MOVEMENT TEACHER Lusinta Rehna Ginting, Fachruddin Azmi
International Journal of Islamic Education, Research and Multiculturalism,
01/2022, Letnik:
3, Številka:
2
Journal Article
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This discussion aims to increase understanding of the driving teacher who is part of the education reform process towards a better change and has a fundamental role in implementing independent ...learning. The ambitious teacher is a program of identifying and training future educational leaders. Motivating teachers are required to have more capabilities than teachers in general. A Motivating Teacher must have the characteristics of a good teacher, but a good teacher is not necessarily a Motivator. A good teacher is a teacher with good performance but only in the classroom. They can improve student achievement, teach creatively and innovatively, and develop their competence. Meanwhile, the role of the driving teacher is not only limited to being successful in managing the class they are teaching. In addition to being a good teacher, a Motivating Teacher must also have the will to lead, innovate, and make changes. As a teacher, the teacher must still integrate character values into the learning process, whether it is included in teaching materials, assignments or daily tests. We always communicate with students in various teaching applications such as WhatsApp links, Google Classroom, Zoom Meeting, Google Meet, and others in teaching and learning activities. There are things to communicate that may be considered trivial and usually happen. Still, it turns out to be very important for us to cultivate good character for students when we talk in online media. Motivating teachers are expected to encourage student growth holistically and become Pancasila students. The driving teacher will be an inspiration for other teachers, have teaching innovations and varied teaching media, and become peer tutors at school.
With this study, it was aimed to examine the effect of coordination-based movement education model on the development of balance in 5-year-old children. The research was designed with a control group ...pre-test post-test design, which is one of the quasi-experimental research models. The research group consists of a total of 42 (
= 20 experimental
= 22 control) 5-year-old children formed by using the convenient sampling method, which is one of the purposeful sampling methods. Each participant's age, body weight, body length and lower extremity limb lengths were measured. As a data collection tool and used the three-part Y Balance Test (YBT) platform, which was previously stated to have high reliability (ICC = 0.85-0.93). Reach distances of the participants were measured in three directions, anterior posteromedial and posterolateral. YBT scores were determined by calculating the average and normalized values for lower extremity limb length for each reach direction of the obtained scores, and composite YBT scores were determined by taking the averages of anterior, posteromedial and posterolateral reach distance scores. In order to determine whether the collected data are suitable for normal distribution, Levene test was applied first and it was determined that
> 0.05 for all parameters as a result of the test. Independent sample
-test from parametric tests was used to determine the differences between groups. Paired-group
-test was used to determine within-group differences. According to the results of the research, it was found that the balance motor capacity levels between the experimental and control groups did not differ significantly compared to the pre-test, but there was a significant difference in all reach directions scores in favor of the post-test and experimental group compared to the control group and the pre-test. When the results of the right and left lower extremity ANT, PM, PL and Composite reach distances were examined according to gender, although there was no statistically significant difference, when the averages were considered, it was seen that all parameters were in favor of girls (
> 0.05). As a result, it was concluded that coordination-based movement education model had a positive effect on the balance motor capacities of 5-year-old children.
This study aimed to explore the effects of a coordination-based movement education program on the fundamental motor movement performance, fundamental movement skills, and attention skills in children ...aged 60-72 months. This research employed a randomized controlled trial, selecting participants through convenience sampling, encompassing a total of 60 preschool children. The participants were randomly assigned to either the experimental group (n = 30) or the control group (n = 30). Over a period of 12 weeks, the experimental group engaged in a structured coordination-based movement education program, while the control group continued with the Ministry of National Education's preschool education movement activities. To assess fundamental movement skill performance, the study employed 10 main tests, including squat jump, standing broad jump, countermovement jump, airtime, tennis ball throwing, sit-and-reach, 20 m linear sprint, flamingo balance (static), Y balance (dynamic), and an agility test. Additionally, attention skills were measured using the Frankfurter attention test (Frankfurter Tests für Fünfjährige-Konzentration: FTF-K). The results indicated that, compared to the control group, the experimental group exhibited significant improvements in countermovement jump, airtime, squat jump, standing broad jump, tennis ball throwing, sit-and-reach, 20 m linear sprint, agility, static and dynamic balance, and attention tests following the coordination-based movement education intervention. Intragroup comparisons within the control group did not reveal significant differences. Gender-specific analyses demonstrated no significant differences in pre-tests; however, post-intervention, boys showed significant improvements in standing long jump and tennis ball throwing, while girls demonstrated enhancements in sit-and-reach and static and dynamic balance. This study highlights the positive impact of coordination-based movement education practices on the enhancement of fundamental motor movement performance, fundamental movement skills, and attention skills in children aged 60-72 months.
Schools play an important role in promoting physical activity among students. This paper studies the perception of educators, students, and parents about the use of online physically active academic ...lessons during COVID-19 in the north of Chile. Starting the first week of November 2020, and for a period of five weeks, 323 students, alongside 11 educators, practiced a geometry-based dance routine online. The qualitative analysis results reveal a positive perception of the experience and an increase in physical activity without reducing the amount of time spent on academic activities. There were also improvements in learning, social relationships, and enjoyment.
•A positive perception of online physically active academic lessons was observed among participants.•The main benefits of combining physical activity and curricular content were noted by the participants.•During lessons, students did more physical activity, learned, and enjoyed the experience.•Some parents also did more physical activity, together with their children.•The barriers observed in this study will not prevent participants from taking part once again.
This position statement follows to the thematic round table organized by S.I.E.M.eS. (Italian Society of Movement and Sport Education) as final event of the international congress on "Outdoor ...movement education" held in Bozen, Italy, december 3-5, 2020.Today's lifestyle with interesting electronic devices attracts young children to spend time inside instead going out to play in a physically active manner. At the same time, recent research evidencehasshownthat outdoor active play (outdoor play) offers multiple advantages to children's development and health. In December 2020, the University of Bozen organized an international congress on the relevance ofoutdoor movement education and outdoorplay. The Congress ended with a round table discussionof the different approaches to outdoor movement education practiced in Europe, and theneed for a common position statement was agreed on that would involve other scientists who participated in the Congress. The position statement is based on comparison of the different practices in European countries and is aimed at defining a consensus in terms of approaches and terminology for outdoor movement education that may be shared between European educators. The comparative analysis was conducted between different regions of Europe: south (Italy), middle (Wales and Belgium, Wallonia), and north (Finland, Iceland and Norway). Comparisons of the different regions were based on official national documents, including laws, educational curriculums, andresearch findings.Results revealed that some regions, mostly the Nordic Countries, have a strong outdoor culture on which the official national documents are based. In these countries, the outdoor environment is included in teacher education programmes and national curriculums for early education and elementary school. This is not the case everywhere in Europe, where other countries are now starting to spread the outdoor culture in the school environment. On the other hand, there is a need for more research-based knowledge about the amount and types of children's outdoor movement in all regions, including the most advanced ones.With this position statement, the Congress participants and organizers underscore the need to increase the knowledge of the importance of outdoor play in supporting children's motor development and holistic development. There is a compelling need to change official documents to guarantee adequate possibilities for outdoor movement education and outdoor active play. The outdoor environment should become part of the daily pedagogical routineof children, and special care should be given to active movement. The aim of this position statement is to help to reach a consensus in the educational community that must act in collaboration with multiple sociocultural players and stakeholders (at local, national and European levels) and be driven by scientific research.
Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied ...learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pedagogies of embodiment in physical education. We ask what characterizes the empirical research literature on pedagogies of embodiment in physical education, and what implications for teaching and learning we can find in this literature. Forty-two studies met the criteria and were included in the review. Based on a thematic analysis of the studies, two main themes emerged. The first theme, 'enabling critical reflection', highlights that physical education can contribute to the development of critical thinking skills among pupils and provide them with safe spaces to discuss 'taken for granted' understandings of gender, health, and body ideals within physical education. The second main theme, 'Exploring (new) movements', shows how pupils' exploration of (new) movements can contribute to the development of body awareness and meaningful experiences. Physical education taught after principles of pedagogies of embodiment involves pupil-centered approaches and inductive approaches to teaching. These approaches give pupils the opportunity to be involved in choosing activities and creating content. Pedagogies of embodiment place focus on the importance of reflection before, during, and after activities in physical education, and expand the repertory of activities that physical education may include. In this way, pedagogies of embodiment may facilitate embodied learning, empowerment, and positive experiences of being in movement. Future research should investigate further the possibilities pedagogies of embodiment gives for teachers and learners, and how the potential to challenge traditional pedagogy can be developed.
Background: Literature suggests that physical education programmes ought to provide intense instruction towards basic movement skills needed to enjoy a variety of physical activities. Fundamental ...movement skills (FMS) are basic observable patterns of behaviour present from childhood to adulthood (e.g. run, skip and kick). Recent evidence indicates that children have the developmental potential to master most FMS by 6 years of age during physical education, physical activity (PA) and sport.
Purpose: With a noticeable absence in the literature relating to adolescent movement patterns, the present study assessed the performance of 9 FMS during physical education class amongst 12- to 13-year olds. The study further assessed the range of FMS at the behavioural component level with a view to identifying weaknesses within performance across individual skills.
Participants and setting: Baseline data were collected in 2010 as part of a larger longitudinal study evaluating the effectiveness of a prescribed adolescent physical education intervention. Participants included all (N = 242) first-year post-primary youth in a specific geographical area of Ireland.
Data collection: The following 9 FMS were assessed during an 80-minute physical education lesson time period using a reliable instrument protocol; run, skip, horizontal jump, vertical jump, kick, catch, overhand throw, strike and stationary dribble. Each of the nine FMS was assessed in conjunction with the behavioural components from three established instruments, namely the Test of Gross Motor Development (TGMD), TGMD-2 and the Victorian Fundamental Motor Skills manual. To ensure participant consistency, no feedback from any of the trained field staff was given during skill performance.
Data analysis: Prior to data analysis, the trained field staff were required to reach a minimum of 95% inter-observer agreement for all nine skills on a pre-coded data set to ensure that all testers were competent. The FMS data set was analysed using SPSS version 17.0 for Windows using appropriate statistical analysis.
Findings: Overall, 11% was scored as either mastery or near mastery for all nine FMS. There was a significant difference in the overall mean composite FMS score (object control and locomotor) between genders, with adolescent males scoring higher (p = .015). There were marked differences in the number of participants who failed to obtain mastery level across the range of the nine FMS (e.g. vertical jump 87% and run 13%) and their associated behavioural components.
Conclusions: It is alarming that adolescents aged between 12 and 13 years entering their first year of post-primary physical education do not display proficiency across nine basic movement patterns. This finding indicates that adolescents may have a difficult time in making the successful transition towards more advanced skills within the sport-specific stage. Implications from this study potentially indicate that targeting the weakest skill components during physical education and outside of school hours may prove a valuable strategy in increasing the current FMS levels and the subsequent PA levels amongst adolescent youth.
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