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1.
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.
Abstract The purpose of this study was to determine the multivariate relationships of the impression cues of attractiveness and effort with teacher expectations and dyadic interactions in two elementary age groups of children. Three elementary physical education teachers and 128 children (K-3) served as subjects. The children were classified into two groups, one consisting of kindergarten and first grade children and the other second and third grade children. Physical attractiveness was determined from ratings of black and white photographs of each student. Student effort was determined by the ratings of the teachers according to the amount of expressed effort demonstrated by each student during physical activity instruction. Teachers were also asked to rate their students according to four expectancy variables. A dyadic version of Cheffers' Adaptation to Flanders' Interaction Analysis System was the observational tool used to describe teacher-student behaviors. For the older group only, teachers' expectations for the students' social relations, cooperative behavior and ability to reason significantly related to both impression cues. For the younger group, teachers' expectations for social relations and cooperative behavior were significantly related to teacher praise, direction-giving, criticism, and predictable student responses. For the older group, however, the teachers' expectation for cooperative behavior was significantly related to eight behavioral variables, especially to information giving and student-initiated responses. 相似文献
4.
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
5.
Much of the research on teachers' work is informed by role theory that assumes teachers' identity is largely ascribed. When there are inconsistencies in teachers' and others' expectations for different occupational roles such as physical education teacher and sports coach, 'role conflict' is said to occur. This study sought to investigate if role conflict was a major concern for Australian physical education teacher/coaches. Findings, informed by case studies with five teacher/coaches, challenge the assumption that moving between professional responsibilities causes role conflict. Rather, in moving across contexts, the physical education teachers managed inconsistencies in ways that resulted in positive and rewarding work experiences. 相似文献
6.
Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday 'Philosophies'
Ken Green 《Sport, Education and Society》2013,18(1):65-83
This paper seeks to explain the socio-genesis of PE teachers' 'Philosophical' (or, rather, ideological) orientations from a sociological (specifically, figurational) perspective. Starting from the premise that such 'philosophies' cannot be adequately explained by studying either the ideas themselves or the teacher (him or herself) in isolation, it argues that PE teachers' everyday 'philosophies', and the underlying ideologies therein, can only be fully understood when teachers are located in the figurations they form with each other--as inescapably interdependent people. Two salient dimensions of the figurations of PE teachers are identified as their deeply-rooted attachments and associated convictions (e.g. towards the value of sport) and their practice of PE or, more precisely, the constraints circumscribing their practice. It is claimed that whilst various social processes (such as medicalization and professionalization) may well prove to be motors that drive psychical change towards health and academic ideologies within PE teachers' views on the nature and purposes of their subject, the particular blend of continuity alongside change--to be found at the personal, local and national levels of their figurations--manifests itself in the continuing pre-eminence of a sporting ideology in the everyday 'philosophies' of PE teachers. 相似文献
7.
Victoria A. Goodyear 《Research quarterly for exercise and sport》2017,88(1):83-94
Purpose: It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Method: Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. Results: (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Conclusions: Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn—differently—and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning. 相似文献
8.
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
9.
Kasper Mäkelä Mirja Hirvensalo Peter R. Whipp 《Research quarterly for exercise and sport》2013,84(2):234-244
Purpose: This study investigated Finnish physical education (PE) teachers' intentions to leave the profession and the reasons behind them. Method: A large sample (N = 808) of PE teachers who graduated between 1980 and 2008 (432 women, 376 men) answered a modified job satisfaction and teacher follow-up questionnaire that elicited career perceptions, intentions, and current work duties. Results: In this sample, 26% of the respondents were contemplating leaving their jobs as PE teachers and an additional 13% were actually in the process of transferring from PE teaching but planned to remain in school teaching. To determine the reasons for considering leaving the PE teaching profession, principal axis factoring with direct oblimin rotation was performed on the 35 items of the questionnaire. These factors were labeled as status of the PE teaching profession, pupils, working conditions, colleagues, expertise, workload, administration, and stress. The most influential factors were poor facilities, poor equipment, and isolation from the peers. Additional factors included working conditions, low status of the PE teachers, and workload. For women, workload and stress were more significant reasons for leaving the profession than they were for men (p = .010–.040, d = 0.34–0.43). PE teachers in the age group of 40 to 44 years old constituted the largest group who were considering leaving the profession. Conclusion: Thirty-nine percent of the PE teachers considered leaving the profession. Even though PE teachers face a variety of challenges in their work, the majority intend to remain in the teaching profession. Improved resourcing and collegial support could potentially reduce PE teachers' intention to leave. 相似文献
10.
Dely L. Elliot Matthew Atencio Theresa Campbell Mike Jess 《Sport, Education and Society》2013,18(6):749-766
Morgan and Hansen suggest that further research is needed to explore how non-specialist primary teachers approach and teach physical education (PE) based on their personal school PE backgrounds, teacher education experiences and ongoing professional development. This paper adopts Lawson's socialisation model, a theoretical framework subsequently used by many other researchers, to explore how primary teachers' experiences in various contexts ‘shape [their] knowledge and beliefs about the purpose of physical education, its content and teaching approaches’. Examining teachers' beliefs and attitudes towards PE is arguably important as it highlights how they approach the profession and enact particular teaching practices. We examine the views of 327 non-specialist primary teachers who participated in a postgraduate certificate in primary PE run by the Universities of Glasgow and Edinburgh. This article reports findings from the baseline data of our longitudinal research—arguably crucial in ascertaining teachers' starting point and useful in monitoring the programme's impact. Our findings suggest the prevalence of negative PE experience during primary and secondary years, which we considered part of Lawson's ‘acculturation’ phase. Experiences during initial teacher education (ITE) or ‘professional socialisation’ showed that teachers were only given a basic starting point, which was inadequate for teaching PE effectively. The initial teaching experience or ‘organisational socialisation’ stage also presented major challenges for teachers who endeavoured to apply knowledge and skills acquired during ‘professional socialisation’. We suggest that how teachers' conceptions about PE are formulated and the accounts of challenges they encountered upon school entry are vital for the design and delivery of effective ITE and PE-CPD. Additionally, these findings underpin the need for more critical and reflective learning experiences at all levels of PE. 相似文献
11.
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
12.
Virginie Nicaise Julien E. Bois Stuart J. Fairclough Anthony J. Amorose Geneviève Cogérino 《Journal of sports sciences》2013,31(8):915-926
Abstract In this study, we examined the perceptions of physical education (PE) teachers' feedback patterns with female and male high school students (n = 325). Eight physical education teachers (4 females and 4 males) were involved. We examined (a) whether teachers' feedback was perceived differently by boys and girls, and how the sex of the teacher influenced these perceptions, and (b) the effects of types of feedback (praise, no response-successful, encouragement, technical information, criticism, no response-unsuccessful, and teacher's invested time) on students' perceived competence, effort, enjoyment, and their PE performance. A multivariate analysis revealed an interaction between teacher and student gender on perceptions of teacher feedback. Hierarchical regression analyses highlighted that the perceived feedback significantly predicted students' perceptions of competence (ΔR 2 = 0.088), effort (ΔR 2 = 0.119), enjoyment (ΔR 2 = 0.085), and their PE performance (ΔR 2 = 0.039) after accounting for the gender of the students and teachers and the students' initial PE performance. The perceptions of praise and teachers' invested time were positively linked with the dependent variables, whereas encouragement and technical information and criticism were negatively linked. The findings are discussed in terms of teaching effectiveness and gender equity. 相似文献
13.
Madge H. Ashy 《Research quarterly for exercise and sport》2013,84(3):219-230
Abstract Curriculum theorists have acknowledged, the critical role that beliefs and values play in the decisions that teachers make, but very little is known about how teachers' value profiles develop. The purpose of this investigation was to examine the educational value orientations of a group of physical education preservice teachers (N = 16) enrolled in an elementary methods course and to investigate the link between value profiles and teacher behaviors. Value profiles were assessed using the Value Orientation Inventory (Ennis & Hooper, 1988). The results indicated that teachers in training entered field-based experiences with defined value profiles, but that these profiles were not stable constructs. Priorities within competing value orientations fluctuated over the course of a semester. Possible explanations for the changes that occurred and implications for teacher education programs are discussed. 相似文献
14.
Abstract The purpose of this study was to examine the student process behavior differences resulting from divergent lesson planning patterns within an Experimental Teaching Unit (ETU). Two teachers were asked to plan for and implement a 20 minute ETU on three occasions using different groups of fourth grade students (N = 65). The ETU task, a combination hockey/golf novel skill, was explained to the teachers, as were their identical teaching space and equipment allocations. The two teachers planned and implemented contrasting lessons for this same teaching goal. The purpose of this study was to determine the student process behavior differences that resulted from the two divergent planning strategies. The Flow of Teacher Organizational Patterns (FOTOP) system was used to verify that the teachers consistently and faithfully implemented their intended plans. Student process behavior was analyzed with the Academic Learning Time–Physical Education (ALT–PE) observational system. The data indicate that the students' process behaviors under each teacher were very similar at the main ALT–PE system levels. However, each teaching pattern resulted in markedly different student process behavior in the system subcategories. The students of Teacher 1 had significantly more management, skill practice, not engaged-waiting and motor engagement, and ALT–PE. The students of Teacher 2 had significantly more general waiting, knowledge focus, not engaged-interim, and cognitive engagement. 相似文献
15.
Melissa Parker Kevin Patton Christina Sinclair 《Physical Education & Sport Pedagogy》2016,21(3):328-346
Background: Achieving teacher change and the lofty goals of educational reform initiatives necessitates professional development (PD) designed to help teachers rethink their practice. A key implication for physical education, therefore, is that PD must be organized in ways that utilize teachers' voice, providing opportunities for teachers to build or extend their own capacity to engage in ongoing learning. Yet, while the desired outcome of PD is capacity-building resulting in teacher change, teachers' needs and interests remain largely ignored.
Purpose: The purpose of this study was to explore the potential of using participatory visual methods as a pedagogical and methodological tool to facilitate teacher articulation of change. Specifically, we sought to understand teachers' depictions of their own change.
Theoretical framework: The project was grounded in constructivist learning theory as the pedagogical use of visual methods provided teachers a way to understand, interpret, and think about the curriculum change and their teaching.
Participants and setting: Four physical education teachers, all female, were the participants.
Data sources: Data sources included (a) participants' digital photographs, (b) photo-elicitation interviews, and (c) field notes from observations of all PD sessions, conference presentations, and multiple lessons taught by the teachers.
Data analysis: Data were analyzed using two distinct yet overlapping processes derived from grounded theory: open and axial coding.
Findings: Visual methods allowed participants to articulate three distinct changes as a result of the curriculum development PD process: (a) changes in practice, (b) changes to interpersonal working relationships, and (c) intrapersonal changes. First, the use of visual methods allowed these teachers to identify four multidimensional student learning-focused changes to their teaching practice: outcomes based instruction, increased and differentiated practice, deliberate focus on the affective domain, and assessment to document learning. Second, changes to interpersonal working relations as a result of the curriculum development were documented. These changes provided the initial forum for collaboration as well as solidarity among the teachers to complete a defined task. Third, empowered by their increased skills and knowledge, these teachers experienced intrapersonal changes as they embraced their roles as teachers, professionals, and leaders. All four teachers expressed increased sense of self as a result of their changes in curriculum, assessment, and approach to teaching.
Conclusions: These teachers accomplished a great deal as they departed from what they knew well to try new practices and strategies. The use of visual methods documented this complex process. This study has several implications for the use of visual methods. The first is their value as a way for teachers to discuss their own learning and reflect on their practice. Second, the use of photographs and associated photo-elicitation interviews served as a valid research tool which successfully accessed teachers' implicit learning. Finally, a combination of methodologies provided different, yet complimentary information about teachers' depictions of change. 相似文献
16.
In social constructivist educational theory, the classroom is seen as a community of learners. According to social constructivists, learning occurs through peer interactions, student ownership of the curriculum and educational experiences that are authentic for students. The purpose of this study was to investigate how teachers used social constructivist strategies to encourage student construction of knowledge and meanings, and how students constructed knowledge and meanings in two middle school physical education classrooms. A qualitative naturalistic design was used to collect data over a five-month period with two experienced middle school physical education teachers. Data included 11 weeks of observational field notes and interviews with teachers and students. Data were analyzed using cross-case and inductive analysis. Findings indicated that the teachers' strategies created a learning environment in which students actively constructed knowledge and meanings by making connections to their peers and by connecting physical education to their lives, their communities, and the real world. Students shared information, assumed leadership and responsibility, and became decision-makers. By connecting to their peers, students felt supported in their learning. This study offers additional findings in support of social constructivist pedagogy in physical education that encourages individual growth and social awareness in communities of learners. 相似文献
17.
Colin Boreham 《Journal of sports sciences》2013,31(9):917-918
Abstract The purpose of this study was twofold: (a) to examine the stressors experienced by injured athletes during three phases of their recovery from sport injury, and (b) to explore the differences in the stressors experienced by team as compared to individual-sport athletes. Participants comprised previously injured high-level rugby union players (n = 5) and golfers (n = 5). Semi-structured interviews were used to explore the stressors participants experienced during three phases of injury (onset, rehabilitation and return to competitive sport). Within- and cross-case analyses showed that athletes experienced sport, medical/physical, social and financial stressors. There were a number of differences in the stressors experienced across the three phases and between team and individual-sport athletes. Findings have important implications for the design and implementation of interventions aimed at managing the potentially stressful sport injury experience and facilitating injured athletes' return to competitive sport. 相似文献
18.
The purpose of this study was to evaluate the effectiveness of an in-service training program and understand teachers' receptivity to curriculum change in physical education. A total of 183 primary school teachers were recruited as participants on a voluntary basis. They were asked to respond to a questionnaire about their receptivity to changes in the current physical education curriculum as well as their views on the effectiveness of a teacher development program that was organized by the Chinese University of Hong Kong. The results showed that the participants felt that in-service training was needed to equip them to implement a physical education program in line with the curriculum reform. The in-service training program was deemed to be practical and effective, bringing about good communication among school teachers, educational experts, and government curriculum officers. In terms of their receptivity to curriculum change, the participants generally had positive attitudes to the innovation and showed further support for the change after attending the program. The role of the principal and the need for school support for the reform are discussed in the concluding section. 相似文献
19.
Abstract We conducted two experiments to assess the effect attentional focus has on learning a complex motor skill and subsequent performance under secondary task loading. Participants in Experiment 1 learnt a golf putting task (300 practice trials) with a single instruction to either focus on their hands (internal focus) or the movement of the putter (external focus). No group differences were evident during learning or retention. Differences between the groups were only apparent under secondary task load; the external group's performance remained robust, while the internal group suffered a drop in performance. Verbal protocols demonstrated that the internal group accumulated significantly more internal knowledge and more task-relevant knowledge in general than the external group. Experiment 2 was designed to establish whether greater internal focus knowledge or greater explicit rule build up in general was responsible for performance breakdown. Two groups were presented with a set of six internal or external rules. Again, no performance differences were found during learning or retention. During the secondary task, both groups experienced performance deterioration. It was concluded that accumulation of explicit rules to guide performance was responsible for the internal group's breakdown in performance under secondary task loading and may be responsible for some of the performance differences reported previously. 相似文献
20.
Patricia Vertinsky 《Research quarterly for exercise and sport》2013,84(3):268-272
Abstract This study sought to provide empirical evidence concerning physical education information-seeking patterns of elementary teachers at the primary level. It also investigated the relationship between information use patterns and teachers' attributes. A model based on simple utilitarian concepts explaining information use patterns was developed and tested. The basic assumption of the model was that the use of information sources would increase as the perceived benefits of the information derived increased, and the costs of retrieving and using the information decreased. Subjects for the study were elementary school teachers from the Vancouver school system in British Columbia, Canada (N = 86). Simultaneous equation procedures employing limited information likelihood estimators were used to test the model. The results of the study indicated that sources of information internal to the school system dominated utilization patterns. Among these, curriculum support material and discussion with colleagues were highly favored, suggesting that teachers at these grade levels rely heavily upon the experience of others in the same system and the support of very specific resource materials about physical education activities. The research also showed that those who felt they knew more and claimed to enjoy teaching actively sought to acquire more knowledge from more sources than those who knew less. Finally, the study demonstrated that models based on simple assumptions of rationality can predict decisions concerning information utilization. 相似文献