The Effects of Applied Studies and Micro-Teaching on The Student’s Performances from Physical Education Graduates in Sultan Qaboos University

This paper deals with the effects of applied studies and Micro-teaching on physical education student’s performances from graduate’s perspective. Study population number of physical education graduated who are known in different position in the field of physical education in Oman some are lecturer some are inspector and physical education teacher in ministry of education in Oman and last year student who finished study applied studies and micro teaching. The sample consisted from 100 graduated from physical education. Descriptive methods were used as well as develop a questionnaire was designed, consisting of 29 items distributed among three domains. The reliability and validity of the questionnaire were then established, means and standard deviation were calculated. The results indicated that the main difficulties stem from a number of factor, including the gap between theory and practice, and the assessment of the performance of student teachers based on just one visit by the university professors, among others. The study concludes by recommending a revision to the curricula of university courses to meet field demands, and adopt more variation in the supervision and assessment methods.


Aims of the Study:
The aim of this study was to measure the effects of applied studies and Micro-teaching on physical education student"s performances from graduate"s perspective. As the applied studies work together with micro-teaching for develop the student teacher performances in physical education.
Study population number of physical education graduates who are known in different position in the field of physical education in Oman some are lecturer some are inspector and physical education teacher in ministry of education in Oman and last year student who finished study applied studies and micro teaching. The sample consisted from 100 graduated from physical education. The reason for including graduates who are known in different position is to give a wider view of the physical education around the country to see how their feedback throw their different position hoping to get a clear review on applied studies and micro-teaching in physical education training. This research has combined between the applied studies and micro-teaching as well with the teacher performances.

The Importance of this Study:
The significant of the study the feedback comes from graduates prospective in applied studies and micro teaching and how its work effectively on student performance. This research has combined between the applied studies and micro-teaching as well with the teacher performance in physical education.
Also for butter understand of the relationship in the two element of the study the applied studies and micro-teaching as well with the teacher performance in physical education.

Methods of the Study:
In order to provide a depth data from the physical education graduates of the effect of applied studies and Micro-teaching on physical education student"s performances in physical education, a questionnaire was conducted. De Vaus, 1996, suggested that the questionnaire is a very common method of collecting data in social research, while Wiersma (1986: 179) defined the questionnaire as "a list of questions or statements to which the individual is asked to respond in writing; the response may range from a checkmark to an extensive written statement." Similarly, Gay (2000: 280) defined the questionnaire as a tool for gathering "standardized quantifiable information from all members of a population or sample." To clarify, the survey will consist of scaled responses and open-ended questions. The data collected from the survey will be analysed using specialized computer software (SPSS). It is appreciated that differences will emerge between the responses of all female PE participants in Oman with varying levels of experience, and therefore, the questionnaire will be designed to allow for testing via ANOVA.

Literature Review:
Applied Studies and Micro-teaching and student performance in physical education: Applied Studies and Micro teaching become one of the strong elements that improve student performance to become teacher. Stakeholders who are involve in teacher preservice programme consider applied studies and micro teaching in physical education as very important factor that must give attention and time that reflect on student performance AL Sinani, Y. (2013). There tends to be a notion within this hemisphere that the physical, psychological and social characteristics of students in Oman are different. However, Lindebrugh (1978)  An inclination towards discovering their environment, taking risks, Mobility, and unprompted speech. Inclination for group parties, team games especially where the two sexes are involved.
Need for play, rest, relaxation and proper nutrition. Need for active exercise with colleagues.
Need for the adequate general culture, and practical skills, along with the social skills necessary for life.

Physiological Characteristics
Distinguishing physical marks in both male and female students. Developmental growth in the muscles of the trunk, chest, and legs AL Sinani, Y. & El Shourbagi, S (2014). Males who are also characterised by their height and weight. Female"s muscles are softer and more flexible. A high level of muscular and nervous co-ordination. High acquisition rate of motor skills. Female"s potential activity is less than males. Social characteristics: Males are inclined towards games, which require a high level of energy. Increased curiosity and gathering of information is a distinguishing feature. Diversity of hobbies influenced by the level of intelligence. Individual differences are reflected in tendencies, aptitudes and abilities. Retention and concentration rates increase.

Result and Dissuasion of the Study:
In order to reach in depth understanding of this study there are two ways in which the teaching studies are applied. Firstly, each student "teaches" a lesson to her peers and a lecturer. Feedback is given on her performance. However, each student has just one opportunity during a semester to undertake this exercise. Secondly, small groups of students (6-8) accompany a lecturer to a school where they take it in turns each to teach a lesson to a class of children. Over one semester an individual student would typically teach 10 to 12 lessons.
The following list relates to the participants" evaluation of the aspects of applied studies and micro-teaching, where they responded to statements on a 5 point scale of agreement. Indicated with each individual score is the rank order associated with the score within the particular group questioned. 5 = strongly agree 4 = quite agree 3 = partially agree 2 = do not agree 1 = strongly do not agree There is little general consensus across the board although students, teachers and lecturers do not consider the applied studies day to be a particularly stressful experience, while the inspectors were more inclined to think it would be. The same groups also consider that the course does not represent a true picture of the varying situations across the different regions of Oman, but the inspectors were more optimistic.
Once again the ratings given by the inspectors do not coincide with those of the other three groups. The inspectors clearly have a different view of the relationship between the University departments delivering the Applied Studies course and the Ministry of Education.
The apparent contradictions between, for example, students" views on the need for more time on Applied Studies given in the questionnaires, other respondent groups and their own interview data, might be explained in terms of the complexity of Applied Studies. Interviews indicated greater clarity, suggesting it was the placing and frequency of Applied Studies that needed improving rather than just "more time".
In an open ended question, the respondents were asked to give their views as to the strengths and weaknesses of the PEITTP at SQU. Recurrent comments were identified and are tabulated below along with the number of times that the particular type of comment was made and the percentage of respondents in the group that this number represents. From the above table we can see that teachers, lecturers and inspectors cite self-confidence and practical preparation as strengths, but that students are less inclined to say this. The provision of facilities at SQU receives a high number of mentions. The lecturers believe, unsurprisingly, that the students are well prepared to deliver the school physical education curriculum and have the teaching tools necessary. Interestingly this appears to be supported by the teachers. Leadership skills on the other hand were mentioned by only two respondents (lecturers). The need for more time to be spent on Applied Studies recurs here for all groups. Students, and to a lesser extent teacher, comment on the lack of feedback, although this was (unsurprisingly) not mentioned by lecturers. Both students and teachers feel that there is a lack of communication between the departments that deliver the course. Whilst not really a weakness of the course at SQU, teachers and students, having spent time in the schools during their training, consider that the job of the specialist physical education teacher is pressurized due to their isolation and high workload in individual schools.
The result of this study supports that of El Emadi (2003)  Supporting the work of Razik (1981) in Qatar, Moor (1995) in Livingstone USA, and Mulla Abdullah (1998) in Bahrain, the majority of respondents identified the need for more time on Applied or Professional studies and ranked this area the highest in terms of courses offered in Education. Here the application of subject specific knowledge is undertaken in micro-teaching or school-based situations where students have the chance to learn about teaching through experience. Like students in the study of Badran and Deeb (1980)  It is heartening to have the students indicate such a high level of commitment to their future careers in teaching physical education, considering that the reason given by over half the students for "choosing" physical education as their specialism was the relatively low entry requirement rather than a desire to teach physical education. Yet there is much to be improved and comments asking for more continuity of experience, greater diversity of schools and more contact with the real situation are all helpful in this study.

Conclusion:
Since in all categories there was strong consensus between students, lecturers, inspectors and nothing been done to improve the weakest areas?" I suggest this is because there is no mechanism for promoting regular review and improvement of the programme and therefore there is a tendency to retain the "status quo". If well-managed and monitored in follow-up, evaluation can be a powerful tool to develop and improve practice (Weiss 1997).
Improve Applied Studies in terms of more school-based training, continuity of experience through all four years and more "hands-on" opportunities in diverse types of schools. PETE