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近些年来,随着人们的生活水平不断提高,小学生的体质健康问题也越来越受到社会和国家的重视。由于家庭的溺爱及学业的压力,许多的小学生都没有得到充分的体育锻炼,因此带来的体质健康问题也越来越多,而且小学生是未来国家建设和发展的主力军,因此小学生的体质健康就显得尤为重要。小学阶段的学生由于年龄偏小,可塑性很强,因此作为教育工作者,需要正确、科学地引导小学生加强体育锻炼。 相似文献
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Background: Laws and legislation have prompted movement from special education towards inclusive education, whereby students with disabilities are included in mainstream physical education (PE) classes. It is widely acknowledged that including students with disabilities in PE presents significant challenges in relation to meeting the diverse needs of all students. Significantly, little is known about how teachers include junior primary students with a disability in PE.Aims: This paper aims to explore pedagogical practices for the inclusion of junior primary students with disabilities in PE as well as environmental accommodations teachers make. In order to address these aims, the research undertaking was guided by the question: ‘What pedagogies do teachers draw upon to include junior primary students with disabilities in PE’?Methods: This qualitative research undertaking incorporated a critical case study approach, which utilised semi-structured interviews and field observations as data collection tools. Three teachers of PE in primary schools located in Adelaide, South Australia, participated in the research undertaking. Given this small sample group we make no claims for generalisability, but seek to provide connections for others teaching in PE.Results: Findings are presented in three general themes of: Relationships for inclusion, Practices of Inclusion and Complexity and inclusion. Participants’ statements are used to illuminate discussions about discourses drawn on and to make links between previous research and theoretical perspectives. In general terms, findings revealed that despite barriers, such as catering for multiple forms of disabilities with minimal assistance from support staff and negotiating school environments, participants embraced inclusion and made pedagogical modifications to ensure meaningful involvement in PE lessons for all students. This research also identified the important role teachers play in terms of relationships, adaptations and safe learning environments, which collectively enable the inclusion of junior primary students with disabilities.Conclusion: Students with disabilities warrant specific recognition and access to educational resources including within the field of PE. 相似文献
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Karin Bertills Mats Granlund Örjan Dahlström Lilly Augustine 《Physical Education & Sport Pedagogy》2018,23(4):387-401
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
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Abstract The purpose of this study was to determine the variables related to the successful least restrictive placement of students with disabilities into physical education classes. Subjects were 470 school building representatives and 62 adapted physical education professors throughout the nation. Confidence interval estimates (95%) of school building data correlated highest on relative importance with university census data on 8 of 37 total variables: motor ability test scores, developmental scale scores, reaching individualized education program instructional objectives, special education teacher recommendation, regular physical educator recommendation, activity offerings, classroom physical accessibility, and safety considerations. These represent those variables that should be used in some “best practices” combination by school personnel in making decisions regarding relevant students' class placement within physical education least restrictive environment alternatives. In addition, staff recommendation category variables were considered more important than test score, student related, class related, and administrative category variables. 相似文献
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Many physical educators in Canadian Atlantic provinces are forced to cope with large classes, inadequate facilities and equipment, and reductions in scheduled time for physical education classes. These factors seriously inhibit teachers' attempts to encourage their students to practice physically active lifestyles. In the following article our research focuses on how seven female physical educators negotiate compromises between their restrictive pedagogical environments and their goal of helping students to establish lifelong activity habits through promotion of fun in physical education class. 相似文献
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残障学生是高校里一类特殊群体,他们在体育活动中与正常学生有明显的区别。通过对西安10余所高校残障学生参与保健课现状进行调查,针对残障学生参与保健体育活动的项目特点,从残障学生的生理和心理特征进行分析,从而提出残障学生参与体育保健课教学的构想。 相似文献
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身体素养作为促进身体活动的一种新理念,引起体育教育部门、竞技运动组织和公共卫生研究领域的广泛关注,积极探索评价身体素养的方法。综述儿童青少年身体素养测评工具研究现状,结果显示,测评工具共6套,其中加拿大8~12岁儿童的测评工具较为完整,其他工具多是建立测量指标理论模型;测评维度主要包括身体能力、行为、认知、心理和社会5个子域;测评方法多采用自我报告和他评的主观测评。儿童青少年身体素养测评工具的研制尚处于起步阶段,需要进一步细化、验证和应用已有测评模型,研制针对不同文化背景、不同身体状况的儿童青少年测评工具。我国需要结合国内教育背景、儿童青少年身心特点及身体活动现状,研制不同年龄段、不同身体状况的儿童青少年身体素养测评工具,进而为了解我国儿童青少年身体素养的现状提供调查工具,为评价身体素养的干预效果提供指标。 相似文献
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AbstractThe main purpose of this study is to investigate whether self-efficacy in children with disabilities could be strengthened through targeted and adapted physical activities led by specially educated leaders. Children and Youth Physical Self-Perception Profile (CY-PSPP) scale were used. The study includes 45 children of 8–14 years of age with different types of impairments. The children participated in training sessions twice a week and tried out 13 different physical activities during eight months. The median in this study of total self-efficacy was 104 points, which can be compared to median points varying between 100 and 107 in previous studies based on children without disabilities. Furthermore, there was a statistically significant increase of the means in four out of six different domains of self-efficacy before and after the study was carried out. Key findings indicated that this model is successful in strengthening the children’s self-efficacy and that their perceived self-efficacy was equal to that of children without disabilities. 相似文献
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Background: The field of physical education (PE), overlapping as it does with the field of sport, has been critiqued for marginalizing those positioned as ‘different’. This difference is typically conceptualized in regard to a white, masculine, heterosexual, and able-bodied norm. Students who do not identify as white are not represented in any significant way in physical education discourses, culture, or the demographics of PE teachers in many international contexts.Purpose: This article explores links between the literature in critical leadership and physical education. Drawing on the theoretical foundations of transformational leadership, critical pedagogy, and critical race theory, we draw links between the field of PE and applied critical leadership.Design and analyses: Drawing on the theoretical tools of Bourdieu, we argue that physical education can be conceptualized as a field of practice. As such, the field values contain certain practices and norms. We argue that disrupting these norms relies on leadership in the field and may require insights from other fields, in this case applied critical leadership.Conclusion: We conclude that leaders (both teachers and teacher educators) in the field of PE have a responsibility to take up practices which work against racialization and challenge current norms. This is both a theoretical and pedagogical challenge but can begin in classrooms. 相似文献
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The Theory of Planned Behavior (TpB) measures the effect that individuals' behavioral belief normative belief and control beliefs have on their intentions to perform a specific behavior The purpose of this study was to examine: (a) whether the TpB could predict physical educators' intentions and (b) whether physical educators' intentions and control beliefs could predict their self-reported teaching behavior. A sample of 220 physical educators completed the questionnaire. Stepwise multiple regression analysis revealed that the TpB significantly predicted physical educators' intentions, F(3, 216) = 57.21, p < .01. However, only intention was a significant predictor of physical educators'self-reported behavior in teaching students with disabilities, F(2, 123) = 34.04, p < .01. 相似文献
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文瑾 《体育科技文献通报》2014,(5):48-49
在我国高等教育中体育教学是一个基本而重要的课程,而为了更好的上好高校的体育课也是对学校体育教学资源的一种考验,需要学校有着比较完善的教学资源,然后随着我国大学近些年的扩招,入学学生的不断增加也就使得高等教育院校体育教学资源不足的劣势不断凸显出来,这样也更加考验教育者和校方领导的管理能力和经验,要求能在加强教学资源投入的前提下更加合理的分配现有的教学资源,促进高等教育体育教学数量和质量的不断提高,从而加强我国高校体育的资源整体利用效率,提高体育教学资源的整体利用水平。 相似文献
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大学生职业素质的高低,是影响大学生职业选择的关键。,目前由于我国高校连年扩招,加之金融危机导致部分企业发展失利,经济增长放缓,致使求职人数激增、大学生的就业压力持续加大,就业危机心理日益严重。而导致大学生就业问题困扰的因素是多方面的,其中高校的人才培养结构不合理导致大学生综合素质不高也是造成就业困难的重要原因。,如何培养大学生的职业素质,根据社会需要、学生个性及学校课程特点进行职业素质塑造,明确学习目标,认识社会对人才素质的要求等是摆在我们教育工作者面前的重要课题。为此本文从体育课程的特点来阐述体育教育和职业素质训练的关系及如何在体育教育中渗透职业素质的途径,为提高大学生的职业素质服务,为高校及劳动就业部门提供一些资源和信息,帮助学生顺利就业服务. 相似文献
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Tim Fletcher 《Physical Education & Sport Pedagogy》2016,21(4):347-365
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
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AbstractThis purpose of this study was to investigate primary teachers’ attitudes towards adapted physical education (APE) in New Taipei City in Taiwan. It was hypothesized that positive attitudes would be found within this group of teachers. The research adopts a quantitative approach, conducting surveys. The results of this study fall into three parts. First, physical educators’ attitudes towards APE tend to be positive in the primary schools surveyed. Second, variables such as gender, age, length of teaching, background, teaching style and so forth have no effect on physical educators’ views on APE, although significant difference was found regarding grade. Finally, factors such as professional training and governmental policy are found to influence physical educators’ attitudes towards APE. In its conclusion, this study manifests its value in several ways. It provides recommendable suggestions for improving the policy and implementation of APE and future research on this subject in Taiwan. 相似文献
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The purpose of the research was to develop an instrument to examine physical education teachers' priorities for curricular decision-making. The purpose dimension of the Purpose Process Curriculum Framework (PPCF) was used as the theoretical structure for content decisions. Three studies are reported that investigate the reliability and validity of the proposed instrument. Items were evaluated for relevance and validity of the proposed instrument. They were evaluated for relevance and theoretical consistency by physical education teachers (Study 1) and curriculum specialists (Study 2). Acceptable items were then placed in a ranking format and field tested with physical educators in three school districts (Study 3). Results from Study 1 indicated that secondary level physical education teachers supported the relevance of items to reflect the educational setting in their classes. In Study 2, mean ratings of curriculum specialists established that 19 of the 22 categories were theoretically consistent with the PPCF. However, internal consistency coefficients (alpha) for 10 of the 22 purposes were less than .70. Follow-up field tests with physical educators in Study 3 indicated that only one category, joy of movement, had a coefficient above .70. In this research internal consistency coefficients were too low to make a claim for the reliability of the concept scales of the instrument. The multidimensionality of the purpose concepts raised questions regarding the validity of the PPCF and prohibited the use of the framework as a theoretical basis for instrument development. 相似文献
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通过对国内10所体育院校田径课程网上资源的比较与分析,得出其相同或相似的内容,找出其差别或不同的地方,结合2003年教育部颁发的《全国普通高等学校体育教育本科专业课程方案》和当前体育院校田径课程改革发展的实际情况以及今后互联网发展的趋势,提出适合体育院校田径课程网上内容的新模式,从而为参与田径课程教学的师生及有关人员提供更好的网络资源。 相似文献
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The purpose of this study was to determine the variables related to the successful least restrictive placement of students with disabilities into physical education classes. Subjects were 470 school building representatives and 62 adapted physical education professors throughout the nation. Confidence interval estimates (95%) of school building data correlated highest on relative importance with university census data on 8 of 37 total variables: motor ability test scores, developmental scale scores, reaching individualized education program instructional objectives, special education teacher recommendation, regular physical educator recommendation, activity offerings, classroom physical accessibility, and safety considerations. These represent those variables that should be used in some "best practices" combination by school personnel in making decisions regarding relevant students' class placement within physical education least restrictive environment alternatives. In addition, staff recommendation category variables were considered more important than test score, student related, class related, and administrative category variables. 相似文献
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K. Andrew R. Richards Jennifer M. Jacobs Victoria Nicole Ivy Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200
ABSTRACTBackground: 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