Tag: motivation

Effect of physical exercises, yogic practices, and combined interventions on motivation and stress

Ponnarasi M, Vanithamani P

Ponnarasi M, Vanithamani P – Effect of physical exercises, yogic practices, and combined interventions on motivation and stress –  Fizjoterapia Polska 2025; 25(4); 231-236

DOI: https://doi.org/10.56984/8ZGA431WOWJ

Abstract
This study aims to examine the effects of physical exercises, yogic practices, and their combined interventions on key psychological parameters: motivation and stress. Data were collected using a pre-test and post-test experimental design involving four groups: physical exercise group (PEG), yogic practice group (YPG), combined physical exercise and yogic practice group (PECYPG), and control group (CG). Analysis of covariance indicated significantly greater improvements in motivation and significant reductions in stress in all experimental groups, with the most notable effects observed in the combined intervention group. These findings emphasize the value of incorporating physical exercises and yogic practices into holistic wellness programs to enhance psychological well-being.
Key words
combined interventions, motivation, stress, psychological well-being, holistic interventions, experimental design, mental health
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Development of volleyball learning materials based on Teaching Games for Understanding (TGfU) to improve motivation and learning outcomes

Ari Septiyanto, Suharjana, Agus Sumhendartin Suryobroto

Ari Septiyanto, Suharjana, Agus Sumhendartin Suryobroto – Development of volleyball learning materials based on Teaching Games for Understanding (TGfU) to improve motivation and learning outcomes –  Fizjoterapia Polska 2025; 25(1); 128-137

DOI: https://doi.org/10.56984/8ZG007D0E1U

Abstract
Background and Study Aim. The purpose of this research is to develop a TGfU learning model integrated with volleyball for Grade 5 elementary school students to increase motivation, volleyball technique skills, and cognitive abilities. This type of research is Research and Development. The development model used is Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The effectiveness test used the “One Group Pretest-Posttest Design.” The instruments used were questionnaires and scoring rubrics. Data analysis techniques used a paired sample test. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 21.
Results. TGfU-based volleyball learning materials are effective in increasing motivation (t = 5.511, p = 0.000 < 0.05), lower passing
(t = 11.336, p = 0.000 < 0.05), upper passing (t = 11.217, p = 0.000 < 0.05), and serving (t = 9.885, p = 0.000 < 0.05) among Grade 5 elementary school students.
Key words
physical education, TGfU, volleyball, motivation
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The effect of positive and negative reinforcement to increase motivation of basic locomotor movements in children with mild intellectual disabilities

Luthfie Lufthansa, Sumaryanti, Rachmah Laksmi Ambardini, Bafirman, Ali Munir, Yulianto Dwi Saputro, Ary Artanty, Fiky Zarya

Luthfie Lufthansa et al. – The effect of positive and negative reinforcement to increase motivation of basic locomotor movements in children with mild intellectual disabilities –  Fizjoterapia Polska 2024; 24(4); 194-201

DOI: https://doi.org/10.56984/8ZG01A8K4P8

Abstract
The provision of good treatment can increase various positive things for the growth and development of children with disabilities, one of which is Positive and Negative Reinforcement. This study aims to determine the influence of positive and negative reinforcement on enhancing motivation for basic locomotor movements in children with disabilities. This study uses a pre-experimental, one-group pretest-posttest design. The research was conducted at Kendungkandang State Special School with a sample of 20 students. The data collection technique in this study uses tests and measurements. The results of the study showed a significant influence of Positive Reinforcement on the increase in basic locomotor motivation in children with disabilities. This result was confirmed by a significance value of 0.000 < 0.05. Negative reinforcement also had a significant effect on improving basic locomotor motivation in children with disabilities, with a significance value of 0.000 < 0.05. Although both had a significant influence on improving basic locomotor motivation in children with disabilities, Positive Reinforcement was found to have a stronger effect. This result can be seen from the basic locomotor motion test, where the mean value for Positive Reinforcement was 72.50, while the mean value for Negative Reinforcement was only 63. Therefore, this research concludes that Positive Reinforcement has a greater influence on enhancing basic locomotor motivation in children with disabilities.
Keywords
reinforcement, motivation, locomotor movement, disabled
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Motivation towards physical activities among Malaysian population by gender and age group

Hasbullah Ismail, Gunathevan Elumalai, Mohd Salleh Aman, Vellapandian Ponnusamy, Shariffah Mamat, Norhidayah Omar, Shamshuritawati Shariff, Roxxana Dev, Chee Chen Soon, Nur Najmin Naja Zamri

Hasbullah Ismail et al. – Motivation towards physical activities among Malaysian population by gender and age group –  Fizjoterapia Polska 2024; 24(4); 100-106

DOI: https://doi.org/10.56984/8ZG01A8D7F2

Abstract
Sports culture among Malaysia Population still lacking and the percentage of inactive people still high and increase since year 2018. The aim of this study is to determine the level and influence of motivation towards physical activities based on gender and age groups. The researchers employed a survey design involving 7,015 respondents aged 13 years and above. Sampling selection across Malaysia was facilitated by Department of Statistic Malaysia based on block calculation and residence area from 13 states and 3 Federal Territories. The researcher employed the Multistage Cluster sampling random strategy by combining the cluster sampling procedure with stratified random sampling. A questionnaire designed by IYRES with high validity (r = 0.95) and reliability (r = .96) employed for data collection. A total of 190 trained enumerators collects the data manually. The findings of the analysis through an independent sample t-test showed that mean score for Males (M = 31.94, SD = 10.70) and for females (M = 29.84, SD = 10.82). p = .000, is significant. The results showed that there were significant differences in the mean of motivation towards physical activity participation between male and female respondents. Comparison by age group using One-way ANOVA showed that there were significant differences in the motivation of involvement in physical activity between the age groups, p = 0.000. Group pre-youth (M = 30.39, SD = 9.56), youth (M = 32.78, SD = 10.06), post youth (M = 30.72, SD = 11.06) and senior citizen 60 years and above (M = 26.76, SD = 10.72). This outcome proves that age does influence motivational factors in physical activity participation. The motivation level among youth is the highest and the elderly above 60 years old the lowest. Motivational factors are influenced by gender and age group in complex ways. Women tend to be more motivated by intrinsic factors such as job satisfaction, relationships, and personal growth, while men often lean towards extrinsic rewards. Younger individuals may be more driven by extrinsic rewards such as prizes, recognition, free gifts and performance achievements. Overall, psychological factors play a critical role in shaping individuals’ attitudes, beliefs, motivations, and behaviors regarding physical activity. By addressing psychological barriers and leveraging motivational strategies, interventions can effectively promote participation in exercise and support individuals in adopting healthier and more active lifestyles.
Keywords
motivation, physical activity, gender, age group, sports culture
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Problem-based learning (PBL), teaching games for understanding (TGfU) learning models, on learning outcomes reviewed from, and students’ learning motivation

Ricky Wahyu Sugiarto, Sugeng Purwanto, AM. Bandi Utama, Soni Nopembri, Amri Hartanto, Nanda Alfian Mahardhika

Ricky Wahyu Sugiarto, Sugeng Purwanto, AM. Bandi Utama, Soni Nopembri, Amri Hartanto, Nanda Alfian Mahardhika – Problem-based learning (PBL), teaching games for understanding (TGfU) learning models, on learning outcomes reviewed from, and students’ learning motivation – Fizjoterapia Polska 2024; 24(2); 250-258

DOI: https://doi.org/10.56984/8ZG56087NS

Abstract
Background and Study Aim. Learning in the 21st century requires students to have several higher-order thinking skills, one of which is critical thinking skills. The research aims to determine: (1) The difference in the effect of the Problem Based Learning (PBL) and Teaching Games for Understanding (TGfU) learning models on learning outcomes. (2) The difference in influence between students with high and low learning motivation on learning outcomes. (3) The interaction between learning models (PBL and TGfU) with learning motivation (high and low) on learning outcomes. Materials and Methods. The population is class VIII students from two Junior highs totaling 80 students. This type of research is an experiment with a two × two factorial design. The instruments used are questionnaires, cognitive tests, and psychomotor tests. Data analysis used two-way ANOVA. Results. (1) The TGfU learning model is better than the PBL learning model (p-value of 0,001, difference = 5.2). (2) Students with high learning motivation do better than those with low learning motivation (p-value of 0.000, difference = 11.87). (3) The TGfU learning model is more effective for students with high learning motivation and the PBL learning model is more effective for students with low learning motivation (p-value of 0.000). Conclusions. The TgfU learning model is a model that is more effectively used for students who have high learning motivation and the PBL learning model is more effectively used for students who have low learning motivation.
Keywords problem
based learning, teaching games for understanding, motivation, learning outcomes
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The relations between motivation and attitude on fitness exercise performance

Rizka, Wawan Sundawan Suherman, Sigit Nugroho, Kristiyono, Yulvia Miftachurochmah

Rizka, Wawan Sundawan Suherman, Sigit Nugroho, Kristiyono, Yulvia Miftachurochmah  – The relations between motivation and attitude on fitness exercise performance –  Fizjoterapia Polska 2024; 24(2); 83-88

DOI: https://doi.org/10.56984/8ZG5608X0E

Abstract
Identifying profiles of fitness center users in terms of motivation and attitudes toward fitness training can serve as a behavioral strategy for enhancing exercise performance. This study explores the relationship between motivation, attitude, and performance in fitness training, aiming to elucidate the influence of motivation and attitude on the performance of fitness center users. Forty fitness center members participated in this correlational research, which examines the relationship between multiple variables. The researchers tested the hypotheses using the simple Pearson Product Moment Correlation Technique and the multiple correlation test. The research yielded two key results: (1) a significant relationship between motivation, attitude, and performance (p < 0.001), and (2) a strong simultaneous relationship between motivation, attitude, and performance (r = 0.621, p < 0.001). In summary, motivation and attitude exert a tangible impact on training performance, with higher levels of motivation and positive attitude corresponding to improved performance. By understanding and reinforcing the interplay between motivation and attitude in fitness training, individuals can establish a solid foundation for attaining their fitness objectives and sustaining a healthy, active lifestyle.
Keywords
motivation, attitude, performance, healthiness
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The effect of the CGFU-PM515 learning method on the motivation and physical activity of elementary school students

Muhammad Wahyu Arga, Siswantoyo, Yudanto, Widha Srianto, Susanto

Muhammad Wahyu Arga, Siswantoyo, Yudanto, Widha Srianto, Susanto – The effect of the CGFU-PM515 learning method on the motivation and physical activity of elementary school students. Fizjoterapia Polska 2023; 23(3); 166-172

DOI: https://doi.org/10.56984/8ZG143XT7

Abstract
Introduction. Increased student motivation correlates directly with active student behavior. Not only does motivation enhance students’ active participation, but it also fosters their physical development in physical education classes.
Purpose. This study aimed to examine the impact of the Coaching Game For Upgrading Performance Model 515 (CGFU-PM515) on students’ motivation during physical education lessons in elementary schools.
Methods. The research employed a Quasi-Experimental One Group Pretest-Posttest Design. Seventy-five elementary school students participated in this study. The research procedure involved having students undergo lessons both without and with the application of the CGFU-PM515 concept. After the lessons, students were given the CMEF Physical Education Basic Education questionnaire to assess their motivation levels before and after the introduction of the CGFU-PM515 concept.
Results. Findings indicate that students’ motivation improved following the integration of the CGFU-PM515 method. The N-Gain Score analysis revealed a value of 0.73, which is interpreted as high. Additionally, a Wilcoxon test was conducted. Results from this test showed a significant increase in motivation among the 75 participating students.
Conclusion. The study concludes that the CGFU-PM515 approach positively impacts student motivation in elementary school physical education lessons.

Keywords
CGFU-PM515, motivation, physical activity, elementary school

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Motivations for studying physiotherapy and familiarity with employment situation among physiotherapy students at variously oriented university-level schools in Poland

Joanna Gotlib, Dariusz Białoszewski, Anna Cabak, Katarzyna Barczyk, Aleksandra Bauer, Wojciech Kułak, Piotr Majcher, Olga Nowotny-Czupryna, Maciej Płaszewski, Janusz Sierdziński

Tomasz Wolny, Edward Saulicz, Rafał Gnat, Mirosław Kokosz, Michał Kuszewski, Andrzej Myśliwiec – Motivations for studying physiotherapy and familiarity with employment situation among physiotherapy students at variously oriented university-level schools in Poland. Fizjoterapia Polska 2009; 9(3); 232-244

Abstract
Background. There is considerable interest in studying physiotherapy in Poland and in many countries of the European Union. The objective was to identify the factors that motivate applicants to choose Physiotherapy studies and find out what students know about working in Poland and other EU countries. Material and methods. The study sample comprised 954 1st year BA students from eleven universities: medical sciences (MS), physical education (PE), and other universities (OU). The statistical analysis was based on questionnaires obtained from : 211 MS, 118 PE and 625 OU. Results. Students relied on advice of active physiotherapists when choosing a study programme: 62% ME, 57% PE and 68% OU. Respondents would like to study for the Master’s degree and take up work: 55% PM, 56% PWF and 62% IP. Students were not familiar with employment opportunities: 87% MS, 91% PE and 73%. The most important factors aiding in finding a job are knowledge and skills: 43% MS, 42% PE and 45% OU. Conclusions. 1. The respondents did not choose studies by accident but based their decision on stereotypes. 2. Universities should set great store by their teaching standards as applicants decide to choose a university on the basis of opinions about the particular university. 3. There is a need to develop a professional information service on study opportunities in physiotherapy in Poland that would necessarily include objective information regarding employment opportunities for physiotherapists in EU countries and in the world.
Key words:
employment situation, motivation, European Union, physiotherapy, type of university
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