THE COMPARISON OF PHYSICAL SKILL, COGNITIVE, AND AFFECTIVE NEEDS OF FEMALE STUDENTS IN PHYSICAL EDUCATION CURRICULUM

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RAMEZANI NEJAD R.; PANAHI M.; MIRYOSEFI S.J.; NIAZI S.M.

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Journal: Research in Sport Management and Motor Behavior Year:2012 | Volume:2 (10) | Issue:3 (19) Page(s): 79-97

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Title

THE COMPARISON OF PHYSICAL SKILL, COGNITIVE, AND AFFECTIVE NEEDS OF FEMALE STUDENTS IN PHYSICAL EDUCATION CURRICULUM

Author(s)

RAMEZANI NEJAD R. | PANAHI M. | MIRYOSEFI S.J. | NIAZI S.M. | Issue Writer Certificate

Keywords

PSYCHOMOTORQ2

COGNITIVE & AFFECTIVE NEEDSQ2

STUDENTSQ2

P.E. CURRICULUMQ3

Abstract

The purpose of this study was ranking the psycho-motor, cognitive, and affective needs of elementary, junior-high, and high school student. For this purpose, 385 P.E. specialists, 1370 Femalephysical educators, 1509 Female STUDENTS, and 1385 student mothers from capital cities of 25 provinces in the country, participated in this study. Twelve physical-motor needs, 15 sport-skill needs, 13 cognitive needs, and 12 psychosocial needs were selected. Only five important needs were ranked between all the needs related to them by samples (from 1, highest priority, to 5, lowest priority). The questionnaire was made of three stages of designing instrumentation and pilot study, and with internal consistency of 0.71-0.97. The entire hypothesis was compared with Cruskall-Wallis test in level of P<0.05. The results of this study indicated that, many of the educational needs among male and female STUDENTS in elementary, junior- high and high schools were significantly different. The priority of these needs was similar between P.E. specialists and physical educators, and also between STUDENTS and their parents. On the other hand there was a significant difference between the priority of PSYCHOMOTOR needs, in comparison to cognitive and affective needs. However, there was no significant difference between the priority of cognitive and affective needs of STUDENTS in schools. Needs for teaching simple and basic skills, health, and good appearance also had high priority among elementary STUDENTS. Needs for teaching fitness exercises, sports, health, and good appearance also had priority among junior-high and high school STUDENTS. Considering curriculum models, a combined point of views of all groups, concord coefficient, and the most important and priority of every group of STUDENTS can be used for P.E. CURRICULUM. These models could also be refined with other models, such as Delphi technique.

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APA: Copy

RAMEZANI NEJAD, R., PANAHI, M., MIRYOSEFI, S.J., & NIAZI, S.M.. (2012). THE COMPARISON OF PHYSICAL SKILL, COGNITIVE, AND AFFECTIVE NEEDS OF FEMALE STUDENTS IN PHYSICAL EDUCATION CURRICULUM. RESEARCH IN SPORT MANAGEMENT & MOTOR BEHAVIOR (JOURNAL OF MOVEMENT SCIENCE & SPORTS), 2 (10)(3 (19)), 79-97. SID. https://sid.ir/paper/393656/en

Vancouver: Copy

RAMEZANI NEJAD R., PANAHI M., MIRYOSEFI S.J., NIAZI S.M.. THE COMPARISON OF PHYSICAL SKILL, COGNITIVE, AND AFFECTIVE NEEDS OF FEMALE STUDENTS IN PHYSICAL EDUCATION CURRICULUM. RESEARCH IN SPORT MANAGEMENT & MOTOR BEHAVIOR (JOURNAL OF MOVEMENT SCIENCE & SPORTS)[Internet]. 2012;2 (10)(3 (19)):79-97. Available from: https://sid.ir/paper/393656/en

IEEE: Copy

R. RAMEZANI NEJAD, M. PANAHI, S.J. MIRYOSEFI, and S.M. NIAZI, “THE COMPARISON OF PHYSICAL SKILL, COGNITIVE, AND AFFECTIVE NEEDS OF FEMALE STUDENTS IN PHYSICAL EDUCATION CURRICULUM,” RESEARCH IN SPORT MANAGEMENT & MOTOR BEHAVIOR (JOURNAL OF MOVEMENT SCIENCE & SPORTS), vol. 2 (10), no. 3 (19), pp. 79–97, 2012, [Online]. Available: https://sid.ir/paper/393656/en

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