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1.
Carl M. McGown Robert K. Conlee Anthony A. Sucec Michael J. Buono William Phillips 《Research quarterly for exercise and sport》2013,84(2):196-200
Abstract This study focused on the differences between experienced and inexperienced physical education teachers' approaches to planning, low inference indicators of teaching behavior during instruction, and global variables from the Beginning Teacher Evaluation Study. It was found experienced teachers asked many more questions before they began planning than did inexperienced teachers. Experienced teachers' plans reflected a concern about contingencies that might arise during instruction, whereas inexperienced teachers' plans did not. Interaction analysis and codings of student engagement showed marked differences between experienced and inexperienced teachers. Judging the qualities of experienced and inexperienced teachers also showed important differences. These sources of data are interrelated and give a vivid picture of how experienced and inexperienced teachers differ in accomplishment of instruction. The findings are discussed in terms of what they may mean for teacher development programs. 相似文献
2.
Abstract The purpose of the present study was to describe the decision making processes employed by experienced and inexperienced teachers as they planned for and taught two lessons in physical education. Eight elementary physical education teachers with five years or more of teaching experience and eight elementary teachers in training thought aloud as they planned two physical education lessons subsequently taught to four elementary school children. Following each lesson, the decision making strategies employed during interactive instruction were accessed using a stimulated recall technique. Results indicated that, when planning, experienced teachers made more decisions concerning strategies for implementing instructional activities than did inexperienced teachers. During interactive teaching, experienced teachers focused most of their attention on individual student performance, while inexperienced teachers attended most frequently to the interest level of the entire class of students. The findings indicated that experienced teachers possess knowledge structures rich in strategies for managing students and facilitating psychomotor performance that enabled them to attend to individual student performance and alter their lessons in accordance to student needs. In contrast, inexperienced teachers possessed fewer of these strategies and focused their attention on the interest level of the entire class to insure that the children were busy, happy and well-behaved. 相似文献
3.
The purpose of this study was to determine if experienced tennis teachers could be differentiated from inexperienced tennis teachers on the basis of their ability to identify common performance errors in films depicting the performance of the tennis forehand. The study also sought to determine if the differences in error detection proficiency between the two groups would be greater when subjects were provided with preresponse information concerning the performer's level of competence in the skill (PCI) and postresponse information concerning the outcome produced by the response (POI). The error detection proficiency of 40 experienced tennis teachers and 40 undergraduate physical education students was assessed under conditions of PCI and POI present, PCI present and POI absent, PCI absent and POI present, and PCI and POI absent. Results indicated that the experienced teachers, although significantly more accurate in detecting errors than the novice teachers, were only marginally so. No positive effects on error detection accuracy were observed for PCI and the facilitative effects for POI tended to be small and generalized to both experienced and inexperienced subjects rather than being specifically helpful to the experienced teachers. The differences between experienced and inexperienced teachers appeared to be due to fewer false alarms committed by the experienced teachers. 相似文献
4.
Pedagogical content knowledge (PCK) is the teacher's ability to pedagogically adapt content to students of diverse abilities. In this study, we investigated how teachers' adaptations of instruction for individual students differed when teaching stronger and weaker instructional units. We used functional analysis (Hanley, Iwata, & McCord, 2003) of the instructional interaction to examine PCK. We observed and measured student-teacher interactions and their appropriateness. Participants were 2 experienced elementary physical educators who taught stronger and weaker units. Primarily, the appropriateness data indicated PCK differences between the stronger and weaker units. Results show that functional analysis of instructional adaptations is an effective strategy for examining PCK and that teachers were better able to meet students' needs in the stronger unit. 相似文献
5.
采用问卷调查、访谈、数理统计方法,研究分析了普通高校公体教师的职业倦怠状况。结果表明:普通高校公体教师群体的职业倦怠状况比较严重;体育教师的职业倦怠及其3个维度存在教龄、性别和职称差异,教龄越长,情感衰竭越严重,成就感越高;中级以下职称情感衰竭程度和成就感均低于高级职称;女性情感衰竭和去个性化程度轻于男性。 相似文献
6.
The purpose of this study was to describe how providing teachers with research based knowledge about developmental throwing can influence teachers' observational interpretations and their students' practice patterns. Eight kindergarten classroom teachers with high generic teaching skill competence taught a 6-week overhand throwing unit to the children in their intact classes. Prior to the unit, four of the teachers were randomly assigned to a 4-hour knowledge training program. The other four teachers served as a comparison group (underwent no knowledge training). During the unit, data from stimulated recall interviews were used to describe and compare the thoughts and knowledge concepts expressed by the two groups of teachers. The throwing practice experienced by the children in the knowledge-trained and comparison teachers' classes was videotaped and analyzed for frequency of opposite foot stepping. The knowledge acquired during training was associated with different patterns of skill observation. The knowledge concepts the teachers acquired during training formed the basis of many of their thoughts and were reflected in the instructional procedures implemented. The knowledge-trained teachers' classes demonstrated more than twice as many opposite foot throws during the unit than the comparison teachers' classes. 相似文献
7.
影响《体育与健康课程标准》实施的主要因素及其对策 总被引：1，自引：1，他引：0
以课程论、教学论等教育理论为基础,运用文献综述法、逻辑分析法论述了《体育与健康课程标准》(以下简称《新课标》)实施中的各种影响因素,包括体育教师、学生、师资培训培养部门等。在此基础上,从宣传、师资的培训培养、教材建设、科研投入等角度提出了相应的对策措施。 相似文献
8.
AbstractResearch on how human balance and control bicycles are inconclusive, largely due to the small number of participants in the previous studies. Therefore, the aim of this study was to test the hypotheses that 1) cycling lateral deviation amplitude will reliably show differences between more and less experienced cyclists and 2) more experienced will exhibit slower and smaller steering motions compared to the less experienced cyclists. Twenty-eight experienced and inexperienced cyclists rode a bicycle in a straight line. Lateral deviation, steering and roll were measured. Intersession reliability of the deviation was high with Cronbach’s alpha values higher than 0.75. The amplitude, variability and rate of steering and roll parameters showed statistically significant differences between the groups. The test used in this study is sensitive to detect differences between more and less experienced cyclists and can be used for further research that aims to test the effect of a specific intervention addressing rider control. We also showed that steering and roll angle, which were described before as two of the main motor control actions in bicycle control, differ in the variability, amplitude and rate between more and less experienced cyclists. The results of the present study have practical implications for improving bicycle rider control and increasing the safety of cyclists. 相似文献
9.
Macdonald D 《Research quarterly for exercise and sport》1999,70(1):41-54
This study investigates whether experienced physical education teachers perceive the same frustrations and negative orientations as beginning teachers. Furthermore, it considers if the professionalization-deprofessionalization tension is a useful theoretical framework for analyzing the perspectives of experienced physical educators. In-depth interviews were conducted with 11 experienced physical education teachers. Data suggest that in many respects their working conditions and orientations are more supportive and positive than those reported for beginning physical educators. After presenting the teachers' perspectives in terms of their sense of commitment, competence, and power, it is concluded that the professional satisfaction of these experienced teachers can be instructive for improving the working conditions of all teachers. 相似文献
10.
D C Griffey 《Research quarterly for exercise and sport》1991,62(4):380-383
Research on teaching physical education is important because teaching is central to the school institution. Consistent results have emerged from research on teaching. A moral imperative exists for continued efforts to refine what we know about effective instruction in the gym. In spite of the complex, nondeterministic, and normative nature of teaching, teachers are influenced by research on teaching as they strive to improve their craft. Research on teaching physical education must move in the direction of understanding the representations teachers employ in helping students who are having difficulty mastering subject matter. Studying teachers' methods for helping students learn while mediating students' social and emotional anxieties in a range of physical education contexts will reveal the kind of knowledge that will have practical importance. We will then be able to describe practice that is successful from the perspective of students and those who set standards for education's results. 相似文献
11.
对体育教师教学工作考核的研究 总被引：2，自引：0，他引：2
对教师教学工作的考核是学校体育教学管理的重要内容之一,需要有一套完善的教师教学工作的考核体系.我们针对体育教师教学工作的特点,在学习研究的基础上,借鉴一些兄弟院校的经验,经几年的研究和探索,逐步建立了一套较完善的体育教师教学工作的考核体系.本考核体系包括对教师的课堂教学、教案、学生对教师评价及对教师的年度考核等方面内容.使用本考核体系进行体育教师的教学管理可以有效地促进教师的业务提高,保证教学工作始终处于高水平. 相似文献
12.
山东省中小学体育教师继续教育的现状与对策研究 总被引：4，自引：0，他引：4
邓永明 《山东体育学院学报》2002,18(3):81-83
通过问卷、访谈调查，对山东省中小学体育教师继续教育的现状进行抽样调查。结果表明：山东省中小学体育教师终身教育的观念在逐步形成，在学习方式上更愿意采用辅导与自学模式，要求更新知识，提高专业技能。部分体育教师对继续教育持被动态度，有的培训院校教师对中小学体育教学规律不了解，存在理论与实践脱节，针对性、实用性不强等问题。针对这种现状，提出山东省中小学体育教师在继续教育中要转变教育观念、培养模式及课程设置等对策与建议。 相似文献
13.
The purpose of this research was to examine and compare physical educators'value profiles. The Value Orientation Inventory was used to collect data from 528 elementary and 637 secondary physical education teachers in Flanders. Teacher characteristics, including gender and years of teaching experience revealed only minor differences in value orientations. Significant differences in teachers' value orientations were observed between teachers in elementary and secondary schools. The different value profiles of these two teacher groups are discussed in the perspective of the recently introduced conceptual innovations in physical education mandated by the Flemish government. The teachers at the elementary level placed a high priority on the disciplinary mastery and the self-actualization orientations; those at the secondary level scored high on the social responsibility and disciplinary mastery orientations. The findings from this study suggest that teaching level influences teachers' value orientation. Teachers appeared to adjust their curricular priorities to meet the demands and needs of students in elementary versus secondary schools. 相似文献
14.
梁甲仁 《体育成人教育学刊》2004,20(6):14-15
采用问卷调查与数理统计等方法,对大学生体育创造力发挥的因素进行分析研究.结果表明:体育课的教学内容结构不适应大学生创造力发挥的需要;课外体育活动场地不足,缺乏教师科学指导等是影响大学生体育创造力发挥的主要因素.建议全面提高体育教师的素质,进一步改进大学体育课的结构,改善大学生课外体育活动条件. 相似文献
15.
Kawamoto R Miyagi O Ohashi J Fukashiro S 《Sports biomechanics / International Society of Biomechanics in Sports》2007,6(2):187-198
The aim of this study was to identify critical kinetic variables that lead to increased ball velocity during a side-foot passing kick in soccer. Seven experienced male soccer players and eight inexperienced players participated in the experiment. They were instructed to perform side-foot kicks along the ground with maximum effort with an eye on the target line. The joint angles, angular velocities, and torques of the kicking leg were determined based on the three-dimensional kinematic data. The mean ball speed of the experienced group (21.4 +/- 1.5 m/s) was significantly faster than that of the inexperienced group (16.0 +/- 1.0m/s; P < 0.001). The motions of the inexperienced players tended to be less dynamic than those of the experienced players. The most noticeable difference in the kinetics of the kick was found in the hip flexion torque throughout the back-swing phase until the leg-cocking phase. The mean peak value of the experienced group (168 +/- 20 N x or m) was significantly greater than that of the inexperienced group (94 +/- 17 N x or m; P < 0.001). To increase ball speed during a side-foot passing kick, the generation of hip-flexion torque during the earlier stage of kicking is critical. 相似文献
16.
张红玉 《体育成人教育学刊》2005,21(4):87-88
中学教师是社会生活中工作繁重一族，面对升学的压力和社会家庭的重托，长期以来身体超负荷运转，因赀关注这一群体的业余健身情况有着十分现实的意义。采用文献资料法、问卷调查法、数理分析方法，把中学教师的业余健身情况与同龄师范大学教师进行比较，发现二者之间存在显著差异，中学教师的健身情况不能令人满意，亟待提高。 相似文献
17.
Daniel M. Landers Wang Min Qi Patricia Courtet 《Research quarterly for exercise and sport》2013,84(2):122-130
Abstract This study examined Easterbrook's (1959) hypothesis that performance on a primary task would improve or at least be maintained with increased levels of arousal, while performance on a secondary task would decrease. To test this hypothesis, the performance of 20 collegiate rifle shooters (10 experienced, 10 inexperienced) on a primary target shooting task and a secondary auditory task were compared while shooting under low- and high-time stress conditions. Heart rate results, but not a self-report anxiety measure, provided evidence for the effectiveness of the stress manipulation. The results primarily supported Easterbrook's hypothesis. There were no differences in secondary task performance between experienced and inexperienced shooters. However, subjects who first underwent high time stress followed by low (H-L) shot better than those given the reverse order (L-H). These findings are discussed in relation to the attention demands of self-paced sports as well as the transfer effects of stress. 相似文献
18.
新时期师生关系及对学校体育教学的影响 总被引：2，自引：0，他引：2
采用文献法、问卷调查法、访谈法、比较分析法、数理统计法等,针对基础教育课程改革条件下体育教学中师生关系及对学校体育教学的影响,对泉州市9所中学1000名学生和103名体育教师进行了调查研究。结果表明:中学体育教学中师生关系较为平淡;中学生体育课学习态度、兴趣、学习成绩与任课教师间的情感、心理有着较大的相关关系;体育教师和学生在角色认知上存在差异。更新教育观念,建立新型的师生关系是新课程实施与教学改革的前提和条件。 相似文献
19.
Educators have a responsibility to provide safe space, but gay and lesbian youth face particularly hostile environments. This initial study surveyed physical education teachers (n = 82) and young adults (n = 77) about their perceptions of homophobic and heterosexist behaviors within physical education and teachers' use of inclusive behaviors. Most teachers and both gay and straight students witnessed heterosexist and homophobic behavior, and most lesbian and gay students had personally experienced homophobic behavior. These data indicate that homophobic and heterosexist behaviors are common in secondary schools, that teachers intend to provide a safe space, and that techers fail to confront heterosexist or homophobic behaviors and take proactive steps to create an inclusive environment. 相似文献
20.
M L Veal 《Research quarterly for exercise and sport》1992,63(1):48-59
Case study design was used in this investigation of the pupil assessment theories of two middle school physical education teachers whose program was identified as a good program in which pupil assessment was taking place. An assumption guiding the study was that teachers' actions are rational and are designed to produce desired results. Therefore, a comparison is made only between two theories of action (espoused and enacted) rather than between theory and practice. Informal and semistructured interviews were employed to elicit teachers' espoused theories, and enacted theories were identified during field visits over a semester in which classes were observed and school documents examined. Teachers' theories of assessment are identified for the categories of participation, effort, and improvement; grading; written tests; fitness testing; performance tests; and formative recordkeeping. Espoused and enacted theories are then examined for congruency. The highest level of incongruency was found in the areas of performance tests and formative recordkeeping. Barriers to the use of pupil assessment techniques in this program include organizational, knowledge, and contextual factors. Change in the assessment practices of secondary teachers may be facilitated, however, through the identification and examination of teachers' theories of assessment by both preservice and inservice teachers. 相似文献