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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.
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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.
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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.
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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.
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Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.
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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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<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>
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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.
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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.
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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.
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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.
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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.
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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.
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Dyson, Ben, Jackie Cowan, Barrie Gordon, Darren Powell, and Boaz Shulruf. "Physical education in Aotearoa New Zealand primary schools." European Physical Education Review 24, no. 4 (2017): 467–86. http://dx.doi.org/10.1177/1356336x17698083.
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Whilst globally there has been a great deal of discussion and rhetoric regarding the state of physical education at the primary level, there is a paucity of evidence regarding teachers’ perceptions of quality physical education in practice. Therefore, the purpose of this research was to explore and interpret primary school teachers’ perceptions of physical education in Aotearoa New Zealand (NZ) and identify the influence(s) of education, sport and health policies on these perceptions. This study utilized a mixed methods design, including a questionnaire of 487 classroom teachers from 133 different primary and intermediate schools in five regions (North Auckland, Auckland, Wellington, Canterbury and Southland) across NZ. The research team also interviewed 41 classroom teachers from across the five regions. Three themes were drawn from the teacher surveys and interviews: muddled thinking; teacher levels of confidence; and physical education or sport. The findings suggest that a number of policies and practices have strongly shaped what occurs ‘in the name’ of physical education in primary schools. These have created a ‘perfect storm’ for primary physical education in NZ and there is concern that the reality of what occurs in practice does not meet the expectations of the national curriculum. There is a need to re-shape the principles and ideals of current practice in primary physical education rather than accepting the historical sports, competition, fitness, fundamental sport skills and ‘Kiwisportification’ of physical education.
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Maksymchuk, Borys, Olha Polianovska, Svitlana Cherniuk, Lesja Vysochan, Lidia Pletenicka, and Serhii Lysiuk. "Training of future primary school teachers in the context of the use of new pedagogical technologies: the educational practice of students." (Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(130) (February 22, 2021): 80–86. http://dx.doi.org/10.31392/npu-nc.series15.2021.2(130).18.
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For four years of studying the subject “physical education” at the university, students of the faculty for the training of primary school teachers study the history, theory, teaching methods of their chosen sport, master the technique of special and basic exercises, acquire the skills, knowledge, and skills necessary for independent organizational, training and pedagogical, educational and research work in a chosen sport. Focusing students on named achievements, a teacher should educate students about the desire to study the theoretical foundations of the specialty not only in textbooks but also in additional materials. The preparation of credit standards should be preceded by significant preparatory work during the semester and the entire academic year, aimed at improving the corresponding motor skills and improving the level of physical fitness of students. The content of the practice also includes the formation by students of skills in compiling training plans in a chosen sport, work plans-schedules of the sports section or departments of the youth sports school, and other documentation. These skills are formed in the process of independently performing the tasks of a teacher in compiling educational documentation for this sport. In advance, students listen to relevant lecture material, study special methodological literature and sample documents on planning, accounting, and reporting.
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Pelipas, Dmytro. "Preparedness of Future Physical Education Teachers for Sports-Patriotic Activity." Bulletin of Luhansk Taras Shevchenko National University 1, no. 2 (340) (2021): 127–38. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-1-127-138.
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The article deals with the problem of readiness of future physical education teachers to sports-patriotic activity. We examined the emergence and development of the category "readiness" in the studies of psychologists, physiologists, teachers, specialists of physical culture and sport. Different approaches to the definition of readiness for activity in individual researchers are explained by different types of readiness, different types of activity itself and the specificity of a variety of professional specialties. We have determined that the readiness of future physical culture teachers for sports-patriotic activity is a complex, integral category, which consists of psychological, scientific-theoretical, psychophysical and physical training, and is a state of professional mastery of a teacher and the possibility of its implementation in practice with the aim of sports-patriotic education of the younger generation. According to the quality of readiness of future physical culture teachers for sports-patriotic activity, we have defined the following criteria: informational and cognitive; motivational and axiological, reflexive, operative, activity-practical. The determined levels and indicators of future physical education teachers' readiness for sports-patriotic activity: low, medium, high. Further research will focus on the connection of sport-patriotic activity of future physical culture teachers with the aspects of functioning in the conditions of New Ukrainian School.
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Christiana, Metta, and Andi Nurcahyo. "PERSEPSI GURU PENJAS SEKOLAH DASAR TERHADAP ANAK GEMUK DI KECAMATAN SEMARANG TENGAH." Jurnal Dinamika Sosial Budaya 20, no. 1 (2019): 57. http://dx.doi.org/10.26623/jdsb.v20i1.1234.
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<p><em>The purpose of this study was to find out how the perceptions of primary school teachers in Central Semarang District were. This type of research is qualitative with a phenomenological approach. Data was collected by in-depth interview and observation methods. Research subjects were 8 people consisting of 3 health teachers, 3 regular teachers, 1 vice principal and 1 principal. Data were analyzed by means of content analysis.<br /> The results showed that the perceptions of the primary school teachers in Central Semarang Subdistrict showed concern about the condition of obese children while doing material in sports lessons, but the teacher also felt very happy and excited about the fat child. The feeling of excitement and excitement is still quite large so that the feeling of worry is not too big. The teacher is still considering the child's obesity is not a problem if the fat child can still do sports / movement material well not inferior to other children. The teacher also does not have great hopes / desires / motivations so that the fat child is less fat and becomes normal again. Perceptions like this will make the teacher's action not too strict / not too strong in overcoming child obesity problems.<br /></em></p>
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Kulinna, Pamela Hodges, Timothy Brusseau, Donetta Cothran, and Catrine Tudor-Locke. "Changing School Physical Activity: An Examination of Individual School Designed Programs." Journal of Teaching in Physical Education 31, no. 2 (2012): 113–30. http://dx.doi.org/10.1123/jtpe.31.2.113.
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This study guided by a health ecology conceptual framework evaluated four “bottom-up” Physical Activity (PA) interventions with school personnel planning for their own health ecology with state level support for one year. Students (N = 616) were from four schools in the Southwestern USA in the 3rd-8th grade. Participants had various ethnic backgrounds (e.g., Hispanic 44%, Caucasian 43%) and wore a pedometer for five school days pre/post intervention. Teacher and school level data were also reported by schools. Program components varied across the four intervention sites. Paired samples t test results showed that three of the four intervention schools significantly increased both school day and 24 hr PA. School personnel reported significantly more favorable results at post test for nurse visits, student absences, and classroom teachers’ use of PA breaks. Using a health ecology lens, when schools develop their own PA intervention and have “buy in” from staff, significant increases in PA are attainable.
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Arifin, Arifin, and Enung Hasanah. "Principal’s Leadership In Developing The Competencies Of Physical Education Teachers In Muhammadiyah Nitikan Elementary School Yogyakarta." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 1 (2021): 35–46. http://dx.doi.org/10.33369/jk.v5i1.14251.
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This study explores the principal's leadership role in developing Muhammadiyah Nitikan Yogyakarta Elementary School's physical education teacher's competencies. The researchers used a qualitative method in the research. The researchers collected the data through collecting data from observations, interviews, and documentation. The sample is determined through purposive sampling. The number of participants in this study amounted to 10 respondents. The sample consisted of principals, curriculum time, arts and talent lecturers, physical education teachers, and students. This study concluded that the principal had made full efforts by enforcing programs and activities to develop physical education (PE) teachers' competencies at Muhammadiyah Nitikan Yogyakarta Elementary School to teach physical education effectively and master learning materials. Programs enforced to improve the competencies of physical education teachers namely as follows: 1) planning for developing the competence of PE teachers by following the Teacher Work Group (KKG) and the Subject Teacher Deliberation (MGMP); 2) Mapping the competence of teacher skills through competency tests and writing scientific articles or enforcing classroom action research (PTK); 3) Giving opportunities for PE teachers to attend sports training and seminars; 4) Direct coaching by the principal.
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Grbović, Marija, Srđan Marković, and Dragana Bogavac. "Teachers' characteristics as factors of the school sport quality in the Republic of Serbia." Inovacije u nastavi 33, no. 4 (2020): 79–90. http://dx.doi.org/10.5937/inovacije2004079g.
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Within the system of school sports, insufficient attention in the literature is paid to those who lead and carry out this process - physical education teachers. The aim of this paper is to examine the effects of teacher characteristics on the quality of school sports in the Republic of Serbia, as well as the importance and satisfaction of teachers with various organizational and management tools as agents of intrinsic motivation and their connection with the quality of school sports. For the purposes of the research, a questionnaire was constructed from which the variables of the general characteristics of teachers and the variables of the school sports quality were selected, as well as 12 variables which evaluated their satisfaction with certain aspects of motivation for the good quality work and commitment in school sports. It was observed that in 80% of cases the participation of students in sports competitions does not exceed 25%, while the principle of "all or no one" (25% or 100%) was observed among teachers. On the other hand, significant correlations were identified between the majority of the examined quality variables and the aspects of motivation, above all with the factors of teamwork, work autonomy, and school affirmation. In addition, our comparative analyses determined the influence of teachers' age and work experience on participation in sports programs. Based on all the above said, it can be concluded that the means of motivation of teachers, as well as their work experience, can be the basis for maintaining positive trends in the quality of school sports in Serbia.
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Yıldız, Mehtap, and Mahmut Gülle. "Attitudes of Physical Education and Classroom Teacher Candidates towards Teaching Profession in Turkey." World Journal of Education 9, no. 5 (2019): 63. http://dx.doi.org/10.5430/wje.v9n5p63.
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It is important to determine the attitudes of physical education teacher candidates who will carry out physicaleducation courses in secondary and high schools and classroom teacher candidates who will carry out physicaleducation courses in primary schools. The purpose of this study is to determine the attitudes of physical educationand classroom teacher candidates towards teaching profession. The research was evaluated with a general surveymodel. The research group consisted of totally 280 teacher candidates; 168 of them study at School of PhysicalEducation and Sports in Physical Education and Sports Teaching Department, 122 of them study at the Faculty ofEducation Primary School Teaching Department in the 2017-2018 academic year Hatay Mustafa Kemal Universityin Turkey. As data collection tools Personal Information Form developed by the researchers and the “Attitude ScaleToward Teaching (ASTT)” developed by Erkus (2000) et al. were used. In the statistical analysis of the data, t-testand one-way analysis of variance (ANOVA) were used. In the result of the research, it was determined that theattitudes of physical education and classroom teacher candidates towards teaching profession were high, but it wasfound that physical education teacher candidates had higher attitudes than classroom teacher candidates.
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Firmansyah, Ihwan. "Accuracy of basic school teachers knowledge in the english terms materials of game better education." English Teaching Journal : A Journal of English Literature, Language and Education 7, no. 2 (2019): 59. http://dx.doi.org/10.25273/etj.v7i2.5435.
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Students of the Elementary School have core competencies and basic competencies that must be achieved according to the 2013 curriculum contained in Minister of Education and Culture Regulation number 24 of 2016 concerning Core Competencies and Basic Competencies of Learning in the 2013 Curriculum on Basic Education and Secondary Education. In PERMENDIKBUD number 24 (2018) it is stated that curriculum objectives include four competencies, namely (1) spiritual attitude competency, (2) social attitude, (3) knowledge, and (4) skills. The competency is achieved through extracurricular, curricular and / or extracurricular learning processes. The importance of the correct use of terms in learning materials in schools is one of the important things where in the academic world the use of standard language is a must. In sports and health physical education material which on several occasions uses the term in English, remembering that sports culture originates from a global culture that uses the English term needs to be mastered appropriately by physical and physical education teachers. The questionnaire is used as a data collection tool that uses descriptive quantitative analysis and research data will be obtained from a questionnaire filled out by elementary school PJOK teacher participants in Bangkalan who attended the basic motion material socialization event carried out by the STKIP PGRI Bangkalan sports education study program. Data analysis techniques used by researchers in looking at the percentage of respondents from the questionnaire distributed. Based on the results of the research and discussion above it can be concluded that the understanding of the knowledge of the accuracy of the use of English terminology in the material of large ball games physical and sport education and the results of the analysis have shown that the accuracy of elementary school teachers in using the terminology in English to teach sports the body in elementary school the results are quite good.
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Yang, Ying. "On the Various Factors that Impact the Effectiveness of Physical Education in Universities." Advanced Materials Research 187 (February 2011): 820–25. http://dx.doi.org/10.4028/www.scientific.net/amr.187.820.
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Physical Education in universities is designed to teach during the school can accept multi-faceted physical education, to develop exercise habits to achieve the goal of lifetime sports. The effectiveness of the current University of Physical Education Teachers by personal factors: features and functions, including physical education teachers, expertise and interests, experience and age, and value orientation of teachers, curriculum, teacher attitudes, beliefs, habits and behavior styles, personality traits; and the enthusiasm of students, attitude, intention; there are school factors, school characteristics, facilities and other factors. These factors plaguing college sports curriculum construction and development, this study intended through the analysis of these factors to find enough of measures to promote Physical Education College further deepening of reform.
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Perrud Tardin, Heitor, and Luiz Rogério Romero. "O ESPORTE NA ESCOLA A PARTIR DO CURRÍCULO DO ESTADO DE SÃO PAULO." COLLOQUIUM HUMANARUM 17, no. 1 (2020): 250–63. http://dx.doi.org/10.5747/ch.2020.v17.h498.
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The 1980s represented an important period for teaching and learning Physical Education in schools, especially considering methodological aspects and content covered. It can be recognized that changes in methodologies have instrumentalized the movement's practice, however, without highlighting aspects of a pedagogical or critical nature. In this scenario, sport is characterized as a socio-cultural practice and, in the school environment, the form of teaching must be questioned, distancing itself from the reproduction of stereotypes of high performance and alienated training. Thus, it becomes relevant to analyze the approach to sport in the regular educational context. The objective is to analyze the insertion of sport in Physical Education at School for Elementary and High School from the Curricular Proposal of the State of São Paulo. This is a quantitative and qualitative documentary study. A survey of the proportionality of the distribution of topics related to sport and other content approaches was also used. Initially, the systematic reading of the text of the Curricular Proposal of the State of São Paulo was organized. 68 themes were identified to be addressed from the EF to the EM, from the Teacher's Notebooks. Sports, dances, gymnastics, physical abilities were observed; body, health, beauty among others. Thirty themes and content directly related to sport stood out, representing 44% of the total. Sport is predominant content, despite the recognized advances in relation to previous moments, gaps were identified to subsidize the student's global development. It is suggested to propose studies that assist in the educational actions of the teacher in the area and move towards innovation in sports education at school.
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Varnier, Thaise Ramos, Otávio Tavares, and Wagner Dos Santos. "Humanised soccer as a pedagogical project for teaching values in school." Revista Brasileira de Educação Física e Esporte 33, no. 2 (2019): 217–25. http://dx.doi.org/10.11606/issn.1981-4690.v33i2p217-225.
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A review of the academic debate concerning teaching values through physical education provides thoughts to consider regarding the educational potential of sport to promote the attitudinal dimension, with Olympic education as a reference. In addition to this trajectory, we attempt to understand the following question: How are studies pedagogically valuable for the pedagogical practices of physical education, with sportsas their content? The aim of this paper is to analyse pedagogical practices in the school environment, directed towards teaching values through sports, specifically soccer, by physical education teachers. This is a research-training type of descriptive study, which uses two semi-structured interviews and the creation of an autobiographical narrative as sources. By adapting the rules of soccer, the teacher created the “humanisedsport” method. It is concluded that the “humanised sport” method surpasses the limits of a classical Olympic education to meet socio-cultural needs.
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Varnier, Thaise Ramos, Otávio Tavares, and Wagner Dos Santos. "Humanised soccer as a pedagogical project for teaching values in school." Revista Brasileira de Educação Física e Esporte 33, no. 2 (2019): 217–25. http://dx.doi.org/10.11606/1807-5509201900020217.
Full textAbstract:
A review of the academic debate concerning teaching values through physical education provides thoughts to consider regarding the educational potential of sport to promote the attitudinal dimension, with Olympic education as a reference. In addition to this trajectory, we attempt to understand the following question: How are studies pedagogically valuable for the pedagogical practices of physical education, with sportsas their content? The aim of this paper is to analyse pedagogical practices in the school environment, directed towards teaching values through sports, specifically soccer, by physical education teachers. This is a research-training type of descriptive study, which uses two semi-structured interviews and the creation of an autobiographical narrative as sources. By adapting the rules of soccer, the teacher created the “humanisedsport” method. It is concluded that the “humanised sport” method surpasses the limits of a classical Olympic education to meet socio-cultural needs.
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Pagnano, Karen, and David J. Langley. "Teacher Perspectives on the Role of Exercise as a Management Tool in Physical Education." Journal of Teaching in Physical Education 21, no. 1 (2001): 57–74. http://dx.doi.org/10.1123/jtpe.21.1.57.
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This study explored the perspectives of two experienced female high school teachers regarding their use of exercise as a management tool. The participants were specifically chosen to embody one of two positions: exercise was an appropriate and frequent strategy for managing student misbehavior, or an inappropriate and unused strategy. A qualitative approach was adopted, and multiple forms of data were obtained and analyzed thematically. Two concepts on the nature of the sport participation experience were adapted to frame teacher perspectives on the use of exercise to manage student misbehavior. It is suggested that both participants integrated their prior sport experiences into an evolving life structure and subsequently constructed a management style that was consistent with that structure. Prior experiences involving power and performance sports helped to rationalize the use of exercise to manage student misbehavior. In contrast, prior experiences associated with pleasure and participation sports influenced the belief that exercise was an inappropriate strategy for managing student misbehavior.
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Lee, Ye Hoon. "Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching." European Physical Education Review 25, no. 1 (2017): 236–53. http://dx.doi.org/10.1177/1356336x17719559.
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Grounded upon the conservation of resources theory, this study sought to examine the relationships between the three emotional labor strategies, teacher burnout, and turnover intention among physical education teachers. A total of 613 high-school physical education teachers from 47 states across the United States completed online questionnaires that measured the proposed variables. The goodness-of-fit statistics indicated that the structural model showed a reasonable fit, χ2(605) = 1391.26 = 2.30, p < 0.01; RMSEA = .05; TLI = .93; CFI = .93. The results also revealed that teacher burnout was positively associated with surface acting and negatively associated with genuine expression. Further, teacher burnout was positively associated with turnover intention. Mediation analysis showed that teacher burnout fully mediated the trajectory from emotional labor strategies to turnover intention. The results highlight the impact of emotional labor on physical education teachers’ well-being and intention to leave the teaching profession.
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Sit, Cindy H. P., Thomas L. McKenzie, John M. G. Lian, and Alison McManus. "Activity Levels during Physical Education and Recess in Two Special Schools for Children with Mild Intellectual Disabilities." Adapted Physical Activity Quarterly 25, no. 3 (2008): 247–59. http://dx.doi.org/10.1123/apaq.25.3.247.
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This study compared physical education (PE) and recess in two markedly different special schools for children with mild intellectual disabilities; one school had a reputation for focusing on sports (High Sport Focus-HSF) and the other did not (Low Sport Focus-LSF). Data were collected in 24 PE classes and 48 recess periods using a validated observation system. During both PE and recess, HSF students engaged in physical activity (PA) at greater intensity levels, but LSF students accrued more total activity min. Differences in PA during PE between the schools were associated with both lesson context and teacher behavior. The results suggest written (e.g., scheduling) and unwritten policies within schools affect children’s activity levels.
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Sudibyo, Nur Afifah, and Reza Adhi Nugroho. "SURVEI SARANA DAN PRASARANA PEMBELAJARAN PENDIDIKAN JASMANI OLAHRAGA DAN KESEHATAN PADA SEKOLAH MENENGAH PERTAMA DI KABUPATEN PRINGSEWU TAHUN 2019." Journal Of Physical Education 1, no. 1 (2020): 18–24. http://dx.doi.org/10.33365/joupe.v1i1.182.
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The purpose of this study is to determine the condition of learning facilities and infrastructure of Physical and Sports Physical Education in junior high schools in Pringsewu, 2019. The method of the research used by the writer is qualitative methods, because it describes the availability of learning facilities and infrastructure of Physical and Sports Physical Education through the number of facilities and infrastructure that is available and is needed in learning. Data collection is done by using documentation, observation, and questionnaires. The research instrument that is provided in the form of a questionnaire is the availability of sports facilities and infrastructure. According to the result of the research conducted in State Junior High School, Pringsewu has been able innovating in creating sport modification tools. The modifications made even more widely used for learning in the athletics branch by utilizing simple materials. Each teacher is guided to provide an innovation and modification of the tools for the achievement of the learning process. Keywords: Facilities, Infrastructure, Learning, Physical education, sports and health, Junior High School
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Oliver, Bernard. "Teacher and School Characteristics: Their Relationship to the Inservice Needs of Teachers." Journal of Teaching in Physical Education 7, no. 1 (1987): 38–45. http://dx.doi.org/10.1123/jtpe.7.1.38.
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Once teachers enter the world of teaching, their opportunities to find continuing education become diffuse and often problematic. Despite the significance placed on continuing education by school districts, inservice and staff development activities are largely understudied in the research community. Accordingly, the purpose of this study was to investigate teachers’ inservice preferences and the relationship of these preferences to selected teacher and school characteristics. A 25-item questionnaire was administered to 85 secondary physical education teachers to assess their preferences for inservice education activities. Multiple regression and factor analysis revealed that selected teacher and school characteristics accounted for significant proportions of the variance as measured by the Inservice Needs Inventory.
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Hodgin, Katie L., Lauren von Klinggraeff, Brian Dauenhauer, et al. "Effects of Sharing Data With Teachers on Student Physical Activity and Sedentary Behavior in the Classroom." Journal of Physical Activity and Health 17, no. 6 (2020): 585–91. http://dx.doi.org/10.1123/jpah.2018-0711.
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Background: Data-driven decision making is an accepted best practice in education, but teachers seldom reflect on data to drive their physical activity (PA) integration efforts. The purpose of this study was to explore the impact of a data-sharing intervention with classroom teachers on teacher-directed movement integration and students’ PA and sedentary behavior. Methods: Teacher-directed movement behaviors from 8 classroom teachers in 1 primary school were systematically observed during four 1-hour class periods before (pre) and after (post) an intervention in which teachers individually discussed student movement data with a trained interviewer. Teachers’ K–2 students (N = 132) wore accelerometers for 10 school days both preintervention and postintervention. Results: Multilevel mixed effects regression indicated a nonsignificant increase in teacher-directed movement from preintervention to postintervention (+7.42%, P = .48). Students’ classroom time spent in moderate to vigorous PA increased (males: +2.41 min, P < .001; females: +0.84 min, P = .04) and sedentary time decreased (males: −9.90 min, P < .001; females: −7.98 min, P < .001) postintervention. Interview data inductively analyzed revealed teachers’ perspectives, including their surprise at low student PA during the school day. Conclusions: Findings suggest that sharing data with classroom teachers can improve student PA and decrease sedentary behavior at school.
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Amaral-da-Cunha, Mariana, Amândio Graça, Paula Batista, and Ann MacPhail. "Giving birth to a supervisory identity built upon pedagogical perspectives on teaching: The case of a novice physical education cooperating teacher." European Physical Education Review 26, no. 2 (2019): 353–74. http://dx.doi.org/10.1177/1356336x19857181.
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Teaching perspectives in initial teacher education are useful analytical tools for exploring the development of professional identity and the supervisory practices of cooperating teachers working with preservice teachers on school placement. A case study design was employed with an experienced physical education teacher newly appointed as a cooperating teacher to a cohort of three physical education preservice teachers to examine how his professional identity was challenged by the demands of the new role as a mentor. Data were collected throughout a one-year school placement and included three semi-structured interviews and the cooperating teacher’s weekly journal entries. Analysis was informed by grounded theory coding procedures. Open codes were collapsed into three metaphorical axial themes: (a) the chameleon, (b) a tailor-made cooperating teacher, and (c) the liaison of relations. To perform his new role as a cooperating teacher and surpass the emergent supervisory challenges in developing a pedagogical relationship with his first cohort of preservice teachers, the cooperating teacher called upon his educational perspectives on teaching physical education built on constructive, collaborative and inquiry premises, but ended up practising teaching perspectives echoing an apprenticeship model due to the preservice teachers’ personal characteristics.
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Abatin, Aroh, Hanik Liskustyawati, and Abdul Aziz Purnomo Shidiq. "SURVEY OF LEARNING PHYSICAL EDUCATION FOR SPORTS AND HEALTH IN THE COVID19 ERA AT MTS NEGERI 1 BOYOLALI ACADEMIC YEAR 20202021." PHEDHERAL 18, no. 1 (2021): 10. http://dx.doi.org/10.20961/phduns.v18i1.51454.
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<p><em>This study aims to determine: (1) the implementation of assessments by teachers of students during the Covid-19 era PJOK learning at MTs Negeri 1 Boyolali in the 2020/2021 school year; (2) constraints faced by teachers in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali in the 2020/2021 school year; (3) the level of student interest in learning in the Covid-19 era PJOK at MTs Negeri 1 Boyolali in the 2020/2021 school year; (4) the obstacles faced by students in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali in the 2020/2021 school year. This research uses qualitative research methods with survey techniques. The research samples were teachers and students of MTs Negeri 1 Boyolali who were domiciled. The subjects of this study included 5 PJOK teachers and 105 students out of 1041 people based on the Stratified Random Sampling. Data collection techniques with questionnaire techniques (questionnaire). The results of this study are as follows: (1) The implementation of an assessment by the teacher of students during the Covid-19 era PJOK learning at MTs Negeri 1 Boyolali, which is carried out well in terms of attitudes, aspects of skills and aspects of knowledge because the teacher has a strategy in implementing the assessment at each aspect as well as the teacher's awareness that these three aspects are equally important in learning PJOK; (2) The constraints faced by the teacher in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali, in the learning preparation stage in the form of difficulties in making various materials and planning learning equipment, for the learning process stage the teacher experienced dissatisfaction and discomfort in delivering learning PJOK online, teachers find it difficult to monitor and provide direction for each participant; (3) The level of interest in students' learning towards Covid-19 Covid-19 PJOK Learning at MTs Negeri 1 Boyolali, from the indicators of happy feelings driven by sincerity and enthusiasm when participating in learning, from indicators of interest driven by the desire to achieve achievement in learning outcomes, awareness of the importance of health, hobbies , and can increase self-confidence, and for indicators of student involvement attentively and material can be accessed before and after learning; (4) The constraints faced by students in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali, in the learning opening process is the difficulty of finding learning resources, when the core process of students is less interacting with teachers and friends, and when learning closes participants students cannot overcome difficulties even though the teacher has provided solutions.</em></p>
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Berekashvili, Nana. "The Role of Gender-Biased Perceptions in Teacher-Student Interaction." Psychology of Language and Communication 16, no. 1 (2012): 39–51. http://dx.doi.org/10.2478/v10057-012-0004-x.
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The Role of Gender-Biased Perceptions in Teacher-Student Interaction Differences in teacher perceptions depending on student gender and their impact on teacher-student interaction was the focus of the study. The questions addressed were: the characteristics that teachers encourage and discourage in girls and boys; the patterns of their responses to students of different genders; perception of pupils' academic achievement, learning skills and giftedness; distribution of attention between girls and boys. The study revealed that in spite of better school results, girls' skills and talents are underestimated, expectations towards them are low and their behavior is restricted to stereotyped feminine roles. The majority of those surveyed support the idea that sex determines different abilities in different learning skills as regards school subjects. While girls, in teachers' opinion, insignificantly exceed boys in the humanities, boys entirely outdo girls in natural sciences and math. Teachers totally deny girls' abilities in sports. At the same time, most teachers are hardly aware of being gender-biased themselves.
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Sommarström, Kaarina, Elena Oikkonen, and Timo Pihkala. "The School and the Teacher Autonomy in the Implementing Process of Entrepreneurship Education Curricula." Education Sciences 11, no. 5 (2021): 215. http://dx.doi.org/10.3390/educsci11050215.
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The purpose of this study was to examine the utilization of the opportunities offered by teacher and school autonomy in entrepreneurship education with companies involved. The research question was: How do schools and teachers use their autonomy in the implementation of entrepreneurship education? This research question was complemented by two additional research questions that were: How does teacher autonomy benefit the implementation of entrepreneurship education? and How do teachers want to utilize autonomy in teaching? This qualitative study used content analyses and the data were collected via semi-structured interviews, with a total of 35 people from 23 schools in Finland. The findings show that school and teacher autonomy brought excellent results in implementing entrepreneurship education and, in these cases, the message of the curriculum worked as fuel for the activities carried out by the school and the teachers. At the same time, some groups of schools and teachers disregarded the message of the curriculum for a set of reasons. Hence, the educational authorities nationally and locally need to consider the balance between autonomy and the core curriculum and weigh the pros and cons of the situation. The study suggests further research on teachers’ perceptions of the relationship between the curricula expectations and implementation of entrepreneurship education.
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Osamu, Umezawa. "Building Next-generation Schools with 21st Century Skills(learning) and ESD (Reconstructing Japanese Teacher Education System)." Journal of Sustainable Development Education and Research 1, no. 1 (2017): 11. http://dx.doi.org/10.17509/jsder.v1i1.6239.
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The Japanese government has actively promoted Education for Sustainable Development (ESD) that UNESCO advocates and is going to fully implement the school reform that aims to enhance next generation’s 21st century skills by the year of the Olympic in Tokyo, 2020. So far, Japanese schools focused on basic skills. However, the presenter believes that next generation’s schools need to be reconstructed with 21st century learning and ESD as their base. Now the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is taking actions to fix the comprehensive conditions for the educational reform. Especially MEXT focuses on the reform of the comprehensive system of training, employment, and development of teachers. The basic directions of the system reform is as follows: to hold “the Teacher Professional Development Consortium” by the association between education boards of the prefecture and universities; to develop the index of teacher professional development based on the fundamental principles by MEXT; to improve the curriculum of teacher training or development; and to assess the ability and quality that teachers need to hold. Since 2010, the Shizuoka University has promoted the systematic reform that integrated teacher education and in-service education. Such a reform corresponds to the era of globalization. The basic concept, if I state briefly, is to nurture and support the teachers who can teach for 21st century learning in their classrooms. To achieve this concept, the Faculty of Education, Shizuoka University, of which primary purpose is to train future teachers, is going to open the Elementary Learning Development Major in April of 2016, as a part of the organizational reform of teacher training. In the program, students will deal with contemporary educational problems and use interdisciplinary methods.In order to support teacher professional development and their research, School of Education established the Research and Education Center for the Learning Sciences (RECLS) in April of 2013 and the Center for Promoting Higher-Quality Teacher Education (PHTE) in April of 2014. In addition, it established Advanced Professional Development in School Education in 2009 and Cooperative Doctoral Course in Subject Development in 2012. Teachers in next generation schools should hold the practical abilities to organize their classes based on theories and methods of interdisciplinary and comprehensive learning. The Shizuoka University will promote such a reform and research teacher training, if possible, in association with the universities in Indonesia, ASEAN and Asia.
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Clohessy, Liam, Richard Bowles, and Déirdre Ní Chróinín. "Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education." European Physical Education Review 26, no. 2 (2019): 571–86. http://dx.doi.org/10.1177/1356336x19877195.
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Class swapping is the process whereby a generalist primary school teacher with a particular subject expertise and interest swaps classes with a teacher colleague and they teach each other’s class a specific area of the curriculum. Instances of class swapping for physical education (PE) have been noted in many countries, but there is currently no explicit research into this practice. Consequently, this research investigated the experiences of two generalist teachers with additional PE expertise teaching PE to classes other than their own in two Irish primary schools over two separate intervention periods totalling 18 weeks. The participants’ experiences of class swapping for PE were analysed using qualitative data generated by individual interviews, pupil focus groups, researcher observations and teacher reflections. Hargreaves and Fullan’s theory of professional capital was used as a theoretical framework. The lead teachers’ expertise and enthusiasm for PE provided the pupils involved with rich PE experiences. The opportunity to teach additional PE also increased the lead teachers’ ability and motivation to provide further PE leadership within their schools. Furthermore, class swapping contributed to increased teacher interactions focused on teaching and learning. These findings make a worthwhile contribution to our understanding of class swapping and its potential to enrich pupil experiences in primary PE settings where generalist teachers operate.
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Howland, Jonathan, Holly Hackman, Alyssa Taylor, et al. "Evaluation of Implementation of Massachusetts Sports Concussion Regulations." Journal of School Nursing 34, no. 5 (2017): 344–49. http://dx.doi.org/10.1177/1059840517702697.
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In 2015, the Massachusetts Department of Public Health conducted focus groups with school nurses (SNs) and athletic trainers (ATs) from Massachusetts middle and high schools to assess implementation of legislated regulations relative to the management of students’ head injuries incurred during extracurricular sports. Four tape-recorded focus groups were conducted by experienced facilitators. Lists of themes were synthesized by investigators for each focus group. Participating SNs and ATs supported the sports concussion legislation, felt that implementation had gone well, indicated that the law empowered them in managing return-to-school/play for students with concussion, and experienced support from their school administrators. Some SNs reported that they had applied relevant procedures to all students with head injuries, regardless of how or where the injury occurred. Challenges identified included protocols for away games, inconsistent concussion care by physicians, and a need for teacher education. Further research is required to quantify these findings.
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Hortigüela Alcalá, David, and Alejandra Hernando Garijo. "Teaching Games for Understanding: A Comprehensive Approach to Promote Student’s Motivation in Physical Education." Journal of Human Kinetics 59, no. 1 (2017): 17–27. http://dx.doi.org/10.1515/hukin-2017-0144.
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AbstractIt seems important to consider students’ attitudes towards physical education (PE), and the way they learn sports. The present study examines students’ perceptions of motivation and achievement in PE after experiencing three consecutive sport units. Two hundred and thirty seven students from the 1st, 2nd, 3rd, and 4th grade in a high school in Burgos (Spain) and two teachers agreed to participate. They were divided into two groups in order to compare two instructional approaches. The experimental group (A), 128 students, experienced Teaching Games for Understanding (TGfU), while the control group (B), 109 students, experienced a technical-traditional approach. Each group was taught by a different teacher. The study followed a mixed-method research design with quantitative (questionnaire) and qualitative (interview) data. Results revealed that group A showed greater motivation and achievement in PE than group B. Significant differences were found in achievement. Participants with better academic results in group A were more positive in sport participation. Meanwhile, students who practiced more extracurricular sports in group B were more actively involved in sport. Teachers disagreed greatly on the way sport should be taught in PE.
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Pan, Jian. "Design on College Sports Course Management System." Applied Mechanics and Materials 687-691 (November 2014): 2308–11. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2308.
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Sports Course management system is an important part of the sports discipline management, construction and improvement of management systems has important implications for guiding sports activities. In this paper, college sports course management system has been designed, first elaborated the technology is mainly used in the system design, then analyze the functional modules of the system, including: students elective course, sports scores, sports course, sports activities, sports facilities, student physique health standards, sports health, teacher-students communication, 8 management module. The system basically achieve the student's online information search, elective course, teacher fully grasp the student information, entry student achievement and school administrators to manage the course information release, the sports course information management and other functions.
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Belansky, Elaine S., Nick Cutforth, Ben Kern, and Sharon Scarbro. "Disseminating Evidence-Based Physical Education Practices in Rural Schools: The San Luis Valley Physical Education Academy." Journal of Physical Activity and Health 13, no. 9 (2016): 1002–9. http://dx.doi.org/10.1123/jpah.2015-0467.
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Background:To address childhood obesity, strategies are needed to maximize physical activity during the school day. The San Luis Valley Physical Education Academy was a public health intervention designed to increase the quality of physical education and quantity of moderate to vigorous physical activity (MVPA) during physical education class.Methods:Elementary school physical education teachers from 17 schools participated in the intervention. They received SPARK curriculum and equipment, workshops, and site coordinator support for 2 years. A pre/post/post within physical education teacher design was used to measure intervention effectiveness. System for Observing Fitness Instruction Time (SOFIT) and a physical education teacher survey were collected 3 times.Results:MVPA increased from 51.1% to 67.3% over the 2-year intervention resulting in approximately 14.6 additional hours of physical activity over a school year and 4662 kcal or 1.33 lbs. of weight gain prevention. More time was spent on skill drills and less time on classroom management and free play.Conclusions:The San Luis Valley Physical Education Academy succeeded in increasing rural, low-income students’ physical activity. The multicomponent intervention contributed to the program’s success. However, cost-effective approaches are needed to disseminate and implement evidencebased practices aimed at increasing students’ physical activity during the school day.
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Senyametor, Felix, Anane Agyei, Vincent Mensah Minadzi, and Tahir Ahmed Andzie. "Sociocultural Variables Influencing Female Pupils’ School Dropout in the Asante Akim South Municipality of Ghana." European Scientific Journal, ESJ 17, no. 27 (2021): 76. http://dx.doi.org/10.19044/esj.2021.v17n27p76.
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Educating the girl-child has witnessed an elevated influence of women in education, politics, health, industry and sports among others. Advancing girls’ education is probably the most cost-effective measure for an evolving country like Ghana and other nations to enrich womanhood. Sadly, the girls’ education in Ghana appears to be on a downward trend due to their high school dropout rate. This study therefore investigated sociocultural factors influencing female school dropout -in the Asante Akim South Municipality of the Ashanti Region of Ghana. The descriptive design was employed for the study. A sample of 96, made up of 40 teachers and 56 female school dropouts was purposely selected out of a population of 3,543 from 10 public Junior High Schools. The questionnaire and structured interview were used for data collection. The results showed that some teachers’ negative attitudes, persistent teacher and peer sexual harassment of female students, teenage pregnancy and some cultural practices among others were causes of female school dropout. It was recommended that regular workshops be organized by the Ghana Education Service for Junior High School (JHS) teachers on how to professionally handle the girl-child in schools in the Asante Akim South Municipality to enable the girls stay in school thereby reducing their dropout.
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Lounsbery, Monica A. F., Thomas L. McKenzie, Stewart Trost, and Nicole J. Smith. "Facilitators and Barriers to Adopting Evidence-Based Physical Education in Elementary Schools." Journal of Physical Activity and Health 8, s1 (2011): S17—S25. http://dx.doi.org/10.1123/jpah.8.s1.s17.
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Background:Evidence-based physical education (EBPE) programs have increased physical activity (PA) by as much as 18%, yet widespread adoption has not occurred. Understanding school facilitators and barriers to PE should prove useful to EBPE dissemination efforts.Methods:Pairs of principals and PE teachers from 154 schools (75 Adopters and 79 Non-Adopters) from 34 states completed questionnaires. Differences between Adopter and Non-Adopter schools were tested using t tests or Wilcoxon Signed Rank Tests and chi-square analyses.Results:Principals and teachers reported distinct PE curriculum adoption decision making roles, but few viewed themselves as very involved in program evaluation. Teachers in Adopter schools were more satisfied with PE program outcomes and had greater involvement in teacher evaluation and program decision making. Compared with teachers, principals were generally more satisfied with their school’s PE program outcomes and did not share the same perceptions of PE barriers. However, principals also demonstrated a general lack of PE program familiarity.Conclusions:To facilitate EBPE adoption, dissemination efforts should target both principals and PE teachers. Increasing principal’s knowledge may be instrumental in addressing some teacher perceptions of barriers to PE. Strategic advocacy efforts, including targeting policies that require PE program evaluation, are needed.
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Pennington, Colin G., Matthew D. Curtner-Smith, and Stefanie A. Wind. "Influence of a physical education teacher’s perceived age on high school pupils’ perceptions of effectiveness and learning." European Physical Education Review 26, no. 1 (2018): 22–35. http://dx.doi.org/10.1177/1356336x18816342.
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Few studies have focused on the issues older physical education (PE) teachers encounter which may limit their effectiveness. The purpose of this study was to examine the influence of a PE teacher’s apparent age on high school pupils’ learning and perceptions of the teacher. Participants were 114 ninth, tenth, eleventh, and twelfth grade pupils. They were randomly assigned to watch one of two virtually identical filmed swimming lessons taught by the same teacher. In the young-appearance lesson, the teacher taught as his normal and relatively youthful self. In the middle-aged lesson (MAL), his appearance had been aged by a theatrical makeup artist. Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a questionnaire asking them about their perceptions of the teacher. Inferential statistical tests indicated that the pupils who watched the MAL perceived the teacher more favorably. Performance on the content examination was similar for pupils who watched either film. These findings provided support for a psychological/developmental explanation of how and why pupils respond to and learn from PE teachers of different ages.
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Tangkawsakul, Sakon, Nuttapat Mookda, and Weerawat Thaikam. "Learning Mathematics Through Mathematical Modelling Processes Within Sports Day Activity." Southeast Asian Mathematics Education Journal 10, no. 2 (2020): 105–14. http://dx.doi.org/10.46517/seamej.v10i2.108.
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In this study, we adapted the school sports day to provide opportunities to relate real-life situations with mathematical knowledge and skills. The purpose of this study was to describe the way that the teachers interact with their students and the students’ responses during mathematical modelling processes. The designing of the modelling task was inspired by the Realistic Fermi Problems about the bleacher in the school sports day. The modelling task was designed by a collaboration of mathematics teachers and educators and experimented with 10th-grade students. Each experiment lasted for 45 minutes and was conducted in the one-day camp with 45 students. The results showed that the students who had no previous experience of mathematical modelling engaged in mathematical modelling processes with their friends under the guidance and supporting of the teacher. Most of them were able to think, make assumptions, collect data, observe, make conjectures and create mathematical models to understand and solve the modelling task.
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Chu, Tsz Lun (Alan), and Tao Zhang. "Motivational processes in Sport Education programs among high school students." European Physical Education Review 24, no. 3 (2018): 372–94. http://dx.doi.org/10.1177/1356336x17751231.
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The purpose of this study was to conduct a literature review on the motivational processes in a Sport Education curriculum model among high school-aged students using self-determination theory and achievement goal theory as theoretical frameworks. Literature for analysis was searched through electronic databases including Academic Research Complete, ERIC, PsycINFO, SPORTDiscus, and Web of Science by entering ‘Sport Education’, ‘physical education’, and ‘high school’ or ‘secondary school’ as keywords. Articles for review were then selected using the following criteria: (a) written in English; (b) published in a peer-reviewed journal; (c) a Sport Education curriculum model implemented in high school settings with three season phases; (d) providing empirical findings; and (e) investigating motivational variables as main outcomes. A total of 18 articles were identified of moderate and high quality based on a quality assessment. A systematic review of the articles resulted in three main findings: (a) self-determination theory and achievement goal theory strongly support the positive motivational influence of Sport Education; (b) Sport Education is relatively consistent in promoting motivational outcomes across genders, grade levels, sports, and motivational profiles; and (c) more research with long-term follow-up data and teacher participants in diverse school settings is needed to examine potential differences in the motivational impact of Sport Education programs.
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Kwon, Hyungil Harry, Do young Pyun, and May Kim. "Perceived Leadership Behavior of Physical Education Teacher-Coaches: When They Teach vs. When They Coach." Journal of Teaching in Physical Education 29, no. 2 (2010): 131–45. http://dx.doi.org/10.1123/jtpe.29.2.131.
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The objective of the study was to see whether a teacher-coach exhibits different types of leadership behavior when s/he teaches a PE class and coaches a group of athletes. The participants in this study were 17–18 year old second-year preuniversity students from two local junior colleges in Singapore. A total of 159 students of mixed gender participated, including 80 PE students and 79 student-athletes from floorball, canoeing, and shooting teams. All of the 159 students were taught or coached by three (one male and two female) PE teachers, who performed the dual roles of a PE teacher-coach in the school. The data collection instrument used in this study was the Leadership Scale for Sports (Chelladurai & Saleh, 1980) measuring five leadership behaviors. A multivariate analysis of covariance indicated that democratic decision making accounted for most of the differences between the PE students’ and student-athletes’ perceived leadership behavior of their teacher-coaches; the student-athletes perceived their coaches to provide training and instruction more than did the PE students. In addition to training and instruction, the student-athletes perceived more positive feedback given to them than did the PE students. For decision making style, students in PE class perceived more democratic decision making than athletes in school teams. The social support subscale did not show statistically significant group difference.
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Han, Man-Gyu. "Role Expectations on Homeroom Teacher of Elementary school as a Sports Instructor." Journal of Korean Society for the Study of Physical Education 20, no. 4 (2016): 73. http://dx.doi.org/10.15831/jksspe.2016.20.4.73.
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Kukka, Christine. "Bloodborne Infections: Should They Be Disclosed? Is Differential Treatment Necessary?" Journal of School Nursing 20, no. 6 (2004): 324–30. http://dx.doi.org/10.1177/10598405040200060601.
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There are students and staff in many schools with hepatitis B, hepatitis C, or HIV infections. Should parents or guardians be expected to disclose students’ bloodborne infections to school officials? Can infected students play contact sports given the increased risk of blood spills? What type of response plan should schools develop in the event of a blood spill to protect student health and privacy? This article summarizes the policies and approaches that the federal government and medical, school nursing, teacher, and parent organizations have taken on these issues. It suggests strategies school nurses can employ to protect the civil rights, privacy, and health of all students and school staff.
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Ward, Phillip, Murray F. Mitchell, Hal A. Lawson, and Hans van der Mars. "Chapter 4: Physical Education Teacher Education Initial Certification: Meeting the Challenges." Journal of Teaching in Physical Education 40, no. 3 (2021): 372–81. http://dx.doi.org/10.1123/jtpe.2020-0242.
Full textAbstract:
The physical education teacher education (PETE) faculty charged with oversight and delivery of initial teacher licensure programs confront several challenges. Some necessitate responses to revised and new standards, while others can be reframed as timely opportunities for improvement and innovation, whether in response to or in anticipation of rapid, dramatic societal change. Six examples of challenges as opportunities are discussed in this chapter: (a) the need to determine the skills, essential knowledge, values, and sensitivities for work practices in the schools of the future; (b) the dual priority for evidence-based practices in PETE and in school programs; (c) PETE faculty members’ obligations to adapt their pedagogical practices and revise preservice programs in concert with expert, veteran teachers from schools with exemplary programs; (d) manifest needs to make choices among competing, evidence-supported physical education program models; (e) needs and opportunities to redesign PETE programs, especially those located in kinesiology departments; and (f) emergent policy imperatives to demonstrate the value-added effects, both short- and long-term, on tomorrow’s teachers.
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Goh, Tan Leng, and Kristin Scrabis-Fletcher. "Community of Practice: Preparing Preservice Teachers to Lead Movement Integration in a School–University Partnered Program." Journal of Teaching in Physical Education 40, no. 1 (2021): 21–29. http://dx.doi.org/10.1123/jtpe.2019-0004.
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Purpose: Physical education teacher education programs prepare preservice teachers to lead Comprehensive School Physical Activity Programs. Through the coordination of a university’s physical education teacher education program and an elementary school, the purpose of this study was to examine preservice and in-service teachers’ perspectives in implementing a 6-week movement integration program. Method: A total of 12 preservice teachers participated in a weekly online discussion forum as part of a community of practice. In addition, the preservice teachers and three in-service teachers participated in an interview. Data were analyzed for themes. Results: The themes were facilitating implementation through support, sharing ideas for common practice, and overcoming challenges in implementation. Support received by the preservice teachers facilitated the implementation of the program. They also shared strategies to overcome implementation challenges through the weekly online discussions. Discussion/Conclusion: Fostering communities of practice among preservice teachers prepares them for collaboration and movement integration implementation in the future.
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Tumynaitė, Laura. "PHYSICAL EDUCATION TEACHER AS A REFLECTIVE PRACTITIONER STUDYING AT A SPORTS UNIVERSITY." Laisvalaikio tyrimai 2, no. 10 (2017): 1–8. http://dx.doi.org/10.33607/elt.v2i10.243.
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Research background.With the rapid advancement and changes in students’ generation, the societyneeds improvements in the process of the preparing physical education teachers. The process of the preparationrequires the development of a practically, individually, creatively,critically minded physical education teachercapable of active and independent problem solving in practice. The article focuses on the process of preparationand improvement of the curriculum for physical education teachers in Lithuania. The aim of the article is toupdate and compare a new European dimension–a reflective teaching model that encourages the analysis ofpast activities and the construction of new activities.The aim of the researchwasto reveal theoretical assumptions about the application of the reflectivemodel in the training of physical education teachers atasports university.Conclusionsandperspectives:It is important to reform the academic and practical content of studiesby creating reflexive physical education teacher training, creating conditions for the reflection of personal andprofessional identity, developing and integrating reflective model approaches into the content of studies,developing teacher competencies, developing reflective analysis and cooperation and interaction with studentsin the areas of knowledge, skills and valuables. The reflective model in vocational training of specialists in thework of physical educationteacherscreates conditions for the development of changes and the search foralternative ways to attract students to enjoy physical activity and fulfill the goal of physical education–to bephysically active not only within the school, but also outside it. This goal is developed at a universitywhereuniversality is particularly emphasized.The argument for the purpose of physicaleducationis part of the research as a training tool for thetraining of physical education teachers. A combination of practicalwork and research is necessaryas it givesthe educators the opportunity to learn themselves to understand their knowledge and maintain opinions.Itwould also help improve the sometimes extremely good status of the teacher of physical education and enhancethe knowledge of the work of a physical education teacher in the practice of professional work.