期刊名称：Discobolul: Physical Education, Sports and Kinetotherapy Journal
印刷版ISSN：1454-3907
电子版ISSN：2286-3702
出版年度：2020
卷号：59
页码：522-532
DOI：10.35189/dpeskj.2020.59.s.4
语种：English
出版社：Discobolul Publishing House
摘要：Physical education (PE) teachers are responsible for informing preadolescents and adolescents about the positive effects of practising physical activities. Such positive effects are observed at different levels: body immunity, nervous system, musculoskeletal system, digestive system, adipose tissue, fat metabolism, pulmonary and cardiovascular systems, cognitive processing, personality and psychomotricity. The present research aims to discover a connection between teachers’ perception regarding the benefits offered by the systematic practice of PE and variables such as age, experience, gender, county and level of education. The research subjects were 144 physical education teachers (91 men and 53 women). An opinion questionnaire designed by us was used; it consists of 31 items measured on a 5-point Likert scale, with 1 representing “To a very small extent”, and 5, “To a very large extent”. The questionnaire has two parts investigating both motor and psychological development as a result of PE activities. Factorial MANOVA revealed a significant relationship between experience, gender and age (analysed separately), between age and level of education (taken together), between age, experience and county (taken together), and the combination of dependent variables (teachers’ perception of both motor and psychological development). Experience significantly influences only teachers’ perception regarding psychological development, while gender and level of education (taken together) influence only teachers’ perception regarding motor development. The Scheffe test highlights significant differences between teachers with more than 25 years of experience and the other categories, with respect to the psychological benefits of practising PE activities.
