首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
Purpose: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms. Method: Online databases (Educational Resources Information Center, Google Scholar, PsycINFO, and PubMed) served as data sources for the study. Following the PRISMA guidelines, relevant published research on MI was identified and screened for inclusion in a qualitative synthesis. Content analysis of the included articles (N = 28) was used to identify themes of MI facilitators and barriers. Facilitators and barriers were then categorized using a social-ecological framework. Results: A total of 12 themes of MI facilitators and barriers were identified and categorized into two social-ecological levels: institutional factors (e.g., administrative support, resources) and intrapersonal factors (e.g., teacher confidence, ease of implementation). Conclusion: This review can inform research and practice aimed at supporting the implementation of MI in elementary classrooms.  相似文献   

2.
Background: Physicality in human movement characteristic of indigenous sporting forms in Africa is grounded in a multitude of cultures. During the period of colonial Africa, there was the introduction of British sporting forms, policies, and practices in schools and society. It was through schools and missions that the colonists introduced sport activities, with colonial administrators and officers prioritizing athleticism over other activities, evident in after-school sports and games. Thus, schools along with Christian missions served as the instruments of colonial education, culture, and sport, with resources allocated selectively to advance racialized and classist education.

Purpose: This paper explores how colonialism, particularly British forms of sport physicality, impacted African people and deconstructs how curriculum and teaching in physical education (PE) during the post-colonial era is lost to the politics of knowledge in the school–society nexus, revealing how the school curriculum serves as a contested terrain. This contestation discloses how colonial and post-colonial narratives intertwine to influence public policy and school practices in the development and implementation of PE curriculum.

Themes: Examination of the literature produced themes associated with stratification of school subjects and marginalization of PE in particular – the exam-oriented and elitist-oriented education – which characterized British Africa, and made British education part and parcel of policy development and implementation, influencing the nature of education, and PE in particular. The elitist education influenced public policy initiatives, frameworks, and corresponding reforms resulting in stratification of school subjects, the use of public school expenditure, and in the type of teacher training followed. In addition, negative school-wide practices became apparent with public policy, rules, and regulations being loosely coupled with school realities, leading PE to be considered as a ‘toothless subject' in the school curriculum. Besides physicality and learning in PE are not distinguishable from sporting forms and practices, bringing out the emphasis on competitive school sport that has been used to promote nation's prestige, social engineering, and economic development.

Conclusion: A development of way forward for PE in British Africa is considered critical and warranted for adequate development of children and youth and for promotion of the health welfare of society. PE plays a critical part in the nexus between education and development; including meeting individual and social welfare goals of post-colonial British Africa; and as such the needs of all children should be at the forefront of policy development and implementation. What is warranted is a development of a standard-based reform that is grounded in a strong formulated public policy that acknowledges diversity in the centralized system of education; with its implementation showing a balance of PE with after-school sport programs and incorporation of indigenous sporting forms.  相似文献   

3.
Abstract

A statewide program assessment was established to make positive change in physical education school programs in South Carolina. Reform efforts depend both on balancing accountability for change and teacher support for change (Odden &Anderson, 1986). The purpose of the study was to determine teacher perceptions of the South Carolina Physical Education Assessment Program and its effects across six related themes including: changes in teaching and learning, changes in curriculum and instruction, teacher awareness of the assessment program, teacher support for the program, work place conditions, and the advocacy role of the program. It was also the purpose of this study to determine if the survey responses were in any way related to teacher and school variables. The overall results of the study indicated positive change and support for the assessment program, supporting the viability of the standards, assessment, and accountability reform effort to positively impact physical education programs.  相似文献   

4.
PurposeThis quasi-experimental study examined the impact of height-adjustable desks in combination with prompts to break up prolonged sitting time during class time and identified social and motivational factors associated with breaking up sitting time among adolescents. Teachers’ perceptions of strategies were also examined.MethodsOver 17 weeks, 1 classroom in a government secondary school in Melbourne, Australia, was equipped with 27 height-adjustable desks and prompts (posters and desk stickers) to break up classroom sitting time. Teachers received professional development in the use of the desks and prompts. One group of adolescents (n = 55) had 2–5 lessons/week using the height-adjustable desks in an intervention classroom, and a comparison group matched by year level and subject (n = 50) was taught in traditional “seated” classrooms. Adolescents wore an activPAL monitor at baseline (T0), 4 weeks (T1), and 17 weeks (T2) and completed a survey at T0 and T2. Six teachers participated in interviews at T2. Effect sizes were calculated (d).ResultsLinear mixed models found that, compared to the traditional “seated” classrooms, the adolescents in the intervention classroom had significantly lower sitting time (T1: –9.7 min/lesson, d = –0.96; T2: –6.7 min/lesson, d = –0.70) and time spent in sitting bouts >15 min (T2: –11.2 min/lesson, d = –0.62), and had significantly higher standing time (T1: 7.3 min/lesson, d = 0.84; T2: 5.8 min/lesson, d = 0.91), number of breaks from sitting (T1: 1.3 breaks/lesson, d = 0.49; T2: 1.8 breaks/lesson, d = 0.67), and stepping time (T1: 2.5 min/lesson, d = 0.66). Intervention classroom adolescents reported greater habit strength (d = 0.58), self-efficacy for breaking up sitting time (d = 0.75), and indicated that having a teacher/classmate remind them to stand as helpful (d = 0.50).ConclusionThis intervention shows promise for targeting sitting behaviors in the classroom and indicates that incorporating social and motivational strategies may further enhance outcomes.  相似文献   

5.
Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a school's curriculum (see Kirk, D. 2013. ‘Educational Value and Models-based Practice in Physical Education.’ Educational Philosophy and Theory 45 (9): 973–986.; Lund, J., and D. Tannehill. 2015. Standards-based Physical Education Curriculum Development. 3rd ed. Burlington, MA: Jones &; Bartlett.; Quay, J., and J. Peters. 2008. ‘Skills, Strategies, Sport, and Social Responsibility: Reconnecting Physical Education.’ Journal of Curriculum Studies 40 (5): 601–626.). Significantly none, to date, have empirically investigated broader notions of MBP that make use of a range of different pedagogical models in/through the PE curriculum (Kirk, D. 2013. ‘Educational Value and Models-based Practice in Physical Education.’ Educational Philosophy and Theory 45 (9): 973–986.).

Aim: To provide a first empirical insight into using a MBP approach involving several models to teach physical education. At its heart, this paper presents the reader with the realistic and nuanced challenges that arise in striving towards, engaging with, planning for, and enacting a broader, multimodel notion of MBP.

Method: While the study itself was broader, we focus primarily on three units (one using Cooperative Learning, one using a Tactical Games/Cooperative Learning hybrid and a third using Sport Education) taught to boys in two different age groups (i.e. 11–12 and 14–15). Two analytical questions inform and guide our enquiry: (1) What do we learn about MBP implementation through this project that would help other physical education practitioners implement a multimodel MBP approach? and (2) What are the key enablers and constraints of early MBP implementation? Data sources included (a) 21 semi-structured interviews with student groups, (b) teacher post-lesson and post-unit reflective analyses, (c) daily teacher reflective diaries, and (d) teacher unit diaries. Data were analysed comparatively considering the two analytical questions.

Results: The data analysis conveys strong themes around the areas of teacher and student prior learning, working toward facilitating a change in practice, sufficient time to consider changes in practice, and changing philosophies and practices. The results suggest that the consistent challenge that arose for the teacher towards the goal of adopting a MBP approach was the reduction of his overt involvement as a teacher. While the teacher bought into the philosophy of multimodel MBP he was continually frustrated at not progressing as quickly as he would like in changing his practice to match his philosophy.

Conclusions: Despite his best intentions, early attempts to use a multimodel MBP approach were limited by the teacher’s ability to re-conceptualise teaching. The teacher made ‘rookie mistakes’ and tried to transfer his normal classroom practice onto paper handouts while simultaneously inviting students to play a more central role in the classroom. In considering this journey, we can see an indication of the investment needed to implement a MBP approach. Pedagogical change in the form of MBP is a process that needs to be supported by a community of practice intent on improving learning across multiple domains in physical education.  相似文献   

6.
ABSTRACT

Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers’ provision of PE and PL opportunities within a cluster of suburban primary schools.

Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach’s role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers.

Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; ?3.5 min/lesson; β?=?1.69; SE?=?0.76; p?=?.05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β?=?1.14, SE?=?0.58, p?=?.05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p?<?.05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school ‘culture’ of physical activity.

Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.  相似文献   

7.
Chengwei Yang 《国际体育史杂志》2017,34(17-18):1933-1949
Abstract

As China has issued a range of policies to elevate football development to a national strategy, school football has been gaining the attention of the public and scholars. This study reviews the implementation of school football policies for the purpose of facilitating development of school football. By combining methodologies such as a literature review, interview survey, and questionnaires with theories of public policy implementation, an analysis framework was set up under which deviations from the school football policies during the implementation process were analyzed comprehensively. It was found that symbolic, selective, and additional implementation and collusions are common when the policies are implemented. Action is needed to strengthen policy promotion and precisely define the goals. Improved mechanisms are needed to manage the policy implementers, differentiating functions of school football. More resources are needed to facilitate policy implementation, which should be allocated in a reasonable manner. Enhanced supervision and appraisal of school football policies is needed, and accountability for their implementation must be clarified.  相似文献   

8.
Background: One main purpose of the World Anti-Doping Agency was to harmonize anti-doping efforts, including the provision of anti-doping education. A multifaceted approach to doping prevention can play a key role in preventing intentional and unintentional doping. This article aimed to systematically record and evaluate doping prevention approaches in the form of information and education activities of national antidoping organizations(NADOs) and assess the extent to which a multifaceted doping prevention approach has been realized.Methods: Data on anti-doping information and education activities of 53 NADOs were collected via a survey and an online search of the NADOs' websites. Prevention activities were classified into knowledge focused, affective focused, social skills, life skills, and ethic-and valuebased.The implementation of the prevention activities was assessed by 4 independent raters using a modified visual analogue scale.Results: In total, 59% of the NADOs(n = 38) returned the survey and 70%(n = 45) had information available online. The data were combined for the visual analogue scale assessment. Overall, 58% of the NADOs(n = 37) reported offering activities including elements of all 5 approaches.Results of the raters' assessments indicated that the knowledge-focused approach was best implemented;the implementation of the other 4 approaches was largely unsatisfactory. The most common barriers to implementing doping prevention programs reported by the NADOs were lack of resources(n = 26) and difficulties in collaborating with sports organizations(n = 8).Conclusion: Results show a discrepancy between NADOs' self-report data and the implementation assessment. Even though the NADOs indicated otherwise, most of their education-based approaches did not address aspects of the visual analogue scale(e.g., resisting peer pressure) and only a few programs were ongoing. Possible explanations might be found in the reported barriers(e.g., financial). Concrete guidelines defining multifaceted, values-based education, and best practice examples should be developed to indicate how to include all 5 approaches in prevention.  相似文献   

9.
Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.

Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n?=?439). Groups included students with 1. A diagnosed disability, 2. Low grades in PE (D–F) and 3. High grades (A–C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n?=?25). Relationships between student self-reports and PE-teachers’ self-ratings were investigated. Also examined was the potential to which students’ functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n?=?121).

Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D–F group scored lower and the A–C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A–C group.

Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D–F group and likely promote a positive learning environment.  相似文献   

10.
The paper reflects on the development of examination awards in physical education from a predominantly autobiographical research perspective. The paper draws on experiences and reflections from inside examinations as a teacher, part of the policy and implementation process and document author and outside examinations as a researcher of the aspirations of awards and policy enactment in schools in Scotland. This combined perspective proceeds via a largely chronological appraisal of school and national policy developments allied to analysis from a wider academic review of progress. Despite early enthusiasm by students and many teachers the review highlights the problems of announcing policy rather than engaging with the ongoing detail of policy problems. This approach has led to variable progress and a lack of boldness in making learning suitably personalized with closer connections between practice and theory informing teaching and assessment. Furthermore, through the adoption of rote learning and assessment procedures, teachers have become complicit in affirming that while greater educational goals are achievable their particular practices are unlikely to realize these goals. In order to avoid further regression it is argued that examination awards need to unlock practice problems through engaging with research evidence which assists in understanding better the complex components of authentic practice, practice and theory integration and how increased use of digital technologies can personalize learning and enliven teaching and assessment. Without this occurring, examinations in Scottish physical education represent something akin to a pyrrhic victory, where expanding policy provision has left behind rather underwhelming learning gains and where teachers’ sense of agency is curtailed by a messy combination of difficult to rectify professional concerns.  相似文献   

11.
  相似文献   

12.
Purpose: Physical education (PE) in school provides opportunities for physical activity (PA) engagement and reportedly results in improved health-related fitness. This study explored the underlying correlations between PE and activity-related healthy lifestyle practices with current level of cardiorespiratory fitness. Methods: A total of 13,138 students age 14 (boys = 7,094, 54.0%) in Grade 8 from the China National Assessment of Educational Quality - Physical Education & Health 2015 were included in this study. Two independent structural equation modeling (SEM) analyses were conducted to obtained sex-specific results. Data included the results of the 15-m progressive aerobic cardiovascular endurance run (PACER) and questionnaire data regarding PE curriculum implementation, learning and practice, perceived support from PE teachers, PE facilities, PE equipment, activity-related healthy lifestyle practices, habitual physical fitness, appropriate method of physical fitness, and breakfast eating habits. Structural equation modeling was applied to examine the associations between variables, controlling for socioeconomic status, the location of schools, and Body Mass Index. Results: There was a statistically significant relationship between cardiorespiratory fitness and activity-related healthy lifestyle practices, which was somewhat positively impacted by skill learning and practice and perceived support from PE teachers. Together, the boy’s model explained 21.8% of the variance in cardiorespiratory fitness, whereas the girl’s model explained 15.9%. Conclusions: A well-organized PE program is related to students’ activity-related healthy lifestyle practices, and consequently provides an improvement to cardiorespiratory fitness.  相似文献   

13.
  相似文献   

14.
Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education.

Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.

Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.

Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.

Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting.  相似文献   


15.
ABSTRACT

Background: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.

Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.

Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.

Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.

Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur.  相似文献   

16.
This paper reports data from a larger study into the ways in which Physical Education Teacher Education (PETE) students engaged in professional learning during teaching practice (TP) in Ireland. The study comprised one umbrella case study of Greendale University, schools and PETE students that consisted of five individual cases: tetrads of PETE student teacher, cooperating teacher (CT), University tutor (UT) and School Principal (SP). Each tetrad was defined as a unique community of practice located within the wider structures of school, education and university policies on teacher education. Data were collected over one academic year using qualitative research methods and grounded theory as a systematic data analysis tool.

Findings indicate that in each of the five cases, support for PETE student learning was, to some degree, dysfunctional. In particular, it became evident that there were two conflicting teacher-learning curricula in operation. The official curriculum, expressed in policy and by SPs, UTs and CTs (also referred to as mentors), valued a PETE student who cared for pupils, had a rich pedagogical content knowledge, knew how to plan for and assess pupils’ learning, valued reflection, and was an active member of a community of practice. The unofficial but essentially more powerful enacted curriculum, encouraged PETE students to draw upon their own resources to learn pedagogical content knowledge in an isolated and unsupported manner.

The data highlight the force of the unofficial curriculum and the ways in which PETE students were guided to the core of the dysfunctional community of practice by untrained CTs (mentors) and untrained UTs. PETE students in this study learned to survive in a largely unsupportive professional learning environment and, just as theories of social reproduction intimate, indicated that they would reproduce this practice with PETE students in their care in the future.

The findings suggest that in cases similar to those studied, there is a need for teacher educators in Ireland, (in both universities and schools) to critically interrogate their personal practices and implicit theories of teacher education and to engage in training for their role. There is also evidence to suggest that PETE students in Ireland could benefit from the development of school–university partnerships that act as fundamental units of high quality professional learning. In the cases studied, this may have led to a stronger focus on the intended or official curriculum of TP, led by the revised maxim: ‘Do as we say and as we do’.  相似文献   

17.
  相似文献   

18.
Introduction: Secondary schools have the potential to promote health-related fitness (HRF) and physical activity within and outside school hours. As such, schools are often chosen as the setting to implement child and adolescent physical activity programs. School-based programs often utilise teachers as delivery agents, but few studies examine effects on teacher-level outcomes.

Purpose: The primary aim of this study was to determine the impact of teacher training embedded within a physical activity intervention on teacher-level outcomes. The secondary aim of this study was to evaluate process data, including implementation, satisfaction and fidelity.

Methods: Resistance Training for Teens (RT for Teens) was evaluated using a cluster randomised controlled trial in 16 secondary schools. Teachers (N?=?44; 48% female/52% male; mean?±?SD years teaching experience?=?10.6?±?8.0) from 16 secondary schools were assessed at baseline. Intervention group teachers (i.e. from eight schools) delivered a structured school-based physical activity program over 10-weeks. Teacher outcomes included confidence to teach health-related fitness (HRF) activities, perceived barriers to teaching HRF activities, and perceived fitness. Detailed process evaluation data were also collected. Assessments were conducted at baseline and 6-months (post-program), and outcomes were assessed using repeated measures analysis of variance.

Results: There was a positive group-by-time effect for the confidence composite score (p?=?.010, partial eta squared?=?0.29), but no effects for the two (contextual, interpersonal) barrier composite scores. Also, there was a significant effect for perceived ‘general fitness’ (p?=?0.044, partial eta squared?=?0.13), but not for specific fitness subdomains. Teachers were highly satisfied with both the training and the program, believing it was beneficial for students. Resource usage and adherence to the SAAFE (Supportive, Active, Autonomous, Fair, Enjoyable) delivery principles was high.

Conclusion: RT for Teens improved teachers’ confidence and perceived fitness. These findings highlight the potential for high-quality teacher training and program delivery to positively influence teacher-level outcomes. This may provide support for the use of teacher professional development to improve HRF-related pedagogy.  相似文献   

19.
Purpose: This study was situated within a longitudinal study of 5 teachers examining the realities of teaching physical education by determining the impact of individual dispositions and contextual factors on the career trajectories of postprimary physical education teachers in Ireland (Iannucci & MacPhail, 2017). One of these participants, Jane, was examined in this study to gain a greater understanding of the realities and tensions experienced by a postprimary teacher enacting 2 distinct sets of role expectations when teaching physical education and another school subject concurrently. Method: Data reported in this article were collected through a semistructured interview and living graph. An interpretative framework was used for analysis, assessing Jane’s perceived meanings of the identified critical incidents in relation to role theory. Results: Teachers timetabled with physical education and another subject concurrently may be expected to navigate and negotiate 2 distinctly different roles within the school community causing difficulty in assuming both roles simultaneously. Short narratives were used to convey 2 themes: (a) role prioritization and (b) role performance. Conclusion: The study results suggest that the already complex and multifaceted role of a school teacher (Richards, Templin, Levesque-Bristol, & Blankenship, 2014) seems to be further complicated when teachers are tasked with simultaneously teaching physical education and another school subject. With the presence of a role conflict management strategy such as role prioritization (Stryker, 1968), one can presume that teachers who are tasked with teaching physical education and another school subject may experience some level of role conflict.  相似文献   

20.
Background: The articulation of specific principles of teacher education practice allows teacher educators to make explicit the beliefs, values, and actions that shape their practice. Engaging in processes to articulate the principles that guide practice is beneficial not only for teacher educators and their colleagues but also for students. There are, however, few examples of principles that guide physical education teacher educators' practices. Self-study of teacher education practice (S-STEP) methodology offers one way of examining and articulating principles of practice. In this study, I make connections across several S-STEP research projects I have conducted individually and with colleagues, and share the principles that guide my practice with the physical education teacher education (PETE) community.

Purpose: The purpose of this paper is to articulate my principles of practice using S-STEP. Specifically, I ask: (a) How can the articulation of my principles of practice reflect broad understandings of PETE? and (b) How can sharing principles of practice encourage debate and discussion amongst members of the PETE community? To what extent do the principles articulated have resonance for others?

Participants and data collection: Six published self-studies as well as the raw data from those studies provided the data for this research. The raw data used in those studies consisted of self-generated data and data generated by others. Self-generated data consisted of written reflective journal entries gathered over five years and recorded audio conversations with two critical friends. Data generated by others consisted of semi-structured interviews conducted with two cohorts of pre-service teacher candidates: one consisting of 10 pre-service primary generalist teachers the other of 9 pre-service physical education specialists. Three interviews were conducted with each participant. Exit slips (informal evaluations) were also gathered from the specialist cohort.

Data analysis: First, elements of the previously conducted self-studies were synthesised to identify general themes and outcomes that represented principles of practice. Second, in several instances, the raw data were revisited to verify and contextualise quotes and excerpts, and consider the extent to which the data captured the principles that were being articulated.

Findings: Three central principles were identified that shape my understanding of a pedagogy of PETE: (a) building community is the foundation of practice, (b) not just modelling – explaining and reflecting upon modelling, and (c) identity matters. Identifying these principles has enabled me to better enact social constructivist approaches to learning, make explicit my personal and professional knowledge to myself, students, and colleagues; find meaning in my practice, and; begin sharing my partial understanding of practice with others in the teacher education community to generate debate and discussion.

Conclusions: Self-study encourages teacher educators to share their knowledge so that it may be discussed, challenged, and critiqued to further collective understandings of teacher education practice. In this spirit, these principles are not offered as an exhaustive list of all that guides PETE practice, but as suggestive of possibilities that might reflect shared understandings of teacher education and thus have the potential to influence policy.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号