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Journal articles on the topic 'Physical education practice'

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Author: Grafiati

Published: 10 December 2022

Last updated: 19 February 2023

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1

BARNEY, David, Robert CHRISTENSON, and Frank PLEBAN. "Physical Education Major's Knowledge of Appropriate Instructional Practices in Middle School Physical Education." Asian Journal of Physical Education & Recreation 21, no. 1 (June 1, 2015): 33–39. http://dx.doi.org/10.24112/ajper.211805.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. For many years students have been exposed to inappropriate instructional practices in physical education, resulting in bad experiences and inadequate learning. Introducing pre service physical education (PE) majors to Appropriate Instructional Practices (AIP) is a recommended method of preparation. Unfortunately, many PE majors have been exposed to inappropriate instructional practice; thus they perceive those practices as appropriate to use in their teaching. To determine PE majors’ understanding of AIP, 313 PE majors (161 males & 152 females) from 7 different institutions participated in this study. Based on incorrect responses it was found that PE majors believed that organizing students in large group for activities was an appropriate instructional practice. In addition, results demonstrated that PE majors thought students should be graded for wearing prescribed clothing in class and be required to sit out if not dressed appropriately. With these results PETE faculties have a great opportunity and have a better understanding of preparing their PE majors in appropriate instructional practices. 如果學生接觸到不恰當的體育教學，容易造成不好的經驗和學習的不足。本文邀請313體育本科生(男161，女152)參加了這項研究。結果表明，體育本科生認為需要分級穿著規定體育服裝，以及理解他們體育專業的教學實踐。

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Quennerstedt, Mikael. "Practical epistemologies in physical education practice." Sport, Education and Society 18, no. 3 (June 14, 2011): 311–33. http://dx.doi.org/10.1080/13573322.2011.582245.

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Wright, Steven C., Michael C. McNeill, and Paul G. Schempp. "Standards and Practice in Asian Physical Education: Standards and Practice for K-12 Physical Education in Singapore." Journal of Physical Education, Recreation & Dance 76, no. 7 (September 2005): 23–27. http://dx.doi.org/10.1080/07303084.2005.10609308.

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Minin, M. G., E. O. Frantcuzskaia, A. S. Minich, K. A. Smyshlyaev, and A. V. Smyshlyaev. "Export of Higher Education: Innovations in Physical Education Practice." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (July 2, 2020): 129–35. http://dx.doi.org/10.31992/0869-3617-2020-6-129-135.

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Creating conditions for the export potential is one of the drivers for the development of the domestic higher education. All the factors of socio-cultural adaptation of foreign students are to be identified in order to build a world-class educational background in Russian universities. The potential of physical education to solve the problems of foreign student integration into the Russian social environment is an urgent area of modern pedagogical research. The article presents the authors’ vision of organizational and pedagogical methods to transform physical education practice at university and to designate some new types of professional teaching activities of a physical education instructor. The research centered in the following Tomsk universities: Siberian State Medical University, National Research Tomsk Polytechnic University, and Tomsk State Pedagogical University. The international component in the educational ecosystem development in Tomsk Region is outlined in the field of the regional project to create the Big University. The applied methods for the research involved analysis of theoretical sources, surveys, observations, product analysis, and the expert assessment method.

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Tolgfors, Björn. "Transformative assessment in physical education." European Physical Education Review 25, no. 4 (November 28, 2018): 1211–25. http://dx.doi.org/10.1177/1356336x18814863.

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This article focuses on assessment processes in the school subject of physical education (PE). Inspired by Torrance, the overarching research question is: ‘What might assessment involve if it focuses on the development and identification of collective understanding, collaboratively produced through educational experiences?’ The purpose of the study is to illustrate what characterises transformative assessment and show how it can be addressed in PE practice. A combination of group interviews with teachers, lesson observations and individual interviews with students and teachers was used to gather the empirical material. The analysis was based on three aspects of transformative assessment: responsibilisation; subjectification; and collaboration. Three empirical illustrations show what transformative assessment might involve in relation to learning tasks such as: the training log; the group choreography; and the case of exercise physiology. The views presented in this article contribute to the knowledge about the field in the following ways. First, the illustrations show that the ‘whats’, ‘hows’, ‘whoms’ and ‘whys’ in the assessment practice are often negotiable, which prevents a simplified understanding of the four aspects of assessment literacy: comprehension; application; interpretation; and critical engagement. Second, the notion of transformative assessment could hinder a reductive use of assessment for learning and promote collaborative learning and social justice in today’s heterogeneous PE practices.

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Dostálová, Iva. "Theory and practice in health physical education." Tělesná kultura 34, no. 2 (March 1, 2011): 113–25. http://dx.doi.org/10.5507/tk.2011.016.

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7

Reid, Andrew. "Knowledge, Practice and Theory in Physical Education." European Physical Education Review 2, no. 2 (October 1996): 94–104. http://dx.doi.org/10.1177/1356336x9600200202.

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8

Budris, Bill. "Professional Practice Physical Education Should Be Fun." Strategies 7, no. 2 (October 1993): 25. http://dx.doi.org/10.1080/08924562.1993.11000278.

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9

Yoo, Sang Suk, and Ha Young Kim. "Standards and Practice in Korean Physical Education." Journal of Physical Education, Recreation & Dance 76, no. 6 (August 2005): 20–24. http://dx.doi.org/10.1080/07303084.2005.10608262.

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10

Jin, Jooyeon, and Joonkoo Yun. "Evidence-based Practice in Adapted Physical Education." Journal of Physical Education, Recreation & Dance 81, no. 4 (April 2010): 50–54. http://dx.doi.org/10.1080/07303084.2010.10598465.

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11

Stănescu, Monica. "Planning Physical Education – from Theory to Practice." Procedia - Social and Behavioral Sciences 76 (April 2013): 790–94. http://dx.doi.org/10.1016/j.sbspro.2013.04.207.

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12

Quennerstedt, Mikael, and Håkan Larsson. "Learning movement cultures in physical education practice." Sport, Education and Society 20, no. 5 (January 21, 2015): 565–72. http://dx.doi.org/10.1080/13573322.2014.994490.

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13

Cassidy, Tania. "Book Review: Sport Education in Physical Education: Research Based Practice." European Physical Education Review 13, no. 1 (February 2007): 121–25. http://dx.doi.org/10.1177/1356336x0701300109.

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Fyall, Glenn, and Michael W. Metzler. "Aligning Critical Physical Education Teacher Education and Models-Based Practice." Physical Educator 76, no. 1 (2019): 24–56. http://dx.doi.org/10.18666/tpe-2019-v76-i1-8370.

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Nabaskues-Lasheras, Itsaso, Oidui Usabiaga, Lorena Lozano-Sufrategui, Kevin J. Drew, and Øyvind Førland Standal. "Sociocultural processes of ability in Physical Education and Physical Education Teacher Education: A systematic review." European Physical Education Review 26, no. 4 (December 23, 2019): 865–84. http://dx.doi.org/10.1177/1356336x19891752.

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The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social structures, discourses, power relations and pedagogical approaches that (re)produce social constructions of ability. Our analysis resulted in four main themes: structuring elements of the field, the able student in PE, (mis)educational consequences and practical implications. In considering findings from this study, three reflections are presented: (a) there is a clear gap in PETE literature about the sociocultural process of ability in PE; (b) understanding ability as movement literacy could be useful in PE; and (c) future research exploring how ability is socially constructed by different groups of people is needed. PETE programmes should incorporate pedagogical practices in their curriculums directed to challenge students’ views about ability, enabling them at the same time to provide more habitable learning environments in their future practice.

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Fletcher, Tim, and Ashley Casey. "The Challenges of Models-Based Practice in Physical Education Teacher Education: A Collaborative Self-Study." Journal of Teaching in Physical Education 33, no. 3 (July 2014): 403–21. http://dx.doi.org/10.1123/jtpe.2013-0109.

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There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight the challenges in adapting school teaching practices to the university setting, and the different types of knowledge required to teach about the “hows” and “whys” of a models-based approach. We conclude by acknowledging the benefits of systematic study of practice in helping to unpack the complexities and challenges of teaching about teaching. Our collaborative self-study enabled us to develop insights into the intertwined nature of self and practice, and the personal and professional value of our research leads us to encourage teacher educators to examine and share their challenges and understandings of teaching practice.

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Barney, David, Robert Christenson, and Frank Pleban. "Pre-Service Physical Education Teachers' Knowledge of Appropriate Instructional Practices in Secondary School Physical Education." Journal of Teacher Education for Sustainability 14, no. 1 (January 1, 2012): 30–38. http://dx.doi.org/10.2478/v10099-012-0003-y.

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Pre-Service Physical Education Teachers' Knowledge of Appropriate Instructional Practices in Secondary School Physical EducationSecondary school can serve as a time for youth to prepare themselves for the ‘real world’, and physical education can play an important role in this preparation. Yet in the past, secondary school physical education has not been very effective in preparing youth for life after secondary school. One area to help improve secondary school physical education is in the preparation of pre-service physical education teachers. It is during the preparation of pre-service physical education teachers that they will be taught and trained regarding appropriate instructional practices in secondary school physical education. The National Association of Sport and Physical Education created a document regarding appropriate educational practices in secondary school physical education. For this study, a survey was adapted from the National Association of Sport and Physical Education appropriate instructional practice document. Three hundred and thirteen pre-service physical education teachers from seven institutions of higher education throughout the United States were surveyed regarding their knowledge of appropriate instructional practices in secondary school physical education. It was found that pre-service physical education teachers inappropriately answered six of the 18 survey statements (33%) regarding appropriate instructional practices in secondary school physical education. When pre-service physical education teachers graduate and expose secondary school pupils to appropriate practices, there is a better chance the pupils will be prepared for the ‘real world’.

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Pot, Niek, Margaret E. Whitehead, and Elizabeth J. Durden-Myers. "Physical Literacy From Philosophy to Practice." Journal of Teaching in Physical Education 37, no. 3 (July 1, 2018): 246–51. http://dx.doi.org/10.1123/jtpe.2018-0133.

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This article aims to give an overview of the philosophical foundations of physical literacy (monism, existentialism, and phenomenology) and to discuss how philosophy can be operationalized in physical education practice. When translated into physical education practice, the physical literacy philosophies give credence to the view that, in schools, physical education should not be considered as a subsidiary subject that is needed merely to refresh the mind for the cognitive subjects. The authors also highlight that the context in which activities take place should be challenging, realistic, and adaptable to the individual preferences and levels of attainment of the different learners. Often, these contexts go beyond the traditional competitive sports context. Drawing on these philosophies, physical education must be learner centered and provide situations in which learners can discover and develop their individual potential to stay motivated, confident, and competent for engagement in physical activities for life.

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Alves da Silva Neto, Manoel, Emanuel Adeilton de Oliveira Andrade, and Rubiana Coutinho de Souza. "SPORTS ACTIVITIES IN SCHOOL PHYSICAL EDUCATION." Revista Gênero e Interdisciplinaridade 3, no. 06 (January 3, 2023): 114–34. http://dx.doi.org/10.51249/gei.v3i06.1076.

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The research discusses sports activity in school education, as well as contributions related to the cognitive and social aspects of students. It is based on the relevance that the practice of sport can contribute to the training of students. The objective is to discuss the limits and convergences of sports practice in school physical education, in an attempt to understand the influences of sports practice in school physical education for the social development of students. The research is bibliographic with qualitative aspects, the contributions were based on authors such as: Dias Et. Al. (2018), Common National Curriculum Base (2018), Gonzalez and Pedroso (2012), Almeida (2018), among others that covered the theme. As a result of the study, we revealed that sports practice positively influences the social, body and cognitive development of students, however, the limits were scored in the need for some schools to provide physical spaces and equipment suitable for sports, as well as if possible the school provide an assistant to the physical education teacher especially in school events and tournaments of sports activities outside the school.

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Yen, Nguyen Phi, Le Van Ninh, and Ha Ngoc Huy. "Physical Education Development in Vietnam's Education System from Policy to Practice." Global Academic Journal of Humanities and Social Sciences 4, no. 5 (October 9, 2022): 193–98. http://dx.doi.org/10.36348/gajhss.2022.v04i05.005.

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In Vietnam's education development strategy, physical education is identified as one of the important educational programs. Along with knowledge and skills education, the development of school health is one of the important activities for the comprehensive development of students. Vietnam's physical education development policy for many years has clearly shown the importance of that activity. This study points out the need to continue to improve the physical education development policy, and the practice of physical education in schools, thereby recommending solutions to improve the policy to continue developing physical education activities physical education in the future.

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Standal, Øyvind F., and Vegard F. Moe. "Reflective Practice in Physical Education and Physical Education Teacher Education: A Review of the Literature Since 1995." Quest 65, no. 2 (April 2013): 220–40. http://dx.doi.org/10.1080/00336297.2013.773530.

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ONUKI, Mutsumi. "Practice of E-learning in Physical Therapy Education." Rigakuryoho Kagaku 24, no. 6 (2009): 935–39. http://dx.doi.org/10.1589/rika.24.935.

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Liang, Guoli, Richard T. Walls, and Chunlei Lu. "Standards and Practice for Physical Education in China." Journal of Physical Education, Recreation & Dance 76, no. 6 (August 2005): 15–19. http://dx.doi.org/10.1080/07303084.2005.10608261.

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Kim, Insook. "Teaching Badminton through Play Practice in Physical Education." Journal of Physical Education, Recreation & Dance 88, no. 8 (October 6, 2017): 7–14. http://dx.doi.org/10.1080/07303084.2017.1356768.

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Rhoades, Jesse Lee, and Amelia Woods. "Self-Organized Communities of Practice in Physical Education." Quest 65, no. 1 (January 2013): 44–56. http://dx.doi.org/10.1080/00336297.2012.727371.

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Silverman, Stephen. "Student Characteristics, Practice, and Achievement in Physical Education." Journal of Educational Research 87, no. 1 (September 1, 1993): 54–61. http://dx.doi.org/10.1080/00220671.1993.9941166.

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Hicks, Ramona, Paige Cook, Tracy Dulas, and Janelle Clem. "Demographics of Physical Therapy Practice: Implications for Education." Journal of Physical Therapy Education 18, no. 2 (2004): 80–86. http://dx.doi.org/10.1097/00001416-200407000-00011.

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28

Green, Ken. "Philosophies, Ideologies and the Practice of Physical Education." Sport, Education and Society 3, no. 2 (October 1998): 125–43. http://dx.doi.org/10.1080/1357332980030201.

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Fletcher, Tim. "Developing principles of physical education teacher education practice through self-study." Physical Education and Sport Pedagogy 21, no. 4 (December 17, 2014): 347–65. http://dx.doi.org/10.1080/17408989.2014.990370.

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Hastie, Peter A., and Tristan Wallhead. "Models-Based Practice in Physical Education: The Case for Sport Education." Journal of Teaching in Physical Education 35, no. 4 (October 2016): 390–99. http://dx.doi.org/10.1123/jtpe.2016-0092.

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Purpose:This paper provides a potential roadmap for the future development of research on Sport Education. In the first part of the paper, research on each of the elements of competence, literacy and enthusiasm are reviewed, with the aim of providing evidence to support the idea that the model can achieve its goals. For each of these goals we provide some potential directions which we believe are important for moving research on Sport Education forward.Development:These avenues include more attention to appropriate practices for enhancing student-coach effectiveness, ways to enhance the development of more equitable and inclusive class environments within the model, as well as the potential transfer of Sport Education experiences to physical activity environments beyond physical education.Design:Research designs need to include how teachers and students give value and significance to what they teach and what they learn, respectively. This could be achieved through researchers considering more prolonged action-based research designs that allow a close monitoring of the implementation of pedagogical approaches. These case studies can provide guidance for future pedagogical iterations of the model that can be applied within more generalizable group designs.

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Kaur, Malkeet, Vijay Kumar, Annu Annu, Raspreet Sidhu, and Dr Dinesh P. Sharma. "The Attitude of Physical Education Student-Teachers Towards Teaching Practice As Observed by The Supervisors." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 572–74. http://dx.doi.org/10.15373/2249555x/may2014/181.

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Crotti, Matteo, James Rudd, Simon Roberts, Katie Fitton Davies, Laura O’Callaghan, Till Utesch, and Lawrence Foweather. "Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE)." PLOS ONE 17, no. 8 (August 1, 2022): e0272339. http://dx.doi.org/10.1371/journal.pone.0272339.

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Purpose Movement competence is a key outcome for primary physical education (PE) curricula. As movement development in children emerges through physical activity (PA), it is important to determine the extent of PA promotion within movement competence focused teaching pedagogies. Therefore, this study aimed to assess children’s moderate-to-vigorous PA (MVPA) and related teaching practices in primary PE within Linear pedagogy and Nonlinear pedagogy and to compare this to current practice within PE delivery in primary schools. Methods Participants (n = 162, 53% females, 5-6y) were recruited from 9 primary schools within the SAMPLE-PE cluster randomised controlled trial. Schools were randomly-allocated to one of three conditions: Linear pedagogy, Nonlinear pedagogy, or control. Nonlinear and Linear pedagogy intervention schools received a PE curriculum delivered by trained deliverers over 15 weeks, while control schools followed usual practice. Children’s MVPA was measured during 3 PE lessons (44 PE lessons in total) using an ActiGraph GT9X accelerometer worn on their non-dominant wrist. Differences between conditions for children’s MVPA were analysed using multilevel model analysis. Negative binomial models were used to analyse teaching practices data. Results No differences were found between Linear pedagogy, Nonlinear pedagogy and the control group for children’s MVPA levels during PE. Linear and Nonlinear interventions generally included higher percentages of MVPA promoting teaching practices (e.g., Motor Content) and lower MVPA reducing teaching practices (e.g., Management), compared to the control group. Teaching practices observed in Linear and Nonlinear interventions were in line with the respective pedagogical principles. Conclusions Linear and Nonlinear pedagogical approaches in PE do not negatively impact MVPA compared to usual practice. Nevertheless, practitioners may need to refine these pedagogical approaches to improve MVPA alongside movement competence.

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Sutherland, Sue, and Maureen Legge. "The Possibilities of “Doing” Outdoor and/or Adventure Education in Physical Education/Teacher Education." Journal of Teaching in Physical Education 35, no. 4 (October 2016): 299–312. http://dx.doi.org/10.1123/jtpe.2016-0161.

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Background:Physical education has a long association with teaching outdoor and/or adventure education (OAE). As physical education teacher educators, with a special interest in teaching OAE, we wanted to examine perceptions of models based practices in physical education/teacher education.Purpose:This manuscript; explores and critiques a range of national and international perspectives on models based practices in OAE; challenges what stands for teaching OAE in PETE; and offers suggestions for future practice and research. Method: Papers were selected through a systematic review methodology.Data analysis:Using a process of inductive analysis and constant comparison we identified two main themes: Ways of doing this in PE and Ways of doing this in PETE.Discussion/Conclusion:Future recommendations include the pedagogical relevance and importance of understanding the socio-cultural context, the challenge of adventure education being a controlled orchestration and the need to pedagogically change the key of this orchestration, and employing innovative methodological approaches to further explore these issues.

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Dyson, Ben, Jackie Cowan, Barrie Gordon, Darren Powell, and Boaz Shulruf. "Physical education in Aotearoa New Zealand primary schools." European Physical Education Review 24, no. 4 (April 12, 2017): 467–86. http://dx.doi.org/10.1177/1356336x17698083.

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Whilst globally there has been a great deal of discussion and rhetoric regarding the state of physical education at the primary level, there is a paucity of evidence regarding teachers’ perceptions of quality physical education in practice. Therefore, the purpose of this research was to explore and interpret primary school teachers’ perceptions of physical education in Aotearoa New Zealand (NZ) and identify the influence(s) of education, sport and health policies on these perceptions. This study utilized a mixed methods design, including a questionnaire of 487 classroom teachers from 133 different primary and intermediate schools in five regions (North Auckland, Auckland, Wellington, Canterbury and Southland) across NZ. The research team also interviewed 41 classroom teachers from across the five regions. Three themes were drawn from the teacher surveys and interviews: muddled thinking; teacher levels of confidence; and physical education or sport. The findings suggest that a number of policies and practices have strongly shaped what occurs ‘in the name’ of physical education in primary schools. These have created a ‘perfect storm’ for primary physical education in NZ and there is concern that the reality of what occurs in practice does not meet the expectations of the national curriculum. There is a need to re-shape the principles and ideals of current practice in primary physical education rather than accepting the historical sports, competition, fitness, fundamental sport skills and ‘Kiwisportification’ of physical education.

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Mitchell, Murray F., Sue Sutherland, and Jennifer Walton-Fisette. "Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice." Journal of Teaching in Physical Education 40, no. 3 (July 1, 2021): 382–91. http://dx.doi.org/10.1123/jtpe.2020-0243.

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Neglecting to adapt physical education programs, or resisting and worse ignoring the changing needs of students has created an environment where the reproduction of inequities prevails. An examination of the role physical education teacher education faculty in the physical education system begins with consideration of eight key factors that influence their performance: (a) society, (b) higher education institutions, (c) PK–12 schools, (d) PK–12 and preservice student teachers (PST) students, (e) the purpose of physical education, (f) kinesiology, (g) professional associations, and (h) personal life circumstances. The authors draw attention to lessons learned and future directions tied to these eight influences. A critical reflection on social identity and how it influences practice is provided with suggestions on how to begin this work. Undertaking a program equity audit is discussed as a tool to highlight areas within physical education teacher education programs that influence socially just and equitable practice. Engaging in self-study (either individually, collaboratively, or programmatically) is suggested as a means to explore pedagogical practices or programmatic decisions that promote socially just and equitable physical education teacher education and physical education. Attention to policy engagement at the local, state, and national levels is noted as a potentially powerful contribution to change.

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Lopuha, Hanna, Valeriya Reshetilova, and Yuliya Mikhailenko. "World Experience in Organizing the Educational Process in the Discipline of «Physical Culture» in Higher Education Institutions During the Pandemic." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (351) (2022): 191–200. http://dx.doi.org/10.12958/2227-2844-2022-3(351)-191-200.

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The article is devoted to the research of the problem of organization of the educational process in the discipline «Physical Culture» in higher education institutions during the pandemic period. The aim of the article is to analyze and summarize the world research literature on the problem of research. It was found out: first, teachers and students faced technical difficulties; lack of educational resources; insufficient information literacy of teachers; the difficulty of implementing regular curricula online; secondly, these are psychological problems: in practical classes, traditional teacher-student communication has been replaced by student-computer-teacher communication; limited conditions for students to study at home and doubts about online physical education. But, despite the difficulties, the practice of physical education classes was as follows. In China, a mixed method of teaching physical education has been proposed – learning using an online course + push notifications of a public WeChat account, ie (synchronous and asynchronous learning). In Northern Macedonia, teachers used various forms, such as live online classes, recorded videos, student assignments, projects, or links to go. Weekly «movement diaries» were practiced in Hungary. In Italy, teachers were invited to teach through distance learning. In the US, SHAPE America has provided virtual online resources on health and physical education, #HPEatHome, including videos with theoretical and practical content. Teachers conducted online classes and performed one hour of physical activity daily. Teachers in Turkey read online courses through an educational information network called EBA, prepared by the Ministry of Education. Conclusions. The period of self-isolation, in world practice, has identified several types of distance learning that teachers have used to ensure the educational process of «Physical Education». This is synchronous and asynchronous learning, or blended learning. This is synchronous and asynchronous learning, or blended learning. Physical education teachers have gained a wealth of experience gained during the pandemic and can use it when they return to normal activities.

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Park, Hyoung-Ran. "A Study on Search for a Direction of Leisure Education for preliminary physical education teacher." Journal of Tourism and Sports Research 1, no. 2 (December 31, 2022): 83–91. http://dx.doi.org/10.56336/kirf.2022.1.2.83.

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Purpose: The purpose of this study was to take an in-depth look at leisure recognition, practice, and leisure education of a preliminary physical education teacher. Method: The data obtained two preliminary physical education teachers who practice leisure-oriented life in their daily lives were selected using decisive case labels. In the first in-depth interview, we looked at the need for leisure education as a preliminary physical education teacher along with leisure practice in the second in-depth interview. Results: First, The level of awareness of leisure was low due to the absence of prior education. Second, The development of serious leisure was difficult because plans and practices did not follow. Third, It recognized the need for early leisure education so that education on leisure should be emphasized at curriculum of school so that it can lead the daily life centered here in everyday life. Conclusion: Overall the study, in line with the rapidly changing social environment, the systematization of leisure education along existing education should be prepared.

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Gomes, Patrícia, Margarida Alves, Paula Queirós, and Paula Batista. "Learning Through Practice: A Study with Physical Education Pre-Service Teachers." Open Sports Sciences Journal 7, no. 1 (November 28, 2014): 121–32. http://dx.doi.org/10.2174/1875399x01407010121.

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The aim of this study was to examine how Physical Education pre-service teachers construct their Professional Identity [1, 2] through their daily practices. A non-participant observation was made, included field notes, videotaping of the daily practices and interviews. The findings show that the pre-service teachers: (i) make a set of tasks: planning, class management, reflecting, participation in school activities and meetings (ii) improve their teaching skills because they’re working within a community of practice (iii) experience some anxiety in the beginning of the practicum, overcome with the raise of confidence and believe that their responsibility overflows the lessons context.

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Svendsen, Annemari Munk, and Jesper Tinggaard Svendsen. "Contesting discourses about physical education." European Physical Education Review 23, no. 4 (July 12, 2016): 480–98. http://dx.doi.org/10.1177/1356336x16657279.

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This article investigates and problematises how contesting discourses about Physical Education (PE) as a school subject are immersed within textbooks used in Physical Education Teacher Education (PETE) in Denmark. The paper considers PETE textbooks as powerful documents that construct and maintain discourses about PE, and at the same time as central texts for the reading of such discourses. Fairclough’s and Foucault’s notions of discourse and discourse analysis are applied to identify dominant patterns in those 20 textbooks that are most used in PETE in Denmark. The findings reveal three different discourses that represent contesting philosophies about the value and practice of PE. These are termed: (1) Developing the potential for sport, (2) Basis for creative sensing and (3) Being part of a cultural ballast. The paper analyses these three discourses critically and concludes that PETE textbooks are deeply involved in the (re)construction, struggling and ‘working’ of classical discourses in PE. The discussion deals with the way that PETE textbooks comprise powerful documents that through their recurrent use of high modality are unequivocal in their suggestions for PE practices, and how pre-service teachers in this way are exposed to antagonistic discourses in PETE textbooks. We suggest that PETE teachers may use textbook analysis in the educational programme as a tool for reflection upon the working of discourses in PE in general and for discussing central ideological dilemmas in PE.

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Kneer, Marian E. "Description of Physical Education Instructional Theory/Practice Gap in Selected Secondary Schools." Journal of Teaching in Physical Education 5, no. 2 (January 1986): 91–106. http://dx.doi.org/10.1123/jtpe.5.2.91.

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The theory/practice gap in physical education instructional practices has been more or less assumed. Recent research employing data-based analysis has provided some insight about instructional procedures being used. There is little evidence about the existence, size, and reasons contributing to the perceived gap. Instructors N = (128) from 20 randomly selected Illinois secondary schools were interviewed via questionnaire to obtain evidence relative to the perceived gap in the use of instructional “theory.” Results indicate that an overall gap exists in the regular use of planning (40%), teaching approaches (64%), practice (31%), evaluation (40%), and teaching/learning environment procedures (18%). The reason most often given for not using recommended planning, practice, and evaluation procedures was an expressed belief that “it was not necessary” (42%). Recommended instructional practices were used significantly more often by teachers from large schools and by teachers with more inservice education. The amount of instructor teaching experience is significantly related to the use of selected instructional theory.

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노형규. "The Essential Requirements for General Physical Educators to Practice Inclusive Physical Education." Journal of adapted physical activity and exercise 15, no. 1 (March 2007): 107–30. http://dx.doi.org/10.17006/kjapa.2007.15.1.107.

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Nicholson, Diane E. "Using the Guide to Physical Therapist Practice in Professional Physical Therapist Education." Neurology Report 23, no. 3 (1999): 117–21. http://dx.doi.org/10.1097/01253086-199923030-00015.

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Cho, Sung-ho, and Young-sik Kim. "Analysis of Major Practice Classes in Physical Education According to the 2015 Revised Physical Education Curriculum." Journal of International Culture & Arts 2, no. 1 (June 30, 2021): 51–63. http://dx.doi.org/10.46506/jica.2021.2.1.051.

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Allison, Heather. "Physical education: picking up the baton (policy and practice in education): 27." Journal of Education Policy 26, no. 2 (March 2011): 318–19. http://dx.doi.org/10.1080/02680939.2011.550456.

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Ward, Phillip, Yung-Ju Chen, Kelsey Higginson, and Xiuye Xie. "Teaching Rehearsals and Repeated Teaching: Practice-based Physical Education Teacher Education Pedagogies." Journal of Physical Education, Recreation & Dance 89, no. 6 (July 23, 2018): 20–25. http://dx.doi.org/10.1080/07303084.2018.1476937.

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Irfan, Irfan, Rusdin Rusdin, Sri Yanti, Shutan Arie Shandi, and Ihsan Ihsan. "Public Policy for Financing the Practice of Physical Education." International Journal of Human Movement and Sports Sciences 9, no. 2 (March 2021): 209–18. http://dx.doi.org/10.13189/saj.2021.090207.

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CRUZ, Alberto, and Chung LI. "Practice of the Beginning Secondary School Physical Education Teachers." Asian Journal of Physical Education & Recreation 15, no. 1 (June 1, 2009): 61–81. http://dx.doi.org/10.24112/ajper.151770.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of the study was to investigate the practice of teaching of beginning secondary school physical education teachers. The problems and the factors that confronted the teachers in their first year of work were examined. Thirteen physical education graduates of the Hong Kong Institute of Education in 2005 teaching in secondary schools were purposely invited to participate in the study. Qualitative data were collected by a combination of techniques: passive participant observation, formal and informal interviews, document analysis, and journal writing. Constant comparison and analytic induction were used to organize and categorize the data. Data generated helped to understand the confrontations faced and the influence of the workplace factors on the practices of beginning teachers. Results indicated that the teachers adjusted their practices according to their school contextual conditions during their first year of teaching. The common practices of teaching were a) instructional approach, b) lesson preparation, c) contents, and d) classroom management. The workplace impact was mainly come from their students, administrators, and work responsibilities. The participants also employed socializing strategies in order to survive in schools. Findings of the study hold implications for the development and preparation of physical education teachers with respect to the influence of organizational socialization. 本研究目的是探討新任中學體育老師的教學工作。同時亦檢視新任教師任教時所遇到的困難及影響其教學工作的因素。十三位新任中學體育老師參與是次研究。透過被動參與式觀察、正式及非正式訪問、老師反思日誌及文件分析等方法收集數據。然後以持續比較法分析資料。結果顯示影響教師教學工作因素包括學生、校內管理人員及教師工作量。教師調整教學方式及採取社會化生存策略以配合學校需要。此等結果給予體育教師發展及培訓多方面啟示。

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Cañadas, Laura, María Luisa Santos-Pastor, and Francisco Javier Castejón. "Physical Education Teachers’ Competencies and Assessment in Professional Practice." Apunts Educación Física y Deportes, no. 139 (January 1, 2020): 33–41. http://dx.doi.org/10.5672/apunts.2014-0983.es.(2020/1).139.05.

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Capel, Susan A. "Anxieties of Physical Education Students on first teaching practice." European Physical Education Review 2, no. 1 (April 1996): 30–40. http://dx.doi.org/10.1177/1356336x9600200104.

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Giles-Brown, Elizabeth. "Professional Practice: Teach Administrators Why Physical Education is Important." Strategies 6, no. 8 (June 1993): 23–25. http://dx.doi.org/10.1080/08924562.1993.10591948.

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