Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Influence Of Music On A Students Engagement In A Physical Education Class
Download Influence Of Music On A Students Engagement In A Physical Education Class full books in PDF, epub, and Kindle. Read online Influence Of Music On A Students Engagement In A Physical Education Class ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Influence of Music on a Student’s Engagement in a Physical Education Class by : Alexander Devito
Download or read book Influence of Music on a Student’s Engagement in a Physical Education Class written by Alexander Devito and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Music can act as a positive influence to student’s mood during and after a physical education class (Barney & Pleban, 2018). The use of music in physical education as a positive influence on a student’s mood has been thoroughly researched however there is more research needed to evaluate how music may affect different mood states. The study investigated how music may influence six different mood states of students in a physical education class with music and without music. The mood states evaluated include anger, confusion, fatigue, depression, tension and vigor. Physical Educators could use music in their class to improve student’s mood by the end of class. The study was designed to measure the influence of music on a student’s mood aged 14 years old after a physical education class. A two by two independent sample ANOVA design was utilized by collecting data from eighth grade students across three classes to assess if moods improved based on scores between the pre/post- assessments during a class with music and a class without music. The Brunel Mood Scale was distributed before and after a class without music and before and after a class with music. Findings indicate that there was no significant interaction effect of music and time on any of the six dependent variables. There was a significant main effect of music for anger and vigor.
Book Synopsis The Effects of Music on the Motivation in Relation to Fitness Testing In Elementary Students by : Uriel Moreno
Download or read book The Effects of Music on the Motivation in Relation to Fitness Testing In Elementary Students written by Uriel Moreno and published by . This book was released on 2019 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Music has rhythmic and energetic characteristics that get people moving. Most gyms have a wide variety of classes that incorporate music into their sessions. The fact that music has the ability to impact emotions has been of recent interest in obesity studies; how music can provide a positive perception to exercising. Obesity is an issue worldwide. Current methods utilized to decrease obesity rates have not had a profound impact. During this study, music is being examined to find if it will have an impact on engagement in physical education classes in order to increase activity levels. This study examines the performance of students in one fifth grade physical education class and one sixth grade physical education class during anaerobic tests: a 40-yard sprint test (one with music and one without music) and a push up test (one with music and one without music). The results of the pretest and posttest are statistically significant for both tests. Therefore, the null hypothesis is rejected, indicating that music does indeed increase the student’s physical activity and performance levels during a push-ups test and a 40-yard sprint test. Practice implications indicate that physical education teachers should receive ongoing professional development in the use and role of music and physical activity levels in their classes. Policy implications should be that K 12 students need to engage in physical education on a daily basis. Future research should include longitudinal studies of the benefits of the benefits to students participating in positive physical activity classes.
Author :Committee on Physical Activity and Physical Education in the School Environment Publisher :National Academies Press ISBN 13 :0309283140 Total Pages :503 pages Book Rating :4.3/5 (92 download)
Book Synopsis Educating the Student Body by : Committee on Physical Activity and Physical Education in the School Environment
Download or read book Educating the Student Body written by Committee on Physical Activity and Physical Education in the School Environment and published by National Academies Press. This book was released on 2013-11-13 with total page 503 pages. Available in PDF, EPUB and Kindle. Book excerpt: Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Book Synopsis The Effects of Music on Physical Activity Rates of Junior High Physical Education Students by : Lindsey Kaye Benham
Download or read book The Effects of Music on Physical Activity Rates of Junior High Physical Education Students written by Lindsey Kaye Benham and published by . This book was released on 2014 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: Music is used and can be found in everyday life and throughout society. With many studies pointing towards music being a motivating stimulus for exercise, it is plausible that music would positively affect the physical activity rates of junior high school students in physical education classes. Thus, the purpose of this study was to examine the effects of popular music on physical activity rates, via pedometry, and enjoyment levels of junior high physical education students. There were 305 junior high physical education students that participated in the study with 151 being male and 154 being female. This was a quasi-experimental study using a two conditions, with and without music, by two activities, basketball and volleyball, cross-over design. It is found that across all grades and gender, more steps were taken with music in both activities versus without music. No statistically significant differences are noted in time in activity between activities with music than without. When comparing the level of enjoyment of the activities with music versus without across genders and all grades, the level of enjoyment is higher with music than without, though the difference is not statistically significant. While statistically significant differences can be found and attributed to the very nature of the differences between volleyball and basketball, there are also several statistical significances found that can be described and attributed to the intervention of the use of music during that activity. Therefore, if teachers are looking for a way for their students to increase step counts and increase the level of enjoyment their students feel throughout an activity, adding music to the background of the activity will help teachers to achieve those goals.
Book Synopsis Effects of High Tempo, Asynchronous Music on Participation and Morale in Physical Education by : Rebekah A. Johnson
Download or read book Effects of High Tempo, Asynchronous Music on Participation and Morale in Physical Education written by Rebekah A. Johnson and published by . This book was released on 2014 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis What Effects Does Music Have on Student Performance Level While Participating in Aerobic Activities by : Judd G. Helstrom
Download or read book What Effects Does Music Have on Student Performance Level While Participating in Aerobic Activities written by Judd G. Helstrom and published by . This book was released on 2009 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research question addressed in this project was if certain types of music can increase motivation levels in students while participating in aerobic activities in physical education class. My goal was to find a way to motivate students in physical education class to work harder. I wanted to know if listening to music can increase their work rate and even their enjoyment of exercise. Most researchers agree music does influence motivation levels, but results are conflicting. I had my students participate in two aerobic activities that I designed while listening to either no music, fast music, or slow music. Results showed that the fast music did improve test scores for most individuals while slow music actually negatively affected scores for some, even beyond their scores while no music was being played.
Book Synopsis Music and the Child by : Natalie Sarrazin
Download or read book Music and the Child written by Natalie Sarrazin and published by . This book was released on 2016-06-14 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are inherently musical. They respond to music and learn through music. Music expresses children's identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children's natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I'm working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children's lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.
Book Synopsis Does Music Have an Effect on Fifth Grade Participation in Physical Education Class by : Kamie S. Gritt
Download or read book Does Music Have an Effect on Fifth Grade Participation in Physical Education Class written by Kamie S. Gritt and published by . This book was released on 2008 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Music on Student Activity Levels and Motivation in Physical Education by : Andrew Jackson
Download or read book Effects of Music on Student Activity Levels and Motivation in Physical Education written by Andrew Jackson and published by . This book was released on 2013 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Applications of Research in Music Behavior by : Clifford K. Madsen
Download or read book Applications of Research in Music Behavior written by Clifford K. Madsen and published by University of Alabama Press. This book was released on 1987 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: A compilation of current research that investigates various aspects of musical experience
Book Synopsis Champions of Change by : Edward B. Fiske
Download or read book Champions of Change written by Edward B. Fiske and published by . This book was released on 1999 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Girls, Gender and Physical Education by : Kimberly L. Oliver
Download or read book Girls, Gender and Physical Education written by Kimberly L. Oliver and published by Routledge. This book was released on 2015-07-24 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this powerfully argued and progressive study, Kimberly Oliver and David Kirk call for a radical reconstruction of the teaching of physical education for girls. Despite forty years of theorization and practical intervention, girls are still disengaging from physical education, dropping out of physical activity, and suffering negative consequences in terms of their health and well-being as a result. This book challenges the conventional narrative that girls are somehow to blame for this disengagement, and instead identifies important new ways of working with girls, developing a new pedagogical model for ‘girl-friendly’ physical education. The book locates our understanding of the experiences of girls in physical education in the broader context of young people’s multifaceted engagements with popular physical culture. Adopting an activist perspective, it outlines a programme of action informed by principled pragmatism and based on four critical elements: student-centred pedagogy; critical study of embodiment; inquiry-based physical education centred-in-action, and listening and responding to girls over time. It explores the implications of this new thinking for teaching, research, PETE and policy, and outlines a future agenda for work in this area. Offering a profound theoretical critique of contemporary research and practice, as well as a new programme of action, Girls, Gender and Physical Education is essential reading for all researchers, advanced students and practitioners with an interest in the issues of gender, equity and inclusion in physical education.
Book Synopsis Arts education in public elementary and secondary schools by : Basmat Parsad
Download or read book Arts education in public elementary and secondary schools written by Basmat Parsad and published by DIANE Publishing. This book was released on with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student access to arts education and the quality of such instruction in the nation's public schools continue to be of concern to policymakers, educators, and families. Specifically, research has focused on questions such as: To what extent do students receive instruction in the arts? Under what conditions is this instruction provided? What is the profile of arts education instructors? (Ruppert and Nelson 2006). This study is the third of its kind to be conducted by the National Center for Education Statistics (nces) in the Institute of Education Sciences (ies), U.S. Department of Education, to provide national data that inform these issues. The first study was conducted in the 1994-95 school year to provide baseline data on public schools' approaches to arts education. The second study was conducted during the 1999-2000 school year to provide broader coverage of arts education issues by collecting the first national data on educational backgrounds, professional development activities, teaching loads, and instructional practices of elementary school teachers--self-contained classroom teachers, music specialists, and visual arts specialists. To update the information from a decade ago, Congress requested that the U.S. Department of Education's Office of Innovation and Improvement (oii) and nces conduct a new study that would borrow from and build on the previous studies. This study examines many of the issues from the previous studies, including the extent to which students received instruction in the arts; the facilities and resources available for arts education instruction; and the preparation, work environments, and instructional practices of music and visual arts specialists and non-arts classroom teachers. This study also addresses emerging issues such as the availability of curriculum-based arts education activities outside of regular school hours and the presence of school-community partnerships in the arts. In addition, the current study provides broader coverage of arts education instructors by including two new surveys for secondary music and visual arts specialists. Selected indicators on arts education in public elementary and secondary schools are organized into four sections, one for each arts education subject area--music, visual arts, dance, and drama/theatre. Using its Fast Response Survey System (frss), nces conducted the surveys during the 2009-10 school year, with the two school surveys and the collection of sampling lists for the teacher surveys starting in fall 2009. frss is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The findings in this report have been chosen to demonstrate the range of information available from the frss study rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data from public school principals and teachers. Where relevant, national findings are broken out by the poverty concentration at the school, measured as the percent of students eligible for free or reduced-price lunch. Appended are: (1) Technical Notes; and (2) Standard Errors for Text Tables and Figures. (Contains 63 tables, 27 figures and 16 footnotes.) [For "Supplemental Tables to the nces Report. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (nces 2012-014)," see ed530716.].
Book Synopsis An Analysis of the Influence of Music on Academic Achievement in Urban Education by : Hollie Hood-Mincey
Download or read book An Analysis of the Influence of Music on Academic Achievement in Urban Education written by Hollie Hood-Mincey and published by . This book was released on 2005 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Contemporary Debates in Childhood Education and Development by : Sebastian Suggate
Download or read book Contemporary Debates in Childhood Education and Development written by Sebastian Suggate and published by Routledge. This book was released on 2012-06-14 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: What are the risks and benefits of non-parental care for young children? What are the short- and long-term effects of academically vs. play-focused environments for learning? How and when should we teach reading? What are the purposes of Education? What is the best way to teach mathematics to children, from preschool and beyond? Contemporary Debates in Childhood Education and Development is a unique resource and reference work that brings together leading international researchers and thinkers, with divergent points of view, to discuss contemporary problems and questions in childhood education and developmental psychology. Through an innovative format whereby leading scholars each offer their own constructive take on the issue in hand, this book aims to inform readers of both sides of a variety of topics and in the process encourage constructive communication and fresh approaches. Spanning a broad spectrum of issues, this book covers: Phonic and whole language reading approaches The developmental effect of non-parental childcare The value of pre-school academic skill acquisition The most effective methods of teaching mathematics Standardized assessment – does it work? The role of electronic media and technology The pedagogical value of homework The value of parents’ reading to children. This book combines breadth of vision with cutting edge research and is a ‘must have’ resource for researchers, students and policy makers in the fields of education and child development.
Book Synopsis Teachers' Choices to Use Movement in Elementary General Music Class by : Lori Arner
Download or read book Teachers' Choices to Use Movement in Elementary General Music Class written by Lori Arner and published by . This book was released on 2021 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because no government body has mandated a national or state curriculum for music education in the United States, elementary general music teachers can vary widely in their curricular choices about whether and how to include movement. To contribute to an understanding of children's experiences engaging in movement during their elementary music education, the purpose of this research was to examine influencers on pre-Kindergarten through 8th grade general music teachers' choices to use movement in elementary general music classes. With a pragmatic worldview, I approached the study through a lens of embodied teaching and learning, acknowledging a person's bodily movements as connected ways of musical knowing. I used a mixed methods, explanatory sequential design in two phases of the research. In Phase I, I posed four research questions. Research questions one through three: For two types of movement (i.e., non-locomotor, locomotor), to what extent does variance in (a) school socioeconomic status (i.e., Title I, Non-Title I), (b) physical classroom space, and (c) class size significantly relate to the use of movement by type in elementary general music classes? Research question four: (d) To what extent do school socioeconomic status, physical classroom space, and class size in combination explain the variance in the use of movement in elementary general music classes? In Phase II, I posed four additional research questions to explain the results of Phase I. Research questions five through seven: How do music teachers describe the (e) purpose, (f) benefits, and (g) challenges in their use of different movement types in elementary general music classes? Research question eight: (h) What results emerge from comparing the quantitative data on influencers to the use of movement by type with the qualitative data that describes teachers' choices in movement instruction? For that question, I examined the results from Phase I and Phase II to complete the mixed methods design of this study. In Phase I, pre-Kindergarten through 8th grade general music teachers (N = 251) teaching in the United States voluntarily completed a researcher-designed web-based survey. For research questions one through three, I conducted independent t-tests on the survey data for each of the related variables. For research question one, participants in Title I schools (n = 163) used non-locomotor steady beat gestures (t = 1.99) and locomotor choreography (t = 2.37) statistically significantly more than participants in non-Title I schools (n = 88). For research question two, participants without a dedicated physical music classroom space (n = 30) used non-locomotor movement for showing pitch relations and melodic contour with hands (t = 2.21) statistically significantly more than participants with a dedicated music classroom (n = 221). Participants with a dedicated music classroom (n = 221) used locomotor choreography (t = 3.87) statistically significantly more than participants without dedicated music classroom (n = 30). For research question three, participants with large class sizes (n = 107) used non-locomotor dramatizing (p = -.132) and locomotor creative/exploratory movement (p = -.198) statistically significantly more than participants with medium (n = 108) or small (n = 36) class sizes. For research question four, I conducted a multiple regression on the survey data to examine the influence of school socioeconomic status, physical space, and class size on use of movement by type. Results indicated one statistically significant correlation for the variables in combination: participants in Title I schools with dedicated music rooms statistically significantly used non-locomotor moving with flow (t = 2.303). In Phase II, I purposefully sampled 17 of 106 interested Phase I survey participants based on their responses to demographic information in relation to five conditions established a priori: Self-Reported Frequency of Movement Use, School Socioeconomic Status, Class Size, Physical Classroom Space, and Professional Development Experience. To answer research questions five through seven, I conducted a thematic analysis of those 17 Phase II participants' transcribed and member-checked individual, semi-structured interviews. From their interview data, I identified 31 representative meaning units, 10 lower order themes, and four higher order themes (i.e., Who I Am, Who My Students Are, Where We Are Together, and What We Do Together). For research question eight, I compared the quantitative data on influencers to the use of movement by type with qualitative data that describes participants' choices in type of movement. Participants' choices to use locomotor movement were constrained by their physical classroom space and large class sizes but not by school socioeconomic status. Teachers' choices to use movement in general music settings are also influenced by teacher identity and body image. Since participants volunteered for this study, results need to be applied with caution. By examining the results of Phase I and Phase II, I concluded that teachers in this study connected their choices of whether and how to use movement in elementary general music to their own identity, understandings of students' identities, school context, and students' musical engagement. Teachers desire students' engaging movement experiences that lead to students' empowerment through embodied learning. Teachers' choices to use movement potentially connect teachers' and students' embodied experiences with teachers' personally formational instruction, regardless of their school socioeconomic status, physical classroom space, or class size. Implications for the field of music education include widening our understanding of the role of identity at various junctures of a music teacher's career. Because administrators assign physical teaching spaces and determine maximum class sizes, they play an important role ensuring general music teachers can teach in a dedicated space that is physically and socioemotionally safe for students and their teacher. By contemplating ways to engage in personal movement experiences beyond their practice in their classrooms, teachers may boost their self-confidence, and expand possibilities for using movement instruction in less-than-ideal teaching spaces. Future researchers might investigate the (a) role music-teacher body image plays as it influences teachers' choices to use movement, (b) ways teachers connect students' dance cultures to music learning, (c) use of movement in remote, cyber, or virtual general music classes. Depending on the status of the COVID-19 pandemic, future researchers may explore general music teachers' choices to use movement relative to social distancing practices.
Book Synopsis Effect of Motivational Music on Physical Activity Levels of Second Grade Physical Education Students by : Christopher George Keithan
Download or read book Effect of Motivational Music on Physical Activity Levels of Second Grade Physical Education Students written by Christopher George Keithan and published by . This book was released on 2010 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
