Dissertations / Theses on the topic 'Physical curriculum'
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Laws, Christopher John. "Physical education, curriculum change and individualism." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243091.
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Yelling, Martin Rhys. "Physical education, physical activity and the National Curriculum Physical Education : policy, provision and prospects." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4097.
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Groves, Suzanne Claire. "How children experience national curriculum physical education." Thesis, University of Chichester, 2001. http://eprints.chi.ac.uk/859/.
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There has been a general reluctance within education, and in particular physical education, to involve the child proactively in the research process. Assessments of children's experiences have occluded possibilities for the development of understanding by the proclivity to employ restrictive methods of research. Herein potential is confined to accessing only those categories deemed to be of significance by the researcher. This study aimed to expand upon existing studies by opening potential for accessing new possibilities through the involvement of children directly in the exposition of research issues and development of theory. An interpretive approach, adhering to a grounded theory methodology, was taken over a three-year period of data collection and analysis. Following an initial year of familiarisation with the research field, through observations in four secondary schools, a case study formed the basis of the main body of research. Diaries, group and individual interviews formed the essential basis of data that was supported by observational study. Children involved in this study were found to have the capacity for reflection and analytic acumen to cast their experience meaningfully and constructively for interpretation. Therefore, although superficially findings supported many more general issues studied to date within the subject area, analysis revealed more specifically that children's experience of physical education was organised around certain domains of awareness. These configurations formed what I have termed a 'working consciousness' in given situations. 'Physical education' as a practical, spacial and social phenomenon heightens the significance of experience through the multiplicity of sentient possibilities that it creates for the child. However, in particular, the presence of 'significant' peers was found to be a predominant determinant of actual working consciousness, on occasion overriding 'curriculum' itself.
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Tembo, Mark Jimu. "A Physical Education Curriculum Plan For Malawi." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27157.
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This document is about a plan to develop physical education curriculum in Malawi. Despite its official recognition, the subject is often regarded as a low entity on the school curriculum. Several factors contribute to this status, chief among them is: lack of well-prepared teachers; equipment and materials; negative attitude by certain key individuals in the society. This document is the first attempt to develop a broad and balanced physical education curriculum in Malawi.
In this document, two curriculum frameworks have been provided. One such curriculum frameworks is for the primary school (elementary) grades 1-8 and the other, the secondary (high) school 1-4. These frameworks are detailed with teaching and learning topics in physical education in such a way that every school child will have an opportunity to participate for enjoyment, knowledge and skill acquisition for personal and national benefit.
This study is drawn upon the US and UK models where programs such as Saber-Tooth, Catch, Spark and Sport-England have been very successful. The assumption of this plan, comprehensive as it may be, is the essence of collective effort of the people of Malawi to implement the ideas it contains.Ph. D.
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Eatinger, William M. "A middle school physical education curriculum guide." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/832.
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Masarsky, Daniel N. "A Physical Education Curriculum For Promoting Sociomoral Development." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/417.
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One area of development that can be facilitated in the context of youth sports and physical education is sociomoral development. Sociomoral development is defined as moral development in the context of social groups. The physical education classroom today lacks the content, structure, and teaching style that middle school students need in order to cement their sociomoral development so that they can experience positive developmental growth as they mature into adulthood. The purpose of this project was to educate future physical education teachers about the importance of including sociomoral development activities in their standard PE curricula. The presentation focused on teaching how to deliver a curriculum that implements games and activities with dialogue and reflection. These games and activities are then infused with team sports, giving students multiple opportunities to build a close knit connection with their classmates and advance their sociomoral development. In order to test the effectiveness of the presentation, a pre and posttest was used. The pretest and posttest contained a number of open ended questions and a fixed 20 item questionnaire which was divided into five different categories. The five categories were: P.E and prosocial behavior, Theory of structural development, Teacher’s role in sociomoral development, logistics of a sociomoral curriculum, and moral competence activities. Results indicated very slight increase in mean scores moving from pretest to posttest in all but one category. The moral competence category showed a modest increase in mean score moving from pretest to posttest indicating that participants did learn in this part of the presentation. Results from the open ended questions indicated that participants had existing knowledge of sociomoral development learned previously; however they learned new knowledge pertaining to how to structure a sociomoral curriculum through the scope of structural development style teaching. Future sociomoral curricula should emphasize as much active learning as possible, since this type of learning creates a stronger bond between sports and academia.
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Parsons, Kari Ann. "Opportunities For Enhancing Vigorous Physical Activity Within The New Brunswick Physical Education Curriculum." Thesis, University of New Brunswick, 2010. http://hdl.handle.net/1882/1088.
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PURPOSE: To determine if participation in a short-term, high intensity physical education (PE) intervention that respected the multiple goals of the PE curriculum would result in any health- and/or fitness-related improvements for grade four and five students. METHODS: Seventy-six students were divided into a control and intervention group (CG & IG). During 15 successive classes, the IG participated in six minutes of high intensity activities while no changes were made to the structure of the CG’s PE class. Accelerometers and direct observation were used to quantify the percentage of moderate-to-vigorous physical activity (%MVPA). Health- and performance-related measures were assessed pre- and post-intervention. RESULTS: Students spent an average of 27% of their PE class engaged in MVPA. Within this category, the intervention was successful at increasing students’ VPA levels by 7.7%. Observations regarding pedagogical practices are also reported. CONCLUSIONS: Participating in a PE intervention can increase students’ PA levels without compromising the goals of the PE curriculum.
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Bicknell, Simon. "Physical Education teachers' perspectives on the 14-19 Physical Education Curriculum in England : a sociological study." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/600581.
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Over the last 40 years, there has been an expansion, what some have termed an “explosion” (Green, 2001) in the provision of Physical Education (PE) related qualifications, both academic and vocational, in English Secondary schools. In the context of the emergence and rapid growth of the 14-19 PE curriculum, a number of issues have emerged for both PE teachers and their pupils (Green, 2008). It is important to consider these issues and the implications for PE teachers and their pupils. This research study explored the perspectives of secondary school PE teachers towards the subject of PE within the 14-19 curriculum. Specifically, the research focused on PE teachers’ perceptions relating to (i) the broader social processes which have influenced the development of 14-19 PE, and (ii) the impact of the development of 14-19 PE for the subject of PE, PE teachers themselves, and their pupils in English secondary schools. 52 semi-structured interviews were completed over a 14 month period. The research participants, from 22 different secondary schools, consisted of both male and female PE teachers who held varying positions in schools, from PE teachers through Heads of PE to Assistant Headteachers and Headteachers. The research participants were aged between 23 to 59 years of age. The level of teaching experience ranged from between 3 months to 38 years, with 616 years of teaching experience between them. The primary data collected from the interviews were analysed both inductively and deductively. That is to say, first, using a ground theory methodology, emerging themes were identified that were ‘grounded’ within the data itself. Second, the sensitizing concepts offered by a figurational sociology perspective were used to interpret and ‘make sense’ of the themes emerging from the data. The key findings from this study have been broken down into two main themes. With regard to the first theme – PE teachers’ perspectives on the development of the 14-19 PE curriculum (in general, and in their schools in particular) – it was evident that there had been an expansion, over the last decade, of the accreditation opportunities available to more pupils, across more schools, through 14-19 PE, with the ‘drivers’ of such change being located within both ‘local’ and ‘national’ contexts. In terms of the second theme – PE teachers’ perspectives of the impact (both intended and unintended outcomes) of the development of PE within the 14-19 curriculum – it was evident that PE teachers’ views centred initially on the benefits of 14-19 PE for their pupils, and their departments and schools. However, it was evident that there were benefits to be had from 14-19 PE for PE teachers themselves, which meant a change in their ‘working climate’, although there were unplanned consequences also. For PE teachers this meant a change in their ‘work demands’. Sociologically speaking, it is suggested that 14-19 PE may be seen to have developed within a context of complex developmental processes, more specifically through networks of interdependency, characterised by power balances/ratios, and which have led to outcomes both intended and unintended. Specifically, it was suggested that the nature and purposes of PE and the role of PE teachers has markedly changed, indeed transformed. From the findings of this study, recommendations are proposed that focus upon policy implications and future developments, particularly in relation to the unintended outcomes of the development of 14-19 PE.
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Chen, Ming-Hung. "Health, physical activity and fitness monitoring within the secondary physical education curriculum in England." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/10034.
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Aims: The aims of this study are three-fold: to review the worldwide literature on monitoring the health, physical activity and fitness of young people; to determine the purpose and prevalence of the monitoring of young people's health, physical activity and fitness within secondary PE school curricula in England and to explore the factors affecting teachers' views of and approaches to such monitoring; and to propose recommendations for monitoring health, physical activity and fitness within secondary school PE curricula in England which may have relevance and applicability to the Taiwanese context. Methods: The research design involved the integration of quantitative and qualitative methods, including a national survey of selected state secondary schools and interviewing a sample of Head of PE department (HoPE). Descriptive statistics and Chi-Square analysis were employed to analysis quantitative data of the prevalence of monitoring pupils' health, physical activity or fitness within school curriculum, and to exam the homogeneity of HoPEs' attitudes and views (agree v.s disagree) towards specific statements with different gender, and teaching experience. The significant level of Chi-square is .05. Coding and thematic analysis were employed to analysis qualitative data. Results: 118 schools (38.4%) returned the questionnaires and 12 teachers were interviewed. The proportion of schools which monitored pupils' health, physical activity and fitness was 39%, 61.9%, and 89.0% respectively. The interview data revealed issues including purpose and value of monitoring; responsibility and accountability; pupils' responses; teachers' conceptual confusion, and resource limitations. Recommendations: Nine recommendations were proposed including: (1) physical educators should broaden their monitoring approach beyond fitness; (2) formal guidance on monitoring within the PE school curriculum should be produced; (3) teachers should be offered continuing professional development on this topic; (4) PE teachers should be encourage to employ simply, manageable monitoring methods; (5) health benefits of physical activity and physical activity promotion should be weighted through monitoring processes; (6) PE teachers should realise that the processes of monitoring health, physical activity and fitness are appropriate contexts for learning; (7) it is unnecessary to make comparisons between students or against standardized norms; (8) teachers should aim to personalise monitoring procedures and ensure that pupils' experience of monitoring is positive; (9) PE teachers should encourage and teach children self-monitor skills to develop their independence and self- management skills. An example formal guidance for key stage 3 on monitoring health, physical activity and fitness within the PE curriculum has been proposed to help PE teachers broaden their approaches on monitoring and present them a range of implementation example.
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Gregory, Elaine Ruth. "Curriculum and the status of physical education in homeschooling." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Mountakis, Costas. "Curriculum development in physical education in Greek primary schools." Thesis, University of Leeds, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252692.
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Mowad, Laura Marie. "Evaluation of a high school leisure time physical activity curriculum." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196185969.
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Trend, Roger David. "Earth science and physical geography in the secondary school curriculum." Thesis, University of Exeter, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280451.
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Leieritz, Donald. "An intermediate school physical education curriculum: a guide and its development." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/538.
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Destro, Denise de Souza. "Política curricular em Educação Física do município de Juiz de Fora- MG: hibridismo entre o contexto de produção do texto político e o contexto da prática." Universidade do Estado do Rio de Janeiro, 2004. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10.
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Conselho Nacional de Desenvolvimento Científico e TecnológicoFundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de Janeiro
As discussões contemporâneas em relação ao campo do currículo têm se orientado na perspectiva de construções de propostas curriculares locais que dê visibilidade à participação da comunidade docente em seus diferentes momentos e aos processos culturais e experiências dos alunos como meio de se construir identidades múltiplas, favorecendo o empoderamento em contraposição às políticas curriculares globais que ainda se apresentam aos espaços escolares caracterizadas como verticalizadas, centradas no Estado, homogeineizantes e prescritivas. De acordo com essa perspectiva, analiso a política curricular da Educação Física do município de Juiz de Fora MG, cujo texto político é denominado Programa Municipal de Educação Física diretrizes curriculares (PROMEF), que se configura como uma política curricular local e diferenciada pelo fato de ter oportunizado a construção coletiva entre os responsáveis pelo Departamento de Educação Física escolar e os professores dessa disciplina que atuavam cotidianamente nas escolas contando, inclusive, com uma busca das manifestações culturais e de lazer das comunidades trabalhadas, para subsidiar os conteúdos que foram sistematizados como conhecimento pedagógico da Educação Física municipal. Esse estudo teve, assim, o objetivo de analisar a política curricular da Educação Física escolar desse município, destacando o contexto de produção desse texto político e verificar se os objetivos de tal proposta se viabilizam no contexto da prática e se essa proposta curricular se configura como incentivadora de construções identitárias múltiplas e ao empoderamento. Para dar encaminhamento aos objetivos, foram realizadas 28 entrevistas semi-estruturadas com os participantes do processo de construção da proposta e sua relação com o contexto da prática e análise do documento escrito PROMEF. De acordo com os dados coletados, essa diretriz avança em termos de políticas curriculares por ter oportunizado aos professores participarem de todo o seu processo de construção, mas não propicia o empoderamento e a construção de identidades múltiplas por pautar, sobretudo, numa orientação didático-metodológica que reforça o conhecimento historicamente elaborado, destacando a cultura discente apenas na perspectiva da superação e não como um caminho na busca do diálogo cultural crítico.
Modern discussions about curriculum have been orientated at the perspective of the forming of local curriculum proposals which give visibility to the participation of teachers community in their different moments and to cultural processes and students experiences as a way to form multiple identities promoting the empowerment in contrast with global curriculum politics that are still present at some schools classified as verticalized, centred at the State and prescriptive. Through this perspective I analyze the curriculum politics of Physical Education at the city of Juiz de Fora MG whose text is called Municipal Program of Physical Education (PROMEF). This program is a local and different curriculum politics because it promoted a collective construction among those responsible for Physical Education Department and the teachers of this subject that worked daily at schools searching for cultural and leisure manifestation at their communities to support the contents that has been systematized as pedagogical knowledge of municipal Physical Education. So this study had the aim of analyzing the curriculum politics of Physical Education at Juiz de Fora pointing at the context of production of this political text and check if the purposes of such proposal are possible inside the context of the practice and if this curriculum proposal stimulates multiple identity constructions and empowerment. It were made 28 semi-structured interviews with participants of this process and their relation to the context of the practice and PROMEF analysis. According to the data this directive advances in terms of curriculum politics because it has led the teachers to join in their construction process, but it doesnt allow empowerment neither the construction of multiple identities. It all happens because this directive is based on a methodological didactic orientation which enhances the historically elaborated knowledge, emphasizing the culture of students only through an overcoming perspective and not as a way to search for a critical cultural dialogue.
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Becker-Busha, Jacqueline. "Student perceptions of the school physical fitness testing program : the Fitnessgram." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/1497.
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The purpose of this study was to determine fifth grade students' perceptions of the Fitnessgram physical fitness testing program. This study examined if the Fitnessgram physical fitness testing experience promotes an understanding of the health-related fitness components and examined the relationship between individual fitness test scores and time spent participating in out-of-school physical activity. Lastly, students' thoughts and feelings concerning the Fitnessgram experience were examined.
The primary participant population for the study was 110 fifth grade students at Redland Elementary School, a Miami-Dade County Public School (M-DCPS). Data were collected over the course of 5 months. Multiple sources of data allowed for triangulation. Data sources included Fitnessgram test scores, questionnaires, document analysis, and in-depth interviews.
Interview data were analyzed qualitatively for common broad themes, which were identified and defined. Document analysis included analyzing student fitness test scores and student questionnaire data. This information was analyzed to determine if the Fitnessgram test scores have an impact on student views about the school fitness-testing program. Data were statistically analyzed using analysis of frequency, crosstabulations (Bryman & Duncan, 1997), and Somers'd Correlation (Bryman & Duncan, 1997).
The results of the analysis of data on student knowledge of the physical fitness components tested by each Fitnessgram test revealed students do not understand the health-related fitness components.
The results of determining a relationship between individuals' fitness test scores and time spent in out-of-school physical activity revealed a significant positive relationship for 2 of the 6 Fitnessgram tests.
The results of examining students' thoughts and feelings about each Fitnessgram test focused around 2 broad themes: (a) these children do not mind the physical fitness testing and (b) how they felt about the experience was directly related to how they thought they had performed.
If the goal of physical fitness was only to get children fit, this test may be appropriate. However, the ultimate goal of physical fitness is to encourage students to live active and healthy lifestyles. Findings suggest the Fitnessgram as implemented by M-DCPS may not be the most suitable measurement instrument when assessing attitudinal changes that affect a healthy lifelong lifestyle. ^
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Parks, Krystyn. "Nutrition and physical activity curriculum for before and after school daycares." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1528021.
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The purpose of this project is to create fun and educational lesson plans for before and after school childcare providers of children in kindergarten through fifth grade. The lesson plan will incorporate aspects of physical activity and nutrition into the basic curriculum for this age group. The nutrition and physical activity curriculum contains four themed weekly lessons. Each lesson incorporates a nutrition discussion, an activity related to the discussion, and one group game. The lessons and activities were designed to incorporate minimal materials so that any facility could easily incorporate them. A committee of nutrition professionals and educators reviewed the curriculum and improvements were made based on their recommendations.
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Broderick, Jane Tingle, Rebecca Aslinger, and Seong Bock Hong. "Baking Cookies: Using Emergent Curriculum to Explore Physical Science and Measurement." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4482.
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Doecke, Philip John. "Discourse on primary school physical education curriculum in Papua New Guinea." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16265/1/Philip_Doecke_Thesis.pdf.
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The Problem
Physical Education in Papua New Guinea (PNG) schools did not appear to be widespread nor progressing effectively. Its place in education appeared uncertain. Therefore the study's key question was, "What is the status of physical education in PNG, and the implications of this status?" The focus was narrowed to the history of the development of physical education curriculum, and considered decisions made by curriculum officers about what ought to be taught.
Purposes The study's purposes, in answering the key question, were to:
§ evaluate the existing physical education curriculum
§ generate recommendations for physical education programs.
The Research
Postmodern ethnography was chosen to undertake the evaluation, through the analysis of historical records and personal narratives. As there was little available literature on physical education curriculum development in PNG, the narratives and opinions of a variety of policymakers, policydevelopers, policyimplementers, and clients of this curriculum development were recorded. The curriculum itself was analysed, as well as related articles and official documentation. The collective data were evaluated, to provide an overall view of physical education curriculum development.
Methodology
Following the search for literature in libraries, data were collected from Curriculum Development Division records. As many curriculum documents (such as syllabi and advisory memos) as possible were collected. Key personnel were identified and personally interviewed by the researcher. For a wider group (school principals) an interview guideline was used, while for the oneonone interviews, an unstructured interview format was adopted, allowing respondents considerable control, as they recounted their histories, experiences, and opinions. Further data were collected from correspondence from teachers' colleges, and the former director of the National Sports Institute. The data were analysed by viewing through seven key concepts central in postmodern literature: knowledge, power, culture, postcolonialism, hegemony, globalism, and apathy. The analysis was constructed upon the historical background information, issues that arose during the research activities and the collection of the raw data and, additionally, upon the researcher's own evaluative feelings.
Outcomes
During the analysis of the literature, the narratives, the curriculum, and related documents, four recurrent issues emerged:
§ physical education's low status
§ problems in understanding the concept of physical education
§ apathy towards physical education
§ PNG knowledge versus global knowledge
The analysis of the data was therefore undertaken around these issues, as viewed through the key concept's lenses. It was found that there was a lack of usefulness in the existing physical education documents, and that there was a lack of availability of existing physical education documents. Key Education authorities were unfamiliar with physical education curriculum. Its history, both in colonial and postcolonial times, was weak. It continued to receive little attention by curriculum administrators, or schools. The National attitude of apathy towards physical education had been established by the colonial administrators and educators, and reproduced. CDD administration had little time for physical education. Consequently, there was little physical education taught in PNG schools, even though it was in the national curriculum. The only physical activity which had some place in schools was the commercial modified rules sport program, Pikinini Sport. Global activities dominated any thought of local input and activities.
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Doecke, Philip John. "Discourse on primary school physical education curriculum in Papua New Guinea." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16265/.
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The Problem Physical Education in Papua New Guinea (PNG) schools did not appear to be widespread nor progressing effectively. Its place in education appeared uncertain. Therefore the study's key question was, "What is the status of physical education in PNG, and the implications of this status?" The focus was narrowed to the history of the development of physical education curriculum, and considered decisions made by curriculum officers about what ought to be taught. Purposes The study's purposes, in answering the key question, were to: § evaluate the existing physical education curriculum § generate recommendations for physical education programs. The Research Postmodern ethnography was chosen to undertake the evaluation, through the analysis of historical records and personal narratives. As there was little available literature on physical education curriculum development in PNG, the narratives and opinions of a variety of policymakers, policydevelopers, policyimplementers, and clients of this curriculum development were recorded. The curriculum itself was analysed, as well as related articles and official documentation. The collective data were evaluated, to provide an overall view of physical education curriculum development. Methodology Following the search for literature in libraries, data were collected from Curriculum Development Division records. As many curriculum documents (such as syllabi and advisory memos) as possible were collected. Key personnel were identified and personally interviewed by the researcher. For a wider group (school principals) an interview guideline was used, while for the oneonone interviews, an unstructured interview format was adopted, allowing respondents considerable control, as they recounted their histories, experiences, and opinions. Further data were collected from correspondence from teachers' colleges, and the former director of the National Sports Institute. The data were analysed by viewing through seven key concepts central in postmodern literature: knowledge, power, culture, postcolonialism, hegemony, globalism, and apathy. The analysis was constructed upon the historical background information, issues that arose during the research activities and the collection of the raw data and, additionally, upon the researcher's own evaluative feelings. Outcomes During the analysis of the literature, the narratives, the curriculum, and related documents, four recurrent issues emerged: § physical education's low status § problems in understanding the concept of physical education § apathy towards physical education § PNG knowledge versus global knowledge The analysis of the data was therefore undertaken around these issues, as viewed through the key concept's lenses. It was found that there was a lack of usefulness in the existing physical education documents, and that there was a lack of availability of existing physical education documents. Key Education authorities were unfamiliar with physical education curriculum. Its history, both in colonial and postcolonial times, was weak. It continued to receive little attention by curriculum administrators, or schools. The National attitude of apathy towards physical education had been established by the colonial administrators and educators, and reproduced. CDD administration had little time for physical education. Consequently, there was little physical education taught in PNG schools, even though it was in the national curriculum. The only physical activity which had some place in schools was the commercial modified rules sport program, Pikinini Sport. Global activities dominated any thought of local input and activities.
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Horrell, Andrew Brian. "Pragmatic innovation in curriculum development : a study of physical education teachers' interpretation and enactment of a new curriculum framework." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21005.
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There is an assumption that the ways in which teachers engage with policy are known, yet there is very little evidence to demonstrate how teachers engage with new policies and how this engagement patterns their approach to curriculum development (Kulinna, Brusseau, Cothran, & Tudor-Locke, 2012). Previous research has not clearly distinguished between teachers’ understanding of policy discourses and their subsequent enactment of curriculum. An opportunity to do so arose with the introduction in Scotland of a new curriculum. This new curriculum, Curriculum for Excellence (CfE), intended to provide a framework within which teachers would exercise professional judgment and engage in School Based Curriculum Development (SCBD). The Scottish Government determined the overarching policy for education and Local Authorities were responsible for overseeing the development of the curriculum. CfE intended to empower teachers by encouraging innovation with the proviso that key experiences deemed to be central for pupil learning were addressed. This study aimed to provide insights into the process of SBCD in physical education as teachers prepared for the first year of teaching CfE. The research questions therefore focused on developing an understanding of how the lead teachers tasked with designing the physical education curriculum, within a newly formed curriculum area of health and wellbeing, had engaged with policy and enacted the curriculum. In order to gain a fine-grained understanding of curriculum leaders’ experiences of SBCD, this study drew its sample from a single local authority. The study adopted a research design of repeated interviews with nine teachers who led curriculum development in their respective schools. Two related orders of SBCD as reported and experienced by curriculum leaders emerge from the study: first order SBCD pertains to the process of engagement with policy discourses; and second order refers to the activities associated with the enactment of the curriculum. The findings reported in this thesis showed that events organised by the local authority to support teachers led to the development of a professional learning community which facilitated teachers' active engagement in SBCD. This active engagement required careful tailoring of new developments to the constraints and affordances of their individual schools. First order SBCD was a complex process of engagement/active interpretation and reinterpretation of policy as teachers considered the context for SBCD. These processes led to teachers viewing the broad aims of CfE as a reinforcement of existing practice and curricula. Discourses of accountability appear to have had the most influence in curriculum design decisions, overshadowing the discourses of health and wellbeing within CfE. Teachers’ professional judgements were influenced by regimes of accountability at national and local levels which patterned but did not determine schools’ and teachers’ responses. This is because second order SBCD reflected teachers’ perceptions that a wholescale transformation of physical education was not required or possible within the constraints of their contexts. Curriculum leaders concentrated their efforts on covering the broad aims of CfE and the ‘experiences and outcomes’ outlined in CfE through focusing on their approach to teaching and learning the existing physical education curricula. Thus, they saw health and wellbeing as only one element of physical education rather than as the key focus of their enactment of the curriculum. Teachers’ collective efforts at curriculum enactment were therefore depicted as pragmatic innovation as this encapsulates their responses to policy discourses as they developed a curriculum that would in their view effectively address the broad aims and purposes of CfE while taking account of the constraints of their local context. In contrast to preceding work, a more nuanced account of teacher agency is revealed; teachers were neither wholly the subject of policy discourse nor were they wholly free agents. It follows that if policymakers are seeking transformational change in physical education and an orientation of the subject towards health and wellbeing, there is a need not only for mechanisms to support professional learning, but also for regimes of accountability such as the inspection framework to reflect the policy aims of health and wellbeing more closely.
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Petersen, Neal Theo. "Inkorporering van die omgewing in die wetenskapkurrikulum : ‘n gevallestudie met ‘n tros skole." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3368.
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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.This study investigates the degree to which Physical Science teachers (grades 10-12) are ready for the implementation of the new curriculum (NCS) and to what degree they, as well as the grade 9 Natural Science teachers, are capable of incorporating environmental issues in the curriculum. Data was collected by means of questionnaires and semi-structured interviews.
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Kitchen, Darrin. "Mandatory fitness testing and elementary physical education teachers' curriculum decision-making processes." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2450.
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The purpose of this case study was to explore the influence of mandatory fitness testing on curriculum decision-making processes of elementary physical education teachers. The research investigated how mandatory testing influenced the teachers' planning, implementation and assessment of their lesson plans. Eight respondents currently teaching elementary physical education in northern California since the inception of the testing mandate in 1996 participated in the study. Data were collected through the use of interviews, observations, and document analysis. The teachers indicated fitness testing does not influence how they plan for lessons except for the days directly involving fitness testing. In addition, the teachers mentioned they valued fitness in their curriculum but that it was a secondary concern. Skill development and creating a more positive social environment were identified as primary learning outcomes. Furthermore, the teachers do not enjoy administering the fitness tests and suggest students feel dissatisfied as well. Reoccurring themes emerged from the results of the study: (a) planning for a lifetime, (b) allocated time to physical education, and (c) the influence of fitness testing. In essence, this study revealed a disconnect between what the teachers value versus the amount of time fitness testing takes away from other content. Contrary to what the teachers stated, the data strongly suggests that the testing does influence curricular decision-making processes.
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Perry, Heather Marina. "Implementation of the National Curriculum for physical development in the reception year." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25386.
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This study explored how Grade R teachers at a pre-primary school understand and implement early childhood physical development practices, based on the Revised National Curriculum Statement (RNCS) for Grade R. The research took place in the form of a case study at a private pre-primary school in Rivonia, Sandton. Data was collected by means of document analysis of the RNCS for Grade R, a focus group discussion with purposefully selected participants and observations within the school. Analysis of the data was twofold, firstly utilising taxonomic analysis based on Anita Harrow‟s (1972) taxonomy of psychomotor learning (which formed the theoretical framework for the study), and secondly by means of a thematic analysis of data. Results and findings indicate that participants attributed significant importance to physical development in early childhood as a building block for the development of further cognitive skills and academic achievement. Participants demonstrated an in-depth and extensive comprehension of physical development pertaining to early childhood and their understanding thereof is reflected in their teaching practices offering varying opportunities and ways in which to learn. The school takes a whole-school approach to physical development by incorporating it into different contexts and enlisting the assistance of various role-players. Emerging themesreflect concern with the impact of modern lifestyle on children's physical development, current inadequacies of physical education programmes in schools, the need for teachers to remain informed and educated in physical development and the need for further development of the physical development section of the Grade R RNCS. Participants had various concerns with the curriculum in terms of what they perceived as its non-specificity, the participative versus quality performance approach, the lack of age-appropriate norms, and perceived irregularities with other areas of the Grade R curriculum. As a result, participants seemingly relied to a lesser extent on the RNCS to inform their implementation of physical development practices, relying instead on other sources of guidance. Participants therefore felt that the physical development section of the Grade R RNCS does not provide sufficient guidance and information for newly qualified or inexperienced teachers, especially those who have limited access to resources. Subsequently, this study highlights the need for teacher training as a means of improving the status of school physical education, assistance with and dissemination of information regarding early physical development in educational psychology practice and the need for further research in early physical development and the RNCS.Dissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
unrestricted
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Cliff, Ken. "A sociocultural perspective as a curriculum change in health and physical education." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080916.090440/index.html.
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Dinan-Thompson, Maree Therese. "Curriculum construction and implementation : a study of Queensland health and physical education /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16213.pdf.
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Chadwick, Hunter M. Dmitriyev Grigory. "Towards a critical coaching curriculum." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/hunter_m_chadwick/Chadwick_Hunter_M_200908_edd.pdf.
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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on April 5, 2010). Dr. Grigory Dmitriyev, major professor; Dr. John Weaver, Dr. Daniel Czech, Dr. Trey Burdette, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 109-115).
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Li, Chung, and 李宗. "The teachers' view on the planning and implementation of the physical education curriculum for the secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626299.
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Chan, Lin. "The implementation of theoretical elements in the Hong Kong secondary school physical education curriculum." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38627334.
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Coates, Ainslee Claire. "A case study of curriculum implementation : change, loss and grief in Health and physical education in the New Zealand curriculum." Thesis, University of Canterbury. Christchurch College of Education, 2003. http://hdl.handle.net/10092/3595.
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This thesis explores two teachers' perspectives and practice through making explicit the
various discourses they operated in. By exploring these discourses, teachers may be able to
understand the ways they conceptualise curriculum and consider how their own practices in
the classroom are informed by and reflect particular beliefs. It is hoped that through this
process opportunities exist to explore new ways of working that ultimately benefit children in
classrooms.
The purpose of this study is to investigate how change, loss and grief as a relatively new
learning context in Health and Physical Education in the New Zealand Curriculum (Ministry
of Education, 1999) is conceptualized and implemented in the classroom. The perspectives
and practice of two primary school teachers were used in a case study design to explore how
this particular aspect of health education is implemented.
The process of teaching and learning is extremely complex and exploring it brought many
challenges. The various discourses that seemed to guide, shape and determine the case study
teachers' classroom practice are examined. The dominant discourse of the teacher as an
'expert' was pervasive and was illustrated in many of the teachers ideas, beliefs and practices.
This discourse seemed to work implicitly to influence the way that these teachers
conceptualized change, loss and grief and how they then implemented this topic in the
classroom.
The implications of this study highlight the crucial role of specific and focused professional
development in enabling teachers to recognize and critique their own practice within their
existing teaching and learning belief systems. Through this process, teachers may be able to
explore new teaching pedagogy that could challenge the existing and dominant discourses that
operate in the classroom. The study raises questions about the effectiveness of existing
professional development programmes in changing classroom practice and suggests some
specific strategies that may more effectively close the gap between theory and practice.
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Kistler, Timothy S. "A curriculum guide: for the freshman level program at Upland High School." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/765.
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Perez, Cassiana de Souza. "O novo currículo de Ciências Físicas e Biológicas do Estado de São Paulo (2008-2010): com a palavra os professores do ensino fundamental de ciclo II da Diretoria Regional de Ensino Centro-Oeste." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9621.
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Previous issue date: 2011-10-19In 2008 the São Paulo State Department of Education (SEESP) implemented a curriculum proposal that in 2009 became the Official State Curriculum. Such a proposal was justified by the argument that the Law of Guidelines and Bases of Education (LDB) has given autonomy to schools and brought a decentralization which did not work along the years. With the National Curriculum Parameters (PCNs) a new proposal is directed towards the teaching of Natural Sciences considering the cognitive development, own experiences, age, cultural and social identities and the different meanings and values that Science can has for the students, aiming a significant learning. However the State of São Paulo did not develop clear strategies for the educators in order to deal with this new way of teaching. Such autonomy acquired by schools seemed more like a laissez-faire curriculum without discussions for a differentiated learning. So the new SEESP curricular proposal arises, sleeps with the laissez-faire curriculum and wakes up with the prescribed curriculum that must be adopted by all schools without considering the educator's heterogeneity. This research has the goal to listen to the teachers of discipline Physical and Biological Sciences from the São Paulo State Official Education in order to have answers to the following question: how teachers received, understood and are carrying out the curriculum proposed by the SEESP? We aimed to develop a qualitative research with results obtained from the dialogs with the teachers as well as the bibliographic research. We hope, with this study, bring the school, as a wholly, to a reflection process of and not for the school in a sense to contribute for the reflection of the praxis in the current curriculum context
No ano de 2008, a Secretaria de Estado da Educação de São Paulo (SEESP) implantou uma proposta curricular que, em 2009, passou a ser Currículo Oficial do Estado, o que é justificado devido à Lei de Diretrizes e Bases da Educação (LDB) ter dado autonomia às escolas e trazido uma descentralização que não funcionou ao longo dos anos. Com os Parâmetros Curriculares Nacionais (PCNs), uma nova proposta é direcionada no ensino de Ciências Naturais, considerando o desenvolvimento cognitivo, as experiências, a idade, as identidades cultural e social e os diferentes significados e valores que as Ciências podem ter para os educandos, objetivando uma aprendizagem significativa. Contudo, o Estado de São Paulo não desenvolveu estratégias definidas para que os educadores encarassem esse novo perfil de ensino, sendo que a autonomia adquirida pelas escolas parecia mais um laissez-faire curricular, sem discussões para uma aprendizagem diferenciada. Assim, surge a Nova Proposta Curricular da SEESP, de modo que se dorme com o laissez-faire curricular e se acorda com o currículo prescrito, sem considerar a heterogeneidade dos educandos, o qual deve ser seguido por todas as escolas da rede oficial. A presente pesquisa teve como objetivo ouvir professores da rede oficial de ensino do Estado de São Paulo, da disciplina de Ciências Físicas e Biológicas, no intuito de obter resposta para o seguinte questionamento: como os professores receberam, compreenderam e estão realizando o currículo proposto pela SEESP? Pretendeu-se desenvolver uma pesquisa qualitativa, contendo os resultados dos diálogos com os professores, bem como da pesquisa bibliográfica. Espera-se, com este estudo, levar a escola, como um todo, a um processo reflexivo da e não para a escola, no sentido de contribuir para reflexões da práxis dentro do atual contexto curricular
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Romanello, Mary L. "Cultural Competence and Reflective Practice in Physical Therapy Education." Miami University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=miami1006873170.
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Jess, Michael Chalmers. "Curriculum innovation from a complex ecological perspective : a developmental physical education case study." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/8190.
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With recent developments in Scottish education characterised by less prescriptive curriculum guidance, educators, and teachers in particular, are being presented with the opportunity to become more active participants in the curriculum innovation process (Scottish Executive, 2004). This thesis argues, however, that a more participatory curriculum innovation approach contrasts with the centrally-driven top-down curriculum projects that have held currency over the last 30 years; as such, the experiences of most teachers, and their managers, have not helped build the capacity to cope with and influence the curriculum innovation process. Following on, it is suggested there is an urgent need to develop curriculum innovation approaches that specifically set out to help educators construct these innovation-related capacities. The thesis proposes that a more participatory curriculum innovation approach may be achieved by extending concepts from current educational ‘change knowledge’ (Fullan, 1993) to include key principles from complexity-oriented theories (Biesta, 2010; Morrison, 2010). A complex ecological approach (CEA) is presented in which curriculum innovation efforts are portrayed as complex, self organising, emergent, non-linear and ambiguously bounded phenomena influenced by the ongoing interaction of contextual factors and personal capacities. The applicability of this complex ecological approach is explored by means of a case study focused on my personal curriculum innovation efforts in primary physical education (PE) over a twenty-four year period from 1987-2011 in two countries: England and Scotland. I provide a detailed retrospective analysis of the ‘Developmental Physical Education Project’ (DPEP) to explore the extent to which the macro, meso and micro contexts in which I worked and my personal capacities have influenced my curriculum innovation efforts over this twenty-four year period. In particular, the nature of my developmental PE innovation efforts, characterised as complex, self-organising, emergent, non-linear and ambiguously bounded is explored. Analysis reveals the important influence of different contextual factors on the nature of these innovation efforts, particularly the prevailing policy-making and policy-dissemination processes and the support of micro-level management. However, the most significant finding is the central role played by my personal capacities in shaping innovation efforts that, over time, are self-organising, emergent, ambiguously bounded and non-linear. In particular, the analysis highlights how six key capacities; reflection, inquiry, emotions, vision, knowledge and relationships, all played a key role in helping me cope with and influence the innovation process. Given these findings, the thesis concludes by proposing ways in which the CEA may help educators, and teachers in particular, better understand, negotiate and influence future curriculum innovation agendas.
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Carney, Claire Geraldine Aine. "The training of the primary school teacher to teach National Curriculum physical education." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481191.
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Moles, Joanne A. D. "Physical education in contemporary Ireland : a case study of curriculum, continuity and change." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/36139.
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This study was undertaken in part as a response to proposed changes in the curriculum and teaching of Physical Education in Irish post-primary schools. I have been involved in Physical Education Teacher Education (PETE) for almost thirty years, almost entirely in Ireland, and I have a strong commitment to the promotion of child-centred Physical Education which I believe may be threatened by the proposed changes. My concerns are evident within this study which focuses on three Physical Education teachers in contemporary Ireland over a period of approximately three years during which three Draft New Syllabuses for Physical Education were written by the National Council for Curriculum and Assessment. These teachers share concerns and values regarding the teaching of Physical Education which broadly concur with my espoused ideology. Each is aware of their preferred pedagogical practices and is articulate in their defence of them. Within this study, the professional practices of these teachers are examined in the context of societal changes and the proposed curriculum changes in Physical Education evidenced in the new syllabuses. Inspiration is drawn from Basil Bernstein's work which Sadovnik (1995, p. 7) claims 'promised to connect the societal, institutional, interactional and intrapsychic levels of sociological analysis'. This study accepts Bernstein's analysis which provides a systematic structural theory allowing micro and macro aspects of the education system to be inter-related.
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Carlson, Alyssa Justine. "Evaluation of a Nutrition and Physical Activity-Based Curriculum on Children’s Lifestyle Choices." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28681.
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This study assessed the effectiveness of the “On the Move to Better Health” program, specifically whether it promoted 4th to 6th grade North Dakota students, as well as their families, to make healthier lifestyle choices. “On the Move,” NDSU Extension Service’s five-lesson nutrition and physical activity-based public health intervention program, was taught in 211 elementary school classrooms throughout North Dakota. Both students and parents were given presurveys at the beginning of the program and postsurveys at the end. Students increased their fruit intake, vegetable intake, and amount of time spent being physically active over the course of the 5-week program. They also decreased their sugary beverage consumption and time spent being sedentary. This study also examined parental involvement in the “On the Move” program. Most parents found the “On the Move” family newsletters helpful and informative. Additionally, parents reported their children increased consumption of fruits and vegetables after the program.
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Kinchin, Gary David. "High school students' perceptions of and responses to curriculum change in physical education /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487946776021297.
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Williams, Vanyelle Coughran. "Development of a Physical Science Curriculum for Interactive Videodisc Delivery: A Case Study." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332133/.
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Using a case study approach, this investigation focused on the deliberations and decision-making processes involved in the development of a physical science curriculum to be delivered by interactive videodiscs. The mediating factors that influenced the developmental processes included the participants and their perceptions, their decisions and factors influencing their decisions. The Curriculum and Instruction Advisory Committee of the Texas Learning Technology Group was selected as the subject of this study which used qualitative data collection methods. Data collection included participant observation of curriculum meetings followed by structured interviews of the participants. Document analyses were triangulated with the observations and interviews to ascertain influences on decision-making processes. Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state mandates. Other influencing factors included research, tradition, and politics. Core curriculum was to be delivered by interactive videodiscs and include remediation and enrichment loops along with laboratory simulations. Participants stressed that students perform traditional laboratory experiments in addition to simulations. This curriculum also addressed the possibility of the course being taught by teachers not certified in physical science.
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Mikaels, Jonas. "Becoming-place : (Re)conceptualising friluftsliv in the Swedish physical education and health curriculum." Doctoral thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-5033.
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This thesis aims to critically examine taken for granted assumptions underpinning friluftsliv and outdoor education as a learning area in the curriculum, and to explore the educational potential of a place-responsive pedagogy. A growing body of critical research in outdoor studies suggest that there has been a discursive shift away from an activity-based personal and social development discourse, in favour of more critical awareness in outdoor education research. This discursive shift includes a focus on place and educating for an environmentally sustainable future as the primary goal for outdoor education. The Swedish curriculum emphasizes that historical, environmental, ethical, and international perspectives should be addressed in all subjects, including physical education and health (PEH), in which friluftsliv is imbedded. However, the implementation of these overarching perspectives into pedagogical practice has been proven to be rather limited. The thesis comprises four independent but connected articles. Empirically, this thesis draws on interviews with PE teachers in New Zealand, reflective journals from a month-long journey in the Canadian Rockies, and curriculum documents, interviews and workshop reflections from a yearlong case study with a group of PEH teachers in Sweden. Inspired by the work of Michel Foucault, Gilles Deleuze and Félix Guattari, relational materialism and posthuman perspectives have been employed in the analysis. Findings suggest that different ontological perspectives affect what is regarded as “normal” or “true” learning objectives in outdoor education and school-based friluftsliv. The overall findings from the thesis show that there is educational potential in place-responsive pedagogy. The case study demonstrates that place-responsiveness challenges the taken for granted people-centred practice focusing on personal and social development outcomes, which traditionally has dominated outdoor education and Swedish school-based friluftsliv. The decentring of humans, in favour of mutual and relational engagements with matter and the more-than-human, opens up new possibilities for embodied relations to place(s). In conclusion, this thesis suggests the notion of engaging in a place-responsive pedagogy, in order to enable teachers to work within school-based friluftsliv in new and innovative ways. Place-responsiveness offer possibilities for working with the overarching perspectives and sustainability in pedagogical practice as well as for engaging in cross-curricular teaching and learning initiatives more locally.
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Duffy, Mark Steven. "Developing the Etiwanda Intermediate School physical education curriculum through inservices and staff development." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1262.
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Despite having a successful physical education program at Etiwanda Intermediate School the need still remains for a written curriculum that ties in with the California State Framework (1994). The development of this project represents the beginnings of the goal of a written curriculum at Etiwanda Intermediate School. This will be an on-going process, through use of needs assessment surveys, including the teachers at all levels, focus on teaching practices, plenty of hands-on practice, and incentives for teachers. There is also an evaluation form to meet the needs in the ever-changing world of physical education.
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Samanich, Tracy Tucker. "Effectiveness of idea-generating questions used in written expression as measured through curriculum-based measurement." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407507105.
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Veal, Mary Lou. "A descriptive study of pupil assessment in secondary physical education /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1062188x.
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O'Neil, Kason M., and Andy Dotterweich. "Using the Run-jump-throw Program as a Supplement to a Physical Education Curriculum." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4040.
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Hartman, Sheri A. "Development of "Teachers Integrating Physical Activity into the Curriculum" (TIPAC) Using a Systems Model Approach." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492422535370981.
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Li, Chung. "The teachers' view on the planning and implementation of the physical education curriculum for the secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626299.
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Wong, Poon Yuen-fong Christina. "The physical education curriculum in the junior secondary schools in Hong Kong and Guangzhou : a comparative study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057799.
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Gillespie, Lorna. "Influences on curriculum value orientations of physical education teachers and implications for the profession." Thesis, University of Canterbury. Christchurch College of Education, 2003. http://hdl.handle.net/10092/3754.
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Curriculum value orientations are considered important as they influence the manner in
which teachers implement the curriculum and undertake their teaching of physical
education.
The purpose of this study was to investigate what has influenced the development of
curriculum value orientations of teachers of physical education in secondary schools and
to consider the implications of these value orientations for curriculum implementation,
and consider the influences for teacher development, and in-service professional
development. The research utilised 'an existing inventory to establish the value
orientations of nineteen secondary school physical education teachers. Interviews were
then conducted to collect data from six of the teachers who formed two groups of three
with different value orientations. Interview data was analysed using the process of
constant comparison.
Analysis revealed that influences. which have impacted on the formation of these
teachers' value orientations can be classified within the categories of life experiences
before teacher education, influences during teacher education, influences in the school
setting and reflective practice. Findings indicate that secondary school physical
education teachers have different value orientations and a range of factors has shaped
their value orientations. These include teacher philosophy, teacher education,
professional development, life experiences, curriculum, colleagues, schools and reflective
practice.
The discussion investigates how and to what extent these influences have shaped
teachers' different value orientations. The value orientations and their implications for
curriculum implementation are discussed and then the influences themselves are
considered. Finally, in view of the influences, the implications for teacher education and
in-service professional development are discussed.
Teachers in this study enter teacher education with a sense of what it means to be a
physical education teacher based on their own experiences in life, school and sport in
particular. The way in which they interpret these experiences leads to different beliefs.
These beliefs lead to the development of a value orientation, which in tum influences the
way in which teachers make curriculum decisions, plan, implement and deliver their
physical education programmes.
This research indicates the extent to which life expenences, teacher education, and
professional development impacts on value orientation is variable, but in order to create a
change in value orientations, a key component is the development of critical reflection as
a well established and ongoing habit. The study suggests that having an understanding of
and an awareness of value orientations will enable teachers to consider their beliefs and
the influences on these, and to make infonned decisions about curriculum and practice.
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Chan, Lin, and 陳蓮. "The implementation of theoretical elements in the Hong Kong secondary school physical education curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38627334.
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Domenghini, Cynthia M. "Physical activity and curriculum development of an after-school gardening program for youth health." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13136.
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Doctor of PhilosophyDepartment of Horticulture, Forestry, and Recreation Resources
Candice A. Shoemaker
Public health research shows that targeting behavior directly when promoting healthy behaviors is not as effective for sustainability. Instead the recommendation is to integrate a theoretical framework that identifies factors which affect the targeted behavior and develop the intervention aimed at those factors. The objectives of this dissertation were to measure the healthful benefits of gardening for youth. Strategies were developed for creating an after-school garden club curriculum to target healthy eating, physical activity, sedentary behavior, and gardening. Accelerometers were used to determine physical activity intensity during a garden club session following a curriculum developed to promote physical activity through gardening. In a separate experiment, a portable gas analyzer was used to measure energy expenditure of youth while gardening. The constructs of Social Cognitive Theory were used to provide a guide with strategies for developing a curriculum with a theoretical basis for an after-school garden club targeting overweight prevention. Strategies presented include activities for targeting the theoretical constructs as well as for implementing evaluations. Fourth and fifth grade students at four randomly selected elementary schools in Manhattan, Kansas were invited to join the garden club. Students with parental permission attended the club for ten weeks in the fall and twelve weeks in the spring. During the second year of implementation students with parental permission participated in the accelerometer study. For six days students wore an accelerometer and completed a daily activity log detailing their activities during that time. Students in the fourth and fifth grades from eight Manhattan, Kansas elementary schools were invited to participate in the energy expenditure study during the summer of 2010. Students who participated in this study (n=20) wore a portable gas analyzer and heart rate monitor while performing four gardening tasks. Data were used to calculate energy expenditure of youth while gardening. A theoretically-based after-school garden club curriculum was developed to target increasing youth healthy behaviors. Results from the accelerometer study showed that students were significantly more physically active at the moderate and vigorous intensity level and significantly less sedentary at garden club compared to not at garden club. For students who participated in the energy expenditure study, the gardening tasks (transplanting, weeding, cultivating, and raking) were moderate physical activity (3-5.99 METs). Gardening can be a valuable tool for promoting and increasing physical activity in youth.