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1.
A feature of academic literature on physical education teacher education (PETE) is the expectation that it can and should impact upon student teachers' beliefs and prospective practices in some significant ways. This is despite research over the last 20 years or more alluding to the apparent failure of PETE to ‘shake or stir’ (Evans et al., 1996) what might be termed the (typically conservative and conventional) pre-dispositions of student and early career PE teachers. In this article, we examine the perceptions of PE student teachers in Norway in order to ascertain just what it is that makes them so resistant to change and, for that matter, such infertile ground for sowing the seeds of reflexivity. The study involved semi-structured interviews with 41 PE student teachers from the three routes through teacher education available at Nord University College (Nord UC). Among the main themes identified in the data were the PE students' perceptions of: the purposes (and ostensible benefits) of school PE and PETE as well as the nature of PETE itself (including subsidiary themes of sporting and teaching skills, other ‘competencies’, school placements, mentoring and mentors, PETEs' (physical education teacher educators) teaching styles and the students teachers' relationships with the PETEs). The article concludes that, as far as the students at Nord UC were concerned, the significance of PETE revolved around the programme's efficacy in developing the sporting skills and teaching techniques they viewed as central to their preparation for teaching. The minimal impact of the more theoretical aspects of PETE appeared to be partly attributable to the students' perceptions of PE as synonymous with sport in schools and partly to their particularly pragmatic orientations towards PETE. In this vein, the students viewed experience as the most important, most legitimate ‘evidence’ on which to base their beliefs and practices and were resistant to the ‘theory’ of teacher education, rationalising their tendencies to select the evidence that suited them. 相似文献
2.
本文立足于体育教学改革视角,提出体育教学改革应突破校内藩篱,认为校外体育活动场所是体育教学改革的重要外围区域与关键点,重点阐述了校外体育活动场地的体系构建、价值导向与服务管理。 相似文献
3.
Joanne Hill 《Sport, Education and Society》2015,20(6):762-779
Connections have been drawn between masculinity, muscularity and physical or social status in sport. Not only are sporting bodies often related to masculinity but also to whiteness, leading to the devaluing of Asian boys' bodies and sporting experiences. This paper draws on three British Asian teenage boys' visual and verbal narratives to enquire how they negotiate these connections in their physical education and recreational sport experiences. Bourdieu's notion of capital is used to make sense of boys' ways of investing in their bodies to manage their status in school. Drawing from focus-group interviews which used participant-driven photography and photo elicitation techniques, the research indicates how three boys invested in their bodies by doing particular types of physical activity that would enable them to develop muscularity, fitness and/or motor competence, to attain or retain physical and social capital in school. Along the way, they add pertinent comments on the intersections of masculinity and ethnicity in constructing and performing a sporting body. 相似文献
4.
论新时期我国大学体育课程的改革与创新 总被引：9，自引：0，他引：9
运用文献资料法,从当前大学体育课程指导思想上受应试教育的束缚、观念陈旧、落后,教学内容与教学方法呆板,体育教学计划及评价舍本逐末等方面阐述大学体育课程发展的滞后,进而提出了体育课程设计、课程结构、课程体系评价的改革原因,在此基础上从教学思想、教学过程的本质与主要目标、教学内容体系、教学评价体系等方面探讨大学体育课程的创新,从而明确大学体育课程的发展目标。 相似文献
5.
Jepkorir Rose Chepyator-Thomson 《Physical Education & Sport Pedagogy》2014,19(5):512-521
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
6.
论体育教育过程中学生个性发展的内涵及其实施办法 总被引：13，自引：0，他引：13
从“素质教育”的观点出发,借助心理学、教育学和行为科学的某些知识,对学生个性特征与体育学习行为的关系问题进行分析为切入口,揭示了体育教育过程中学生个性发展的内涵。指出。发展学生个性。既是素质教育的一个关键概念,也是体育教育过程中的制约学生个体体育行为的一个重要变量。在体育教育中实施素质教育,就是要使每一个学生适应其能力与能倾,同社会要求和体育教育要求相一致。实现其最大限度的发展。 相似文献
7.
In a significant article from 1993, Crum describes the purpose of physical education (PE) as a ‘planned introduction into movement culture’. In broad terms, this purpose is tantamount to the stated purpose of Swedish PE in national steering documents. Crum contends, however, that physical educators do not prioritise learning, which is largely due to the different ‘movement cultures’ that constitute the PE lessons. This article explores how practice unfolds in movement cultures that are included in Swedish PE and their implications for teaching and learning in the subject. Some 30 (indoor) PE lessons in eight secondary schools in four cities throughout Sweden were video recorded. At ‘first glance’ these lessons indicated the prevalence of four logics of practice: a physical training logic, a sports logic, a sport technique logic and a dance logic. However, further analysis revealed that the teachers' and students' actions were not entirely in line with a logic of practice of training the body, winning the game, learning sporting skills or learning to dance. Instead, the PE practice largely unfolded as a ‘looks-like-practice’, where the purpose of teaching was blurred, and where any ‘planned introduction into movement culture’ was difficult to identify. In the final section, the authors discuss how physical activity logics can be recontextualised in a PE setting in order to emphasise the educational contribution of PE. 相似文献
8.
《Sport Management Review》2017,20(4):365-378
The purpose of this study was to analyse the effect that participating in extracurricular sporting activities has on academic performance among students in higher education. Prior research on this topic has yielded contradictory results: while some authors find a positive effect of sports participation on academic outcomes, others report a negative impact. Accordingly, the authors seek to provide a more rounded understanding of these mixed findings. The empirical evidence is provided by a panel dataset of undergraduate students who studied at a Spanish University over the period 2008–2014. The academic performance of sports participants are compared with those of non-participants in terms of their outcomes in the form of grades. Results reveal that participation in formal sporting activities is associated with higher grades among students at this university. The analysis reinforces the idea that apart from their health benefits for practitioners, sporting activities lead to the attainment of the performance goals to which higher education institutions aspire. 相似文献
9.
Catherine D. Ennis 《Research quarterly for exercise and sport》2017,88(3):241-250
For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active lifestyle remain elusive. Enhancing programming and performance to meet physical activity goals may require moving programs beyond “effective.” It will require teachers and program leaders to focus programmatic attention on strategies to actually increase students’ out-of-class physical activity behavior. Transformative PE provides physical activity content within a nurturing and motivating environment that can change students’ lives. It focuses on PE students’ role in cognitive decision making, self-motivation, and their search for personal meaning that can add connection and relevance to physical activities. In this SHAPE America – Society of Health and Physical Educators Research Quarterly for Exercise and Sport Lecture, I have synthesized the research on these topics to emphasize useful findings applicable to teachers’ everyday planning and teaching. Using sport, physical activity, dance, and adventure activities as the means to an end for personal and social growth, we can meet our commitment to effective standards-based education while preparing students for a lifetime of physical activity. 相似文献
10.
“互交式教学法”在健美操教学中的效用 总被引：9，自引：0，他引：9
本文根据普通高校体育教学和女生特点,运用心理学、教育学、控制论等理论,计设了"互交式教学方法”,通过在普通高校女生韵律健美操教学中的实验,其结果表明实验组在考核成绩以及优秀、良好等各等级与对照组比较,均存在非常显著性差异(P＜0.01) 相似文献
11.
Elisabet Apelmo 《Sport, Education and Society》2019,24(7):702-713
The aim of this article was to explore, from a gender perspective, how young sporting women with physical impairments experience physical education (PE), and which strategies they use to manage situations that arise in the everyday interaction in connection with those lessons. Phenomenology provides a theoretical framework that includes the body. Ten semi-structured interviews were conducted with the women, aged 15–28. In addition, semi-structured interviews were held with three boys, aged between 10 and 15, and with one male coach. Those latter interviews are used in the article as material for comparison. The young women had a strong aspiration to appear normal. However, in relation to PE, the participants highlighted issues dealing with experiences of exclusion and special treatment. It appeared to be difficult for teachers to see these women as the sports-interested youths that they were. The young women used different strategies of resistance. Some of them did not participate in certain aspects of PE, or chose to quit the whole course. To receive a higher grade, another participant showed the teacher her medals from the Swedish national swimming championship, thus stressing her competence. When the women finally described the stigmatization that they had been subjected to, they avoided positioning themselves as victims, by downplaying the seriousness of a discriminatory situation or by using in the interview the word ‘we’ instead of ‘I’, thus describing the incident in collective terms. Previous research supports the suggestion that the students’ opportunities to show their capacities and strength during PE are dependent on the students’ gender. While one of the boys and a male coach gave examples of experiences of more inclusive PE, with a potential to challenge the able-bodied norm within the subject, the gender norm remained unquestioned. 相似文献
12.
Seth Brown 《Sport, Education and Society》2015,20(2):228-240
High-performance sport is a big business, with nations such as Australia and New Zealand dedicating hundreds of millions of dollars in the development of facilities and in creating sporting centres of excellence. Historically, high-performance sport and elite athlete programmes (EAPs) were regulated to an extra-curricular space in schools or local communities, but over the last couple of decades, schools in Australia and New Zealand have introduced EAPs into health and physical education (PE). Recent work has begun to explore the rationale for these programmes and their educational priorities, but little research has explored how the elite athlete body is being constructed within this curriculum space. In this paper, I consider two interrelated problems. The first concerns the conflicting discourses of winning in high-performance sport versus getting everyone healthy and active in health and PE. The second involves an explanation of how the elite athlete body is being constructed in these programmes. I argue the juxtaposition of the elite athlete body as disciplined, attractive and healthy to other bodies as lazy, unattractive and unhealthy renders the other bodies as pathological or resistant to disciplinary institutions of the school. In particular, I focus on the ways in which young people's bodies are conceptualised within EAPs in relation to recreation, health, PE and other curriculum spaces. Throughout this paper, I provide examples to illustrate how EAPs may perpetuate normative ways of thinking that legitimatise elitism in schools. I propose that under radical reform, EAPs may have the potential to provide educational value and opportunities to students. I conclude by offering the cultural studies curriculum model that retains sport and desirable educational outcomes for health and PE as an alternative to elite athlete or talent development models. 相似文献
13.
Wendy Barber 《Sport, Education and Society》2018,23(6):520-532
This paper identifies and explores emergent themes in inclusive PE in the specific context of pre-service teacher preparation programs. Fully inclusive PE encompasses four areas: knowledge and curricula related to ability and disability, teacher attitudes, pre-service teacher education and a reframing of our understandings of multiple perspectives on physical literacy. Fully accessible PE involves material and attitudinal conditions configured to render these programs actually usable by all those whose ‘inclusion’ is intended. Access is, indeed, conceptually implied in ‘inclusion’, however, in practice the latter can easily become more of a slogan naming an aspiration than a realizable state of affairs. Unless an organization or individual brings a universal commitment to access, attitudinal barriers may prevent full inclusion from becoming a reality. The paper uses qualitative case study methodology to examine pre-service teacher education students’ preconceptions about ‘dis’ability and analyses heuristically how pre-service teachers pre-conceived notions of ability and disability may be challenged through an intervention. 21C PE programs can move towards an emphasis on inclusive activities which are not based on traditional conceptions of physical competence, size, shape, appearance and ability, but instead focus on how all bodies can develop fundamental movement skills, functional fitness and physical literacy. The author challenges pre-service students to address issues of accessibility, normative notions of ability, body equity, social justice and inclusion, as well as the need for multiple definitions of physical literacy. The paper is a case study of the specific phenomenon of ‘broadening student teachers’ understandings of ability and disability in PE’ as a necessary condition for preparing students to work in schools where full inclusion may not have been integral to PE policies, programs and practices. 相似文献
14.
Gustavo González-Calvo 《Sport, Education and Society》2018,23(5):491-504
The purposes of this study were: (a) to analyze the factors determining the quality of relationships between a novice physical education (PE) teacher and his students’ families and (b) understand the implications of these relationships for his professional identity. The data stemmed from detailed teacher’s diaries written by the participant throughout his first five years of teaching. The data analysis followed several rounds of cyclical inductive-deductive processes in order to identify and classify the patterns related to the aforementioned purposes. The results, presented in two sections, show two distinct sets of factors, which, respectively, had very different implications for the development of the teacher’s professional identity. On the one hand, in the first three years of teaching, there appeared 11 specific ‘struggle factors’ (6 socio-cultural and structural factors and 5 family prejudices toward PE) that threatened the teacher’s initial pedagogical passion and lead to a great deal of hesitation and discouragement on his part; on the other hand, in the fourth and fifth years, due to the teacher’s ongoing commitment and (self-)reflective practice, there emerged eight ‘success factors’ (one from the families and seven from the teacher) that transformed his previous discouragement into hope and self-confidence. Besides the detailed analysis of all these factors and their implications, some additional recommendations for PE teacher education programs and further research are provided. 相似文献
15.
Gustavo González-Calvo Valeria Varea Lucio Martínez-Álvarez 《Sport, Education and Society》2019,24(2):158-167
The importance of the Physical Education (PE) teacher’s body, particularly for teaching PE, has been highlighted in literature. PE teachers are expected to be clear role models to students through their acts, behaviours and bodies. However, their strong embodied subjectivities, particularly those related to their teaching practices, may be problematised. This paper explores the ways in which a group of 15 pre-service PE teachers from a Spanish university constructed perspectives about the body and health in relation to their professional practices. Body journals were used to collect data, which were analysed using a Deleuze-Guattarian approach. The findings reveal the significant emphasis participants placed on their own bodies while teaching PE and the pressure they felt to conform to certain expectations of their professional roles. In response, we propose critical reflection on the content of Physical Education Teacher Education (PETE) programmes and incorporation of alternative pedagogical approaches to alleviate the heavy reliance on pre-service teachers’ bodies. 相似文献
16.
This paper examines the gendered performances and identity construction of UK female University soccer players and netballers (n?=?31). Focus group interviews explored their sporting experiences with reference to body perceptions, and perceptions of their sporting bodies outside sporting contexts. Three themes resulted from data analysis, these being; (1) UK culture, body performances and femininity, (2) sporting culture, body performances and femininity and (3) transiency of body satisfaction across sport and non-sport contexts. Findings suggest that sport may not always provide an opportunity to challenge and resist dominant discourses. In both netball and soccer, a range of surveillance and management practices were used that served to perpetuate the value of a ‘feminine’ and assumed heterosexual body, and legitimize their sport participation through an emphasis on a hyper-femininity. The influence of sport subcultures on gendered performances and identity construction, along with implications for marketing sports participation to women are discussed. 相似文献
17.
中学体育教学中的“拔河现象”是指在体育教学中师生间的一种矛盾现象。它的产生主要有大纲、教材对体育教学的制约;师生对体育教学所追求的目标的差距;体育教学改革的力度不大等原因。因而解决“拔河现象”必须要在体育教学中牢固树立以人为本的思想,充分发挥学生在体育教学中的主体作用;体育教学大纲、教材宜多纲多本;要更新观念,改变教法,加大体育教学改革的力度;初中体育教学游戏化,高中体育教学选项化,是一种可供选择的体育教学模式。 相似文献
18.
通过教学实践,从基本技术学习、掌握相关理论、提高相应能力、塑造自身形体等方面,对在工科院校女生体育课中开设芭蕾形体课的教学效果进行了研究。结果表明普通高校开设芭蕾形体课程,既能增强学生能力促创新,又能提高学生气质塑形体,是高雅艺术与体育教学的有机融合,是实施素质教育又一有效途径,定会对素质教育和高雅艺术教育的普及和发展起到推进作用。 相似文献
19.
探讨教师因素对体育课中小学和初中学生身体活动水平影响的差异。以上海市284节体育课中小学和初中学生身体活动水平及其任课教师为调查对象,通过测量法、观察法和调查法等分析不同学段体育课中学生身体活动水平、教师教学行为现状及教师因素(包括性别、教龄和教学行为)与体育课中学生身体活动水平的关系。结果显示:小学和初中学生体育课中MVPA时间百分比均未达到50%的课堂时间标准,且两者间无显著差异;小学和初中体育课中教师在教学指导和课堂管理行为上的用时均为最高,小学教师的课堂管理行为和动作示范行为用时显著高于初中教师,而初中教师的教学指导行为和观察行为用时显著高于小学教师;小学和初中体育课中男教师执教班级的MVPA时间百分比均高于女教师,而教龄仅与小学生体育课MVPA时间百分比有显著负相关关系。教师的促进健康行为对小学和初中体育课MVPA时间百分比均有显著正向影响,而观察行为仅对初中生体育课中MVPA时间百分比有显著正向影响。研究表明:教师因素对小学和初中体育课学生身体活动水平影响存在较大差异,今后应针对不同学段学生采取有针对性的干预措施。 相似文献
20.
A major aim of the current study was to determine what classroom teachers perceived to be the greatest barriers affecting their capacity to deliver successful physical education (PE) programs. An additional aim was to examine the impact of these barriers on the type and quality of PE programs delivered. This study applied a mixed-mode design involving data source triangulation using semistructured interviews with classroom teachers (n = 31) and teacher-completed questionnaires (n = 189) from a random sample of 38 schools. Results identified the key factors inhibiting PE teachers, which were categorized as teacher-related or institutional. Interestingly, the five greatest barriers were defined as institutional or out of the teacher's control. The major adverse effects of these barriers were evident in reduced time spent teaching PE and delivering PE lessons of questionable quality. 相似文献