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Dissertations / Theses on the topic 'Physical education teacher education'

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Published: 4 June 2021
Last updated: 31 January 2023

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1

Kelly, Luke E., and Kason M. O'Neil. "Defining the Future of Physical Education/adapted Physical Education Teacher Preparation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4028.

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The cost of attending residential four-year institutions continues to rise, while the availability of online distance education programs has seen an overwhelming increase. So where does this leave the future of APE and PETE programs? This session will review the current status and future economic forecasts for APE/PETE programs, as well as provide an opportunity to discuss how APE/PETE faculty can address the current and projected threats to maintaining quality APE/PE teacher preparation programs.
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2

Cassidy, Tania G., and mikewood@deakin edu au. "Investigating the pedagogical process in physical education teacher education." Deakin University. School of Scientific and Developmental Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.154748.

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The study investigated two main questions: the first focused on the factors that enabled and constrained student teachers' engagement of a socially critical pedagogy in physical education teacher education (PETE); the second centered on gaining insight into the usefulness of knowledgeability as a concept for analysing student teachers engagement of a socially critical pedagogy. At the time of writing this thesis empirical analyses of socially critical pedagogies in physical education were rare in the educational literature. The study provided an alternative way of analysing student teachers’ engagement of a socially critical pedagogy in PETE. Alternative in that it avoided recycling and reproducing the dualism between agency and structure (Aronowitz and Giroux, 1985) that is prevalent in much of the physical education literature. Conversational interviews were conducted with four student teachers and their teacher educators throughout the duration of a one-semester PETE unit in an Australian university. Observations were made of the lecture and practical sessions and a document analysis was conducted of all unit learning resources. The analytical frame used in the study was structuration theory (Giddens, 1979, 1984). This framework was useful because it gave primacy to the duality of structure which recognised ‘the structural properties of social systems are both the medium and outcome of practices that constitute those systems’ (Giddens, 1979, p.69). The pedagogical intentions of the teacher educator co-ordinating the PETE unit were to change the orientations of the student teachers towards primary school physical education by encouraging them to adopt different ‘lenses’ through which to examine pedagogical practices. These ‘lenses’ highlighted the questions central to those with socio-critical intentions, eg. power, social injustice and diversity. Data generated from conversations with, and observations of, the student teachers, indicated that the actualisation of the teacher educator's intentions were somewhat limited. Despite this, adopting structuration theory as the explanatory framework for the study proved generative at a number of levels. Broadly, structuration theory was useful because it highlighted the way that student teachers' engagement with a socially critical pedagogy is contingent upon particular (idiosyncratic) dialectics of agency and structure. Using the duality of structure as an analytical tool illustrated the way student teachers' were influenced by structural factors as well as the way these structural factors were in turn constituted by the action of the student teachers. Also, by utilising structuration theory as an explanatory framework, the concept of knowledgeability was identified as a useful concept for analysing student teachers' engagement with a socially critical pedagogy in PETE. What is more, the study highlighted the reflexivity of the self and social knowledge, both characteristics of late modernity, as being integral to the way the student teachers engaged with the socially critical pedagogy of EAE400. Not only did the study highlight the reflexivity of the self but it also provided insight into the reflexivity of social knowledge. Much of the socially critical work in physical education implicitly adopts a linear approach to change. Given the findings of the study it might be useful for future developments to consider change as circular. The thesis concludes by suggesting that given the reflexivity of social knowledge, socially critical perspectives might be more readily engaged if the PETE content was incorporated into student teachers existing knowledge frameworks rather than viewed as a replacement for such frameworks.
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3

Yip, Gary. "Discipline in physical education, a case study of one secondary physical education teacher." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ50587.pdf.

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4

Yip, Gary. "Discipline in physical education : a case study of one secondary physical education teacher." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21279.

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It has been well established that the development of discipline in the gymnasium and the classroom is affected by factors related to proper management and instruction (Siedentop, 1991; Doyle, 1986). However, little research has been done to investigate discipline in relation to the overall teaching context by investigating the instructional and managerial systems together.
This study provided an in-depth investigation of one secondary physical education teacher's learning environment. The first two instructional units of the school year for each of two grade levels (25 and 22 lessons, respectively) were observed. The Rules, Routines and Expectations (RRE) instrument was used to investigate preventative management strategies, and teacher and student behaviours were analyzed with a modified Task Structure Observational System (TSS). Teacher interviews focused on her perceptions of discipline within the overall learning environment.
The results indicated that five rules, seven routines and three expectations were communicated to the students at the beginning of the school year. Engagement with the content dominated lesson episodes and applying tasks dominated the task types observed. Students' responses to instruction showed high percentages of congruence with the assigned tasks and high success rates. Very few instances of student misbehaviour were recorded except in one unit. Content selection, learners' skill level, management strategies and class dynamics were possible explanations for the students' misbehaviour.
Interviews indicated that the teacher felt that student discipline affected her program to some extent as she sometimes had to modify her expectations and objectives and devote time to management tasks. The interaction of the instructional and managerial systems was apparent.
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5

Kesselring, LeAnn E. "Physical Education Teacher Education Student Teaching Placement Procedures: Part 1." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4010.

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6

Semiz, Kivanc. "Pre-service Physical Education Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.

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The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.
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7

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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8

Wilkinson, Shawn. "Necessity the mother of intervention: service learning and physical education teacher education." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96990.

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Service Learning (SL) is a person-centered approach to education that links meaningful community service with academic learning. This phenomenological study was designed to explore the lived experiences of six physical education teacher education (PETE) students who participated in a 10-week SL project for children with attention deficit hyperactivity disorder. Semi-structured interviews were used to explore their experiences. Interviews were video recorded and transcribed verbatim for a line-by-line thematic analysis. Three themes emerged. The Where have I been theme suggested PETE students actively reflected on past student teaching, substitute teaching, and community work experiences to plan, conduct, and evaluate their SL instructional practices. The It's all about caring theme highlighted PETE student voices about their decisions to participate in the project and the patience they perceived to gain as a result. The Teaching to play theme revealed various benefits and challenges associated with participating in a SL project for undergraduate students.
Le service d'apprentissage (SL) est une approche éducative centrée sur la personne qui relie de façon significative les services communautaires et l'apprentissage scolaire. Cette étude phénoménologique a été conçue afin d'explorer les expériences vécues de six étudiants en enseignement d'éducation physique, lesquels ont participé à un projet SL de 10 semaines avec des enfants présentant un trouble d'hyperactivité avec déficit de l'attention. Des entretiens semi-structurés ont été pratiqués pour explorer leurs expériences. Des entrevues sur vidéo ont été enregistrées et transcrites ligne par ligne pour une analyse thématique. Trois thèmes ont émergé. Le thème, «Où ai-je été» avait permis aux étudiants de réfléchir sur leur enseignement passé, la suppléance d'enseignants ainsi que le travail communautaire à planifier, à exercer et à évaluer leurs pratiques d'enseignement SL. Le thème «Il s'agit de sollicitude» avait mis en évidence les voix des étudiants, leur décision à participer au projet et la patience acquise comme résultat. Le thème «Enseigner à jouer» avait révélé divers avantages et défis associés à la participation à un projet de SL pour les étudiants de premier cycle.
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9

Bechtel, Pamela A. "Understanding the teacher change process for urban secondary physical education teachers /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486394475980004.

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10

Carpenter, Christopher W. "Perspective Differences of Teacher Leadership in Teacher Education Undergraduate Curriculum: A Comparative Analysis of Pre-Service Physical Education Majors and Other Content Areas." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1239340166.

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Thesis (M.S.)--University of Akron, Dept. of Sport Science and Wellness Education-Physical Education, 2009.
"May, 2009." Title from electronic thesis title page (viewed 9/30/2009) Advisor, Sean Cai; Co-Advisors, Sharon Kruse, Alan Kornspan; Department Chair, Victor Pinheiro; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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11

Rossi, Anthony James, and mikewood@deakin edu au. "Knowledge, identities and dilemmas of the self in physical education teacher education." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060727.140209.

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The purpose of this study was to understand how becoming a physical education teacher is shaped by personally and socially constructed knowledge and is affected by the rules and resources of the structural systems in which physical education teacher education (PETE) takes place. The study was influenced by the traditions of Personal Construct Theory (Kelly 1955), the theoretical tenets of social constructionism (Gergen 1991), and Giddens’s work on structuration (1984) and self-identity (1991). Ten PETE students participated in the study over almost three years. They undertook repertory grid sessions periodically through their study, followed by ‘learning conversations’, in which the grid itself was discussed, reworked and collaboratively analysed. All conversations were audio taped and were fully transcribed. The data were analysed in three ways, all of which were used to construct a story of the study. First, the grids were analysed for patterns, consistencies across students and for consistencies within students. These grids provided the first level story that related to constructions of knowledge. These constructions were then content analysed using analysis categories developed from Gergen’s notion of the saturated self and Giddens’ ideas of identity in late modernity. These analyses represented what Giddens calls a double hermeneutic since to all intents and purposes, the story of the study was constructed from the participants’ constructions of what it is to be a physical education teacher. The data suggests that during the process of constructing professional knowledge the student experienced a series of dilemmas of professional self-identity. It seems that to become a PE teacher, the dilemmas must be worked through until a position of what Giddens calls ontologist security has been achieved. Some students in this study had not managed to reach such a point before they left university and entered the teaching profession. In spite of this, the methods of the study allowed the participants to begin to articulate their theories and visions of teaching physical education. The therapeutic qualities of Kelly’s theory encouraged a number of the students to ‘see it differently’ (Rossi, 1997) and to begin to develop a rationale for physical education based on educational practice that considers the needs of individuals and the promotion of a socially just community. I have argued however that this ‘critical’ approach to physical education pedagogy was considered risky and as such students who were prepared to engage in such risk strategies also had other strategic relational selves (Gergen, 1991) to minimise risk at key times during their teacher education.
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12

Backman, Erik. "Friluftsliv in Swedish physical education - a struggle of values educational and sociological perspectives /." Doctoral thesis, Stockholm : Department of Education in Arts and Professions, Stockholm University, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38238.

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Diss. (sammanfattning) Stockholm : Stockholms universitet, 2010.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Submitted.
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13

O’Neil, Kason, Jennifer M. Krause, and Scott Douglas. "University Supervisor Perceptions of Live Remote Supervision in Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4048.

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With advancement in modern technology, it is now possible for student teaching supervisors to virtually observe lessons remotely through the use of live video remote supervision. This innovation requires less overall funding (i.e., travel costs) and allows for highly qualified university professionals to provide direct feedback to student teachers. A phenomenological case-study approach was used to explore university supervisors’ perceptions and experiences with live remote supervision. Data from post-observation survey logs and a culminating focus group were collected from current physical education teacher education (PETE) program university supervisors (n = 3) from two separate higher education institutions. An interpretive phenomenological analysis (IPA) was conducted to best find meaning in the participants’ personal experiences. Qualitative results showed: (a) the iPad’s field of vision restricted the university supervisor from viewing all student teacher actions, though this was offset by increased ability to hear teacher through the Bluetooth, (b) initial and continual connectivity was problematic at times, (c) university supervisors rated the ability to hear every word the student teacher says to be very helpful (even more so than in live observations), (d) supervisors rated the quality of pre/post conferences and quality of observation to be high, though (e) this format did lose some of the personal touch of on-site visits. The findings suggest that remote supervision may prove to be a practical and cost-efficient way to facilitate supervision of field experiences in physical education and can potentially help shift towards a new paradigm of supervision in teacher education.
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14

Starck, Jenna R., K. Andrew R. Richards, and Kason M. O’Neil. "A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4045.

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Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.
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15

Eckler, Seth T. "Analyzing Physical Education Teacher Behavior Using Systematic Observation." UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/38.

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Introduction: Experts in the field have advocated that quality physical education (QPE) is the centerpiece of a comprehensive school physical education program (CSPAP). Evidence-based programs and instructional models have shown great promise in increasing the physical activity (PA) of today’s youth. However, little is known about the specific impact of teaching behaviors (TB) used within these programs and their impact on student outcomes. Therefore, the aim of this study was to use a systematic observation method that is primarily focused on analyzing TBs that are displayed in class, identify TBs that may contribute to positive student activity outcomes, and make recommendations to current and future physical educators on behaviors they should and should not include in their teaching. Methods: Data for student activity and the Observational Record for Recording Physical Educator Teacher Behavior (ORRPETB) observation methodwere obtained from 22 video recorded elementary PE lessons. Results: The majority of the lesson climate was spent in activity (64.5%), followed by instruction (20.1%), management (10.8%), and waiting (4.6%). Interactions between the teacher and student revealed that teachers spent on average 59% of their lessons interacting with the whole class. Teachers interacted with individuals 32% (52% male, 48% female) and small groups, on average, 8% of the time. The primary outcome variable teacher behaviors found that, on average, teachers spent 27% of lesson time lecturing/orienting and 24% of lesson time monitoring their students. The next most common condensed teacher behavior was managing (13%), followed by fielding and responding to questions (10%), skill feedback – corrective (9%), behavioral feedback (7%), modeling (5%), undesirable behavior (3%), and skill feedback (2%) Discussion: The descriptive information in the study uncovers some important characteristics of PE impact teacher behaviors. Identifying “monitoring” as an impact teacher behavior that contributes significantly to the activity levels of students provides useful variable data. Despite this teaching behavior variable’s potential to increase student PA and moderate to vigorous PA (MVPA), PE specialists should attempt to balance the amount of monitoring that occurs in their classrooms with other desirable impact behaviors (i.e., providing skill feedback – non-corrective) while limiting impact behaviors that negatively impact PA (i.e., managing, skill-feedback corrective, etc.).
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16

Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.

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17

Swan, Peter Arthur, and mikewood@deakin edu au. "Studentship and oppositional behaviour within physical education teacher education: A case study and Between the rings and under the gym mat: A narrative." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.101453.

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This thesis represents a part of a program of study that is reaching a closure. The broadest brush that could be applied to my work is that it concerns Physical Education Teacher Education (PETE), that it focuses on aspects of professional socialisation, and that it involves various case studies utilising naturalistic inquiry. Whilst it would be impossible and naive to believe that the reading of these texts will produce the meanings that I encourage, or have internalised, nevertheless the order of reading is at least something that I can argue for. Read in the order I suggest throughout the thesis I am hopeful that my subjectivities, and the learning and understandings I have reached may become clear. The purpose of this two part thesis is an exploration of the interplay or dialectic that exists between PETE students, academic staff and the subject matter within PETE. I have had to come to understand the limitations and advantages of insider research as the work has been completed at my University in the School of Human Movement and Sports Science where I have worked for twenty years. This thesis examines the extent to which studentship and oppositional behaviour underlies the dialectic that exists between the students and the various discourses within the program. I have written the study in two very different formats, one, a collection of stories about PETE and the other, an interpretative case study conducted during 1993 and 1994. Within the case study, studentship and oppositional behaviour were viewed as a measure of the extent to which students react and push against the forces of socialisation within their PETE program that is seen to represent dominant discourses, The following broad research questions were considered to enable the above analysis. 1. What is the nature of studentship and oppositional behaviour in a high status subject within PETE compared to a subject that is seen by students to be of little relevance and of low status? 2. How are studentship and oppositional behaviour related to students subjective warrants? 3. How are the studentship and oppositional behaviours exhibited by students related to the pedagogy and discourses reflected in the knowledge, beliefs and practices within the two sites. The starting point for this research was a study conducted as a totally separate research task (Swan, 1992) that investigated the hierarchies of subject knowledge within a PETE site and investigated the influence of such hierarchies upon student intention. A great deal of meta analysis exists about the manner in which a technocratic rationality pervades PETE but very little case study material of what this means to students and academic staff within such institutions is available. The stories in Between The Rings And Under The Gym Mat, which is the second part of this thesis, represent ‘the data’ differently from the case study, but they speak their own truth. At times the nature of the story is indistinguishable from the reality of the case study. Wexler (1992) undertook an ethnographic study about identity formation in three very different high schools, and published the findings in a book entitled Becoming Somebody. His introductory words about the nature of the social story he tells, are significant to this study and story. Social history is recounted by creative intervention that can only be made from culturally accessible materials. Ethnography is neither an objective realist, nor subjective imaginist account. Rather, it is an historical artefact that is mediated by elaborated distancing of culturally embedded and internally contradictory (but seemingly independent and coherent) concepts that take on a life of their own as theory. So, this is not ‘news from nowhere,’ but a theoretically structured story where both the story and its structure are part of my times. (p.6) The case study before you is organised with an analysis of studentship and oppositional behaviour detailed in chapter one. The following chapter conceptualises studentship and oppositional behaviour in relation to particular themes of professional socialisation, resistance to oppression and youth culture. Chapter three locates the case study to the major paradigmatic debates about the value and nature of the subject matter content within PETE, Chapter four outlines the case site, the research process and the research dilemma’s confronted in this study. The remaining three chapters are the case record as I can best understand it. In Between the Rings and under the Gym Mat (part B) the story most directly concerned with studentship and oppositional behaviour, is called Tale of Two Classes’. It takes on a very different reality to the case study (part A) and much can be said about the reality of lived experience which can be portrayed in narrative form as opposed to a clinical case study. Many of the other stories pose similar images that are contradictory and never quite complete. I have written a separate methodological section for the narrative stories. It is my intention that the case study and the series of stories should be viewed as essentially complementary, but also a discrete representation of a part of PETE. As part of the Ed D program I have undertaken four discrete research tasks as the starting point for this research I have referred to the first one (Hierarchies of Subject knowledge within PETE). I also undertook an action research project about ‘Teaching Poorly by Choice.’ A further piece of research was a somewhat reflective effort to draw together what this has all meant to me from a subjective and reflexive perspective. Such efforts are often seen as being self indulgent, as subjectivity in the form of lived experience sits uneasily in academia. A final paper involved an evaluation of Between the Rings and Under the Gym Mat from a pedagogical perspective by PETE professionals around the world. And that's the way things turned out.
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18

Balke, Martina. "A multi-case study of physical education resource teachers /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11847712.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Joseph Weir. Includes bibliographical references (leaves 201-218).
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19

Herold, Frank. "The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13618.

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This study is concerned with the development of subject knowledge in pre-service teachers of secondary physical education (PE) during their one year Physical Education Teacher Education (PETE) course. It investigates the knowledge bases for teaching which pre-service teachers recognised, developed and prioritised, as well as the key influences that impacted on their subject knowledge development. Adopting an interpretive methodology informed by constructivist grounded theory, the study employed interviews, lesson observations and post-lesson reflections as principal research methods. Pre-service teachers were seen to make wide-ranging progress in their subject knowledge, including the development of content knowledge, pedagogical content knowledge, general pedagogical knowledge, knowledge of curriculum and knowledge of pupils. Through this they advanced their view of the nature of PE and how they wanted to teach it. The research highlights, that the process of knowledge development in PETE is socially constructed and complex. Much of the pre-service teachers development was influenced by various communities of practice, particularly their school placements PE departments, but also their University-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to pre-service teachers development. University-based learning was credited by pre-service teachers with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. The impact of different subject knowledge profiles and the consequences of knowledge deficits are identified. This raises questions about the role and development of subject knowledge within PETE and calls for a re-vitalised debate on the nature of the knowledge in PE. Framed within an ever-changing policy landscape is the need for enhanced and stable partnerships that promote shared visions of PETE, an essential part of which is the need to collaboratively design and evaluate explicit knowledge development pathways which allow pre-service teachers to fulfil their potential and genuinely decide how they want to teach PE.
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20

Durbin, Rebecca A. "Teacher Professional Development| The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839813.

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In an ever-changing labyrinth of standards, accountability, and standardized testing, educators seek ways to improve instruction. Teachers need learning experiences that help them navigate an environment in which a growing list of student performance standards and standardized tests determine their success in teacher evaluations (Crawford, 2015; Terehoff, 2002). In this same pursuit, many administrators are challenged in their efforts to provide meaningful professional development to support teachers (Terehoff, 2002). The goal of this study is to gain insight into which TPD delivery types and which levels of student presence create the most meaningful and applicable learning for educators and to provide insight and guidance to administrators and TPD planners who are seeking ways to provide quality TPD.

The study data was gathered through qualitative methods, including participant observation, surveys, interviews, and focus groups. The data was exlored through the SPLT model. The major findings of the study suggest that higher model levels—which included student physical presence—led to an increased application of teacher-learning in the classroom and an increased confidence in attempting to apply newly learned techniques and tools. Teachers also suggested that these in-classroom session were more valuable when a pre- or post-discussion accompanied the session. The results demonstrated that learning at all model levels had value for different intended learning purposes. They also suggested that the TPD learning could be more effective when lower model level sessions are followed up with higher-level SPLT model sessions that occur in the classroom during instructional time with students physically present.

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21

Hickey, Christopher J., and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "Critical intellectual resources for praxis in physical education teacher education: The limits to rationality." Deakin University. School of Education, 1997. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041209.170039.

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This study focuses on the way four student-teachers engage with critical social discourses in a year-long physical education unit. The student-teachers were encouraged to examine and (re)construct their pedagogy through their interactions with critical discourses. Drawing on their personal theories and actions, the study examines the extent to which critical intellectual resources can provide pedagogical frames of reference that are 'practical and non-ideal'. Using a critical ethnographic methodology the students' interactions with critical social discourses are diagnosed across three levels. The first level is the case study presentations of each student's engagement with the critical intellectual resources and the extent to which they were able to understand and implement them. The second level involves an interpretation of the individual cases that is informed by Brian Fay's (1987) metatheoretical reconstruction of the critical social sciences. In the third stage of diagnosis the study focuses on retheorising critical aspirations for praxis pedagogy in physical education. Critical scholars within the physical education arena argue that critical praxis represents a pedagogy based on a 'world view' of the potential for agents to engage in a rational reordering of their qualitative existence. The essence of their claim is that critical discourses have the potential to facilitate a mode of praxis through which physical education teachers might better recognise, understand, critique and transform their values and practices. However, there is broad recognition that the translation of social-critical discourses into a pedagogic context is highly problematic. Interpretation of the study is provided by Fay's (1987) 'limits to change' thesis which recognises that critical aspirations must ultimately be adopted and implemented by real people in real settings. As a diagnostic frame of reference, Fay insists that a 'complete' critical theory [of physical education] be simultaneously scientific, critical, practical and non-ideal. In seeking to temper the "e over-rationalistic"e tendency of the critical project he recognises the historical, embedded, embodied and traditional nature of human existence Criticisms of critical theories of education traverse a number of philosophic perspectives. Recent post-structural criticisms of truth regimes, knowledge-power differentials, rationality and agency have seriously destabilised modernist justifications of the critical agenda. Critical theories of physical education have not been absolved of such criticism. A prominent element of this study is its promotion of a dialectical relationship between agency and structure to extend critical conceptualisations of physical education pedagogy. Through the mediation of structural determinism and self-determination this research proffers a means of practically advancing a critical praxis in physical education. The conclusion of this thesis outlines some broad recommendations pertaining to the introduction of social critical discourses in physical education teacher education.
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Chambers, Fiona C. "Irish physical education teacher education students and their professional learning : the teaching practice experience." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/8119.

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In Ireland, formal mentoring as a mechanism for supporting student learning in the Teaching Practice (TP) phase of Initial Teacher Education (ITE) is at a developmental stage. The Irish Government appears to support mentoring initiatives in ITE, however, there is little evidence of a clear policy on student teacher learning, and the role of mentoring within it. This study investigates physical education teacher education (PETE) student learning on TP within a community of practice framework. Currently, the process of informal mentoring of PETE students during TP is undertaken by untrained cooperating teachers (CTs) as an unacknowledged gesture of goodwill. This has implications for the quality of PETE student learning during TP and became the subject of this research. Employing a range of qualitative data collection methods, this study focused on one umbrella case study (Greendale University, schools and PETE students) and five individual case studies: tetrads of PETE student, CT, university tutor (UT) and school principal (SP) during one academic year. PETE student learning was investigated from the perspectives of each member of the tetrad and data collected were analysed using grounded theory. Findings from this research concluded that (a) untrained CTs were unsuitable mentors and (b) untrained UTs were inappropriate tutors for PETE students as they both needed teaching expertise, a positive disposition and adequate training to embrace their respective roles. The study also found that within TP, there was a perceived lack of parity between the schools and university, with SPs feeling excluded and taken for granted by the university. This often led to open hostility between CTs and UTs, who were unclear about their respective TP roles. The combination of these factors resulted in PETE students learning the powerful hidden curriculum of TP which encouraged them to learn pedagogical content knowledge (PCK) in an unsupported and often isolated manner.
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Lo, Shun-kwong. "Quality education in physical education : Hong kong secondary students' perception on qualities of physical education teachers /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22277766.

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MacLean, Justine T. "Factors that enable and constrain Physical Education teachers to exercise agency during large-scale educational reform." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31437.

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Curriculum for Excellence (CfE, 2004), Scotland's most recent curricular reform, adopted in 2010, positions teachers as key stakeholders in the change process where they are not merely regarded as technicians delivering prescribed curricula but rather as designers and co-producers of school-based curriculum. This critical review considers the ways in which teachers engage with and enact this reform using the lens of teacher agency, to provide insight into how teachers relate to policy (Tao & Gao, 2017). Teacher agency has been defined as the ability to act (Bandura, 2001), to critically shape a response to a problem (Biesta & Tedder, 2006), and reflect on the impact of one's actions (Rogers & Wetzel, 2013). This critical review contributes to understanding of the factors that enable or constrain teachers to exercise agency as they enact new policy. Research in teacher agency is important because teachers may use their agency to support new policy, develop a critical stance or oppose educational change altogether (Sannino, 2010). CfE significantly altered the nature and purpose of Physical Education (PE) by relocating PE and dance to the newly created educational domain of 'Health and Wellbeing', but also offering dance as a unique subject within the Expressive Arts domain. The focus on PE is particularly salient, since PE teachers were not only managing the complexities of enacting whole school reform, but at the same time reconstructing the nature of their subject between the two educational domains. Given the complexities of enacting new policy in PE, this critical review examines the tensions, issues and challenges that PE teachers face when exercising agency to enact new curricular policy in their school setting. This critical review draws from three studies presented in six peer-reviewed international publications, analysing 525 Questionnaires and 50 interviews, that trace the policy formation process using Bowe, Ball and Gold's (1992) cycle of policy creation and enactment in practice. The six papers do not follow a linear path but can be read as a set of three interrelated research studies, conducted in 'real time', examining policy processes in practice. The first study investigated the creation of the CfE policy text by interviewing key policy constructors selected by the Scottish Government to create a vision for PE within Health and Wellbeing. The second study surveyed PE teachers in Scottish secondary schools and examined CfE at the implementation stage of the policy process, comparing policy intentions to teachers' translation of the policy text during the early years of policy enactment. The third study analysed PE teachers' perceptions, experiences and provision of dance in the curriculum using a ten-year longitudinal study to explore teacher agency from student through to experienced teacher. The studies identified the practical manifestations of the theoretically complex concept of collective context-bound agency that is exercised through policy enactment in the relational context of schools. The research established that policy enactment and agency were interconnected when actors were able to respond to tasks that involved them in a socially embedded process. Agency was exercised when teachers reflexively deliberated on the meaning of policy for their practice and negotiated the cultural, social and material contextual environment required to support reform. Teacher agency was enhanced by the collective experience in that, as a group, the PE teachers possessed emergent properties not possessed by individuals but by the power of the relationship that bound them together. The findings are relevant and timely in seeking to explore the information that sits beneath the surface of curriculum change by developing an understanding of the ways to support teachers' current and future practice.
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Evans-Worthing, Lesley J. "Physical education for Soviet children and teacher and coach education. Physical education for children (to seventeen years). An historical overview and contemporary study of organisation and methods. An examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.

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The starting point for this study was when as a specialist physical education teacher working in a school, I undertook a part-time inservice B. Ed degree and wrote a dissertation comparing the systems of physical education in the USSR and in England and Wales. I made one visit in 1979 to Moscow but, otherwise, had to rely heavily upon Western sources of material owing to my lack of knowledge of Russian and the difficulty in obtaining primary source material. I discovered that virtually no profound study in English had been made of children's physical education in one of the world's largest and most important countries. Yet since the early 1950s, the USSR has been one of the leading sporting nations in international competitions. For many years I have been interested in comparative physical education and, helped by my background of foreign languages' study at school, have visited schools in the USA, Canada, Germany, Austria and Israel, as well as the USSR. In 1981, I began work as a university lecturer with responsibilities for teacher training and started to gather information for this thesis for which I had to learn Russian, helped by staff at the Centre for Modern Languages at the University of Newcastle-upon-Tyne. During several study visits to the USSR, I visited 1981 - Two weeks sports study tour to Moscowt Leningrad and Minsk. 1983 - Four weeks in Leningrad. 1985 - Six weeks in Moscow, Leningrad and Brest on a British Council Travel Scholarship. USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports institutions, interviewed officials, lecturers, teachers, students and pupils and observed lectures, lessons and training sessions. In addition, I gathered text books, syllabuses and journals and, after several years of research and study visits, set out to describe and examine all aspects of Soviet children's physical education from preschool to school-leaving age as well as the training of their teachers and coaches. It has been necessary to describe the whole physical education system since it is a more complex series of activities in and out of school than what we in England and Wales, understand as physical education, that is, lessons in school. Descriptions are fairly extensive since readers are unlikely to be able to read the sources in Russian for themselves or to make their own visits. Because the concept of physical education in the USSR is so different compared to our own, and because its structure is determined by the state of development and needs of Soviet society, a background description of the country and education system is given in Chapter I and an explanation of the development of Soviet sport and physical education in Chapter II. The concepts of Soviet physical culture, sport and physical education are different to our own and are explained. Soviet terminology in direct translation is used, for example, school physical education programmes, but physical culture lessons and teachers to emphasise the different concepts which are employed. The aims, methods and reasons behind the system of physical education for Soviet children are described and analysed and the theory and practice of its implementation have been investigated through primary sources - syllabuses, visits, observations. and interviews. The effectiveness of physical education for all Soviet children is discussed and some cross-cultural comparisons are made. Finally, suggestions are put to physical educators in England and Wales on how this study might be useful to them when considering changes in their own physical education system.
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Evans-Worthing, Lesley Jean. "Physical education for Soviet children and teacher and coach education : physical education for children (to seventeen years) : an historical overview and contemporary study of organisation and methods : an examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.

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The starting point for this study was when as a specialist physical education teacher working in a school, I undertook a part-time inservice B. Ed degree and wrote a dissertation comparing the systems of physical education in the USSR and in England and Wales. I made one visit in 1979 to Moscow but, otherwise, had to rely heavily upon Western sources of material owing to my lack of knowledge of Russian and the difficulty in obtaining primary source material. I discovered that virtually no profound study in English had been made of children's physical education in one of the world's largest and most important countries. Yet since the early 1950s, the USSR has been one of the leading sporting nations in international competitions. For many years I have been interested in comparative physical education and, helped by my background of foreign languages' study at school, have visited schools in the USA, Canada, Germany, Austria and Israel, as well as the USSR. In 1981, I began work as a university lecturer with responsibilities for teacher training and started to gather information for this thesis for which I had to learn Russian, helped by staff at the Centre for Modern Languages at the University of Newcastle-upon-Tyne. During several study visits to the USSR, I visited 1981 - Two weeks sports study tour to Moscowt Leningrad and Minsk. 1983 - Four weeks in Leningrad. 1985 - Six weeks in Moscow, Leningrad and Brest on a British Council Travel Scholarship. USSR Ministry of Education Offices, teacher training institutions, schools, sports schools and other sports institutions, interviewed officials, lecturers, teachers, students and pupils and observed lectures, lessons and training sessions. In addition, I gathered text books, syllabuses and journals and, after several years of research and study visits, set out to describe and examine all aspects of Soviet children's physical education from preschool to school-leaving age as well as the training of their teachers and coaches. It has been necessary to describe the whole physical education system since it is a more complex series of activities in and out of school than what we in England and Wales, understand as physical education, that is, lessons in school. Descriptions are fairly extensive since readers are unlikely to be able to read the sources in Russian for themselves or to make their own visits. Because the concept of physical education in the USSR is so different compared to our own, and because its structure is determined by the state of development and needs of Soviet society, a background description of the country and education system is given in Chapter I and an explanation of the development of Soviet sport and physical education in Chapter II. The concepts of Soviet physical culture, sport and physical education are different to our own and are explained. Soviet terminology in direct translation is used, for example, school physical education programmes, but physical culture lessons and teachers to emphasise the different concepts which are employed. The aims, methods and reasons behind the system of physical education for Soviet children are described and analysed and the theory and practice of its implementation have been investigated through primary sources - syllabuses, visits, observations. and interviews. The effectiveness of physical education for all Soviet children is discussed and some cross-cultural comparisons are made. Finally, suggestions are put to physical educators in England and Wales on how this study might be useful to them when considering changes in their own physical education system.
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27

Flintoff, Anne. ""One of the boys?" : an ethnographic study of gender relations, co-education, and initial teacher education in physical education." Thesis, n.p, 1993. http://ethos.bl.uk/.

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28

Carrino, Stephanie Sedberry. "Digital connection in a physical classroom| Clickers and the student-teacher relationship." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745525.

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CARRINO, STEPHANIE SEDBERRY, Ph.D. Digital Connection in a Physical Classroom: Clickers and the Student-Teacher Relationship. (2015) Directed by Dr. Kathryn Hytten. 191 pp. Education is fundamentally relational, and the student-teacher relationship is central to student learning. However, high-enrollment classrooms, now common on college campuses, limit student-faculty interaction and opportunities for relationship building. ?Clickers? facilitate communication in large classes, but there is a lack of research on the potential relational functions of this technology. This study addresses this gap in the literature by asking: How might the use of clickers in the classroom contribute to the student-teacher relationship? Employing a mixed-method descriptive research design, I created and analyzed three data sets to respond to this question: I observed 3 large clicker-based classes, surveyed students to explore their perceptions of clicker use and student-teacher relational dimensions, and I interviewed a subset of students for assistance interpreting the results. Data analyses resulted in four general findings: clickers can be used for multiple purposes and ends; clickers facilitate aspects of the student-teacher pedagogical relationship; clicker communication is not perceived as comprising a student-teacher relationship; and clickers are viewed as a tool for collective rather than individual communication and dialogue. Clickers may have value as relational tools, as they facilitate some aspects of the student-teacher relationship. The frame of the technology may explain why only some relational dimensions are facilitated, and not others. More research is needed to explore how clickers and other educational technologies may facilitate the student-teacher relationship.

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Chewapun, Suchart. "Job Satisfaction Among Physical Education Instructors at Teachers Colleges in Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330841/.

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The purpose of this study was to investigate job satisfaction among physical education instructors at Teachers Colleges in Thailand by using the Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood, which was translated into the Thai language by Vatthaisong. The investigation was based on the 10 facets of job satisfaction selected from Herzberg's Motivation-Hygiene theory: achievement, growth, interpersonal relations, policy and administration, recognition, responsibility, salary, supervision, the work itself, and working conditions. The questionnaire consisted of 68 items. A 6-point rating scale was used for the 10 facets of job satisfaction. A total of 169 physical education instructors from 36 Teachers Colleges in Thailand, or 86.22% of the population, participated in this study. For this investigation, frequencies, percentages, one-way ANOVA, and the Scheffe method were used for data analysis. Significance was established at the .05 level. From the findings of this study it could be concluded that physical education instructors were satisfied with their jobs. The major sources of satisfaction were ranked as follows: interpersonal relations, the work itself, achievement, recognition, responsibility, working conditions, growth, policy and administration, supervision, and salary. The gender variable did not contribute significantly to job satisfaction, while region, age, level of education, work position, years of teaching experience, and salary level did contribute significantly to job satisfaction. There were no significant differences between the overall job satisfaction (item 68) of the physical education instructors and their demographic classifications. The levels of overall job satisfaction derived from the 10 facets and item 68 were similar. Thus it could be concluded that physical education instructors at Teachers Colleges in Thailand were satisfied with their jobs.
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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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31

Leiss, Jodie. "Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32486.

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Doctor of Philosophy
Curriculum and Instruction Programs
Sally J. Yahnke
Jeong-Hee Kim
This study is a narrative inquiry into the lives of physical education teachers in order to gain insight into their identities as physical education teachers and their understanding of what it means to be physically literate as well as investigate into the thoughts of physical education teachers about the concept of comprehensives school physical activity programs. According to Whitehead (2010), physical literacy is a disposition to capitalize on the human embodied capability, wherein an individual has the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activity throughout a lifetime. Development of the debate regarding physical literacy was stimulated by the study of existentialist and phenomenological philosophers, such as Sartre and Merleau-Ponty, who articulate a particular stance towards the nature of our mind and body connection. Merleau-Ponty’s (1945/2010) philosophy facilitated the gain of knowledge regarding 1) how stories of physical education teachers help promote physical literacy in schools; 2) how physical education teachers perceive the mind/body connection; and 3) how physical education teachers understand what it means to be physically literate. The contributions to the thought and practice of physical education as a result of this study will highlight 1.) physical literacy is embodied in adapted physical education; 2.) the role of physical education teachers is not just teaching and moving the body, but to help students learn better; 3.) A stressed mind affects the body, and having a healthy body helps students learn better; 4.) A new role of physical education teachers is to bridge the gap between physical education and the classroom by providing ideas to classroom teachers regarding brain breaks. 5.) Teacher education programs need to highlight reflective practices that help future physical educators draw upon knowledge from their own life experiences to enrich their teaching; 6.) Physical education teachers should collaborate with public health officials to implement comprehensive school physical activity programs.
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Mitchell, Murray F. "Perceptions and preferences of physical education methods teacher educators in Ohio /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596807824133.

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Whipple, Christine E. "Preservice teachers' views of content and pedagogical knowledge presented in the elementary component of a physical education teacher education program /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486462702467371.

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Li, Daniel Yuk-Keung. "An action research on the delivery of physical education teacher education (PETE) programmes in Hong Kong." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322264.

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35

Konukman, Ferman. "The Effects of Multimedia Computer Assisted Instruction (CAI) on Teaching Tennis in Physical Education Teacher Education." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28258.

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The purpose of this investigation was to determine the effects of multimedia CAI on undergraduate PETE majors' teaching of the serve in tennis. The data were obtained from 18 undergraduate students enrolled in a PETE evaluation and assessment course at Virginia Tech. Subjects were stratified by gender and randomly assigned to three groups as Computer-Assisted Instruction (CAI) group (n=6), Teacher Instruction (TI) group (n=6), and Control (CG) group (n=6). The results of this study were gathered from three tests: Tennis Serve Content Knowledge Test, Tennis Serve Skill Analysis Test, Tennis Task Sequence Test. In addition, two six minutes micro teaching sessions were conducted and data was collected via Tennis Serve Pedagogical Content Knowledge (PCK) Assessment Sheet, and finally, an open ended survey was completed to understand students' attitudes toward CAI. There are two independent variables in this study. These are Computer-Assisted Instruction (CAI) and Teacher Instruction (TI). A pre-test and post-test experimental design was applied. The Kruskal-Wallis test was used to determine the differences among the three groups, and pairwise ranking with the Mann Whitney U test was conducted between all comparisons as a post hoc analysis. Moreover, the Wilcoxon Signed Rank test was used to determine pre-to post-test changes within the groups. Alpha set at p< 0.5. Overall, teacher instruction (TI) intervention was very dominant in the results. Teacher instruction (TI) group performed significantly in the tennis serve content knowledge test, tennis serve task analysis test, PCK-Appropriate cues, and PCK-Appropriate demonstration. However, CAI group was also successful in the tennis serve content knowledge test and PCK-Appropriate demonstration. Interestingly, none of the groups were successful in the tennis serve skill analysis test and PCK-Appropriate feedback. Finally, students' perception toward CAI was positive in general and students indicated that they would like to use CAI in other PETE method courses. However, some of the students reported that CAI was very repetitive, and also technical problems were reported. The results of this study indicated that CAI can be an effective way of instruction in certain conditions: CAI had significant effect on content knowledge and PCK-Appropriate demonstration. In conclusion, the 21st century will be an information age and computers will be an essential part of the education system in all grades and ages. Physical education teacher education programs and physical education lessons in K-12 education are no exceptions. Computers and instructional technology should be an integral part of PETE and K-12 physical education without sacrificing the physical activity.
Ph. D.
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Bebie, Kerry A. "A Descriptive Study on the Relationship Between an Initial Physical Education Teacher Education Program and Employment Longevity." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1333637677.

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37

Cope, Lorne. "Student attitudes toward teacher behaviour and program content within physical education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29582.

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The purpose of this study was to assess student attitudes toward teacher behaviour and program content within physical education in grades 3, 7, and 10. Prior to examining the data, five hypotheses were generated. It was hypothesized that: 1. Student attitudes toward teacher behaviour within physical education are different in grade 3, grade 7, and grade 10. 2. Student attitudes toward program content within physical education are different in grade 3, grade 7, and grade 10. 3. Male and female attitudes toward teacher behaviour within physical education are different from each other at each grade level. 4. Male and female attitudes toward program content within physical education are different from each other at each grade level. 5. Those students who like their physical education classes have different attitudes toward teacher behaviour from those students who do not like their physical education classes. 6. Those students who like their physical education classes have different attitudes toward program content from those students who do not like their physical education classes. A thirty statement questionnaire was developed for use in the study. Fifteen statements pertained to teacher behaviour, fourteen statements pertained to program content, and one statement asked students whether they liked their physical education classes. Five grade 3 classes, five grade 7 classes, and five grade 10 classes were randomly selected to partake in the study. The data involving grades were analyzed using a one way analysis of variance. The data involving gender and preference for physical education classes were analyzed using a t-test. Results indicated that a positive attitude existed toward teacher behaviour and program content by males and females in each of the grades. However, it was found that there was a significant difference in student attitudes toward teacher behaviour and program content in grades 3, 7, and 10. Furthermore, no significant difference was found in male and female attitudes toward teacher behaviour in grade 3 or grade 10, although, there was a significant difference in male and female attitudes toward teacher behaviour in grade 7. No significant difference was found in males' and females' attitudes towards program content in grade 3, 7, and 10. A significant differencewas found between students who liked their physical education classes and those who did not like their physical education classes for both teacher behaviour and program content. Recommendations for future research suggest that the survey instrument be limited to statements on either teacher behaviour or program content. It is also recommended that a larger sample size be used and that students of both physical education specialists and non-specialists be compared. It appears that more research is also needed to determine why grade 7 student attitudes are not as positive as those of grade 3 or grade 10 students. Finally, future research could look at physically fit and/or highly skilled students in relation to poorly fit and/or low skilled students to determine the effect these factors may have on student attitudes toward physical education.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Agdeppa, Kortney R. "Identifying the Physical Education Beliefs of Classroom Teachers." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/312.

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The purpose of this study was to identify the beliefs that classroom teachers have toward physical education. In recent years, the educational climate has prioritized academic achievement and standardized testing, thus diminishing the role of content areas such as physical education (Sallis, Mckenzie, Beets, Beighle, Erwin, & Lee, 2013). Classroom teachers are now more likely to assume the responsibility for providing physical education programming (Erwin, Beighle, Morgan, & Noland, 2011). Therefore, it is important to better understand the educational beliefs classroom teachers possess and investigate their personal experience within the physical education environment. To identify the beliefs of classroom teachers, this study used convenience, snowball, and purposive sampling techniques which were employed to secure voluntary participants. Semi-structured interviews were used to collect data. When all data was collected the researcher then transcribed, open-coded, analyzed, and synthesized the data. During the data analysis process the researcher looked to discover common themes between the participants’ teaching experiences and beliefs towards physical education by using an inductive analysis approach. The results emerged with themes related to mandating physical education, previous physical education knowledge, personal experience in physical education and acquiring appreciation for physical education. The resulting discussion provided support that physical education has many benefits, including the improvement of physical, mental, and emotional health, as well as improvement in academic achievement.
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Kirk, David. "Researching the teacher's world : a case study of teacher-initiated innovation." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/7490.

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The study is an investigation of unplanned change initiated by teachers in the physical education department of Forest School, an Upper School and Community College in England. The events at Forest are conceptualised as a case of teacher-initiated innovation. The study draws on interviews with teachers, observations of lessons and analysis of curriculum documents in the collection of data. Three issuesýprovide foci for the study. First, the study investigates the temporal dimensions of innovating, and reveals that the innovative idea of health related fitness based physical education became formalised and objectified over time. This process of formalisation had important implications for the second area of focus, the teachers' involvements in the innovative process. While each of the physical education teachers played important roles in the implementation of the innovative idea, each participated in the innovation with varying degrees of involvement, and held disparate conceptions of the innovative idea and of its implication for practice. Third, the study locates and attempts to understand the process of innovating in the work context of teaching. The teachers at Forest saw innovating and teaching as synonymous activities, and the study documents the extent to which the innovative situation exacerbated teachers' everyday preoccupations with success, reward and students. The study provides information on the dynamics of unplanned educational change and the findings lend qualified support to the trend towards school-centred innovation.
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Embrey, Lynnette F. R. "A physical education student teacher in an elementary school : a case study /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021750122.

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41

Lo, Shun-kwong, and 羅信光. "Quality education in physical education: Hongkong secondary students' perception on qualities of physical educationteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961812.

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42

Watts, Tirza Ramona. "Children's Perceptions of a District-Wide Physical Education Program." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2359.

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It is important that physical educators, teacher educators, and researchers do all they can to understand and help promote positive attitudes among students, as attitudes toward physical education (PE) may influence students' physical activity intentions and behaviors. The purpose of this study was to identify children's perceptions of PE as it is delivered via a district-wide PE program. Specifically, the study examined the following: (a) student perceptions of enjoyment and usefulness of the PE program as it is systematically delivered in their district, (b) student likes and dislikes with respect to PE, and (c) student voice as expressed directly by the students. The study used a previously validated attitude questionnaire (N = 277) with fifth and sixth grade students (ages 10-13) and follow-up focus-group and individual interviews (n = 24) to identify student perceptions of PE. Results identified three main categories: (a) teacher engagement, (b) student engagement, and (c) the impact of PE on students. Findings show students in this study had positive attitudes toward PE. This was due to curriculum and teachers, both perceived as enjoyable and useful. The quality of the PE these students received was possible through the components of the district-wide PE program.
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Brooks, Toby James. "The interaction of teacher beliefs and classroom practice in athletic training education." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279880.

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Empirical work has demonstrated, at least to some degree, that alternatives to didacticism are useful in the classroom. However, other investigations have shown that didactic methods continue to dominate classroom instruction time. A genuine need exists for research aimed at identifying the source of the discrepancy between the methodologies lauded in current process-product educational literature and the observed teaching practice noted in classroom research. This investigation was conducted to determine how or if an instructor's belief system influences the manner in which that same instructor teaches. In order to adequately address that objective, three specific research questions were developed. First, this work examined the espoused beliefs of a small sample of practicing athletic training educators regarding the role of the teacher, the student, and the nature of instruction. This was accomplished through the use of qualitative research methods including semi-structured telephone interviews, written questionnaires, demographic data sheets, and stimulated recall sessions in which each participant viewed videotape of their own classroom instruction and discussed it with the principal investigator. Next, this investigation also analyzed classroom practice by observing those practicing athletic training educators as they taught in class. This was accomplished by videotaping each participant's classroom instruction during three hours of classroom instruction. Utilizing case studies assembled for each participant and a cross case analysis, this work also assessed the degree to which those espoused beliefs aligned with classroom practice. By utilizing these methods, this investigation indicates that beliefs do influence the manner in which individuals teach; however, other factors such as formal pedagogical training, experience, and job requirements may also influence the manifestation of demonstrated classroom practice, as well.
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44

Zhang, Tan. "Understanding physical education teacher motivation in relation to job resources and demands." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123702.

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Research has shown that the working environment of physical education influences teacher motivation. Identifying the characteristics of teachers’ working environment may contribute to developing a productive and motivating working environment for physical education teachers.

The first part of this dissertation study was focused on developing and validating an instrument that measures physical education teachers’ job demands/resources perception on five theorized dimensions: organizational resources, physical resources, cognitive demands, physical demands, and emotional demands. The content validity was achieved through expert evaluation of the consistency between the items and the dimensions they represent. The evaluation rendered an average consistency rating of 3.6 on a 5 point scale. The construct validity and reliability were determined with a physical education teacher sample (n=193). Exploratory factor analysis (EFA) established a five-dimension construct structure matching the theoretical construct with factor loadings ranging from .57 to .85. The intraclass correlational coefficients ranged from .75 to .80 for job resources and from .80 to .83 for job demands, respectively. The inter-scale correlational coefficients ranged from .14 to .25, showing both convergent and divergent validity. Confirmatory factor analysis (CFA) confirmed the construct structure found in the EFA with high dimensional factor loadings ranging from .47 to .81 for job resources scale and from .51 to .86 for job demands scale. The model fit tests produced acceptable indices including the RMSEA < .05. It is concluded that the instrument met the required psychometric standards to be useful to measure physical education teachers’ perception of their working environment.

The second part of the study was to determine the extent to which the perceived job demands and resources influence physical education teachers’ motivation regulatory processes and motivation. An a priori model was proposed for testing based on the integration of the Self-Determination Theory (SDT) and Job Demands-Resources Model. Certified physical education teachers in two southeastern states (n=193) provided self-reported data on perceived job demands and resources in the working environment, motivation regulatory processes, and motivation to teach. Structural equation modeling analysis revealed that increasing job demands in working environment enabled the teachers to adopt more autonomous regulatory processes, such as integrated regulation (γ = .20) but not more controlling regulatory processes, such as external regulation (γ = -.16) and introjected regulation (γ = -.22). The findings of the study provide empirical evidence that relate perceptions of working environment to physical education teachers’ motivation to teach.

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45

Boyce, Barbara Ann, Jackie Lund, and Kason M. O’Neil. "The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4052.

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Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.
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46

Morris, Whitney. "Influence of Teacher Participation on Student Fitness and Student Participation in Physical Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2855.

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Physical activity plays a key role in the health of children. Childhood obesity is increasing in the United States, and children are spending less time being physically active. Active participation by a physical education (PE) teacher in physical activities has been suggested as a means of promoting student fitness. The purpose of this quasi-experimental quantitative study was to determine whether modeling of physical activity by a PE teacher would increase student participation and physical fitness. Bandura's social learning theory provided the theoretical framework for the study. Participants included 311 4th and 5th grade elementary students enrolled in physical education classes. One group of students experienced PE teacher modeling in physical education class activities and the other group experienced no PE teacher modeling. Participation grades in physical education were used for participation scores, while the FITNESSGRAM was used to measure student physical fitness. Independent samples t tests were used to compare students' fitness and participation levels between the two groups. Results indicated no significant differences in fitness or participation between the groups based on teacher modeling. This study promoted positive social change by providing initial research findings to the local site on encouraging physical activity through teacher participation, which may be used to further examine student participation in physical activity.
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Deglau, Dena A. "Negotiating individual and district level change a sociocultural journey in teachers' professional development /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1126181000.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiii, 242 p.; also includes graphics (some col.). Includes bibliographical references (p. 193-201). Available online via OhioLINK's ETD Center
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48

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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Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.

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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.
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Steen, Thomas B. "A case study of teacher socialization in physical education during early training experiences : a qualitative analysis /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513409083.

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