This page has only limited features, please log in for full access.
This study investigated how perceived exercise benefit affects the relationship between cellphone usage and physical activity level. This cross-sectional study performed a survey of Taiwanese university students selected using cluster sampling. A total of 975 students were recruited (male = 367, female = 608, average age = 20.10 ± 1.42). Data were analyzed using descriptive statistics, correlation analysis, and hierarchical regression. The results show that cellphone usage was negatively correlated with physical activity level, whereas perceived exercise benefit was negatively correlated with cellphone usage and positively correlated with physical activity level. In hierarchical regression, the main effects of cellphone usage and perceived exercise benefit explained 22% of the variance in physical activity level. After controlling for the main effect, the interaction term accounted for an additional 1% of the variance. Cellphone usage and perceived exercise benefit thus had significant power to explain physical activity level. The results of this study reveal a novel phenomenon—that students who perceived the benefits of exercise to be greater are more physically active.
Mei-Ling Lin; Wen-Yi Wang; Chun-Chin Liao; Yu-Jy Luo; Chun-Chieh Kao. Examining the Relationship between Cellphone Use Behavior, Perceived Exercise Benefit and Physical Exercise Level among University Students in Taiwan. Healthcare 2020, 8, 556 .
AMA StyleMei-Ling Lin, Wen-Yi Wang, Chun-Chin Liao, Yu-Jy Luo, Chun-Chieh Kao. Examining the Relationship between Cellphone Use Behavior, Perceived Exercise Benefit and Physical Exercise Level among University Students in Taiwan. Healthcare. 2020; 8 (4):556.
Chicago/Turabian StyleMei-Ling Lin; Wen-Yi Wang; Chun-Chin Liao; Yu-Jy Luo; Chun-Chieh Kao. 2020. "Examining the Relationship between Cellphone Use Behavior, Perceived Exercise Benefit and Physical Exercise Level among University Students in Taiwan." Healthcare 8, no. 4: 556.
Physical education (PE) helps form lifelong learning and exercise habits; therefore, PE courses should be designed to enhance student motivation. Team-game tournaments (TGTs) enable learning in heterogeneous groups and involve positive interdependence, individual accountability, social skills, face-to-face interaction, group processing, and equal opportunities. Therefore, this quasi-experimental pre-test–post-test study investigated the effects of the TGT on learning motivation and motor skills. In this study, 108 students who enrolled in an advanced basketball course from two classes in a Taiwanese university were recruited as participants. Experimental teaching was implemented based on the class patterns, during which the students were divided into experimental and control groups. The control group, consisting of 56 students (46 male and 10 female), received conventional PE. In the TGT experimental group, constituting 52 students (40 male and 12 female), the TGT learning program was implemented. After a 12-week basketball teaching session, the TGT teaching strategy significantly improved student motivation but not motor skill acquisition. Competency level, however, did not significantly affect motivation but was significantly related to motor skill acquisition. Interaction effects between teaching strategy and competency level were non-significant. Despite TGTs enhancing learning motivation, PE teachers are still responsible for teaching rules, knowledge, and skills, engaging team members, and ensuring sufficient time for skill practice.
Yu-Jy Luo; Mei-Ling Lin; Chien-Huei Hsu; Chun-Chin Liao; Chun-Chieh Kao. The Effects of Team-Game-Tournaments Application towards Learning Motivation and Motor Skills in College Physical Education. Sustainability 2020, 12, 6147 .
AMA StyleYu-Jy Luo, Mei-Ling Lin, Chien-Huei Hsu, Chun-Chin Liao, Chun-Chieh Kao. The Effects of Team-Game-Tournaments Application towards Learning Motivation and Motor Skills in College Physical Education. Sustainability. 2020; 12 (15):6147.
Chicago/Turabian StyleYu-Jy Luo; Mei-Ling Lin; Chien-Huei Hsu; Chun-Chin Liao; Chun-Chieh Kao. 2020. "The Effects of Team-Game-Tournaments Application towards Learning Motivation and Motor Skills in College Physical Education." Sustainability 12, no. 15: 6147.
The purpose of this study was to create a multimedia learning environment for use in PE lessons and to determine the effects of a traditional learning environment versus a multimedia learning environment on students’ learning behaviors and knowledge. This study had a pretest–posttest quasiexperimental design. The control and experimental groups comprised students at a Taiwanese university who were taught using the traditional teaching method (TT group; 48 students) and TMA (TMA group; 47 students). The pretest and posttest comprised the Learning Behavior Scale in Physical Education and a test questionnaire that assessed the students’ knowledge of basketball game recording methods through 32 multiple-choice questions. The teaching procedure lasted 4 weeks and covered various aspects of the rules of basketball, including the methods of recording basketball game scores. Differences between the groups were determined using various statistical tests. The students’ learning behaviors and knowledge of basketball recording methods were discovered to be significantly improved in both groups at the posttest. However, the TMA group outperformed the TT group, enhancing the students’ learning behaviors and knowledge to a greater degree. Overall, a combination of TT and TMA may have the most beneficial effect on students’ cognition and learning. Teachers should take their students’ current cognitive development into consideration when designing course materials.
Chun-Chieh Kao; Yu-Jy Luo. Effects of Multimedia-Assisted Learning on Learning Behaviors and Student Knowledge in Physical Education Lessons: Using Basketball Game Recording as an Example. International Journal of Emerging Technologies in Learning (iJET) 2020, 15, 119 -139.
AMA StyleChun-Chieh Kao, Yu-Jy Luo. Effects of Multimedia-Assisted Learning on Learning Behaviors and Student Knowledge in Physical Education Lessons: Using Basketball Game Recording as an Example. International Journal of Emerging Technologies in Learning (iJET). 2020; 15 (1):119-139.
Chicago/Turabian StyleChun-Chieh Kao; Yu-Jy Luo. 2020. "Effects of Multimedia-Assisted Learning on Learning Behaviors and Student Knowledge in Physical Education Lessons: Using Basketball Game Recording as an Example." International Journal of Emerging Technologies in Learning (iJET) 15, no. 1: 119-139.
Purpose : Most studies on the sport education model (SEM) have focused on curriculum content and assessed students’ learning outcomes on the basis of teaching units and items. In contrast to the SEM, direct instruction (DI) emphasizes the learning of each unit and involves a shorter learning period. Few empirical studies have explored the moderating effect of elective motivation on the relationship between the SEM and low student performance in PE. Material : The present study employed a nonequivalent pretest-posttest quasi-experimental design with an experimental group, which received education under the SEM, and a control group, which received DI. The experiment was conducted in a university in Taiwan, with 115 students from two badminton classes selected as participants. Results : The results revealed that when the SEM was employed in physical education (PE), students’ elective motivation toward PE courses improved significantly and was significantly higher than that of students receiving DI. The SEM also effectively increased the elective motivation of low-performing students. Conclusions : Students can experience success in a teamwork setting, avoid a sense of loss and helplessness commonly experienced during individual competition-based learning, and change their elective motivation toward PE courses.
Chun-Chieh Kao; Yu-Jy Luo. The influence of low-performing students' motivation on selecting courses from the perspective of the sport education model. Physical education of students 2019, 23, 269 -278.
AMA StyleChun-Chieh Kao, Yu-Jy Luo. The influence of low-performing students' motivation on selecting courses from the perspective of the sport education model. Physical education of students. 2019; 23 (6):269-278.
Chicago/Turabian StyleChun-Chieh Kao; Yu-Jy Luo. 2019. "The influence of low-performing students' motivation on selecting courses from the perspective of the sport education model." Physical education of students 23, no. 6: 269-278.
Physical education is crucial to the development of physical and social abilities. Team cohesion, nurtured in physical education, influences team performance and provides skills that students may translate into future social arenas. However, whether teaching strategy in physical education affects the development of team cohesion remains uncertain. The sport education model (SEM) enhances sport skills, rule knowledge, sport etiquette, and affective development through games and competition. The SEM has replaced many conventional physical education curricula in advanced countries. Therefore, this quasi-experimental pretest–post-test study investigated the effects of the SEM on team cohesion. Undergraduate volunteers from a Taiwanese university were divided into experimental and control groups for a 10-week basketball course taught using the SEM or direct instruction, respectively. Pretest and post-test questionnaires utilized a team cohesion scale, with subscales measuring teamwork, team adaptation, and interpersonal interaction. Experimental group (Mpre = 3.35 ± 0.42, Mpost = 3.98 ± 0.50) scores for overall team cohesion and the three subscales were significantly improved after the course; no significant improvement was noticed in the control group (Mpre = 3.23 ± 0.58, Mpost = 3.57 ± 0.57). Furthermore, all post-test scores for the experimental group (M = 3.98 ± 0.50) were higher than those for the control group (M = 3.57 ± 0.57). Therefore, the SEM is a feasible model for improving team cohesion and thus related social skills students may sustain into adulthood.
Chun-Chieh Kao. Development of Team Cohesion and Sustained Collaboration Skills with the Sport Education Model. Sustainability 2019, 11, 2348 .
AMA StyleChun-Chieh Kao. Development of Team Cohesion and Sustained Collaboration Skills with the Sport Education Model. Sustainability. 2019; 11 (8):2348.
Chicago/Turabian StyleChun-Chieh Kao. 2019. "Development of Team Cohesion and Sustained Collaboration Skills with the Sport Education Model." Sustainability 11, no. 8: 2348.