquisa teve como objetivo explorar os traços de personalidade de estudantes de ensino superior de Educação Física na cidade de São Paulo, por meio do Questionário de Personalidade de Eysenck (EPQ), que avalia os fatores Extroversão/Introversão, Neuroticismo e Psicoticismo, além de perguntas relativas ao controle do falseamento das respostas (Lie Scale).

The aim of this study is to uncover a time trend analysis of styles in active sport participation. Basic styles of sport participation are selected and compared from a time trend perspective, covering a 27-year period. The data were collected via questionnaire from different samples of male and female first-year university students in physical education. Sport participation data from 1972 (males only), 1976 (females)/1977 (males), 1982, 1988/93 and 1998/99 are considered and compared. Principal components analysis was used to explore basic dimensions of sport participation at each time interval. The 1972–82 style analysis of the males’ sport participation resulted in a triptych of styles consisting of competitive/traditional, local recreational, and conspicuous recreational sport activities. For the girls, the 1976–82 period yielded a competitive/traditional versus an ostentatiously recreational style pattern. Between 1982 and 1999 active sport participation as a leisure activity did not basically further diverge into different styles of participation. Rather, participation in the different modes of sport participation seems to have intensified. The results are interpreted in a broader approach of style analysis in leisure research and from the perspective of societal changes with regard to sports. It is concluded that style analysis may offer a valuable contribution to research on active sport participation.

The purpose of this research is to design and construct a prototype training management system (TMS) enabling university students in physical education to easily establish the Plan-Do-See Cycle (PDSC) for running. In system design, firstly, we considered required functions of the TMS. Secondly, we adopted a platform-independent Web-based system to the TMS. Thirdly, we considered security, privacy, and usability for the TMS. From the above design specifications, we constructed a prototype TMS composed of a Web server, a Web application, and a database server. A rich Internet application (RIA) was built for the user interface in order to enhance usability. To promote the students' PDSC, the RIA had three functions: a training diary function, a feedback function, and a message board function. We conclude that the prototype TMS has enough ability to enable the students to easily establish the PDSC for running.