共查询到20条相似文献，搜索用时 15 毫秒
1.
Valeria Varea 《Sport, Education and Society》2018,23(3):244-256
This paper explores how a cohort of pre-service Health and Physical Education (HPE) teachers from an Australian university describe and construct their understandings of health and the body. Given that the courses that these undergraduates take in their degree programme present different perspectives on health and the body, a relevant question is to what extent these perspectives adequately equip these future HPE teachers to successfully teach the recently released Australian HPE curriculum. The participants in this study were 14 pre-service teachers, 11 females and 3 males, aged between 18 and 26 at the time of the first interview. The data used for this paper were taken from a larger study and were generated through interviews, the analysis of two undergraduate course profiles and an analysis of the new National HPE curriculum. Results reveal that there are some dominant discourses in health-related courses that may have a significant impact on these students. The purpose of HPE, the role of the HPE teacher and the idea of the HPE teacher as role model are also discussed. The results suggest that pre-service teachers face several challenges and dissonances between what they learn during their undergraduate programme and what the Australian HPE curriculum expects them to teach. How pre-service HPE teachers think about and relate to health and the body is important in terms of how they think about their professional practice and the influence they may have on their future pupils. 相似文献
2.
3.
《Research quarterly for exercise and sport》2012,83(4):555-566
ABSTRACTPurpose: The purpose of this study was to examine the job histories of physical education teacher education (PETE) graduates over a 15-year span. Method: A total of 118 graduates/participants completed a Qualtrics, open-ended survey. Face validity of the survey questions was established via a panel of experts and the survey was pilot-tested by PE teachers. Data were analyzed inductively via constant comparison. Trustworthiness of the data was addressed via peer debriefing and the use of member checks. Results: During the first year after graduation, of the 118 participants in this study, 82% were employed in schools, with 48% securing full-time teaching positions in health and/or PE, and adapted physical education (APE), and the other 34% in roles such as part-time teaching. Ultimately, 75% of graduates taught full-time in health, PE and/or APE. A total of 7% of those who taught opted to leave teaching. Almost all of the 80 participants still teaching planned to teach till retirement, or a very long time, with none stating that they planned to leave the profession soon. A few (3%) stated that they were undecided, however. Conclusion: There is a lack of research in the area of job histories of PETE graduates in the United States, and much of the overall research on organizational socialization is dated. The authors hope to spur further inquiry into this important area. The results of this study are encouraging but follow up studies are envisioned to further examine issues such as job satisfaction and teacher/coach orientations from acculturation through the life span of teachers. 相似文献
4.
Muhammad Sufri 《国际体育史杂志》2013,30(4-5):449-473
This study explored the footsteps of specialist physical education teachers in Singapore’s primary schools. In particular, this paper uncovered the physical education teacher training in Singapore during post-colonial days, ground situations leading to the rise of the specialist physical education teachers and government policies influencing the increase of them in primary schools. Document analysis was employed to trace the development of teachers teaching physical education in Singapore’s primary schools since the 1950s. The focus was on how this development influences the position of specialist physical education teachers in primary schools. The key role of the primary school physical education teacher has changed from a teacher whose focus was on physical fitness to a teacher who looks to develop pupils holistically through pupil-centric sports and outdoor activities. A generalist teacher that did not specialize in physical education is no longer suitable to teach physical education. Government policies and initiatives such as the robust recruitment of physical education teachers and the continuation of the Diploma in Physical Education programme have had a direct impact on the increasing number of primary school specialist physical education teachers. However, this increase is still insufficient. A concerted effort must be made by the school management to prioritize the quality of physical education lessons and sports programmes. 相似文献
5.
This paper aims to explore young Chinese girls’ aspirations and ideal environments for engagement in Health and Physical Education (HPE) and physical activity (PA) in Greater Western Sydney. Interviews are used to elicit these girls’ perceptions of their future and ideal environments in relation to HPEPA. Their data offer insights into key influences regarding what is thinkable, desirable and achievable in their HPEPA environments. Results showed dimensions of environments, such as social and pedagogical aspects, that are conducive to these girls’ aspirations in HPEPA (e.g. social support from parents, and functional built environment for HPE). This paper aligns with a strengths-based approach to understanding and recognising young Chinese girls’ perceived aspirations within their socio-cultural environment. In doing so, we discuss how feminism and femininity are positioned from a Chinese perspective that may provide alternative views to a post-feminist panorama in promoting advancement of all young girls in HPEPA. Results invite us to take into account some of the girls’ ambivalence towards being an ‘autonomous’ and ‘dependent’ modern Chinese young girl. This paper calls for a rethinking of how aspirations that shape young people’s future in HPEPA in much of the contemporary Western world are conceptualised in academic research. 相似文献
6.
Charles F. Morgan Aaron Beighle Robert P. Pangrazi 《Research quarterly for exercise and sport》2013,84(5):407-412
Limited data are available on the contributory and compensatory relationships between physical education and physical activity in children. Four hundred eighty-five (280 girls) children in first through sixth grades wore sealed pedometers during waking hours, including normally scheduled physical education lessons. The least, moderately, and most active children accumulated approximately 1,700, 1,100, and 2,500 more steps/day, respectively, on school days with physical education. No compensatory increases in physical activity were found on school days that did not offer physical education. The implications of the contributory relationship are highlighted by the evidence that 50% of the least active children were at risk for overweight or overweight and that no compensatory increases in physical activity were found on school days when physical education classes were not scheduled. 相似文献
7.
Fiona Dowling 《Sport, Education and Society》2013,18(2):201-222
abstract This study investigates how National Curriculum policy for England and Wales has been translated into practice as perceived by the pupils who are its recipients. Results suggest that pupil entitlement as enshrined in the National Curriculum rationale is at best being provided at the level of access to activity and pupil experiences are differentiated sharply by activity, by gender and by school. The paper suggests that the physical education National Curriculum already advantages certain pupil groups rather than others, and that changes in the discourse of physical education, exemplified by the texts of the latest official publications, will, if translated into practice, militate further against access to a curriculum relevant to all pupils. 相似文献
8.
Sheikh Omar Mohamad 《国际体育史杂志》2018,35(12-13):1325-1334
AbstractThe year 1999 saw a major shift in Singapore’s Physical Education curriculum when the traditional teaching approach in primary schools was replaced by a more game-like one, aptly known as the Games Concept Approach (GCA). Based on Foucault’s ‘History of the Present’ which intended to distinguish the kind of historical projects that brought this change, the focus is on tracing the forces that gave birth to the present-day practices and identifying the historical conditions which caused this shift towards GCA. Inspired by Foucault’s distinct elements of status, institutional sites and situation, the perspective of revealing a ‘history of the present’ on the birth of GCA in Singapore creates a better understanding of why it is still being taught in the PE curriculum. 相似文献
9.
Since the mid-nineteenth century, the Joinville School in France has worked to promote an innovative method of physical education, the French method, which was strongly marked by ideological and geopolitical challenges. Most of the French actors, whether they be military, doctors, scientists, or teachers, fought to defend France on the move. Physical education and its scholastic responsibility thus represented an original means to serve the national community and to give the country the necessary influence it required on the political and cultural international scene. If during the Second Empire, the Joinville School participated in the development of the physical instruction of French troops, during the third Republic, this officers' training school expanded the promotion of its method for physical education in schools. Among the challenges of this strategy, the actors for French physical education were faced with the organization of a common national teaching method as additional support for the promotion of a method that bore the mark of an eclectic philosophy. Until World War II, the Joinville School was a center for innovation that would spread practical physical education throughout France and Europe. 相似文献
10.
Socio-cultural theorists have argued that having a diverse understanding of subjectivities of normal/ideal bodies is important for Health and Physical Education (HPE) teachers. When teachers hold a single understanding and perception of normal/ideal bodies, such as a thin body as normal or ideal body, which are usually informed by dominant discourses, they may (re)produce narrow understandings of bodies among their students. This paper focuses on how a group of pre-service HPE specialist teachers (11 females and 3 males, aged between 18 and 26 at the time of the first interview) from an Australian university, discuss issues related to subjectivities of bodies. It draws on visual methodologies and semi-structured interviews to understand how these pre-service HPE specialist teachers construct discourses of bodies. Foucault’s concepts of normalisation, surveillance and biopedagogies are used to explore discursive constructions of bodies, with a particular focus on how some discourses are normalised via surveillance techniques. The results of the study invite us to reflect on how images may promote certain ways of thinking about and considering the body among pre-service HPE specialist teachers. In light of contradictions which were found across the comments of two participants who constructed different discourses during the interviews, we posit that making sense of subjectivities of bodies is complex and often contradictory. Furthermore, the results suggest that photo elicitation is a useful visual method for theorising issues related to bodies. Results can inform teacher education and policy in how to better prepare pre-service HPE teachers to teach about bodies. 相似文献
11.
12.
13.
Huijie Zhang 《国际体育史杂志》2015,32(8):1121-1126
Christianity, as practised by missionary educational institutions and the Young Men's Christian Association (YMCA) and Young Women's Christian Association (YWCA), was an important means of introducing and popularizing Western physical education and sport in modern China from 1840 to the 1920s. The research investigates how and why missionary educational institutions and the YMCA and YWCA contributed to the rise of physical education and sport in modern China. This analysis examines the activities of missionary educational institutions and the YMCA and YWCA in China during this period to uncover what really contributed to pave the way for Christianity, as well as led to this rise of Western physical education and sport in modern China from 1840 to the 1920s. 相似文献
14.
AbstractThis paper examines how missionary educational institutions and Young Men’s Christian Association physical education and sport programmes, in conjunction with the nation-building project of the Nationalist government, transformed and modernized physical education and sport in China from 1840 to 1937. The concepts of cultural imperialism and nationalism are central to this study, to understand how the two interacted in the process of the development of modern physical education and sports in China. This paper argues that the cultural imperialism model is ineffective for an understanding of the impact of missionaries on Chinese society and the subsequent transformation and indigenization of physical education and sport in modern China. More precisely, the way in which Chinese nationalism played an active role in resisting, selecting, and reshaping the cultural products (modern physical education and sport) evidences a process that was an active negotiation, rather than a passive consumption, of Western culture. This said, Christian physical education and sport programmes had long-lasting effects on how physical education and sports became the way to define ‘modern’ bodies as they were incorporated into the wider education programme of modernizing China under the Nationalist government. 相似文献
15.
16.
Purpose: This study was situated within a longitudinal study of 5 teachers examining the realities of teaching physical education by determining the impact of individual dispositions and contextual factors on the career trajectories of postprimary physical education teachers in Ireland (Iannucci & MacPhail, 2017). One of these participants, Jane, was examined in this study to gain a greater understanding of the realities and tensions experienced by a postprimary teacher enacting 2 distinct sets of role expectations when teaching physical education and another school subject concurrently. Method: Data reported in this article were collected through a semistructured interview and living graph. An interpretative framework was used for analysis, assessing Jane’s perceived meanings of the identified critical incidents in relation to role theory. Results: Teachers timetabled with physical education and another subject concurrently may be expected to navigate and negotiate 2 distinctly different roles within the school community causing difficulty in assuming both roles simultaneously. Short narratives were used to convey 2 themes: (a) role prioritization and (b) role performance. Conclusion: The study results suggest that the already complex and multifaceted role of a school teacher (Richards, Templin, Levesque-Bristol, & Blankenship, 2014) seems to be further complicated when teachers are tasked with simultaneously teaching physical education and another school subject. With the presence of a role conflict management strategy such as role prioritization (Stryker, 1968), one can presume that teachers who are tasked with teaching physical education and another school subject may experience some level of role conflict. 相似文献
17.
Anne Flintoff 《Sport, Education and Society》2013,18(2):231-250
Over the last decade or so, young people have increasingly become a focus of UK sport policy. Fuelled in part by concerns such as the increasing levels of childhood inactivity and obesity, and the lack of international success in sport, a plethora of policy initiatives aimed at young people have been developed. In April 2000, the government published its sport strategy document, A Sporting Future for All, pulling together all the threads of recent policies, and in it, restating its commitment to youth sport, sport in education, excellence and sport in the community. One such policy initiative, the School Sport Co-ordinator programme, is the focus of this paper. The School Sport Co-ordinator programme, currently being introduced into schools in England, is an initiative that involves two government departments (sport and education) and a number of other agencies, reflecting the government's current agenda to ensure 'joined up policy' thinking. It aims to develop opportunities for youth sport through co-ordinated links between PE and sport in schools, both within and outside of the formal curriculum, with those in local community sports settings. The essence of the School Sport Co-ordinator programme is to free up nominated teachers in schools from teaching to allow them time for development activities, specifically to encourage schools and community sports providers to work in partnership. This paper draws on data from an ongoing research project examining the implementation of one School Sport Co-ordinator partnership, 'Northbridge'. Drawing on in-depth interviews, it explores the perceptions of the newly established School Sport Co-ordinators of their changing role. The paper highlights some of the initial tensions and challenges for them in their task of working across different educational and sporting contexts. 相似文献
18.
David Aspin 《体育哲学杂志》2013,40(1):97-117
The objective of this paper is to consider some of the philosophical problems on gender in sport in terms of practical philosophy by examining previous studies on sports and gender in Japan. The previous studies of the Journal of Sport and Gender Studies, an institutional journal of the Japan Society for Sport and Gender Studies (JSGS), and were reviewed to explain the characteristics and the limits of previous sports-gender studies in Japan to establish the parameters for a philosophical discussion of sport-gender studies. A philosophical examination of the issues of affirmative actions, which is the least discussed topic among those listed in ‘JSGS’, is presented. By revealing fundamental problems in research on sports and gender in Japan, this study may potentially contribute to the resolution of multiple issues surrounding women in sports in Japan. Also, by exposing general and omnipresent problems, the study transcends the limited framework of sports in Japan, and can point to those common and overarching gender issues that need to be resolved around the world. 相似文献
19.
This article explores the sociological dynamics of pedagogic transition that occur with the passage of newly qualified teachers (NQTs) of Physical Education (PE) into their first posts. It draws its empirical illustration from life history and ethnographic data collected in 2006, from two first-post NQT status PE teachers with contrasting experiences, Pete and Jayne (pseudonyms). In approaching this task, we utilise the influential theoretical frameworks forwarded by Basil Bernstein and Pierre Bourdieu in a collaborative rather than an oppositional manner. More specifically, by viewing Bernstein's discursive codes and code modalities as embedded in the body through the use of Bourdieu's habitus, we explore the metaphors of resonance and dissonance felt in relation to the ‘school acoustic’ that occurred through the interplay of strong and weak framing for these individuals. In the two contrasting cases presented, Pete experienced explicit support through strong framing of performance codes and as a consequence found an explicit resonance between these and his own habitus. He quickly negotiated his identity and began reproducing existing pedagogy and discourses. In the second case, Jayne experienced implicit support through the weak framing of valued discursive codes. Consequently, she was forced to draw on her habitus in uncertain ways and oriented towards perfection codes and innovative practices. However, gradually she found her habitus to be dissonant with the perfection code modalities dominating the acoustics of the school and subsequently left the institution. The article reflects on the potential for furthering a principled collaboration of Bernstein and Bourdieu's concepts in the manner undertaken here. It concludes by highlighting the possible uses of such a perspective for helping NQTs entering PE and for schools accepting these teachers. 相似文献
20.