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Section 7. Physical Education
DOI: http://dx.doi.org/10.20534/EJLL-17-1-30-34
Ikonomi Edison, Doc. PhD. Sport University Tirana Albania Faculty Science of Movement E-mail: edisikon@yahoo.com Bano Elton, Doc. PhD. Sport University Tirana Albania Faculty Science of Movement E-mail: eltonbano22@yahoo.com Voci Dorina, Msc.
Centre "Besani" CY Tirana Albania Assistant counseling psychologist E-mail: dorinavoci@yahoo.com
Disciplines increases efficiency of teaching process in physical education
Abstract: Discipline is a necessary precondition to increase the effectiveness of teaching and educational work in general, as in the case of physical education in particular. Contemporary studies stress the idea that discipline may be imposed by external control exercised by teachers or by stimulating the self-control of students. Discipline is best accomplished external control through the use of incentives and not through incentives amplifier punishment. At the physical education discipline intended to be placed almost entirely by external forms of control and especially through penalties, including psychological punishment that occupies the main problems in school. The subjects of this study were 500 pupils of several schools (9-years and medium) district Berat. The study was conducted in two phases. In the first phase, from April to June 2016 was identified issues that will be studied through focus group discussions with pupils and teachers. In the second phase of the study, from October to December 2016 was administered questionnaire to measure pupils. Data collected from the questionnaires were processed by statistical computer program EXEL 2010. About 99.53% pupils surveyed claimed to retribution in the presence of different levels frequently. Retribution is used routinely assert their 0.38%, 12.85% frequently and 76.87% rarely, where only 9.43% of them affirm that retribution is never used in the case of physical education. In girls surveyed we see that the claim 17.14% is exercised psychological retribution of various kinds, while this was confirmed 12.37% of boys. The study shows that retribution exists in the case of physical education, which is often used to lower grade pupils and is the dominant psychological retribution.
Keywords: physical education, pupils discipline, teaching.
Introduction:
Discipline is a necessary precondition to increase the effectiveness of teaching and educational work in general, as in the case of physical education in particu-
lar. Contemporary studies stress the idea that discipline may be imposed by external control exercised by teachers or by stimulating the self-control of pupils. At the same time strongly emphasized the idea that when discipline is
exercised better control of external stimuli accomplished through the use of incentives amplifier and not through retribution. The fact is that the retribution associated with phenomena side effects such as the inhibition of the student who is punished, resentment, even corrective behavior [1, 36-45]. Based on these effects some researchers think that the retribution should be excluded or should be used only in very specific situations. Others say that the retribution should be used only when other modes of behavior have no effect [2, 12-14]. Empirical data, conversations with teachers, parents, school or personal experiences of children to continue school currently show that in Albanian school discipline intended to be placed almost entirely by external forms of control, especially through penalties, including psychological punishment that occupies the main problems in school. This can be better understood if we consider the recent past school Albanian nature of society as well as the status of teachers. Meanwhile, the lack of a concrete study of the spread of this phenomenon in Albanian school life.
There are studies for various types of punishments exercised by parents over their teenage children, but not for punishment used by teachers on pupils [1,71]. Teachers who possess organizational and communicative style, have the ability to organize learning to behave and communicate with pupils in a perfect way not only in the classroom, but also outside it. They group the pupils, in accordance with the requirements of motor activities that will perform. Groups exploit well enough to realize successful joint activities between groups [3, 24]. Bilateral relations between teachers and pupils in learning based on direct contacts, thanks to which the teacher has the
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opportunity to observe and act in a timely manner and to optimally guide the cognitive and motor activity of pupils. Teaching and educational process of exercising the type of class hearing system is characterized by the cooperation of teachers with pupils who solve a series of educational objectives, in accordance with the official curriculum and operating physical education [4, 165]. Verbal methods activate students' thinking, help acquisition technique exercises duties, perceptions and help create more accurate visual perceptions movements, etc. In this group methods include: the name of the exercise, the exercise description, explanation, instruction, order, command, questions, story and conversation [3, 157].
This study aims to describe: Types of punishments and frequency of use various types of punishment by teachers on pupils, depending on gender, age learning process in the subject of physical education.
Methodology:
The subjects of this study were 500 pupils of several of medium and 9-year schools district Berat. The choice of the sample was made through the technique of choice with quote based on statistical data on the number of pupils in the district Berat. The study was conducted in two phases. In the first phase, from April to June 2016 was identified issues that will be studied through focus group discussions with pupils and teachers. It later became a pilot of these issues and on the basis of this study was constructed questionnaire. In the second phase of the study, from October to December 2016 questionnaire was administered to measure pupils. Data collected from the questionnaires were processed by statistical computer program EXEL 2010.
76,87
70
60
50
40
30
20
10
9,43 12,85
l Never Rarely ■ Permanently
Figure 1. Frequency of use punishment
I Often
Data processing used simple statistical techniques. Through statistical analysis method, we realized the progressive results of the study. Excel is used in packages "Data Analysis" (DA) for the implementation of statistical analysis, which is Microsoft's add-on pack, which was activated by the user when we needed statistical analysis.
Analysis of the results:
The data of Figure 1 it appears that the punishment in the case of physical education is not a mass phenomenon. About 99.53% of pupils surveyed claimed to punishment in the presence of different levels often. The punishment is used routinely affirm their 0.38%, 12.85% often and 76.87% rarely. While only 9.43% of them affirm that punishment is never used in the case of physical education. Note that the use of permanent and frequent of violence is not sensible levels. This is understandable and depends on the level of aggressiveness that rule society.
The use of punishment by teachers:
Male sex is generally more aggressive than the female sex. This seems to be true for a society with patriarchal traditions as Albanian society. Given this generally accepted opinion, we expect the teachers (m) to use more punishment than teachers (f). Meanwhile, the survey data gives us a picture opposite. As shown in Figure 2 teachers (f) use punishment more than teachers (m), 23% of pupils claim that the punishing exercising more teachers (f), versus 17% of teachers (m) use. This may
Figure 3. Types of verbal punishment
Greater weight in the kind of verbal punishment takes come swearing the group of pupils 27.67%, the threat by the group of pupils yelling with 63.21%. (Figure 3) Then calling the parent at the school 46.71%, threatening dif-
be explained by the higher level irritation of teachers (f). The fact is that by doing a more consumer work, teachers (f) need to the same time afford as household everyday concerns of family life. Although the level of irritation is roughly average for both sexes, women are more irritable. This makes them to have a higher level of readiness for aggression. However this is an assumption. While the study of complex causes of this phenomenon would be great interest, since 60% of pupils think that teachers do not use punishment.
Figure 2. Who uses punishments Types of punishment practiced by teachers on pupils
The survey data confirm that teachers perform psychological punishment. Psychological punishment practiced of verbal form and non-verbal.
ficulties exercises 44.34%, grade merited non evaluation 48.26%, the threat by testing 40.57%, by director threat 30.31%, by grade the threat 36.79%, ironically 30.19% and underestimating ofpupils exercises 19.34%. Among most commonly used types of not verbal punishment is
the view of fury 35.85%. (See Figure 4) Then come: viewing with sullen face 32.22%, stay away pupils who dislike 19.34% and no activation of pupils who disapproved 18.87%.
No activation of pupils who disapproved
Stay away pupils who dislike
Viewing with sullen face
View of fury
18,87
19,34
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,22
-
0 5 10 15 20 Figure 4. Types of no verbal punishment
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30
35
40
In Figure 5 below apply to different types of escalating punishments used more by teachers. Obviously, the main way of occupying various types of verbal punishment, in particular before the class yelling 63.21% and threats of various kinds as, by parent threat 46.71, with difficulties
exercises 44.34%, no evaluation grade merited 48.26%, the threat by the director 30.31%, the threat by testing 40.57%, the threat by grade 36.79%, ironically 30.19%, followed by the different kinds of punishment no verbal: the look of fury 35.85%; evening viewing face 32.22%
Figure 5. Different types of punishments
Special type of punishment used frequently by teachers is also sending pupils out practical training at physical education, with 34.73%. The phenomenon of the size of the data of this study, presented concern as a result of such pupils without sports uniform and contention between their different sports during the games. This type ofpunishment, except for negative emotions exclude the effects of pupil learning process (Figure 5).
Use of punishment on pupils by gender and age: Punishment generally used more on pupils (girls) than
pupils (boys). 17.14% of pupils (girls) surveyed assert that psychological violence practiced over them various kinds. While this was confirmed 12.37% ofpupils (boys). In Figure 6 it is clear that different types of punishment practiced more over pupils of lower than over pupils of higher. Thus, 21.6% of lower classes pupils assert that psychologically punished in different ways by teachers, while only 8.5% of pupils in higher classes confirm this fact. This is a result that adult learners are more accountable for their actions.
25 20 15 10 5 0
21,6
17,14
12,37 8,5
1
1 i i
Girls
Boys
Lower classes pupils
Higher classe pupils
Figure 6. Punishment by gender and age of the pupils
ers (m).
Conclusions:
The punishment is a permanent phenomenon in the case of physical education.
Most often used psychological punishment in verbal and nonverbal forms.
Teachers (w) exercise more punishment than teach-
References:
In general, female pupils practiced more on punishment than boy pupils.
The punishment is practiced more on lower pupils of classes.
1. Fischer Gochros H. L., Planned Behaviour Change. Social Behaviour Modification in Work.New York; Journal psychology - No. 2-1985. - P. 36-45, 71.
2. Karaj Th., Punishments parents of youth. Sociological journal. - Tirana; - No. 1-1996. - P. 12-14.
3. Subashi G., Daci J., Didactic physical education. - Tirana; - 2004. - P. - 24, -157.
4. Daci J., Subashi G., Misja B., Theory and methodology of physical education. Tirana; - 2005. - P. - 165.
DOI: http://dx.doi.org/10.20534/EJLL-17-1-34-37
Ikonomi Edison, Doc. PhD.
Sport University Tirana Albania Faculty Science of Movement E-mail: edisikon@yahoo.com Shehu Aida, Doc. PhD.
Sport University Tirana Albania Faculty Science of Movement E-mail: aida-1964@hotmail.com
Physical exercise in everyday life
Abstract: In studies, physical exercise is commonly assessed by a series of questions tapping the frequency, intensity, and duration of physical activities at work, leisure time physical exercise, and housework physical activity. In "modern" times, physical activity consists mostly of leisure-time physical exercise because levels of physical activity at work or at home are quite scarce. One of the main methods of assessment of leisure-time physical exercise consists of employment of the Minnesota leisure-time physical activity
