Evaluation and Optimization of Basketball Tactics Training Effect in Physical Education: Application Research using Decision Tree (DT) Algorithm

This paper discusses the application of “decision tree” reasoning in the practical teaching of Public Physical Education in Colleges and universities. Decision tree algorithm is widely used in education, which has strong functionality and expression ability. However, it is less applied in public physical education curriculum, and the research results are insufficient. The research results are incomplete and one-sided, which is not conducive to the promotion of this method in physical education teaching. This is not conducive to the correct training of college physical education teachers. This paper uses decision tree and related rules to build a practical teaching system of Public Physical Education in Colleges and universities, and examines the relationship between teachers’ personal factors, teaching practice factors and teaching effects, which provides a decision-making basis for teaching evaluation methods. The relevant factors are comprehensively analyzed. Improve the quality of physical education in Colleges and universities, enrich the teaching materials of physical education teachers in Colleges and universities, and more effectively promote the healthy development of physical education.KeywordsDecision tree algorithmPractical teaching of public physical educationTeaching analysis

This study examined the relationship between locus of control and happiness for male physical and non-physical education teachers in Yazd province. A total of 260 teachers (physical education 53 people, non-PE 207) by random sampling, and finally 258 questionnaires were examined. In this study, Pearson correlation method for carrying out the Questionnaire of resources Rotter (short form) and Oxford were used. The results showed a positive relationship between locus of control and happiness (001/0 P =). There is a significant. The findings showed Components of mental health, life satisfaction, self-efficacy and positive role in the happiness of the highest physical and non-physical education teachers have. In addition, the comparative study between the two groups in terms of locus of control, physical education teachers from internal locus of control than non-PE teachers, respectively. Keywords : Happiness, locus of control, physical education teachers, physical education Dbyrghr DOI : 10.7176/RHSS/9-12-13 Publication date :June 30 th 2019

Background: A plethora of new terms and digital pedagogies have been making recent headlines in higher education with the promise, or threat, that digital technology will revolutionise the way in which universities operate. Blended learning is part of this digital revolution and institutions of higher education worldwide are increasingly adopting it as a new mode of delivery. The exposure of blended learning as central to mainstream higher education has been heightened exponentially during the COVID-19 pandemic. Purpose: Challenged by the argument around the concept of ‘blended’ being ill defined, and also given the lack of practical ‘blended’ experiences in physical education teacher education (PETE), this paper aims to explore physical education teacher educators’ and pre-service teachers’ (PSTs’) enactment and experiences of an integrated approach to blended learning. Method: Three physical education teacher educators and two classes of physical education PSTs participated. The integrated blended approach was designed through a block structure which allowed intended outcomes, teaching and learning activities and assessment tasks to be aligned and interconnected. Data collection occurred over two academic years for the same three physical education teacher educators and two different cohorts of PSTs. Focus groups interviews were conducted with the three teacher educators and a voluntary sample of PSTs. PSTs’ learning blogs were also analysed. Results: Findings were presented in three categories: Development of strong building blocks; Blended learning ‘releases the teaching and learning from the grips of the lecturer’; and Assessment in a blended (and non-blended) environment. We attempted to go beyond the binary humanist assumption about blended learning by designing an integrated approach with a clear but flexible structure. That is, with an organic alignment and purposeful integration of all its instructional components. Conclusions: When introducing blended learning in a (physical education) teacher education programme, we suggest designing an aligned and integrated approach structured in blocks, where all instructional components are interconnected and informing each other, enhancing prior knowledge. Given the growing role of digital technology for teaching and learning in educational policies and new PETE curricula, we advocate for the publication of more research-based experiences on blended learning in PETE programmes that might be replicated in other PETE programmes. This would encourage colleagues to explore the implications of digital technology and learn from other PETE contexts and also the sustainability of digital technology as an established mode of delivery.

This paper adopts the literature data method, content analysis method and logical induction method. This paper analyzes the application of information technology in universities. To summarize the problems existing in the application of information technology in physical education teachers, it is concluded that modern information technology is an effective auxiliary means of physical education professional course teaching in colleges and universities. The application of modern information technology has changed the learning style of college PE students and enhanced their interest in learning. The teaching of physical education in universities is the embodiment of teachers’ information technology literacy, physical education knowledge and teaching organization and management ability. Modern information technology has increased the inclusiveness of professional physical education course teaching in colleges and universities. The application of modern information technology in the teaching of college physical education specialized courses should adhere to the principle of moderation.

Reporting ongoing and developing research this paper examines what might loosely be called the ‘philosophies’ of physical education (PE) teachers from a sociological perspective. The paper is concerned, in part, with the relationship between, on the one hand, philosophies which have been articulated by academic philosophers seeking to define what they consider to be the ‘essential’ characteristics or nature of PE and, on the other hand, ideas about PE which are held by teachers who have the practical task of teaching PE within schools. Making use of autobiographical references the paper outlines two influential philosophical conceptions of PE before offering a brief outline of a figurational perspective on the sociology of knowledge. By exploring the social relationships in which PE teachers are involved the paper takes tentative steps towards a more adequate understanding of PE teachers' ‘philosophies’. The paper offers preliminary thoughts on what, it might be hypothesised, are likely to be some of the more salient influences on the development of teachers' ‘philosophies’ of PE, by relating the network of social relationships of which PE teachers are a part to their views on the nature and purposes of PE. In doing so, the paper concentrates on three areas: (i) teachers' biographies, including their own experiences of sport and PE as school pupils and as teachers‐in‐training, and the impact of these experiences on their sporting and teaching identities; (ii) the practical constraints of teaching PE within schools; and (iii) the professional marginality of PE and the ideologies associated with attempts at professionalisation. It is argued that if we wish to understand teacliers' ‘philosophies’ of PE, then we must study them not as abstract philosophical systems of ideas, but rather as practical, everyday ‘philosophies’ which provide practical guides to action as well as a justification for those actions.

Background: In the physical education (PE) domain, teachers are given the freedom to make important educational decisions. Because of the common assumption that the decisions teachers make are based on a set of educational perspectives, a considerable number of studies have addressed the importance of studying the thinking and beliefs of PE teachers on teaching. However, it is revealed that only a limited amount of works on the perspective or teaching beliefs of pre-service PE teachers has been conducted.Chinese context: In 2002, comprehensive PE curriculum reform was conducted in China. The reform focused on the evolution of PE from sport skill-related objectives to fitness, health, cognitive, and affective outcomes. Many local Chinese studies suggest that the teaching perspectives of PE teachers should be aligned with these new objectives to implement the new PE curriculum effectively. However, evidence-based studies on the teaching perspectives of Chinese PE teachers are lacking.Purpose: This study focuses on PE teacher education (PETE) students in Shanghai, China and has the following aims: (i) to examine the teaching perspectives of PETE students, (ii) to explore the differences in teaching perspectives based on demographic differences (i.e. gender, year in school, participation in a teaching practicum), and (iii) to examine the correlations among five teaching perspectives of PETE students.Method: A survey-based study design was employed. The participants were 349 PETE students (185 males, 164 females) from two universities in Shanghai China. The Teaching Perspective Inventory was adopted to assess five teaching perspectives of PETE students. Surveys were distributed by PE faculty in each of their classes in the two universities. Descriptive statistics were used to describe five teaching perspectives and teaching beliefs of PETE students (what they believe about instructing or teaching), intentions (what they try to accomplish), and their action (what they do within their classrooms). Multivariate analysis of variance (MANOVA) was performed to examine the main effects of PETE student demographics on their teaching perspectives. A bivariate correlational procedure was used to test the relationships among five teaching perspectives.Findings: PETE students clearly exhibited a common pattern of a single dominant teaching perspective. They highlighted the importance of the subject matter, but focused less on changes in society and learner's thinking. These findings are incongruent with recent trends and innovation in the Chinese PE curriculum. Furthermore, the findings indicate significant differences in some perspectives by gender and years in school. However, no significant effects on field-based practicum experience were observed. Finally, significant positive correlations were observed among most of the five teaching perspectives, which indicate that a comprehensive consideration of the five perspectives in the teacher education program is necessary.

Efficient discovery of risk patterns in medical data

Delays in the completion of pvd production can be caused by several factors. Including the actual experience in the production of the difficulty of each process and color type, even the difficulty of the product type can also be affected. In this study, the prediction of the delay in the completion of pvd production was carried out using the C4.5 decision tree and Multilayer Perceptron data mining method approach using Production Results data at PT. Surya Toto Indonesia, whose results are expected to provide information and input for the company in making production plans in the future. The data testing method was carried out with 5 (five) testing times with different amounts of data to determine the level of consistency of accuracy obtained. C4.5 gives the results of a decision tree where the root is the color type and as the leaf is the product category, type type and order period. The average value of accuracy generated in the C4.5 decision tree method is 87.15%. While the Multilayer Perceptron obtained an average accuracy of 87.98%, which is greater than the decision tree method with a difference of 0.83%.

Purpose: The value of effective teaching of physical education to any learners cannot be over emphasized. Physical education is recognized by both the United Nations and World Health Organization as a fundamental in the fight against life style diseases. Learners with disability in Africa have received a raw deal when it comes to the teaching of physical education.
 Methodology: A desktop literature review was used for this purpose. , a systematic search was carried out using Google Scholar, Semantic Scholar, and Research Gate. This paper reviews literature from around the world in an attempt to assess what scholars consider effective teaching for learners with visual disability.
 Findings: The paper defines what effective teaching of physical education entail, before delving into what effective teaching of physical education for learners with visual disability is. The study assesses the props that make effecting teaching of physical education which include: the personnel involved in teaching PE, Instructional methods, the place of equipment/ facilities in teaching physical education, administrative support for the teaching of physical education and the attitudes of the learners and the staff in the teaching of physical education. This paper concludes that effective teaching entails effort and creativity for the learners with visual disability to benefit.
 Unique Contribution to Theory, Practice and Policy recommendation: The paper recommends an assessment of the current situation in the teaching of physical education for learner’s with visual disability. All learners should learn the same units, with modifications when necessary, typically receiving an equal amount of instruction per week as their sighted peers, or more. Training should be offered as skilled peer tutors and paraeducators can be a resource to assist with games, fitness, or other activities when needed.

This study aimed to assess and explore the students’ engagement in performing dance activities in a differentiated instruction of physical education among senior high school learners. Employing descriptive correlational research design, 51 STEM students from grade 12 responded to a survey questionnaire, which served as the main instrument in this study. The data gathered were subjected to descriptive statistics such as mean and standard deviation, and inferential statistical analysis, such as Pearson Correlation. This study revealed that Differentiated Instruction in Physical Education and the students’ engagement in dance activities were effective in teaching Physical education including well-ventilated environment, employing variety of strategies for learner’s development and progress. The engagement of the respondents in dance activities were determined in their learning styles, physical, emotional, and cognitive was practiced. The respondents observed strict compliance and attentiveness with their tasks. It was found out that Differentiated Instruction in Physical Education and the students’ engagement in dance activities among senior high school students is practically effective especially in employing leadership strategies and collaborative attitude, it plays a vital role in developing work engagement among the learners for a good output. Though. still need to improve the use of differentiated instruction to make students fully engaged in physical education in dance activities.

Pediatric manual wheelchair users (PMWUs) do not meet the Canadian 24-hour movement guidelines. Consequences are significant in terms of physical, emotional and cognitive health. Physical education (PE) classes are an important facilitator to increased physical activity among children and youth with disability. However, many teachers do not feel adequately prepared to provide education to children with special needs. Indeed, many Quebec (Canada) schools do not meet the recommended minutes of PE per week and the provincially mandated education program targets typically developing children only. Study objectives were to describe (1) the PE teachers’ training in adapted physical activity and (2) the integration of PMWUs in PE classes within Quebec elementary and high schools. An online survey asked 47 questions about: (1) demographic and descriptive information, (2) integration of PMWUs in PE classes, (3) teaching strategies (4) evaluation methods, (5) use of reference tools and (6) interests and opinions. Complete responses were received from 136 PE teachers. Forty-nine percent of PE teachers received adapted physical activity training through their university curriculum and 14.9% took additional training after university. Eighty-six percent of PE teachers were interested in receiving education about manual wheelchair skills training. While 97% of PMWUs participate with or without assistance in PE classes, some PE teachers were not satisfied with how they adapted their PE courses for PMWUs, reporting that adaptations to classes and evaluations are primarily based on professional judgment. Most PE teachers who did not currently teach PMWUs would not feel equipped to adapt their classes to do so. More work is needed to develop programs to facilitate PE teacher training. Improved PE courses may in turn increase physical activity among PMWUs.

The role of decision trees in software development effort estimation (SDEE) has received increased attention across several disciplines in recent years thanks to their power of predicting, their ease of use, and understanding. Furthermore, there are a large number of published studies that investigated the use of a decision tree (DT) techniques in SDEE. Nevertheless, in reviewing the literature, a systematic literature review (SLR) that assesses the evidence stated on DT techniques is still lacking. The main issues addressed in this paper have been divided into five parts: prediction accuracy, performance comparison, suitable conditions of prediction, the effect of the methods employed in association with DT techniques, and DT tools. To carry out this SLR, we performed an automatic search over five digital libraries for studies published between 1985 and 2019. In general, the results of this SLR revealed that most DT methods outperform many techniques and show an improvement in accuracy when combined with association rules (AR), fuzzy logic (FL), and bagging. Additionally, it has been observed a limited use of DT tools: it is therefore suggested for researchers to develop more DT tools to promote the industrial utilization of DT amongst professionals.

Background and purpose: The research literature in physical education (PE) is placing a growing emphasis on Meaningful PE (Beni et al, 2017) to transform PE to meet the needs of all students. The purpose of this research was to 1) identify the concepts of Meaningful PE that students found to be important and 2) distinguish which concepts have the most potential to provide students with Meaningful PE experiences. The study: The project was conducted in three PE classes among grade 7 to 9 students in an urban secondary sports academy school in collaboration with their PE teachers. Data was collected using the GroupWisdomⓇ Concept Mapping (2021) platform and group interviews with the objective to have PE students and teachers conceptualize Meaningful PE. Findings: The study found that students’ and teachers’ context specific conceptualizations of Meaningful PE can be identified using GCM. The major tenet of Meaningful PE found was relationships. Student and teacher participants identified important concepts for Meaningful PE as a combination of statements within the clusters of kindness, physical activity, fun, and quality education. The findings call for a broad understanding of students within each school context in order to conceptualize meaningful physical education experiences. Conclusions: It is my conclusion that involving students in the conceptualization of Meaningful PE by focusing on autonomous and inclusive relationships is of great importance to co-create Meaningful PE experiences. Secondary students were able to identify what is important for meaningful experiences in PE and how inclusive relationships can facilitate Meaningful PE experiences.

The study assessed the pedagogical content knowledge of preservice teachers in Physical Education at the Colleges of Education in Ghana. The descriptive survey design was employed to conduct the study. One hundred and eighty (180) final year students were randomly selected for the study. A questionnaire was used to collect the data for the study. Data were analyzed using frequencies and percentages. The results indicated that pre-service teachers at the colleges received sufficient instructions in physical education about the subject matter and general pedagogical practices to enable them teach the content of instruction effectively to enhance positive learning outcomes in their students. Also, preservice teachers acquired adequate knowledge about their learners and their characteristics to make them effective teachers in Physical Education. Thus, the teacher education division must keep to, monitor and supervise the present syllabus being used by the Colleges of Education since the pre-service teachers in this study have proved that they received sufficient instructions to make them effective teachers in Physical Education.

The purpose of this study was to survey the current evidence of teachers’ asthma awareness, PE provision for children with asthma and policy application in PE and additional support in Devon schools. One hundred and twenty‐eight teachers of physical education (PE) from three local education authorities (LEAs) in Devon responded to a survey focused on PE teacher asthma awareness, PE provision for children with asthma, and PE application of school policy and additional support The findings revealed that PE teachers were aware of the children with asthma in their classes, but awareness of information and resources about asthma was low. PE provision for children with asthma effectively included the use of warm‐up, warm‐down, reminders to take medication before exercise and indirect preventative activities within the PE curriculum. Additionally, the monitoring of occurrences of Exercise Induced Asthma (EIA) by PE teachers was poor. The results for application of school policy revealed that PE teachers reported low levels of liaison with the school nurse, some inappropriate practices towards inhaler usage in PE and heavy reliance on pupil responsibility for self‐administration of inhalers. Significant differences for preventative activities helpful to asthmatics, frequency of communication between school‐nurses and PE teachers, and differences in responsibility for asthma medication were reported between PE teachers in a school‐nurse consortium and those in non‐consortium LEAs. These results are discussed in relation to existing literature, future PE provision, school policy and awareness through in‐service training opportunities.