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1
Moon, Jongho, and Dongwoo Lee. "Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: A Literature Review." Journal of Health, Sports, and Kinesiology 2, no. 2 (July 30, 2021): 17–21. http://dx.doi.org/10.47544/johsk.2021.2.2.17.
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Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.
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Sokolenko, Olena. "Future PE Teachers’ Creative Personality Formation Features." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (351) (2022): 346–55. http://dx.doi.org/10.12958/2227-2844-2022-3(351)-346-355.
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The article is devoted to the research of the problem of future teachers of physical education’s creative personality formation features. The goal of the article is to theoretically substantiate the future teachers of physical education’s creative personality formation peculiarities during their study in Higher educational institutions. The article goes into qualities that may serve for estimation of the future PF teacher’s individual personality traits such as ideological and political, moral, volitional, behavior in the team, attitude to work, personal and professional. The components of the pedagogical creativity of a physical education teacher are the experience of creative activity, which gives confidence in the correctness of the chosen way of communication with students and direct interaction with them (based on the creative potential of the individual); psychological, pedagogical and special knowledge; creativity, new ideas that allow someone to find and apply distinctive and non-standard solutions in its professional activity; motion experience as a specific indicator, without which it is impossible to talk about the professional suitability of a physical education teacher. For the increase of motivation of the creative activity of students of higher educational institutions specialty “Secondary education. (Physical Education)” it is perceived to attract them to research work and continuous practice starting from 2nd year. It is recommended to put the focus on creative approach towards tasks in the process of their theoretical training by mastering the system of necessary theoretical knowledge; to develop special systems of creative tasks and types of work that bring students of higher educational institutions to the tasks and methods of the teacher’s performance on the level of proficiency and innovation. To develop creative approach towards future teachers of PR’s professional activity it is necessary to implement the system of problem tasks (theoretical, practical, set of movements) into the educational process in all the disciplines. The system of problem tasks is based on methods that stimulate thinking outside the box and shows the problems of PE Teacher’s activity in a real way.
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Lee, Okseon, Okseon Lee, and Okseon Lee. "Characteristics of Korean Secondary Female PE Teachers’ Voluntary Professional Development." IJASS(International Journal of Applied Sports Sciences) 33, no. 2 (December 31, 2021): 238–47. http://dx.doi.org/10.24985/ijass.2021.33.2.238.
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The purpose of this study was to investigate the characteristics of Korean female secondary PE teachers’ voluntary professional development(PD) activity participation in relation to female PE teachers’ perceived professional identity. Data were collected from online questionnaires (n=107) and in-depth interviews (n=15) with female secondary PE teachers. Findings revealed that female PE teachers’ voluntary professional development activities were characterized as: (a) prevalence in sport skill development activities in order to overcome relatively a low level of sport skills than that of male PE teachers, (b) dominance of self-directed learning activities with the Internet search or reading, and (c) seeking ideal mix of theory and practice by participating in teacher learning communities. Female PE teachers’ voluntary PD participation was related to their notion of PE subject as sport skills-centered subject, relatively weak professional identity due to lack of sport skills compared with male teachers, and perceiving teacher learning community as a viable learning context to support their everyday pedagogical PE practice.
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Braksiek, Michael. "Pre-service physical education teachers’ attitudes toward inclusive physical education." German Journal of Exercise and Sport Research 52, no. 1 (October 1, 2021): 1–10. http://dx.doi.org/10.1007/s12662-021-00755-1.
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AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.
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Truelove, Stephanie, Andrew M. Johnson, Shauna M. Burke, and Patricia Tucker. "Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 10–20. http://dx.doi.org/10.1123/jtpe.2019-0091.
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Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers’ self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers’ self-efficacy (n = 296) was significantly higher (p < .05) than that of generalist teachers (n = 818). Gender was found to predict teachers’ self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists’ and specialists’ self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.
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Lounsbery, Monica A. F., Thomas L. McKenzie, Stewart Trost, and Nicole J. Smith. "Facilitators and Barriers to Adopting Evidence-Based Physical Education in Elementary Schools." Journal of Physical Activity and Health 8, s1 (January 2011): S17—S25. http://dx.doi.org/10.1123/jpah.8.s1.s17.
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Background:Evidence-based physical education (EBPE) programs have increased physical activity (PA) by as much as 18%, yet widespread adoption has not occurred. Understanding school facilitators and barriers to PE should prove useful to EBPE dissemination efforts.Methods:Pairs of principals and PE teachers from 154 schools (75 Adopters and 79 Non-Adopters) from 34 states completed questionnaires. Differences between Adopter and Non-Adopter schools were tested using t tests or Wilcoxon Signed Rank Tests and chi-square analyses.Results:Principals and teachers reported distinct PE curriculum adoption decision making roles, but few viewed themselves as very involved in program evaluation. Teachers in Adopter schools were more satisfied with PE program outcomes and had greater involvement in teacher evaluation and program decision making. Compared with teachers, principals were generally more satisfied with their school’s PE program outcomes and did not share the same perceptions of PE barriers. However, principals also demonstrated a general lack of PE program familiarity.Conclusions:To facilitate EBPE adoption, dissemination efforts should target both principals and PE teachers. Increasing principal’s knowledge may be instrumental in addressing some teacher perceptions of barriers to PE. Strategic advocacy efforts, including targeting policies that require PE program evaluation, are needed.
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Gill, Monique, Sarah E. Roth, Lindsay N. Rice, Michael L. Prelip, and Deborah Koniak-Griffin. "“You Only Teach PE and It Doesn’t Really Matter”: Middle School PE Teachers’ Perspectives on Intervention Efforts to Increase Physical Activity." Journal of School Nursing 36, no. 2 (August 29, 2018): 94–103. http://dx.doi.org/10.1177/1059840518795039.
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Physical education (PE) is a frequent site of public health intervention to promote physical activity (PA); however, intervention research frequently overlooks the perspective of PE teachers. The purpose of this qualitative study was to explore teachers’ experiences with and perceptions of a PA curriculum intervention. Six findings within three categories were identified and described in detail. In-depth one-on-one semistructured interviews were conducted with nine PE teachers from eight middle schools in Los Angeles. Feeling underappreciated and having a “muddled mission” within PE were driving factors in teacher morale and practice. Teachers had positive experiences with the curriculum, but significant barriers remained and limited the potential for PA during PE classes. PE teachers are pulled in multiple directions and perceive a lack of necessary support systems to achieve student health goals. Interventions aimed at leveraging PE as a site of PA promotion must incorporate the perspectives of PE teachers.
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Mäkelä, Kasper, Mirja Hirvensalo, and Peter Whipp. "Determinants of PE Teachers Career Intentions." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 680–99. http://dx.doi.org/10.1123/jtpe.2014-0081.
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One of the cause’s célèbre in the field of education has been teacher attrition; Physical education (PE) is no different. Some PE teachers are leaving the profession because they encounter stress and dissatisfaction in their profession. The purpose of this study is to determine the aspects that keep PE teachers happy and remaining in the profession. Seven job satisfaction factors were identified with principal component analysis and logistic regression models used to study the likelihood of teachers’ intention to stay in the profession. Those PE teachers who intended to stay in teaching were more satisfied with the resources, work community, their own expertise, recognition of teaching, manageability of work, students, as well as the quality of work. It was also found that satisfaction and commitment to teaching were strong predictors for staying in the profession. For early career teachers, manageability and quality of work were the factors that were strongly related to their intention to stay in the profession.
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Arifin, Arifin, and Enung Hasanah. "Principal’s Leadership In Developing The Competencies Of Physical Education Teachers In Muhammadiyah Nitikan Elementary School Yogyakarta." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 1 (March 27, 2021): 35–46. http://dx.doi.org/10.33369/jk.v5i1.14251.
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This study explores the principal's leadership role in developing Muhammadiyah Nitikan Yogyakarta Elementary School's physical education teacher's competencies. The researchers used a qualitative method in the research. The researchers collected the data through collecting data from observations, interviews, and documentation. The sample is determined through purposive sampling. The number of participants in this study amounted to 10 respondents. The sample consisted of principals, curriculum time, arts and talent lecturers, physical education teachers, and students. This study concluded that the principal had made full efforts by enforcing programs and activities to develop physical education (PE) teachers' competencies at Muhammadiyah Nitikan Yogyakarta Elementary School to teach physical education effectively and master learning materials. Programs enforced to improve the competencies of physical education teachers namely as follows: 1) planning for developing the competence of PE teachers by following the Teacher Work Group (KKG) and the Subject Teacher Deliberation (MGMP); 2) Mapping the competence of teacher skills through competency tests and writing scientific articles or enforcing classroom action research (PTK); 3) Giving opportunities for PE teachers to attend sports training and seminars; 4) Direct coaching by the principal.
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Clohessy, Liam, Richard Bowles, and Déirdre Ní Chróinín. "Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education." European Physical Education Review 26, no. 2 (September 30, 2019): 571–86. http://dx.doi.org/10.1177/1356336x19877195.
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Class swapping is the process whereby a generalist primary school teacher with a particular subject expertise and interest swaps classes with a teacher colleague and they teach each other’s class a specific area of the curriculum. Instances of class swapping for physical education (PE) have been noted in many countries, but there is currently no explicit research into this practice. Consequently, this research investigated the experiences of two generalist teachers with additional PE expertise teaching PE to classes other than their own in two Irish primary schools over two separate intervention periods totalling 18 weeks. The participants’ experiences of class swapping for PE were analysed using qualitative data generated by individual interviews, pupil focus groups, researcher observations and teacher reflections. Hargreaves and Fullan’s theory of professional capital was used as a theoretical framework. The lead teachers’ expertise and enthusiasm for PE provided the pupils involved with rich PE experiences. The opportunity to teach additional PE also increased the lead teachers’ ability and motivation to provide further PE leadership within their schools. Furthermore, class swapping contributed to increased teacher interactions focused on teaching and learning. These findings make a worthwhile contribution to our understanding of class swapping and its potential to enrich pupil experiences in primary PE settings where generalist teachers operate.
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Merica, Christopher Barton, Cate A. Egan, Collin A. Webster, Diana Mindrila, Grace Goc Karp, David R. Paul, and Karie Lee Orendorff. "Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation." International Journal of Environmental Research and Public Health 19, no. 19 (September 22, 2022): 12005. http://dx.doi.org/10.3390/ijerph191912005.
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Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers’ confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers’ role breadth self-efficacy (RBSE) as a measure of PE teachers’ CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers’ CSPAP-related confidence.
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Chróinín, Déirdre Ní, and Mary O’Sullivan. "Elementary Classroom Teachers’ Beliefs Across Time: Learning to Teach Physical Education." Journal of Teaching in Physical Education 35, no. 2 (April 2016): 97–106. http://dx.doi.org/10.1123/jtpe.2015-0030.
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This longitudinal research explored beginning elementary classroom teachers’ beliefs about learning to teach physical education (PE) across time. Understanding how beliefs shape the process of learning to teach PE can inform the design of more impactful physical education teacher education (PETE). We mapped beliefs over six years including the three years of an undergraduate elementary teacher education program and the first three years teaching in schools through reflective writing tasks and semistructured interviews. Across time these beginning teachers believed that learning to teach PE required active participation in PE content, building of a resource bank of content ideas, and practice of teaching the content. Building competence in PE content through active participation combined with development of more complex understandings of PE content through PETE pedagogies can better support elementary teachers learning to teach PE.
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Xu, Jiahui, and Jiangbo Luo. "A Comprehensive Analysis of Teacher’s Professional Identity in Physical Education Undergraduates Based on Artificial Intelligence." Mobile Information Systems 2022 (April 26, 2022): 1–11. http://dx.doi.org/10.1155/2022/4914792.
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Physical education (PE) teachers are instrumental in advancing China’s curriculum reform and promoting the wellness of adolescents, and the professional identity of these instructors represents the jumping-off point and drive of the occupation. This paper employed the implicit association test (IAT) based on the neural network model and the questionnaire survey method to compare the implicit and explicit stereotypes of teachers’ occupational commitment from the perspectives of college students majoring in PE. Moreover, the deep-learning-based intelligent methods of BERT and BiLSTM were used to capture and analyze the comments on open-source social media platforms to present the explicit main concerns that PE majors have about their professional identity. The findings showed the following: (1) the overall explicit and implicit career identity of PE majors turned out to be positive; (2) the implicit professional identity trended upward as the grade grew, whereas the explicit one went down among senior students; (3) specialized social practices were conducive to the increase in teacher professional identity among PE undergraduates; (4) urban students recognized PE teachers as a committed occupation more than their rural counterparts do; (5) training time was correlated to positive teacher professional identity; (6) male students were more likely to see PE teachers as a capability-centered occupation, while female students had a stronger affective commitment; (7) state PE policies helped elevate teacher professional identity; (8) the low social status of PE teachers and insufficient on-campus professional training were of major concern to develop PE majors’ teacher professional identity; and (9) most PE students pursued their prospective professional career for material gain.
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Xu, Jiahui, and Jiangbo Luo. "A Comprehensive Analysis of Teacher’s Professional Identity in Physical Education Undergraduates Based on Artificial Intelligence." Mobile Information Systems 2022 (April 26, 2022): 1–11. http://dx.doi.org/10.1155/2022/4914792.
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Physical education (PE) teachers are instrumental in advancing China’s curriculum reform and promoting the wellness of adolescents, and the professional identity of these instructors represents the jumping-off point and drive of the occupation. This paper employed the implicit association test (IAT) based on the neural network model and the questionnaire survey method to compare the implicit and explicit stereotypes of teachers’ occupational commitment from the perspectives of college students majoring in PE. Moreover, the deep-learning-based intelligent methods of BERT and BiLSTM were used to capture and analyze the comments on open-source social media platforms to present the explicit main concerns that PE majors have about their professional identity. The findings showed the following: (1) the overall explicit and implicit career identity of PE majors turned out to be positive; (2) the implicit professional identity trended upward as the grade grew, whereas the explicit one went down among senior students; (3) specialized social practices were conducive to the increase in teacher professional identity among PE undergraduates; (4) urban students recognized PE teachers as a committed occupation more than their rural counterparts do; (5) training time was correlated to positive teacher professional identity; (6) male students were more likely to see PE teachers as a capability-centered occupation, while female students had a stronger affective commitment; (7) state PE policies helped elevate teacher professional identity; (8) the low social status of PE teachers and insufficient on-campus professional training were of major concern to develop PE majors’ teacher professional identity; and (9) most PE students pursued their prospective professional career for material gain.
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Keating, Xiaofen D., Ke Zhou, Jingwen Liu, Rulan Shangguan, Yao Fan, and Louis Harrison. "Research on Preservice Physical Education Teachers’ and Preservice Elementary Teachers’ Physical Education Identities: A Systematic Review." Journal of Teaching in Physical Education 36, no. 2 (April 2017): 162–72. http://dx.doi.org/10.1123/jtpe.2016-0128.
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The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on the topic. Studies were selected for analysis through searches of databases in English without time limits. In total, 27 articles were identified including 14 data-based studies. The majority of the selected studies (85.7%) employed qualitative methods. Research on the topic was not dominated by any single country. The focus of previous research was centered on determinants of preservice specialists’ PE identity construction such as PE coursework and student teaching. Information about the development and measurement of PE identity among preservice specialists and generalists is still sparse. More research on examining the complexity, nurturing, and reshaping of PE identities is needed.
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Muniandy, Uthaya Chanthira Kumar AL, Hutkemri Zulnaidi, and Siti Hajar Halili. "Readiness of Physical Education Teachers Implementing Flipped Classroom Approach: A Comparison of Gender and Relationship with Teaching Experience." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 4 (April 10, 2022): e001405. http://dx.doi.org/10.47405/mjssh.v7i4.1405.
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This study aims to determine the readiness of physical education (PE) teachers in implementing a flipped-classroom approach in teaching. Quantitative methods using descriptive and correlation approaches were conducted on 256 PE teachers. The findings of the study show that the readiness of teachers in terms of institutional support, technology self-efficacy, teacher beliefs, and teaching strategies are at a high level. There was no significant difference in the readiness of PE teachers in implementing a flipped-classroom approach in gender-based teaching. However, a significant relationship occurs between teachers' readiness and experience in teaching PE subjects. The results of this study provide implications for teachers to equip themselves to increase readiness in implementing flipped classrooms. Thus, this study can be used as a stepping stone for future studies to further enhance the readiness and implementation of flipped classrooms among PE teachers.
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Svennberg, Lena, Jane Meckbach, and Karin Redelius. "Exploring PE teachers’ ‘gut feelings’." European Physical Education Review 20, no. 2 (January 20, 2014): 199–214. http://dx.doi.org/10.1177/1356336x13517437.
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Carmona-Márquez, José, Ángela Sierra-Robles, Manuel Sánchez-García, Pilar García-Rodríguez, Alicia Muñoz-Silva, Félix Arbinaga, and Inmaculada Tornero-Quiñones. "Anti-fat bias in secondary school teachers: Are physical education teachers more biased than mathematics teachers?" European Physical Education Review 27, no. 1 (June 29, 2020): 168–84. http://dx.doi.org/10.1177/1356336x20932187.
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It has been suggested that physical education (PE) teachers hold strong anti-fat attitudes and that these can have an impact on the health of their students. In this study, we compare the attitudes and stereotypes towards obesity of PE teachers with those of their colleagues who teach mathematics. In addition, we evaluated the association between the teachers’ anti-fat biases and the level of physical activity (PA) of their students. The sample consisted of 81 PE teachers and 75 mathematics teachers. The adolescent sample consisted of 1792 secondary school students. The assessment of attitudes and stereotypes was conducted with the Implicit Association Test and the Anti-Fat Attitudes questionnaire. The PA level of the adolescents was determined by a self-administered instrument. PE and mathematics teachers showed similar biases, except for the automatic obesity–laziness association, which was stronger for PE teachers than for mathematics teachers. These distinctive implicit stereotypes of PE teachers were also significant predictors of the lack of PA in adolescents. We recommend the use of interventions aimed at reducing non-traditional forms of prejudice in teachers.
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Zhang, Chi, and Rizal Dapat. "Research on the application of incentive Mechanism in the management of College PE teachers." Frontiers in Business, Economics and Management 4, no. 3 (August 16, 2022): 120–22. http://dx.doi.org/10.54097/fbem.v4i3.1279.
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PE teachers are the first resources of college physical education, a set of effective incentive mechanism can fully mobilize the enthusiasm of the majority of PE teachers, improve the quality and efficiency of school physical education. How to establish effective incentive mechanism has become an urgent problem for colleges and universities to deepen the reform of internal management. Therefore, establishing a good teacher incentive mechanism, strengthening and improving the overall quality of teachers is a key problem that every university is facing. This paper makes a systematic analysis of the current situation of the research on the incentive mechanism of college PE teachers, so as to optimize and perfect the incentive mechanism of college PE teachers.
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Kuhn, Ann, Hannah Thompson, Colin Webster, Charlene Burgeson, Jamie Chriqui, Tevin Okutoyi, and Erin Hager. "Physical education teachers’ perceived effectiveness in association with student attendance, teacher adaptability, external educational supports, and teaching format during the COVID-19 pandemic." Journal of Healthy Eating and Active Living 2, no. 3 (December 23, 2022): 97–112. http://dx.doi.org/10.51250/jheal.v2i3.50.
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Spring 2020 pandemic-control policies included an abrupt shift to remote teaching, which may have affected physical education (PE) teachers’ perceived effectiveness. This study examines PE teachers’ perceived effectiveness in association with student attendance, teacher adaptability, PE supports, teaching format (in-person, remote synchronous, remote asynchronous, etc.), and teacher- and school-level demographics at three time points (before the pandemic, Spring 2020, and the 2020-2021 school year). An electronic survey was developed by an expert panel and distributed to U.S. public school PE teachers (convenience sampling via school health-related organizations). For analyses, teacher perceived effectiveness was dichotomized (very/extremely effective= “1”; not at all/slightly/moderately effective= “0”). Logistic regression models assessed associations between perceived effectiveness and independent variables (student attendance, teacher adaptability, PE supports, teaching format, and demographic variables) at each time point. Respondents (n=134; M age=46) were mostly female (62%), general PE teachers (82%, versus adapted), had a graduate degree (66%), had 0-10 years of teaching experience (37%), and were from 26 states. Perception of being very/extremely effective was highest before the pandemic (93%), lowest in Spring 2020 (12%), and recovered somewhat in 2020-2021 (45%). During the 2020-2021 school year, teachers had greater odds of perceiving they were more effective if they reported having higher student attendance (OR 1.06 [CI:1.02-1.09], p>.001) and higher adaptability (OR 1.22 [CI: 1.09-1.37], p>.001), adjusting for gender, education level, years of experience, school type, and title I status. Professional development opportunities are needed for remote teaching of PE to enhance teachers’ adaptability and perceived effectiveness during potential future school closures.
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Jaspe, Christopher T., and Christopher T. Jaspe. "The Quality of Teaching Practices of Physical Education Teachers." Philippine Social Science Journal 2, no. 1 (July 30, 2019): 115. http://dx.doi.org/10.52006/main.v2i1.67.
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The need to shift teaching practices towards a new paradigm is now a challenge in higher education. This descriptive-comparative study examined the level of quality of teaching practices of PE teachers among State Universities and Colleges in Iloilo City. A Teacher Evaluation Tool was conducted to all PE teachers, department-chairs, and 534 randomly selected students. The data obtained were subjected to appropriate statistical treatments. The results indicated that the quality of teaching practices of PE teachers is high in the areas of instruction, evidence of student-learning, management/organization, learning climate, and professionalism. Besides, PE teachers rated themselves very high regardless of some factors. A significant difference existed when assessors were grouped according to their designation. Best practices, problems, and recommendations were considered in constructing a quality PE development plan. The results affirmed that SUCs in Iloilo City possess PE teachers that commonly hold notable qualifications as reflected in their teaching practices.
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Cheung, Peggy. "Teachers as role models for physical activity: Are preschool children more active when their teachers are active?" European Physical Education Review 26, no. 1 (March 14, 2019): 101–10. http://dx.doi.org/10.1177/1356336x19835240.
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Teachers are considered important role models for the behavior of children during early childhood. The purposes of this study are to: (a) compare activity levels of preschool children in a structured physical education (PE) class taught by an active or less active teacher; (b) examine the interaction effect of gender, school size, and teacher activity levels on the activity levels of children. The participants were 248 preschool children (134 boys, 114 girls; mean age = 5.5 years) and teachers from 12 preschools in Hong Kong. Regular classroom teachers conducted a 30-min structured PE class, and the participants’ physical activity (PA) levels were measured using pedometers. The recorded step counts of teachers were employed to classify whether children were in the classes taught by active or less active teachers. Factorial analysis of variance was used to examine differences in the pedometer-determined activity regarding gender and school size between the different types of classes. The results indicated that preschool children had higher PA levels in PE classes taught by more active teachers than in those taught by less active teachers (1712 versus 951 steps). Future studies could explore other teacher-related factors that might facilitate appropriate strategies to engage preschoolers in higher PA during PE classes.
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Wang, Lijuan, Jing Qi, and Lin Wang. "Beliefs of Chinese Physical Educators on Teaching Students With Disabilities in General Physical Education Classes." Adapted Physical Activity Quarterly 32, no. 2 (April 2015): 137–55. http://dx.doi.org/10.1123/apaq.2014-0140.
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This study examined the behavioral beliefs of physical education (PE) teachers about teaching students with disabilities in their general PE (GPE) classes and to identify the factors that contribute to their beliefs. A total of 195 PE teachers from a region in eastern China were surveyed. Results of the Physical Educators’ Attitudes Toward Teaching Individuals With Disabilities-III survey indicate that although some teachers felt that including students with disabilities in GPE classes provides benefit for them, they were concerned about the practical difficulties of teaching students with disabilities in GPE classes, the lack of support, and the possible rejection of students with disabilities by their peers. Moreover, the behavioral beliefs of teachers vary according to the disability conditions of the students. Results show that there is no significant effect of demographic factors on the beliefs of PE teachers. Quality of experience predicts positive beliefs. The study has important implication for teacher training, provision of equipment, and support from teacher assistants.
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Howley, Donal, and Mary O’Sullivan. "“You’re Not Going to Get It Right Every Time”: Teachers’ Perspectives on Giving Voice to Students in Physical Education." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 166–74. http://dx.doi.org/10.1123/jtpe.2019-0142.
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This paper explored physical education (PE) teachers’ perspectives of giving voice to students to understand how the practice is enacted in lessons at a time of curricular reform. A qualitative comparative case study followed three teachers in a triad of Irish secondary schools, eliciting their experiences of giving voice to students using focus groups, interviews, and a reflection journal. Data were gathered and coded to identify emergent themes. The practices challenged included instruction, teacher control, and teacher–student relationships. The teachers demonstrated the capacity to activate students’ voices and respond, changing the way they perceived and facilitated the practice in PE. Worryingly, teachers made no connection between student voice and learning and assessment in PE and were not forthcoming implementing the practice in high-stakes examination scenarios. Research recognizing and appreciating the challenges and opportunities PE teachers face in attempting to acquire the spirit to do such work espousing reform is important to the field and our students.
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Pennington, Colin G., Matthew D. Curtner-Smith, and Stefanie A. Wind. "Influence of a physical education teacher’s perceived age on high school pupils’ perceptions of effectiveness and learning." European Physical Education Review 26, no. 1 (December 5, 2018): 22–35. http://dx.doi.org/10.1177/1356336x18816342.
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Few studies have focused on the issues older physical education (PE) teachers encounter which may limit their effectiveness. The purpose of this study was to examine the influence of a PE teacher’s apparent age on high school pupils’ learning and perceptions of the teacher. Participants were 114 ninth, tenth, eleventh, and twelfth grade pupils. They were randomly assigned to watch one of two virtually identical filmed swimming lessons taught by the same teacher. In the young-appearance lesson, the teacher taught as his normal and relatively youthful self. In the middle-aged lesson (MAL), his appearance had been aged by a theatrical makeup artist. Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a questionnaire asking them about their perceptions of the teacher. Inferential statistical tests indicated that the pupils who watched the MAL perceived the teacher more favorably. Performance on the content examination was similar for pupils who watched either film. These findings provided support for a psychological/developmental explanation of how and why pupils respond to and learn from PE teachers of different ages.
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Cho Mihye and 권민정. "Exploring Experiences and Teacher Educational Implications of Pre-service PE Teachers’ Student Teaching for PE Teacher Education." Korean Journal of Sport Science 27, no. 1 (March 2016): 133–52. http://dx.doi.org/10.24985/kjss.2016.27.1.133.
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Spicer, Christa, and Daniel B. Robinson. "Alone in the Gym: A Review of Literature Related to Physical Education Teachers and Isolation." Kinesiology Review 10, no. 1 (February 1, 2021): 66–77. http://dx.doi.org/10.1123/kr.2020-0024.
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Feelings of isolation have long been found to be experienced by many teachers, particularly by those within some specialist disciplines, including physical education (PE). The potential effects of teacher isolation are undesirable and plentiful. They include a lessening of interest in one’s work, burnout, and/or an absence of community connection. Given the uniqueness of their discipline, PE teachers may especially be impacted by the following: Their discipline is “low status” and marginalized, they are frequently both physically and psychologically isolated from their peers, and they often are one of very few PE specialists in a school. Given these sorts of unique challenges for PE teachers, the authors undertook a scoping review of literature in order to gather and provide a comprehensive and up-to-date account of peer-reviewed literature related to PE teachers and isolation, as well as offer implications for PE research and practice.
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Salters, Danielle, and Sara M. Scharoun Benson. "Perceptions and Use of Teaching Strategies for Fundamental Movement Skills in Primary School Physical Education Programs." Children 9, no. 2 (February 8, 2022): 226. http://dx.doi.org/10.3390/children9020226.
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Fundamental motor/movement skills (FMS) describe the basic skills necessary to complete physical tasks, and are a key aspect of primary school physical education (PE) programs. Yet, specific teaching styles for FMS development have been relatively unexplored. Through a mixed-methods design, experiences and perceptions of different PE teachers (preservice, specialist, and generalist) were explored. The Spectrum of Teaching Styles (STS) survey was used to quantify self-reported use of teaching styles that may be used by PE teachers (N = 102). Semi-structured, qualitative interviews with a subset of participants (N = 11) were employed to explore how PE teachers perceive FMS development in PE classes. Combined, the findings highlight a preference for collaborative approaches to teaching and learning in PE, with a specific preference for explicit teaching strategies. Survey results demonstrated a preference for Style B (the practice style), which promotes teacher facilitation of activities and constructive feedback, with opportunities for students to practice skills and receive feedback. Teachers described how confidence with PE content influences the ability to provide lessons that target FMS development; this was reinforced by desires for additional professional development and training. Together, the findings provide a holistic view of teaching styles used in PE for FMS development, and outline a need to explore teaching approaches used by different PE teachers.
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Tilga, Henri, Hanna Kalajas-Tilga, Vello Hein, Lennart Raudsepp, and Andre Koka. "How does perceived autonomy-supportive and controlling behaviour in physical education relate to adolescents’ leisure-time physical activity participation?" Kinesiology 52, no. 2 (2020): 265–72. http://dx.doi.org/10.26582/k.52.2.13.
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In line with the tenets of self-determination theory, the current study tested associations of perceived autonomy-supportive and controlling behaviour from PE teacher with adolescents’ leisure-time physical activity (LT PA) participation, and the role of need satisfaction and need frustration, autonomous motivation and controlled motivation in PE, and perceived effort towards LT PA as mediators of these associations. Adolescents (N=381) aged between 12 and 15 years completed self-reported measures of respective constructs. Results of the structural equation modelling demonstrated that perceived autonomy-supportive behaviour from PE teachers was related to adolescents’ LT PA participation only via experiences of need satisfaction and autonomous motivation in PE, and perceived effort towards LT PA. Perceived controlling behaviour from PE teachers was found to be related to adolescents’ LT PA participation only via experiences of need frustration and controlled motivation in PE, and perceived effort towards LT PA. The current study provided evidence that perceived autonomy-supportive behaviour and perceived controlling behaviour from PE teachers contributes to adolescents’ LT PA participation through unique pathways. Findings highlight the facilitative role of autonomy-supportive behaviour from teachers in a PE context on adolescents’ LT PA participation. In addition, the beneficial role of controlled motivation in PE, although instigated by students’ perceptions of controlling behaviour from teachers and experiences of need frustration in PE, on adolescents’ LT PA participation was supported.
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Ben Amotz, Ronit, Gizell Green, Gili Joseph, Sharon Levi, Niva Manor, Kwok Ng, Sharon Barak, Yeshayahu Hutzler, and Riki Tesler. "Remote Teaching, Self-Resilience, Stress, Professional Efficacy, and Subjective Health among Israeli PE Teachers during the COVID-19 Pandemic." Education Sciences 12, no. 6 (June 14, 2022): 405. http://dx.doi.org/10.3390/educsci12060405.
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This study investigated demographic factors, teaching characteristics, psychological characteristics, school-related characteristics, professional efficacy, and subjective health perceptions among PE teachers during the COVID-19 pandemic. We conducted a cross-sectional research design. Questionnaires were distributed to PE teachers online during COVID-19 closures. PE teachers (N = 757) from elementary, middle, and high schools in Israel voluntary completed surveys on the topics of stress levels, self-resilience, remote teaching, professional efficacy, and subjective health perception. Sex, remote-teaching experience and clear remote school policy significantly predicted professional efficacy. Sex, teaching experience and self-resilience significantly predicted subjective health perception. This study demonstrated the need for a clear remote policy, as it likely empowers teacher professional efficacy. Transparent procedures and guidelines, along with clarifying remote policies by a supportive administration, are important for the professional efficacy of PE teachers. In addition, educational programs that are aimed at developing and strengthening the values of a healthy, positive, and balanced lifestyle are important to subjective health perception among PE teachers.
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Flory, Sara Barnard. "Early Career Experiences of Physical Education Teachers in Urban Schools." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 661–79. http://dx.doi.org/10.1123/jtpe.2014-0109.
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The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged from the data: the mechanisms of school support, and achieving ‘insider’ versus ‘outsider’ status during teachers’ early careers. These findings highlight the challenges that early career PE teachers face in urban schools, and demonstrate how being a culturally relevant teacher can improve teaching in physical education.
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DARKO, REGINA AKUFFO, Jane Mwangi, and Lucy Joy Wachira. "Inclusive Physical Education During the University Preparation Programme in Ghana: Bridging the Gap Between Theory and Practice." African Journal of Teacher Education 10, no. 1 (April 11, 2021): 21–37. http://dx.doi.org/10.21083/ajote.v10i1.6455.
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Hands-on experience plays a key role in every teacher education programme as it helps the prospective teacher to experience a real world of teaching rather than in abstract. One of the most difficult aspects of inclusive teacher education programmes is capacitating pre-service teachers to practice inclusion in the classroom in real live conditions. This study aimed at evaluating student-teachers’ hands-on experiences in inclusive practical PE lessons during their university preparation programme using sequential mixed-method design. 152 PE student-teachers’ in level 300 from the two universities who train PE teachers in Ghana were purposively sampled for this study. Quantitative data was collected using questionnaires while qualitative data was collected through focus group discussion with 20 of the same participants. Quantitative data were analysed using means and standard deviation and presented in tables. Inferential statistics of independent t-test was used to ascertain the mean difference between student-teachers’ hands-on experiences. Qualitative data were transcribed verbatim with trustworthiness assured through peer debriefing and member checking. Both quantitative and qualitative results showed that the university preparation programme has no practical component for inclusion in PE. Student-teachers’ hands-on teaching experience in inclusive practical PE was found to be inadequate. However, a significant difference (t (-4.020) at df (32.9), p< .005) was found between the two institutions. The study concludes that the preparation programme in the universities does not give student-teachers’ adequate inclusive practical exposure. To make inclusion experience more viable to student-teachers’, it is recommended that inclusive experiences should be incorporated into student-teachers’ on-campus teaching practice and all practical courses to help bridge the gap between theory and practice.
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Jones, Cherese Farrah, and CJ Rouw. "Values-Based Physical Education and Teacher Education in South Africa." African Journal of Teacher Education 11, no. 1 (July 20, 2022): 218–45. http://dx.doi.org/10.21083/ajote.v11i1.6716.
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This qualitative research presents PE (Physical Education) teacher training workshops (TTW) which were developed and evaluated through the teachers’ feedback and reflections. Its goal was to create a PE programme enriched with the values of Olympism and Ubuntuism based on the idea that values-based education offers an investment in individual and societal improvement by implementing a values framework. Participatory action research was used to determine how data was collected, analysed, and presented on an ongoing, cyclical basis. The theoretical perspectives of the experiential learning theory and the cooperative learning theory were applied to teaching PE during the in-service physical education TTW. Ten PE teachers from five schools in the Tshwane District of South Africa participated as they best informed the research question and enhanced their understanding of the phenomenon under study. The TTW assisted in building and supporting PE pedagogical knowledge as teachers critically reflected on the diversity and inclusivity of their PE class context. An examination of the wide variety of teaching strategies, specifically used during teachable moments, that were employed throughout this study could be linked to the clarification of the values of Olympism and Ubuntuism. This research developed material for PE, which underpins the set of values of Olympism and Ubuntuism as core values that were modeled by teachers and guided their work. The TTW in a values-based PE programme builds and supports the teachers’ pedagogical knowledge to plan, deliver and access quality PE. Participatory action research and its reflective practice positively influenced the teachers' PE practice as it assisted the researchers and the participating teachers in a collective, self-reflective, inquiry.
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Weaver, R. Glenn, Collin A. Webster, Michael W. Beets, Keith Brazendale, Jessica Chandler, Lauren Schisler, and Mazen Aziz. "Initial Outcomes of a Participatory-Based, Competency-Building Approach to Increasing Physical Education Teachers’ Physical Activity Promotion and Students’ Physical Activity: A Pilot Study." Health Education & Behavior 45, no. 3 (September 19, 2017): 359–70. http://dx.doi.org/10.1177/1090198117731600.
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This study examined the initial effects of a participatory-based, competency-/skill-building professional development workshop for physical education (PE) teachers on the use of physical activity (PA) promotion practices (e.g., eliminating lines, small-sided games) and students’ moderate-to-vigorous physical activity (MVPA). A total of 823 students (52.8% boys) wore accelerometers at baseline (fall 2015) and outcome (spring 2016) on PE and non-PE days. The System for Observing Fitness Instruction Time+ measured changes in PA promotion practices. Teachers ( n = 9) attended a 90-minute workshop prior to outcome data collection. Mixed-model linear regressions estimated changes in teacher practices and students’ MVPA. Three of the nine targeted PA promotion practices changed in the desired direction (i.e., p < .05; increased motor content and lessons taught outdoors, reduced activities with lines), with three more teacher practices trending in the desired direction (i.e., reduced management time and activities with elimination, increased small-sided games). During PE, boys and girls increased MVPA by 2.0 (95% confidence interval [1.1, 3.0]), and 1.3 (95% confidence interval [0.5-2.0]) minutes, respectively. However, there were no statistically significant changes in boys’ or girls’ MVPA during the school day. Greater implementation of promotion practices by the PE teachers was associated with boys’, but not girls’, MVPA during PE. Girls in high- and low-implementing teachers’ lessons experienced increases in MVPA, suggesting that even small changes in PA promotion practices can increase girls’ MVPA during PE. Overall, the workshops were effective at increasing teachers’ PA promotion and students’ MVPA in PE. Other school-based strategies that complement and extend efforts targeting PE are recommended to increase children’s total daily PA.
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Liu, Chuan Jin. "Research on Professional Development of PE Teachers from the View of Modern Educational Technology." Advanced Materials Research 187 (February 2011): 122–26. http://dx.doi.org/10.4028/www.scientific.net/amr.187.122.
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With the development of educational information, education capability has become an important tool to measure teachers’ professional level. Nowadays, modern educational technology can not only provide modern means for PE teaching but also accelerate the process of PE teacher’s professionalization. This paper starts from the relation between content of PE teacher’s professionalization and modern educational technology, explores the requirements of modern educational technology for PE teacher’s professionalization and analyzes new features of its development under the environment of modern educational technology.
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Rojo-Ramos, Jorge, Fernando Manzano-Redondo, José Carmelo Adsuar, Ángel Acevedo-Duque, Santiago Gomez-Paniagua, and Sabina Barrios-Fernandez. "Spanish Physical Education Teachers’ Perceptions about Their Preparation for Inclusive Education." Children 9, no. 1 (January 14, 2022): 108. http://dx.doi.org/10.3390/children9010108.
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The prevailing rights and quality of life approaches call for the inclusion of people with diversity and/or disabilities in society, including their participation in the educational system. Therefore, different institutions are urging countries to take action to ensure that students with disabilities receive the accommodations and supports they need within the framework of inclusive education. The idiosyncrasies of physical education (PE) classes can be an opportunity to encourage the participation and inclusion of these students. Thus, this study aims to evaluate the PE teachers’ perception about their preparation to address inclusive education. The study involved 260 Spanish primary and secondary PE teachers who answered a sociodemographic questionnaire, three dichotomic questions about their initial and ongoing preparation and the Evaluation of Teacher Training for Inclusion Questionnaire (CEFI-R). PE teachers believe that they have not received the necessary initial preparation and they consider it important to assist in ongoing courses to address their students’ diverse needs. PE teachers are aware of the importance of inclusive education and perceive greater difficulties in secondary education. PE teachers also showed a good predisposition to teach students with special educational support needs, especially found in primary school teachers through the CEFI-R Dimension 1, with statistically significant differences.
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Soini, Anne, Anthony Watt, and Arja Sääkslahti. "Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education." International Journal of Environmental Research and Public Health 18, no. 12 (June 15, 2021): 6454. http://dx.doi.org/10.3390/ijerph18126454.
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Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.
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Laureano, Justin, Ferman Konukman, Hayrettin Gümüşdağ, Şamil Erdoğan, Jong-Hoon Yu, and Resul Çekin. "Effects of Marginalization on School Physical Education Programs: a Literature Review." Physical Culture and Sport. Studies and Research 64, no. 1 (December 30, 2014): 29–40. http://dx.doi.org/10.2478/pcssr-2014-0029.
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AbstractThe purpose of this research was to examine the causes of marginalization in Physical Education (PE) and to examine how PE teachers can counter the effects of this marginalization. Therefore, a recent literature review was conducted for the purpose of investigating the effects of marginalization. Four studies addressed feelings of burnout among PE teachers, including isolation, lack of equipment, and lack of space. Three research articles addressed communication with parents to encourage their support of PE. These three articles examined the use of PE websites as a tool to stay in constant communication with parents. In addition, one research study looked at how PE assessments needed to be consistent with other content areas and aligned with state and national standards. Moreover, one research article addressed the causes of parents' misconceptions of their children's PE programs. The final research article was a case study that related to how one teacher was able to change the parents' misconceptions about the PE programs. Results from this literature review study indicated that PE programs are being marginalized, yet there are ways for PE teachers to combat this issue.
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Kardeliene, Laimute, and Arturas Razbadauskas. "SELF-EVALUATION OF PHYSICAL EDUCATION TEACHERS' HEALTH AS A FACTOR FOR QUALITY OF PROFESSIONAL ACTIVITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 25, 2018): 75. http://dx.doi.org/10.17770/sie2018vol1.3213.
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Physical education teacher, as a profession, has various duties, which impact teacher's physical and emotional health. This may have an effect on quality of lessons. The aim of the research is to establish the self-evaluation of PE teachers' health. The following indicators of health self-evaluation were chosen: taking care of one's health, health condition and its evaluation. Questionnaires were used to self-evaluate PE teachers' health, to point out diseases such as having a cold, also various somatic and psychosomatic disorders. The sample of the research was 324 PE teachers, randomly chosen from high schools in Lithuania. The average age of the participants was 44,59 ± 0,57 years old, their pedagogical work experience - 20,52 ± 0,58 years. It was found that only 29,1 per cent of female and 18,3 per cent of male participants rated their health as good. Teachers who evaluated their health positively more seldom experienced various somatic and psychosomatic disorders. Teachers with more than 20 years of work experience rarely evaluated their health as good. In addition, they more frequently experienced various disorders.Women, when compared to men, are more prone to health disorders. Furthermore, women with more than 20 years of work experience more rarely fell into the group of long-term somatic and psychosomatic disorders.
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Powell, Emma, Lorayne A. Woodfield, Alan M. Nevill, Alexander J. Powell, and Tony D. Myers. "‘We have to wait in a queue for our turn quite a bit’: Examining children’s physical activity during primary physical education lessons." European Physical Education Review 25, no. 4 (July 16, 2018): 929–48. http://dx.doi.org/10.1177/1356336x18785343.
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The overall purpose of this study was to examine children’s physical activity (PA) during primary physical education (PE). This was achieved through the following two research objectives: (1) to measure children’s PA, lesson context and teacher promotion of PA during PE lessons; and (2) to explore teachers’ and children’s perspectives on PA levels during PE lessons. Evidence suggests that children’s PA during PE is below recommended levels and further research is required to understand the reasons why. Through a mixed method design, 138 children were observed using the System for Observing Fitness and Instruction Time, 80 children participated in group interviews, and 13 teachers were interviewed, across three primary schools in England. Findings indicated that the mean percentage of lesson time allocated to moderate to vigorous PA (MVPA) was 42.4% and the average lesson length was 35.3 minutes. Qualitative themes identified were: ‘knowledge and beliefs’; ‘teacher pedagogy’; and ‘teacher development’. The findings indicate that a change in perspective is needed, which includes a focus on PA during primary PE lessons. Intervention work is required that targets teachers’ knowledge and beliefs towards PE along with the development of effective teaching strategies. However, this needs to be grounded in an ecological approach which will allow researchers and schools to target the various levels of influence. It is strongly recommended that interventions are grounded in behaviour change theory, as this study indicates that sharing knowledge about pedagogical strategies to increase children’s MVPA does not necessarily produce changes in teachers’ behaviours.
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Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (October 3, 2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.
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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.
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Koka, Andre, Henri Tilga, Hanna Kalajas-Tilga, Vello Hein, and Lennart Raudsepp. "Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents." International Journal of Environmental Research and Public Health 16, no. 15 (July 30, 2019): 2709. http://dx.doi.org/10.3390/ijerph16152709.
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The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents’ leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents’ objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old (Mage = 14.94 years; SD = 2.11) completed measures of perceived controlling behavior, frustration of the basic psychological needs, and motivational regulations in PE. One week later, motivational regulations towards leisure-time moderate-to-vigorous PA (MVPA) were assessed. Five weeks later, MVPA was measured using accelerometers (ActiGraph GT3X) during seven consecutive days. Structural equation modeling analysis indicated that perceived controlling behavior predicted students’ frustration of basic psychological needs in PE. The competence need frustration in PE had a negative direct effect on objectively measured MVPA. A significant indirect effect supported the mediating role of competence frustration in PE in the relation between perceived controlling behavior from PE teachers and MVPA in adolescents. Findings suggest that future interventions striving to promote adolescents’ PA engagement in their leisure-time should focus on decreasing controlling behaviors from teachers in PE that may manipulate the teacher–student relation.
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Lee, Hong-Min. "Physical education teachers’ perceptions of professional socialization." Journal of Kinesiology & Wellness 4, no. 1 (November 1, 2015): 39–42. http://dx.doi.org/10.56980/jkw.v4i1.23.
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The purpose of this study was to examine factors affecting positive professional socialization of physical education (PE) teachers. The participants were one elementary and two middle school PE teachers. Data were collected through field notes during passive participant observations, two semi-structured formal interviews and informal interviews, and document analysis of autographical posters. Thematic analysis was employed to examine data. The triangulation of data and member checks were utilized to establish trustworthiness. Results showed that the three PE teachers strengthened their teaching perceptions during professional socialization. The following key themes were identified in the study: impact from physical education teacher education faculty, positive experiences in method courses, positive experiences in early field experiences and student teaching, and close supervision from classroom teachers and university supervisors. The findings of the study suggested that different socializing events played a significant role in shaping positive perspectives during early field experiences, physical education teacher education courses, and student teaching.
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van der Mars, Hans, Paul Darst, Bill Vogler, and Barbara Cusimano. "Active Supervision Patterns of Physical Education Teachers and Their Relationship with Student Behaviors." Journal of Teaching in Physical Education 14, no. 1 (October 1994): 99–112. http://dx.doi.org/10.1123/jtpe.14.1.99.
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Supervision patterns of elementary physical educators were analyzed in relation to work involvement patterns of students in each teacher’s class. The supervision patterns analyzed included teacher location, rate of movement, and provision of verbal feedback. Work involvement by students was categorized into on-task, off-task, total motor engagement, and successful motor engagement (ALT-PE). Results showed that teachers spent more time along the periphery of the activity area, and that they were positioned more along the sides. They were active movers, averaging six sector changes per minute, and active in providing verbal feedback (3.2/min). Teacher feedback patterns did not correlate with teacher location/movement patterns. Teachers’ location (periphery) and movement correlated significantly with students’ total motor engagement. Teacher movement also correlated significantly with ALT-PE. Positive behavior feedback correlated with students’ on-task behaviors. Findings indicate that active supervision is important in maintaining students’ involvement with learning tasks in physical education.
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Pimjan, Luckana. "The relationship between intrinsic and external motivation towards lesson implementation and application of physical education content among preservice physical education teachers in Thailand." African Educational Research Journal 8, no. 4 (October 20, 2020): 714–20. http://dx.doi.org/10.30918/aerj.84.20.154.
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Accomplished physical education (PE) teachers recognize teachers’ motivation, lesson implementation as well as the application of PE contents. This is because these affect teaching effectiveness in PE class. However, a previous study from Koonsri (2016) found that the teachers lacked motivation and focused on extra money or bonus from their teaching. In addition, because the pre-service PE teachers had poor experiences in teaching and controlling the classes, these issues affected the implementation and integration of the PE contents (Claypan, 2014; Kanchana, 2010). Thus, this study examines the relationship between teachers’ motivation, lesson implementation, and application of PE contents among pre-service PE teachers in Southern Thailand. The instruments regarding teachers’ motivation in terms of intrinsic and external motivation, lesson implementation, and application of PE contents were adopted from Tulyakul (2019). The respondents were 157 pre-service PE teachers in five universities in the border provinces of Southern Thailand. The result shows that there is a relationship between intrinsic and external motivation towards lesson implementation and the application of PE contents among the participants. Finally, there are proposed guidelines for the pre-service PE teachers to adjust and develop their teaching performance to enhance students' achievement in the future
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Похоруков, Олег, Oleg Pokhorukov, Екатерина Похорукова, and Ekaterina Pokhorukova. "PEDAGOGICAL CONSTRUCTS AND PEDAGOGICAL CONDITIONS FOR PREPARING THE FUTURE TEACHER OF PHYSICAL TRAINING FOR THE PHYSICAL ACTIVITY AND THE SELF-DEVELOPMENT OF THEIR STUDENTS." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2017, no. 3 (October 25, 2017): 35–42. http://dx.doi.org/10.21603/2542-1840-2017-3-35-42.
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The article describes the possibility of providing pedagogical conditions to involve the future PE teachers into the system of multicultural relations. This system determines the quality of physical culture and self-development of the learner in models and means of self-expression and self-realization, cooperation and socialization. Specific features of professional training and organization of practice in obtaining professional skills and experience of professional activity determine the process and the content of the process of shaping the teacher's personality, which will enable them to independently solve the developmental tasks for their future students. Pedagogical conditions for the preparation of the PE teacher for physical training and self-development of their future students depends on the successful solution of the following tasks: personified use of the foundations of pedagogical modeling and constructs of pedagogical activity in vocational training. The paper features the concept of "pedagogical conditions of preparation of the future PE teacher for the physical training and self-development of their students". It stresses the possibility of personified solution of the task in the structure of continuous professional education of teachers.
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Barney, D., and K. A. Prusak. "Appropriate instructional practices’ positive effects on former PE students’ experiences in PE." International Journal of Physical Education 58, no. 4 (2021): 10–19. http://dx.doi.org/10.5771/2747-6073-2021-4-10.
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When students attend and participate in their physical education (PE) classes, there is the hope that they will learn the content and then be able to make application through their participation in class activities and games. Beca use of this, having a positive experience, for some students, will make or break their PE experience. The purpose of this study was to investigate what instructional practices made PE a positive experience for former K-12 students. Participants were surveyed in regard to their K-12 PE experiences and which instructional practices positively affected them. Generally, it was learned that the participants liked having a choice of activities, participating in competitive games, the PE teacher knowing the students, and the activities and games the students participated in. The results from this study can be beneficial to current K- 12 PE teachers and Physical Education Teacher Education (PETE) majors.
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Slingerland, Menno, Lars Borghouts, Liesbeth Jans, Gwen Weeldenburg, Gertjan van Dokkum, Steven Vos, and Leen Haerens. "Development and optimisation of an in-service teacher training programme on motivational assessment in physical education." European Physical Education Review 23, no. 1 (July 24, 2016): 91–109. http://dx.doi.org/10.1177/1356336x16639212.
Full textAbstract:
Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contemporary theories on assessment and motivation, and aimed at improving PE teachers’ expertise on motivational assessment practices. In close collaboration with PE teachers and other experts in the field an in-service teacher training programme was developed that covered important topics such as quality assessment, motivation and assessment for learning. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. The in-service training programme was then provided on-site three times to a total of 33 PE teachers (of whom 20 were male (60%) and 12 were female (40%), teaching experience 3–32 years) representing different PE departments. Through an iterative cycle of development, provision, evaluation and adjustment the programme was gradually optimised. Focus group sessions and questionnaires were employed to evaluate various aspects, and identify barriers and success factors. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.
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Bronikowska, Małgorzata, and Agata Korcz. "The level of moral competences of pre-service PE teachers – a reason to worry?" Biomedical Human Kinetics 11, no. 1 (January 1, 2019): 19–27. http://dx.doi.org/10.2478/bhk-2019-0003.
Full textAbstract:
Summary Study aim: The main purpose of this study was to examine the level of moral competences of 437 pre-service physical education (PE) university students. It was also designed to evaluate the level of moral competency and the correlations with factors (i.e. Parents, Religion, School education, PE teacher, Sport coach, Studies, Media and Peers) potentially influencing moral development in pre-service PE teachers. Material and methods: The study included data collected in 2017 from 216 male and 221 female students aged 21.5 ± 1.85 from the faculty of Physical Education in Poznań, Poland. The students were categorised into three levels of moral competences, after which possible correlations between the factors influencing moral development were examined. The Moral Competence Test (MCT) survey was used to measure the ability to rate arguments by their moral quality. Participants were requested to confront two moral dilemmas and agree or disagree with the statements which were presented to them. Results: The results suggest that a vast majority of students (78.7%) present a very low level of moral competences, and with regard to the factors influencing moral development, the lowest value was attributed to PE teachers. Moderate positive correlations were found between School education and PE teacher, and between Sport coach and PE teacher. Conclusions: The findings indicate the need for more attention to be paid to moral education in teacher training in PE.
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Kovac, Marjeta, Bojan Leskosek, Gregor Jurak, Miha Marinsek, and Milos Tul. "Differences in Subject-Specific Competences between Slovenian and Italian Physical Education Teachers." Montenegrin Journal of Sports Science and Medicine 10, no. 2 (September 1, 2021): 53–58. http://dx.doi.org/10.26773/mjssm.210908.
Full textAbstract:
This cross-sectional study was designed to analyse the differences between the subject-specific competenc- es of Slovenian and Italian physical education (PE) teachers. The participants, 669 Slovenian and 484 Italian PE teachers, evaluated their professional competences with a self-administered questionnaire on a four-level Likert scale. A t-test for independent samples indicates differences in the self-evaluations of the majority of sub- ject-specific competences between both groups. However, in almost all items, Slovenian PE teachers evaluate their competences higher. A multivariate analysis of variance, used to identify the role of some socio-demo- graphic factors (state, gender, years of service), shows that the state has the highest impact on the differences between self-efficiency of both groups (p<0.001, Eta2=0.531). The greatest differences (Cohen's d > 0.8) are observed on those competences that relate to some of the narrower aspects of PE didactics. The reasons for the perceived differences can be found in some historical and social events, length of education, the different orientation of PE teacher education programmes, and the different responses of both countries to educational policies. The present study outcomes may aid in updating initial PE teacher training and designing a creative system of continuous professional development.