背景:证据表明,体育教育模式(SEM)已证明在提高学生的运动能力和培养他们对体育的热情方面是有效的。然而,仍然缺乏全面的评论来研究SEM对学生对体育学习态度的影响。
目的:本文旨在阐明SEM对学生体育学习态度的影响。
方法:采用系统评价和荟萃分析(PRISMA)声明指南的首选报告项目,系统搜索PubMed,Scopus,EBSCOhost(SPORTDiscus和CINAHLPlus),和WebofScience数据库于2023年1月中旬进行。与SEM关联的一组关键字,对体育学习的态度,学生被用来确定相关的研究。在477项研究中,只有13篇文章符合所有资格标准,因此被纳入本系统综述.经过验证的DownsandBlack(1998)核对表用于评估,纳入的研究取得了11~13分的质量分数.ROBINS-I工具用于评估文献中的偏倚风险,只有一篇论文表现出适度的偏见风险,而其余的则被认为具有高风险。
结果:研究结果揭示了SEM干预与传统教学(TT)比较在认知方面(n=8)和情感成分(n=12)的显着差异。现有证据表明,大多数学者都同意,与TT相比,SEM在学生的情感和认知方面产生了显着的优势。
结论:尽管如此,几个问题仍然存在,包括缺乏关于初中生和性别差异的数据,每周干预的频率不够,由于相同的教学环境而导致的组间气氛差异控制不足,缺乏合理的测试,模型保真度检查和调节变量的考虑,当然,学习内容,和不适合测量学习态度的工具。相比之下,在提高学生对物理学习的态度方面,SEM比TT更有效。
背景:(https://inplasy.com/)(INPLASY2022100040)。
BACKGROUND: Evidence indicates that the Sport Education Model (SEM) has demonstrated effectiveness in enhancing students\' athletic capabilities and fostering their enthusiasm for sports. Nevertheless, there remains a dearth of comprehensive reviews examining the impact of the SEM on students\' attitudes toward physical education learning.
OBJECTIVE: The purpose of this review is to elucidate the influence of the SEM on students\' attitudes toward physical education learning.
METHODS: Employing the preferred reporting items of the Systematic Review and Meta-analysis (PRISMA) statement guidelines, a systematic search of PubMed, SCOPUS, EBSCOhost (SPORTDiscus and CINAHL Plus), and Web of Science databases was conducted in mid-January 2023. A set of keywords associated with the SEM, attitudes toward physical education learning, and students were employed to identify relevant studies. Out of 477 studies, only 13 articles fulfilled all the eligibility criteria and were consequently incorporated into this systematic review. The validated checklist of Downs and Black (1998) was employed for the assessment, and the included studies achieved quality scores ranging from 11 to 13. The ROBINS-I tool was utilized to evaluate the risk of bias in the literature, whereby only one paper exhibited a moderate risk of bias, while the remainder were deemed to have a high risk.
RESULTS: The findings unveiled significant disparities in cognitive aspects (n = 8) and affective components (n = 12) between the SEM intervention and the Traditional Teaching (TT) comparison. Existing evidence suggests that the majority of scholars concur that the SEM yields significantly superior effects in terms of students\' affective and cognitive aspects compared to the TT.
CONCLUSIONS: Nonetheless, several issues persist, including a lack of data regarding junior high school students and gender differences, insufficient frequency of weekly interventions, inadequate control of inter-group atmosphere disparities resulting from the same teaching setting, lack of reasonable testing, model fidelity check and consideration for regulating variables, of course, learning content, and unsuitable tools for measuring learning attitudes. In contrast, the SEM proves more effective than the TT in enhancing students\' attitudes toward physical learning.
BACKGROUND: ( https://inplasy.com/ ) (INPLASY2022100040).