Academic literature on the topic 'School sports teacher'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'School sports teacher.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "School sports teacher"
1
Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.
Full textAbstract:
Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.
2
Fejgin, Naomi, and Ronit Hanegby. "Physical Educators’ Participation in Decision-Making Processes in Dynamic Schools." Journal of Teaching in Physical Education 18, no. 2 (1999): 141–58. http://dx.doi.org/10.1123/jtpe.18.2.141.
Full textAbstract:
Teacher participation in school decision-making processes is considered one of the major components of school dynamics. It is not known, however, whether all teachers participate in the process to the same extent. This study examines whether teacher participation is related to school dynamics and to subject matter taught. In a 3-step sequential model, the relative contribution of background variables, school measures, school dynamics, and subject matter taught to teacher participation was estimated. Findings showed that school dynamics had the strongest effect on teacher participation, but the effect was not the same for all teachers. Physical educators participated in school decision-making processes less than did other teachers. Physical educators in dynamic schools reported a higher degree of participation than physical educators in non-dynamic schools but a lower degree of participation compared to other teachers in dynamic schools.
3
Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.
Full textAbstract:
The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.
4
Kim, Gi-cheol, and Rachel Gurvitch. "The effect of Sports-based Physical Activity programme on teachers’ relatedness, stress and exercise motivation." Health Education Journal 79, no. 6 (2020): 658–70. http://dx.doi.org/10.1177/0017896920906185.
Full textAbstract:
Background: Teacher wellness affects teaching performance and students’ academic achievement; hence, teacher wellness matters and should be a concern to educational researchers and practitioners. There are several teacher wellness approaches, but no one of them specifically focuses on a Sports-based Physical Activity programme. Objective: To evaluate the effects of a Sports-based Physical Activity programme on teachers’ relatedness, stress and motivation towards physical activity. Method: Middle school teachers ( n = 32) volunteered to participate in the research as programme participants ( n = 12) or non-programme participants ( n = 20). The Sports-based Physical Activity programme included 7 weeks of training in Catchball, a team sport and a tournament as the culminating event. The study adopted a mixed-methods design: a quasi-experimental design collecting quantitative data from online surveys and a case study design collecting qualitative data from interviews with the programme participants, non-participants and the school principal. Results: Repeated-measures analysis of variance revealed that the Sports-based Physical Activity programme was effective in relatedness, F(1, 30) = 5.16, p = .031, [Formula: see text] = .147, and in one of the six motivation subscales, external regulation, F(1, 30) = 4.23, p = .048, [Formula: see text] = .124. The qualitative analysis findings supported the programme’s contribution to teachers’ relationship, stress and exercise motivation. Conclusion: Overall, the programme was effective in promoting teachers’ relationships in school, controlling levels of teachers’ stress and fostering teachers’ motivation towards physical activity. Further studies are required to examine the impact of a Sports-based Physical Activity approach in diverse school contexts and its impact on student learning.
5
Siddiqui, Nadia, and Sadia Shaukat. "Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools." Education Sciences 11, no. 7 (2021): 358. http://dx.doi.org/10.3390/educsci11070358.
Full textAbstract:
Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student–teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers’ satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers’ satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases.
6
Abi Nader, Patrick, Evan Hilberg, John M. Schuna, Deborah H. John, and Katherine B. Gunter. "Teacher-Level Factors, Classroom Physical Activity Opportunities, and Children’s Physical Activity Levels." Journal of Physical Activity and Health 15, no. 9 (2018): 637–43. http://dx.doi.org/10.1123/jpah.2017-0218.
Full textAbstract:
Background: Classroom-based physical activity (CBPA) breaks are a cost-effective strategy to promote physical activity (PA) at school. Despite teachers’ critical roles in sustained implementation of CBPA breaks, few studies examined the association of teacher-level factors with student PA levels, and none focused on rural schools. Methods: We monitored children’s PA levels over 4 consecutive school days at 6 rural Oregon elementary schools with Walk4Life pedometers. During the same week, teachers recorded all student PA opportunities (recess, PE, and CBPA breaks) and answered a 26-item questionnaire about factors influencing their use of CBPA breaks. Mixed-effects models were used to associate teacher-level factors and PA opportunities with children’s moderate to vigorous PA (MVPA; in minutes per day), controlling for child-level covariates. Results: When teachers valued PA, students accumulated more MVPA (1.07 min/d; P < .01) than students of teachers reporting low PA value. Students did more MVPA (1 min/d; P < .001) when teachers agreed the school operating conditions posed barriers to providing PA than when teachers disagreed that barriers existed. PE classes contributed significantly to student’s PA levels. Conclusion: Provision of PE, increasing teacher value for PA, and further investigation of how teacher-level factors relate to students’ MVPA levels during CBPA breaks at rural elementary schools are warranted.
7
Lestari, Henni Novita, Agus Margono, and Abdul Aziz Purnomo Shidiq. "The Implementation of Online Sport Learning at Junior High Schools in Patebon district, Kendal Regency." PHEDHERAL 16, no. 2 (2019): 9. http://dx.doi.org/10.20961/phduns.v16i2.51206.
Full textAbstract:
<p><em>This study aimed to determine the implementation of online sports learning at Junior High Schools in Patebon District, Kendal Regency. This study used a qualitative method through a survey approach. The subjects in this study were eight sports Junior High School teachers in Patebon District, Kendal Regency. Technical data collection techniques used observation, questionnaires, and documentation. The data results were analyzed and tested for validity using SPSS program version 23 for windows. The results of the research could be explained that the implementation of online sports learning in Junior High Schools in Patebon District, Kendal Regency, that implied there are three of sports teachers (37,5%) has implemented the learning very well, three sports teacher (37,5%) has implemented the learning were good, and two of sports teachers (25%) has implemented the learning were good enough. This study concluded is 75% of sports teachers in Patebon District, Kendal Regency, had been said to be well done, and 25% of sports teachers were affirmed are good enough at implementing online learning. Just on of Junior High School was affirmed good enough at implementing online learning.</em></p>
8
Arıkan, Gökhan. "Examination of Student Resistance Behaviors towards Physical Education and Sports Teachers in the Teaching-Learning Process." Journal of Educational Issues 6, no. 2 (2020): 107. http://dx.doi.org/10.5296/jei.v6i2.17432.
Full textAbstract:
This study aims to identify the perceptions of examination of student resistance behaviors towards physical education and sports teachers in the teaching-learning process. For this purpose to define students’ resistance behaviors. In education, students’ resistance to teaching-learning processes affects the entire school community. Resistance behaviors during the teaching-learning process cause students to fail and create an important problem for teachers and administrators for preventing the formation of efficient learning environments, increasing the number of students showing similar resistance, and developing negative thoughts regarding school and the school community. For this purpose, to examine how physical education and sports teachers perceive students’ resistance behaviors throughout the school. Therefore, this study was designed as a descriptive study that reveals the current situation for 157 physical education and sports teachers working in the center of Şanlıurfa. In the study, Student Resistance Behaviors Scale Teacher Form SRBS-T which is a five-point Likert scale consisting of 25 items and four identifying factors that are “Hostile Attitudes towards Teacher Authority,” “Hostile Attitudes towards Teacher,” “Constantly Being Angry” and “Passive Resistance” was used. In analyzing the data, a t-test test was used in pairwise comparisons, and One-Way ANOVA tests were used in multiple comparisons. Tukey test was conducted to determine where the difference was in the group. In the study, the findings were statistically significant in the sub-dimensions of “Hostile Attitudes towards Teacher” and seniority, “Passive Resistance” and “Passive Resistance” at the school level. İn this study showed that there is no significant difference between genders in the sub-scales of SRBS-T and total scores. In addition “Hostile Attitudes towards the Teacher” sub-dimension were found to be significantly different in teachers with 16-20 years of seniority from other teachers. In the “passive resistance” dimension, teachers with 11-15 years of seniority had significantly higher scores than other teachers.
9
Kortering, Larry J., and Patricia M. Braziel. "Staying in School." Remedial and Special Education 20, no. 2 (1999): 106–13. http://dx.doi.org/10.1177/074193259902000208.
Full textAbstract:
Fifty-two students with learning disabilities (LD), behavior disorders (BD), or mild mental retardation (MMR) answered questions relating to secondary special education resource and self-contained programs. Their responses provided insight into their perceptions about secondary special education and possible improvements. In terms of staying in school and reducing school dropout rates, the most dominant themes suggested a need for the students and teachers to change their attitudes and behavior. Related, but less dominant, themes suggested better textbooks, more help from parents and teachers, and more sports. Students indicated that the best part of school was socializing with peers, a particular class or teacher, and sports, whereas the worst part was being in particular classes, dealing with teachers or administrators, the schoolwork, and getting up so early. As for advantages, 46 students (89%) linked staying in school to an improvement in employment prospects. Conversely, 9 students (17%) perceived doing the schoolwork and limited employment prospects as a disadvantage.
10
Đukić, Verica, and Nenad Živanović. "The Place and Role of Leisure Time Activities and School Competitions in Physical Education and their Relations to School Sport." Physical Education and Sport Through the Centuries 7, no. 1 (2020): 37–49. http://dx.doi.org/10.2478/spes-2020-0004.
Full textAbstract:
SummaryTimeliness of this topic is not decreased by the fact that it was a subject of discussion on several symposiums from several aspects the authors opted for. This time, the starting point is the fact that physical education teachers, as a professionally responsible experts in physical education, are obliged to contribute to further discussion on following topics:• Professional understanding of the essence of conceptual and terminological determination of some organizational forms of work in physical education which are implemented as leisure activities and competitions and their relation to what is called school sport or sport activities in the school• Planned and organized orientation of leisure activities and competition functions towards implementation of the common physical education goal.• Compared to the current curricula or sport orientation, what is the scale of educational features of these forms (leisure activities and competitions), which trendier in the practice• To what extent is interest of teachers and students one of the assumptions for such organization of leisure activities and competitions to enable rational and efficient fulfilment of students’ leisure time.The First part of this paper presents the statues of leisure activities and competitions in current program concept of physical education in the schools, and aforementioned issues as a subject of professional public permanent interest. As school sport and relation with leisure activities and competition are concerned, some opinions of distinguished experts form higher education institutions were expressed, which were quoted in this paper supporting views of most pedagogists in the school system.Sports and school sport activities similarities and differences represented in the charts.The second part of the paper presents the results of two questionnaires where one is related to the institutional position of sports activities in the school, organization, type and competition system, as well as the rope and obligation of the teacher in implementation of the sports activities in the school. The other questionnaire presents the result of some of the educational values of the competition within the school sport.
Dissertations / Theses on the topic "School sports teacher"
1
Starostka, Chris W. "High School Athletic Participation Effects From Teacher Perspectives." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/108.
Full textAbstract:
Studies of the effects of students playing sports in high school vary but results are mostly positive. This qualitative case study examined the perceptions of 15 teachers at a small rural Iowa high school to assess how they viewed the effects of sports participation on student athletes in the classroom and why the setting experienced a decline in participation numbers. The framework that drove this study was based on Pajares's concept that teacher expectations may influence students and their academic performance and behaviors. The data included individual interviews from 15 teachers and teacher/coaches who had a minimum of 5 years teaching experience and had student athletes in their classrooms. The interviews were transcribed and analyzed for emergent themes. Findings revealed that increased academic performance, learned leadership traits, and teamwork were the perceived benefits to sports participation. Missed class time and stressful time requirements on student athletes were the perceived detriments. Findings also indicated that a need for more cohesiveness better and communication between teachers and teacher/coaches, and a need for higher eligibility standards for student athletes to participate in athletics. These findings were used to develop a policy recommendation project that will update and overhaul the district's current athletic eligibility policy. This project will enable more students to participate in athletics and remain eligible for sports participation and additional tutoring. Social change could result from increased participation in athletics, improved academic performance, and greater cohesion among teachers at the school.
2
Höglund, Rebecca, and Tilda Wiiand. "Kompetens före kön : En kvalitativ studie av kvinnliga specialidrottslärares upplevelser i ett mansdominerat yrke." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-5241.
Full textAbstract:
Syfte och frågeställningar Syftet är att undersöka kvinnliga lärares erfarenheter och upplevelser av att arbeta inom det mansdominerade yrket specialidrottslärare. Studien kommer svara på dessa frågeställningar: <ul type="disc">Varför har dessa lärare valt att arbeta som specialidrottslärare? Hur påverkas lärarna av att det är få kvinnliga kollegor inom ämnet specialidrott? Hur påverkas lärarna av att arbeta i en miljö där det är en överrepresentation av män? Metod Åtta kvinnliga specialidrottslärare handplockades utifrån vissa kriterier. Studien använder en kvalitativ metod och semistrukturerade intervjuer. Historikern Yvonne Hirdmans genussystem och stereotypmodell användes för att analysera empirin. Resultat Resultatet visar att de kvinnliga respondenternas intresse för idrott har gjort att de arbetar som lärare i specialidrott. Kvinnorna påverkas inte av att det är få kvinnor inom ämnet specialidrott. De upplever att de är en minoritet i samband med föreningsidrotten. De tror att tjejer väljer att kliva av tränaryrket på grund av den jargong som finns samt att de endast kan utföra sitt arbete som en hobby. De trivs med sin nuvarande arbetssituation men påverkas av att arbeta i en mansdominerad miljö då de måste hävda sig för att bli accepterade. Om de hade varit män med sin nuvarande kompetens och erfarenhet, hade de på ett eller annat sätt arbetat inom sin idrott. Däremot var de inte lika övertygade om att de skulle arbeta inom skolan med specialidrott utan hade troligen kunnat erhålla en högre position inom föreningsidrotten, t ex förbundskapten eller sportchef. Slutsats De åtta kvinnorna har valt att arbeta inom specialidrott då de har ett stort intresse för idrott. De påverkas inte av att de är få kvinnor inom yrket utan upplever att det är när de är verksamma inom föreningsidrotten som de det befintliga genussystemet inom idrotten blir märkbart. Rådande normsystem framträder inom både föreningsidrott och tränar- och ledarutbildningar.<br>Abstract The study aims to clarify female teachers knowledge and experience of working in a male dominated profession as a school sports teacher. The study will answer the following questions. Why have the teachers chosen to work as a school sports teacher? How do the teachers get affected by the fact that there are few female colleagues in the subject of school sports? How do the teachers get affected by working in an environment with an overrepresentation of men? Method Eight female school sports teachers were hand-picked with certain criterias. With a qualitative focus, this study used semi-structured interviews in order to reach a deeper understanding of the knowledge and experience of working in the subject of school sports. Historian Yvonne Hirdmans gender system and stereotypes model was used to investigate what happens when women enter the male dominated profession as school sports teacher. Results The results of the study showed that the teachers work with school sports because of their interest in sports. The women are not affected by the fact that there are fewer female than male teachers in the subject of school sports. They feel like a minority in club sports. The women highlight, the lack of interest in the profession among girls and correlates it to the existing jargon in club sports. The females are satisfied with their current working situation, but they get affected by working in a male dominated environment because they have to assert themselves. Also, some of the women believe that if they would have opposite sex, according to their knowledge and experience, they would work with sports, but they were not convinced that it would be in school sports and few of them believe that they probably would get offered other jobs in club sports, for example national head coach or club director. Conclusion The eight women chose to work in school sports because of their interest in sports. The women are not affected by the fact that there are few female teachers in the subject of school sports, but they feel like a minority during club sports.
3
Van, der Merwe Carla. "Die stand van sportafrigting in prioriteitsportsoorte by skole in die Dr. Kenneth Kaunda streek van die Noordwes Provinsie / C. van der Merwe." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9226.
Full textAbstract:
Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12).
The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance.
Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills.
Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information.<br>TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.
4
Bastos, Ana Paula Pagliosa. "Legados do ensino do esporte na escola : um estudo sobre o que professores de educação física pensam em deixar para seus alunos ao final do ensino médio." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/36109.
Full textAbstract:
Esta dissertação tem com tema central o legado do ensino do esporte na escola. O objetivo é compreender como os professores de Educação Física analisam sua própria trajetória com o esporte, e que relações podem ser estabelecidas entre as experiências adquiridas no decorrer dessa trajetória e a noção de esporte que desejam transmitir a seus alunos na escola. O trabalho está sustentado nos pressupostos da metodologia qualitativa, e para dar conta da questão central, utilizo como método a narrativa e como instrumento de pesquisa a entrevista episódica. Estas entrevistas foram realizadas com doze professores formados entre os anos de 1999 e 2009 e que trabalham com o ensino médio em escolas estaduais de Porto Alegre. Já o referencial teórico foi organizado em três capítulos – O Esporte na/da Escola: Por uma “virada” de perspectiva na Educação Física brasileira; Saberes Acadêmico-profissionais dos professores de Educação Física sobre o esporte; Saberes Experienciais: um marcador dos saberes docentes – cujas discussões empreendidas serviram para compreender o modo como o esporte se incorporou à trajetória de vida dos professores formando suas concepções sobre este conteúdo da Educação Física na escola e quais efeitos vem sendo produzidos por essa herança no seu fazer docente. Para a construção dos pontos analíticos, organizei inicialmente quatro grandes eixos, sendo o último deles transversal aos demais: experiências com o esporte anteriores à graduação; experiências com o esporte durante a formação acadêmica; experiências com o esporte durante a prática docente na escola; noções de esporte que os professores desejam deixar para os seus alunos ao concluírem o ensino médio. A partir desses eixos, foram estruturados os seguintes pontos de análise: esporte na escola: entre o rendimento e o “banho de sol na prisão”; b) “terceirização” como consequência do vácuo conceitual das aulas de Educação Física na escola; c) o conceito de teoria em esporte e a hipertrofia de um saber fazer na graduação; d) Uni-duni-tê: organização do conteúdo esporte nas aulas de Educação Física; e) Noções de esporte na escola que se leva para a vida. A forma como organizei a pesquisa e a partir das análises que empreendi me permitiram constatar que as noções de saúde, valores, conhecimento crítico e “saber se virar” representam o legado sobre esporte que os professores desejam deixar para seus alunos. Entretanto, verifiquei que este legado não é algo palpável, ou que está inscrito e visível nos relatos de vida dos professores. Esse legado “paira” no imaginário dos professores.<br>This master dissertation has as central theme the legacy of teaching sports at school. The main goal is to understand how Physical Education teachers analyze their own sports trajectory and what links can be settled among these experiences and the sports ideas they want to transmit to their students at school. The study is supported by qualitative methodological assumptions. To answer the central question, it was used the narrative as a method and the episodical interview as a research instrument. It was interviewed twelve Physical Education teachers who concluded the undergraduate course from 1999 to 2009. They work in high school level at public state schools in Porto Alegre. The theoretical references were organized in three chapters: Sport in/of school: for a turn of perspective in Brazilian Physical Education; Academic-professional knowledge about sportS of Physical Education teachers; Experience-based knowledge: a marker of teaching knowledge. The discussions served to understand how sports became part of their lives and shaped their ideas about this matter of Physical Education at school and which effects has been produced by this legacy in their own teaching practice. Four big axes have defined the initial configuration for building analytical points: sport experiences before the undergraduate course; sport experiences during the undergraduate course; sport experiences during teaching practice at school; sport ideas the teachers want to give to the students at the end of high school. From these axis, the following analytical points were constructed: a) Sport at school: between the performance and “the sunbathing at prison”; b) “Outsourcing” as an answer for the conceptual vacuum in Physical Education classes at school; c) The concept of theory about sport and the hypertrophy of know-how in graduation course; d) Uniduni- tê: organization of sport as a matter in Physical Education classes; d) Sport ideas at school which were took to the life. The form as I organized the investigation and from the analysis I checked that conceptions of health, values, critical knowledge and “knowing practice” represent the legacy of sport that teachers want their students take for life. However, I found that this legacy isn‟t palpable or visible in the reports of teachers‟ lives. That legacy is “on the minds” of teachers.
5
Gormez, Gurkan. "Percieved Opinions Of The Sports High School Students, Teachers And Managers Towards The Sports High Schools In Turkey." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611416/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the perceived opinions of Turkish sports high school teachers, students and managers about these high schools. In order to reveal the practical conditions of sports high schools, three survey instruments were developed separately for sport high school students, teachers and managers related to school perception. Participants of this study were 1283 students, 50 teachers, and 26 managers of 11 sports high schools in Turkey. According to the results, participants&rsquo<br>expectations were not fully satisfied due to insufficient facility, personnel and material infrastructure of sports high schools. Results of this study also revealed that the majority of the students had shown high state of belonging and contentment to their particular sports high school, although managers and teachers had shown neutral scores according to state of belonging and contentment.
6
Taques, Marcelo José. "A (DES) CARACTERIZAÇÃO DO ESPORTE NA ESCOLA: ANÁLISE DO CONTEXTO PEDAGÓGICO E POSSIBILIDADES DE INTERVENÇÃO." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2012. http://tede2.uepg.br/jspui/handle/prefix/1340.
Full textAbstract:
Made available in DSpace on 2017-07-21T20:31:59Z (GMT). No. of bitstreams: 1
MARCELO JOSE TAQUES.pdf: 1522135 bytes, checksum: a24c7367e10e55e300be489f7b6907c2 (MD5)
Previous issue date: 2012-12-07<br>The present research focus on an analyses on the teacher intervention process related to the subject sports in Physical Education classes taking into consideration, its teaching value, its understanding while multicultural phenomena and their manifestations in the society. The research objective was to analyze the professional intervention possibilities by means of the subject sports in Physical Education classes, shedding lights to its educational value and its possible understanding while multicultural phenomena. The methodological option is characterized as a qualitative approach (THOMAS; NELSON; SILVERMAN, 2007. The design was supported by a unique case study (GIL, 2009; YIN, 2005). The central question of the research which we seek answer was: How the teacher‟s intervention process happens, by means of the subject sports in the Physical Education classes taking into consideration its educational value, its understanding while multicultural phenomena and its manifestations in the society? The theoretical basis was enriched by studies related to the considerations about: the sports manifestations, the spectacular sport in school by means of communication, theoretical presuppositions and subsidies about the sport in the Physical Education classes, the teaching of physical Education from pedagogical approaches, and the debate about the theoretical presuppositions departing from sports pedagogy. The research involved the context of pedagogical practice of nine (9) of Physical Education teachers, two (02) State Public Schools from Guarapuava – PR (A, B), its practice was developed in classes of 8º e 9º grades from fundamental level, in which one hundred (117) students were involved in the total amount of schools from the two school institutions that participated in the research. The instruments used in the research to collect data were the non participants and systematic observation of the classes and the application of a questionnaire to the teachers and students. The Subject Analyzes was the option taken to analyze and interpret the data (BARDIN, 1977). The discussion and analyzes developed by means of observations, shed lights to the conceptual dimension, related to procedures and attitudes the contents which appeared in an isolated way in some classes, in this sense, being the sport appropriated by students in a fragmented way and without links with a valued conception that could add values and recognize the relevance of many manifestations of sport. On the other hand, it was possible to notice the concern of teacher in the attempt to offer and give chance to the students the systematic knowledge about the sport from a didactic perspective which prizes diverse methodological phases to the debate, experimentation, living, transformation and reflection of the issues efectivated on pedagogical work. Related to answers of the teachers and students questionnaires, it was concluded that it is necessary a large debates and discussions from the conception the such conception, because although of this research has focused to analyses of how the teachers intervention happens by means of the subject sport in Physical Education classes, many aspects related to the day by day in the classes, to the students knowing about sport and about the teachers pedagogical work it is necessary to develop deeper insights from a reflexive perspective.<br>Esta pesquisa apresenta uma análise do processo de intervenção docente em relação ao conteúdo esporte nas aulas de Educação Física considerando seu valor educativo, seu entendimento enquanto fenômeno multicultural e suas manifestações na sociedade. O objetivo da pesquisa foi analisar as possibilidades de intervenção profissional por intermédio do conteúdo esporte nas aulas de Educação Física, considerando seu valor educativo e seu possível entendimento enquanto fenômeno multicultural. A opção metodológica se caracteriza como uma abordagem qualitativa (THOMAS; NELSON; SILVERMAN, 2007). O delineamento foi subsidiado por um estudo de caso único (GIL, 2009; YIN, 2005). A questão central da pesquisa que buscamos responder foi: Como se dá o processo de intervenção docente por meio do conteúdo esporte nas aulas de Educação Física considerando seu valor educativo, seu entendimento enquanto fenômeno multicultural e suas manifestações na sociedade? A fundamentação teórica foi consubstanciada por estudos referentes às considerações sobre: as manifestações do esporte; o esporte espetáculo na escola via meios de comunicação; os pressupostos e subsídios teóricos sobre o esporte nas aulas de Educação Física; o ensino da Educação Física a partir das abordagens pedagógicas e o debate acerca dos pressupostos teóricos a partir da pedagogia do esporte. A pesquisa envolveu a análise do contexto da prática pedagógica de nove (9) professores de Educação Física, de duas (02) Escolas Públicas Estaduais do município de Guarapuava – PR (A, B), sendo tal prática efetivada em turmas dos 8º e 9º anos do ensino fundamental, das quais participaram cento e dezessete (117) alunos, totalizando assim o número de escolares das duas instituições de ensino participantes da pesquisa. Os instrumentos utilizados na pesquisa para a coleta de dados foram a observação não participante e sistemática das aulas e a aplicação do questionário para os professores e alunos. Para a análise e interpretação dos dados optamos pela Análise de Conteúdo (BARDIN, 1977). As discussões e análises desenvolvidas por meio das observações desvelaram que as dimensões conceituais, procedimentais e atitudinais dos conteúdos se apresentam de forma isolada em algumas aulas, sendo o esporte apropriado pelos alunos de maneira fragmentada e desvinculada de uma proposta que valoriza e reconhece a relevância das diversas manifestações do esporte. Por outro lado, foi possível perceber a preocupação do professor em oferecer e proporcionar aos alunos o conhecimento sistematizado sobre o esporte a partir de uma didática que contempla diversas fases metodológicas para o debate, a experimentação, vivência, transformação e reflexão dos assuntos efetivados no trabalho pedagógico. Referente às respostas dos questionários dos professores e alunos, concluímos que se faz necessário maiores debates e discussões a luz dessa temática, pois embora esta pesquisa tenha buscado analisar como se dá o processo de intervenção docente por meio do conteúdo esporte nas aulas de Educação Física, vários aspectos relacionados ao cotidiano das aulas, aos saberes dos alunos sobre o esporte e o trabalho pedagógico do professor necessitam ser aprofundados a partir de uma perspectiva reflexiva.
7
Agdeppa, Kortney R. "Identifying the Physical Education Beliefs of Classroom Teachers." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/312.
Full textAbstract:
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.
8
Martin, Nikolas. "Facilitating Student-Athletes' Life Skills Transfer from Sport to the Classroom: An Intervention Assisting High School Teacher-Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40725.
Full textAbstract:
Sport is deemed by many researchers and practitioners as a favourable context to foster positive youth development (PYD), including the acquisition of life skills (Petitpas et al., 2005). However, researchers have cautioned for vigilance before assuming with assurance that sport leads to positive developmental outcomes (Coakley, 2011). Consequently, it is important to understand how sport leaders can facilitate the development and transfer of life skills. In the context of high school sport in Canada, teacher-coaches are considered essential adults in the delivery of school sport programs. Using Pierce et al.’s (2017) life skills transfer model, the present thesis explored the contextual and psychological factors influencing the development and transfer of life skills. An intervention was designed, using action research principles, with two high school teacher-coaches. Data were collected via teacher-coach pre- and post-intervention interviews, as well as student-athlete post-intervention interviews (i.e., five student-athletes per teacher-coach). Further, data were gathered through observation, and audio recording of each life skill implementation, as well as a researcher reflective journal. The results indicated that teacher-coaches played an important role in influencing contextual and psychological factors, in both the learning and the transfer context, which shaped student-athletes’ life skills development and transfer. The study has practical implications for coach education programs, suggesting the benefits of on the ground support to provide coaches and teacher-coaches with the necessary tools to promote PYD.
9
CHANG, HSIN-YI, and 張歆怡. "Sports, Career and Life－ A Journey of a Track and Field Athlete became an Elementary School Teacher." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/3w3dbb.
Full textAbstract:
碩士<br>國立臺北教育大學<br>體育學系碩士班<br>104<br>What every track and field athlete seeks in the stadium is nothing more than gaining an extra few split seconds of speed, or extra meters or centimeters in distance in throwing or jumping events. However, athletes mostly don’t have a steady salary and end up facing work-life issues. Using a narrative inquiry approach, this thesis, from a pole-vaulter’s perspective, focused on how a track and field athlete, who worked as a substitute teacher for 10 years, passed a teacher recruitment exam for elementary school and became a certified PE teacher. The research results are as follows: First, through reflective progress of narrative, the narrator is able to further understand the relationship between sports and life and find the significance of the role sports play in life. Next, with the abilities the narrator acquired when playing sports before, she keeps practicing pole-vaulting so as to let herself gain a foothold in teaching career after walking away from the role of a pole-vaulter and entering a career in education after graduating university. Last, the narrator thinks that as long as the goal is clear and specific, there is nothing to fear. She will pursue her dream fearlessly.
10
Schuman, Lucas. "Motivering in sport as voorligtingskomponent." Thesis, 2003. http://hdl.handle.net/10500/617.
Full textBooks on the topic "School sports teacher"
1
ill, Lee Jared D., ed. The teacher from the Black Lagoon and other stories. Scholastic, 2006.
Find full text
2
Thaler, Mike. The teacher from the Black Lagoon and other stories. Scholastic, 2006.
Find full text
3
(Firm), Nick Jr, and Artifact Group, eds. Teacher trouble. Simon Spotlight/Nick Jr., 2006.
Find full textBook chapters on the topic "School sports teacher"
1
Wisniewski, Benedikt, and Klaus Zierer. "Functions and Success Conditions of Student Feedback in the Development of Teaching and Teachers." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_8.
Full textAbstract:
AbstractThe term “student feedback” is often used synonymously with evaluation, assessment, or ratings of teaching, but can be conceptually delimitated from these concepts, distinguishing formative and summative aspects. Obtaining feedback is a core component of teachers’ professional development. It is the basis for critical self-reflection, a prerequisite of reducing discrepancies between one’s performance and set goals, a tool to identify blind spots, and a means of correcting false self-assessments. Student feedback opens up opportunities for teachers to improve on their teaching by comparing students’ perspectives on instructional quality to their own perspectives. Feedback can also help teachers to implement democratic principles, and experience self-efficacy. Conditions are discussed that need to be fulfilled for student feedback to be successful.
2
Reimers, Fernando M. "Learning from Teaching Graduate Students How to Design Climate Change Education Programs." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_7.
Full textAbstract:
AbstractThis chapter discusses lessons learned engaging my graduate students in education policy analysis at the Harvard Graduate School of Education in designing climate change education curricula in partnership with educational institutions around the world. Studying those programs developed by my students, I draw out seven cross-cutting themes about what such an approach yields for students, for the educational institutions they partnered with and for my own institution, while drawing parallels between those curricula and the graduate course in comparative education policy analysis in which these curricula were developed. In addressing those themes the chapter revisits some of the central arguments presented in the introductory chapter about the urgency and the challenges of enhancing the effectiveness of climate change education, and some of the key conclusions of critical reviews of the literature on education and climate change about the limitation of existing approaches to the subject.Those themes are: Educating students to address climate change is about engaging them in active problem solving, not contemplation. While learning from doing is valuable, to advance the field of climate change education, it is necessary to conceptualize and theorize practice. The need to think broadly about learning outcomes in climate change education The power of contextually situated learning A Signature project-based pedagogy to Change Climate through Education Augmenting the capacity for climate change education among teachers and schools The limitations of infusing climate change education in existing courses The chapter concludes examining some blind spots in the climate change curricula presented in the book and drawing parallels between the education response to the COVID-19 Pandemic of 2020 and the education response to Climate Change.
3
Jonas, Sarah. "After-School and Summer Enrichment Programs." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0015.
Full textAbstract:
Research has demonstrated that nonschool hours provide a powerful opportunity for community-based organizations to help children and schools reach their academic goals. For example, Reginald Clark says, “Youngsters who engage in constructive learning activities outside of school are more likely to excel in school and in life than those who do not. By participating in a well-rounded array of activities, they are able to practice and thoroughly learn skills required for academic success.” Based on this knowledge, The Children’s Aid Society (CAS) aims to integrate after-school and summer enrichment programs with classroom instruction through a model that both supports the school’s academic mission and promotes healthy youth development. The vast majority of students in CAS’s 10 community schools, which are located in New York City, struggle with basic skills; in addition, more than half are Spanish speakers grappling with English as a second language. Their parents, teachers, and principals look to after-school and summer programs to help address their needs. The challenge for CAS is to answer this call in a way that is fun and engaging for children and achievable for program staff. A crucial feature of high-quality after-school programs is balanced programming. In keeping with this concept, CAS after-school programs offer children an array of purely recreational activities (such as sports, dance, and visual and dramatic arts) along with academically enriching curricula that meet children’s developmental needs and align with school standards. However, having strong curricula is only the first step. Critical to program quality has been the creation of a support system that incorporates key members of the school community and ensures that curricula are presented clearly so as to be accessible to a range of staff. Simply being located in a community school does not guarantee that an after-school program will align with the school’s academic goals for children. Rather, we have achieved this by partnering with the principal and lead teachers for program planning, by choosing curricula that support the school’s academic goals for children, and by hiring a lead teacher or staff developer from the school to serve as the after-school education coordinator.
4
Heide, Anne-Lise. "Bærekraft – lærekraft: Estetiske læringsprosesser gjennom tverrfaglig arbeid i grunnskolelærerutdanningen." In Higher Education as Context for Music Pedagogy Research. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.119.ch7.
Full textAbstract:
This chapter examines an interdisciplinary research project with the subjects music and physical education. The aim is to investigate and explore aesthetic learning processes focusing on interdisciplinarity in general teacher education. The participants in the study are all pre-service teachers preparing for primary school (grade 1–7) and lower secondary school (grade 5–10). In the project, which I have called “Krømus”, the teaching program is based on the curriculums for both music and physical education from the Norwegian Directorate for Education and Training. Here, the students explore and create rhythmic compositions with body percussion and sports objects, such as basketballs and other props used as instruments. Dancing, sports movements, and voices are also used as compositional elements and the students create a performance together at the end of the workshop. The current curriculum changes in Norwegian primary and secondary education (Fagfornyelsen, LK20) focus on deep learning together with experimentation, exploration and creative processes, and these are guiding educational principles that also provide a foundation for this chapter.
5
Xiong, Caiping, Xuejun Wang, Xiangyang He, and Wenzheng Yang. "Promoting a Balanced Development of High Quality Teacher Resources with Network Technology." In Transforming K-12 Classrooms with Digital Technology. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4538-7.ch016.
Full textAbstract:
In China, the availability of high quality teacher resources varies from region to region and differs even among different schools in the same region. Two approaches were taken to solve this resource problem (i.e., traditional educational support and traditional instructional research). The former approach was attempted to relieve the shortages of high quality teacher resources in resources-poor schools by sending excellent teachers to assist in instruction and school management. The latter approach was intended to improve teachers’ teaching skills within resources-poor schools by conducting instructional research on the spot. However, both had little effect. What can be done to increase the availability of high quality teacher resources? What is the most effective way to improve the teachers’ teaching skills? How does one find new ways to solve the problem of imbalanced allocation of high quality teacher resources? These questions have puzzled the educational professional for a long time. This chapter introduces two innovated approaches to develop high quality teacher resources by using network technology. Network-based educational research approaches allow the teachers in resource-rich schools to teach the students of resource-poor schools through network video conference systems without leaving his or her own school. The network-based instructional research approach enables the teachers of both resource-rich and resource-poor schools to build alliances according to disciplines and to collaborate on instruction by network videoconference systems.
6
Polson, Donene. "Helping Children Learn to Make Responsible Choices." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0019.
Full textAbstract:
As an OC teacher and parent, I have learned that making responsible choices is an ongoing process. A few years ago, I envisioned myself as “Supermom.” I made sure my son was getting his nutritious, low-sugar lunch, and I tried to anticipate anything that could come up by laying out his clothes, lunch, and sports equipment the night before. Or I would pack up my other three kids, ages one to five, and drive 20 minutes across town to bring my son his forgotten books, papers, lunches, or sports equipment. I did this at least twice a week. I was great! I gave myself the “Mother of the Year Award.” Then one day Mark’s first-grade OC teacher met me at the classroom door and asked me to consider letting Mark go without lunch the next time he forgot it. She gave me an article to read on teaching kids responsibility. She said that without his sack lunch, he would be forced to find other options; he could charge his lunch in the school cafeteria, or he could ask his friends for help. Could this possibly work? The next time he forgot his lunch, I stayed home and waited, just knowing that he was probably going to starve. However, when he came home he was fine and happy—all of his friends had shared their lunches with him! After that incident, he started putting his own things by the door and getting them ready to go for school. Another day he had to sit on the sidelines at the pool when he forgot his swimming suit. From then on, he remembered to take his own sports equipment. As I allowed my son to experience the logical consequences of his behavior, he learned to be more responsible. Helping children to make responsible choices in school begins with making sure that choices are available, then allowing children to learn from the logical consequences of their choices, with support from adults in reflecting on the process and results. Parents are sometimes concerned about the children’s use of time because so many choices are available in the OC.
7
Mudyahoto, Tapiwa, and Thembelihle Gondo. "Disability and Sport." In Advances in Religious and Cultural Studies. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4867-7.ch009.
Full textAbstract:
Disability and sport have received so much recognition basing on the number of declarations, charters, treaties, and policies crafted on the rights of people with disabilities throughout the world. These individuals with disabilities need to be empowered to overcome barriers and constraints that may affect their participation in sport in mainstream schools. This chapter briefly looks at the background of disability sport, concept of disability and sport, definition of sport and disability. The chapter will also look at among other issues, strategies for including learners with disabilities in sport. Other key issues to be highlighted include disability participation in sport, challenges faced by learners with disabilities in mainstream sport, benefits of sports for children with disabilities, barriers to participation in mainstream sport. The chapter concludes by looking at perceptions of teachers and learners on children with disabilities in sport.
8
"Becoming an effective secondary school physical education teacher." In Sport Pedagogy. Routledge, 2013. http://dx.doi.org/10.4324/9781315847108-30.
Full text
9
"Becoming an effective primary school physical education teacher." In Sport Pedagogy. Routledge, 2013. http://dx.doi.org/10.4324/9781315847108-31.
Full text
10
Rayburn, William E., and Arkalgud Ramaprasad. "Distance Learning Alliances in Higher Education." In Distance Learning Technologies. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch006.
Full textAbstract:
Consider the case of George Peabody College for Teachers and Vanderbilt University. The two private schools sat side by side in Nashville, Tennessee. Peabody trained generations of teachers across the United States. Vanderbilt was and remains a research university. For decades, the two schools maintained a partnership or alliance, and it functioned on many levels. Students at one school easily enrolled for classes at the other and transferred credits without trouble. The two schools shared library resources between themselves and a third, religious-oriented school. Athletes on Vanderbilt sports teams earned Peabody degrees. At times, Vanderbilt rented dormitory space from Peabody to house excess students. Separated only by a city street, the schools collaborated but remained distinct. Then in the late 1970s, they announced a merger. Peabody would become part of Vanderbilt. By the early 1980s, the merger was complete. The change was wrenching for Peabody. Many faculty left or were laid off. Tuition increased to match that of Vanderbilt. Today Peabody survives only as the name of the College of Education within Vanderbilt (Dorn, 1996).
Conference papers on the topic "School sports teacher"
1
Alishev, Timirkhan B., Johannes Dammerer, and Oksana V. Polyakova. "How school influences future sports teachers’ conceptions on teacher profession: An invisible message." In Journal of Human Sport and Exercise - 2021 - Winter Conferences of Sports Science. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc3.29.
Full text
2
D'Elia, Francesca. "The training of physical education teacher in primary school." In Journal of Human Sport and Exercise - 2019 - Autumn Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc1.12.
Full text
3
Adi, Banu Setyo. "School Literacy Program: Perception of Primary School Physical Education Teacher in Yogyakarta." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009309702370240.
Full text
4
Winarno, M. E., Dona Sandy Yudasmara, Mr Taufik, and Riyad Fadhli Nurrul. "Identification of High School Physical Education Teacher Assessment Model." In Proceedings of the 2nd International Conference on Sports Sciences and Health 2018 (2nd ICSSH 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icssh-18.2019.27.
Full text
5
Zhang, Le, and Ying Chen. "The Reform of School-based Teacher Training Mode under the Network Environment." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.215.
Full text
6
Khairuddin. "Teachers’ Competence of Physical Education, Sports and Health of Junior High School (First Functional Level Teacher of West Sumatera)." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.077.
Full text
7
Koltunovych, Tetiana, Mariia Oliinyk, Inna Perepeliuk, and Yaryna Kvasetska. "Personal Determinants of Emotional Burnout in Students (Future Physical Training Teachers)." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/14.
Full textAbstract:
Purpose: The purpose of the study is to identify and analyze the manifestations of emotional burnout of future physical education teachers and to determine the role of personal determinants in the formation and overcoming this condition. The purpose was specified in the following tasks: to identify the features of emotional burnout in future physical training teachers; to investigate the relationships between emotional burnout and personal characteristics of students; to find out the differences in the sets of personality characteristics of students of future physical training teachers with different levels of emotional burnout. Design and Methods: The research involved 150 students of the college (18.1±2 years) who study in the specialty “physical training and sports”: the 1st year, n=50; 2nd year, n=32; 3rd year, n=37 and 4th year, n=31). The sample is heterogeneous (61.33% of boys, 38.67% of girls). The Maslach Burnout Inventory (C. Maslach), “Diagnostics of the level of emotional burnout” (V.V. Bojko), the modified form of the FRI questionnaire was employed. Methods of descriptive statistics, Spearman correlation analysis, Kruskal-Wallis one-way analysis of variance and structural analysis (by A.V. Karpov) were used. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 22.0. Results: The article confirms the assumption about the existence of correlation relations between emotional burnout and personal characteristics of future physical training teachers. The statistically significant differences between groups of students with different levels of emotional burnout on the scale of “neuroticism”, “spontaneous aggression”, “depression”, “emotional lability”, “irritability”, “reactive aggression”, “openness” that are more common to future teachers with high level of emotional burnout are revealed. It is empirically proven that students with different levels of emotional burnout characterized by various structural organizations of personality characteristics, and also that the growth of indicators of the emotional burnout formation is accompanied by a qualitative restructuring of the personality characteristics. Conclusions: The obtained data contributes to the study of the phenomenon of burnout and provide an opportunity to identify further directions of its prevention and correction among future physical training teachers. Subsequent studies will be aimed at developing an individual system of psychological training and support for the prevention and correction of emotional burnout among students.
8
Sumhendartin Suryobroto, Agus, Tri Ani Hastuti, and Herka Maya Jatmika. "Using the Context, Input, Process, and Product Evaluation Model (CIPP) to Evaluate Elementary School Teacher-Learner Program of Physical Education in Yogyakarta City." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.58.
Full text
9
Junaedi, Akhmad. "Empowerment Of Teacher Of Physical Education, Sports And Health In Learning Attitudes And Basic Movements As An Effort To Optimize Elementary School Children Growth." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.30.
Full text
10
Ardelean, Mariana. "Study on the Opinions of Teachers and Students from Sports Program High Schools, Regarding the School Subject “Sport Training Theory”." In 4th International Scientific Conference "Sports, Education, Culture - Interdisciplinary Approaches in Scientific Research", SEC-IASR 2019, Galati, Romania, 7th - 8th June, 2019. LUMEN Publishing house, 2020. http://dx.doi.org/10.18662/lumproc/sec-iasr2019/04.
Full text