<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mustafa Altınkök</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF MOVEMENT EDUCATION BASED ON COOPERATIVE LEARNING METHOD ON THE DEVELOPMENT OF BASIC MOTOR SKILLS OF PRIMARY SCHOOL 1ST GRADE LEARNERS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">basic motor skills</style></keyword><keyword><style  face="normal" font="default" size="100%">Cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">lifelong education</style></keyword><keyword><style  face="normal" font="default" size="100%">movement education</style></keyword><keyword><style  face="normal" font="default" size="100%">physical activity</style></keyword><keyword><style  face="normal" font="default" size="100%">physical education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1497156527.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of the research was to determine the effects of 12-week physical activities based on Cooperative Learning Method on development of basic motor skills of Primary School 1st Graders. Pretest-Posttest Design, Semi-Empirical Research Method and Unequaled Control Group Methods were used in the research. To determine the effects of physical activities based on Cooperative Learning Method on the development of basic motor skills, controlling the ball with feet, controlling the ball with hands, running coordination, agility, promptness and dynamic balance skill tests were used. According to the statistical results, no significant differences were detected in pretest average values of the research and control groups in Independent sampling t-test; however, a significant difference was found in favor of the research group in posttest averages. In the t-test for Dependent Variables, significant differences were found in pretest-posttest averages in favor of the posttest values of Research Group. In pretest-posttest averages of Controls, negative significance was found in controlling the balls with hands, and no significant differences were determined in other motor skills. We believe that students are active in application process, and the long-term planned learning-teaching environments with physical activities based on Cooperative Learning Method might contribute to the development of basic motor skills. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">241-249</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cheng-Bo Yang</style></author><author><style face="normal" font="default" size="100%">Min-Kai Dong</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A STUDY OF THE CORRELATION BETWEEN TEACHERS’ TEACHING STYLES AND STUDENTS’ PARTICIPATION MOTIVATION IN THE PHYSICAL EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">participation motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">physical education</style></keyword><keyword><style  face="normal" font="default" size="100%">self-determination theory</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher’s leadership</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1497156282.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Based on Self-determination Theory (SDT), this research intends to analyze the effect of different physical education (PE) teachers’ teaching styles on students’ class participation motivation in universities. Students of some universities and colleges in Sichuan Province and Shanghai Municipality, China, are researched. Total 871 valid copies of questionnaire are retrieved for testing the research hypotheses. The results reveal positive correlation between incentive, intelligence inspiration and the intrinsic motivation of student learning as well as between charisma and the extrinsic motivation of student learning in transformational leadership. In transactional leadership, contingent reward and positive involving management show positive relationship with the intrinsic motivation of student learning, and negative involving management also presents positive relationship with the extrinsic motivation of student learning. Finally, it is suggested that PE teachers should build the situation which could satisfy the needs of autonomy, sense of competence and sense of belonging as well as create the physical education environment which could satisfy basic psychological needs of autonomy, competence, and sense of belonging to reinforce students’ positive motivation on physical education. Sports education is the most important education to develop the students’ physical and mental health. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">199-206</style></section></record></records></xml>