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1.
ABSTRACTBackground: For over four decades, there have been calls for physical education (PE) and physical education teacher education (PETE) to address social inequality and foster social justice. Yet, as numerous studies demonstrate, attempts to educate for social justice in PETE are infrequent and rarely comprehensive. This raises the question why it appears to be possible in some situations but not others, and for some students and not others. Purpose: The purpose of this paper is to examine the multiple socio-political networks or assemblages in which PETE is embedded and explore how these shape the possibilities for students to engage with the concept of social justice and sociocultural issues (SCI) when learning to teach PE. Two research questions guided this study: How does an orientation for social justice education (SJE) within education policy affect the standards for enacting PETE programs? How is SJE encouraged within PETE programs? Methodology: Drawing from a broader study of over 70 key personnel in more than 40 PETE programs, we examined how faculty in PETE understand their professional world, identify their subjective meanings of their experiences, and address SCI andSJE within PETE. Data sources included an initial survey, a semi-structured interview, and program artifacts. We analyze the ways that SJE/SCI was represented in three national settings (England, the United States, and New Zealand) and identified common themes. Results: Examination of each national setting reveals ways that SJE and SCI were enabled and constrained across the national, programmatic, and individual level in each of the countries. The coherence of explicit National policy and curricula, PETE program philosophies, and the presence of multiple individual interests in social justice served to reify a sociocultural agenda. Conversely, possibilities were nullified by narrow or general National Standards, programs that failed to acknowledge sociocultural interests, and the absence of a critical mass of actors with a socio-critical orientation. These differences in assemblage culminated in variations in curriculum time that served to restrict or enable the breadth, frequency, and consistency of the messages surrounding SCI in PETE. Conclusion: These findings highlight the importance of acknowledging socio-political networks where PETE operates. The agency of PETEs to enact pedagogies that foreground sociocultural interests is contingent on congruity of the networks. The authors caution that although the ‘perfect storm’ of conditions has a profound influence of the possibility of transformational learning of SCI in PETE, this arrangement is always temporary, fluid, and subject to changes in any of the three network levels. Additionally, the success of PETE in enabling graduating PE teachers to recognize the inequities that may be reinforced through the ‘hidden curriculum’ and to problematize the subject area is contingent on the expectations of the schools in which they teach. 相似文献
2.
Background: Physical education teacher education (PETE) programmes have been identified as a critical platform to encourage the exploration of alternative teaching approaches by pre-service teachers. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status quo of a teacher-driven, reproductive paradigm. Previous studies have reported successfully overcoming the powerful influence of acculturation, resulting in a change in PETE students' custodial teaching beliefs and receptiveness to alternative teaching approaches. However, to date, limited information has been reported about how PETE students' acculturation shaped their receptiveness to an alternative teaching approach. This is particularly the case for PETE recruits identified in the literature as most resistant to change. Purpose: To explore the features and experiences of an alternative games teaching approach that appealed to PETE recruits identified as most resistant to change, requiring a specific sample of PETE recruits with strong, custodial, traditional physical education teaching beliefs, and whom are high-achieving sporting products of this traditional culture. The alternative teaching approach explored in this study is the constraints-led approach (CLA), which is similar operationally to Teaching Games for Understanding, but distinguished by a neurobiological theoretical framework (nonlinear pedagogy) that informs learning design. Participants and setting: A purposive sample of 10 Australian PETE students was recruited for the study. All participants initially had strong, custodial, traditional physical education teaching beliefs, and were successful sporting products of this teaching approach. After experiencing the CLA as learners during a games unit, participants demonstrated receptiveness to the alternative pedagogy. Data collection and analysis: Semi-structured interviews and written reflections were sources of data collection. Each participant was interviewed separately, once prior to participation in the games unit to explore their positive physical education experiences, and then again after participation to explore the specific games unit learning experiences that influenced their receptiveness to the alternative pedagogy. Participants completed written reflections about their personal experiences after selected practical sessions. Data were qualitatively analysed using grounded theory. Findings: Thorough examination of the data resulted in establishment of two prominent themes related to the appeal of the CLA for the participants: (i) psychomotor (effective in developing skill) and (ii) inclusivity (included students of varying skill level). The efficacy of the CLA in skill development was clearly an important mediator of receptiveness for highly successful products of a traditional culture. This significant finding could be explained by three key factors: the acculturation of the participants, the motor learning theory underpinning the alternative pedagogy and the unit learning design and delivery. The inclusive nature of the CLA provided a solution to the problem of exclusion, which also made the approach attractive to participants. Conclusions: PETE educators could consider these findings when introducing an alternative pedagogy aimed at challenging PETE recruits' custodial, traditional teaching beliefs. To mediate receptiveness, it is important that the learning theory underpinning the alternative approach is operationalised in a research-informed pedagogical learning design that facilitates students' perceptions of the effectiveness of the approach through experiencing and or observing it working. 相似文献
4.
Background: The persistent gaps between a largely white profession and ethnically diverse school populations have brought renewed calls to support teachers' critical engagement with race. Programmes examining the effects of racism have had limited impact on practice, with student teachers responding with either denial, guilt or fear; they also contribute to a deficit view of racialised students in relation to an accepted white ‘norm’, and position white teachers ‘outside’ of race. Recent calls argue for a shift in focus towards an examination of the workings of the dominant culture through a critical engagement with whiteness, positioning white teachers within the processes of racialisation. Teacher educators' roles are central, and yet, while we routinely expect student teachers to reflect critically on issues of social justice, we have been less willing to engage in such work ourselves. This is particularly the case within physical education teacher education (PETE), an overwhelmingly white, embodied space, and where race and racism as professional issues are largely invisible. Purpose: This paper examines the operation of whiteness within PETE through a critical reflection on the three co-authors' careers and experiences working for social justice. The research questions were twofold: How are race, (anti) racism and whiteness constructed through everyday experiences of families, schooling and teacher education? How can collective biography be used to excavate discourses of race, racism and whiteness as the first step towards challenging them? In beginning the process of reflecting on what it means for us ‘to do own work’ in relation to (anti) racism, we examine some of the tensions and challenges for teacher educators in PE attempting to work to dismantle whiteness. Methodology: As co-authors, we engaged in collective biography work – a process in which we reflected upon, wrote about and shared our embodied experiences and memories about race, racism and whiteness as educators working for social justice. Using a critical whiteness lens, these narratives were examined for what they reveal about the collective practices and discourses about whiteness and (anti)racism within PETE. Results: The narratives reveal the ways in which whiteness operates within PETE through processes of naturalisation, ex-denomination and universalisation. We have been educated, and now work within, teacher education contexts where professional discourse about race at best focuses on understanding the racialised ‘other’, and at worse is invisible. By drawing on a ‘racialised other’, deficit discourse in our pedagogy, and by ignoring race in own research on inequalities in PETE, we have failed to disrupt universalised discourses of ‘white-as-norm’, or addressed our own privileged racialised positioning. Reflecting critically on our biographies and careers has been the first step in recognising how whiteness works in order that we can begin to work to disrupt it. Conclusion: The study highlights some of the challenges of addressing (anti)racism within PETE and argues that a focus on whiteness might offer a productive starting point. White teacher educators must critically examine their own role within these processes if they are to expect student teachers to engage seriously in doing the same. 相似文献
5.
Background: Research indicates that physical education teacher education (PETE) has only limited impact on how physical education (PE) is taught in schools. In this paper, our starting point is that the difficulties of challenging the dominating subject traditions in PE could be due to difficulties of challenging certain epistemological assumptions recurring in significant PETE subject matter and didactics courses. Purpose: The purpose of this paper is to scrutinise how knowledge is expressed in learning outcomes formulated in curriculum documents at PETE institutions in Sweden and to discuss the potential educational consequences of the epistemological assumptions underlying the analysed expressions of knowledge. Setting and participants: This paper offers possible explanations for the difficulties of influencing subject traditions in PE through analysing learning outcomes formulated in PETE curriculum documents. The analysis is based on 224 learning outcomes collected from a total of 18 course syllabi, spread at 6 PETE institutions in Sweden. Research design, data collection and analysis: The documents have been collected through contact by e-mail with representatives for each institution. Through the analysis different themes in the material have been identified and clustered together. Inspired by Fenstermacher's ideas about teacher knowledge as propositional knowledge and performance knowledge, our ambition is to discuss the potential educational consequences of the epistemological assumptions underpinning the analysed learning outcomes. Findings: In the collected learning outcomes, the following themes were identified: teaching PE, interpreting curriculum documents, physical movement skills, science, social health, pedagogy, critical inquiry, and research methods. In most of the identified themes, the learning outcomes represent both subject matter knowledge and general teacher knowledge and are also formulated with an integrated perspective on so-called performance knowledge and propositional knowledge. However, particularly in the themes science and physical movement skills, two very influential themes, the learning outcomes are limited to subject matter knowledge and the concept of knowledge in these themes is also limited and unilateral in relation to ideas of different forms of teacher knowledge. Conclusions: We argue that a decontextualisation of knowledge, in this paper identified through dissolving science from its use in practice and through detaching physical movement skills from other conceptual foundations, contributes to the reproduction of subject traditions that render PE teachers incapable of critically reflecting over their practice, for instance how different groups of students benefit or suffer from the teaching of certain content. Drawing on the work of Tinning, we offer an explanation as to how teacher knowledge in the themes science and physical movement skills, emanating from behaviouristic and craft knowledge orientations, is formulated. 相似文献
6.
There is a growing body of research on cultural diversity, discrimination and racism in physical education teaching and practice. However, although ‘cultural diversity’ is a central concern in research, curriculum and policies of higher education, it is not clear how and in what ways students and teachers should consider cultural diversity. Drawing on qualitative interviews with teachers and students in a Norwegian physical education teacher education (PETE) programme, we investigate how and in what ways students and teachers regard cultural diversity in that context. We suggest that cultural diversity is not sufficiently understood when it is assumed that knowledge about particular positions or identity categories (white, black, minority, majority) is fixed. Our findings indicate that cultural diversity is visible in movement and in bodily resonance between people. These findings present a strong argument for recognition of the relational, embodied and social aspect of cultural diversity in PE. 相似文献
7.
ABSTRACTEffective and sustainable strategies for physical activity promotion during childhood are of considerable importance to physical education, sport, and health organisations. Multi-component physical activity intervention approaches for children and young people are firmly rooted within the literature; however, there is a dearth of research evidence pertaining to healthy lifestyle promotion within and beyond the school environment. ‘Promoting active lifestyles in schools’ represents a valuable resource for teachers seeking to integrate health-related learning and encourage physically active students. The essential ingredients within this book are the active pedagogies and the health-related learning strategies for children from the ages of 5 to 16 years. Through a consistent formula, this book positions the longitudinal process of health-related learning at the centre of its practice, by providing age-appropriate learning outcomes, activities and assessment strategies within and beyond the school environment. This review seeks to examine the focus of the book and consider its contribution to the existing empirical evidence base within the fields of physical education, health education and physical activity promotion. 相似文献
8.
Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers’ experiences during this phase are shown to have a long-lasting influence on their approach to and perception of the subject and the profession. Furthermore, research shows that most physical education teacher education (PETE) programmes are ineffective in altering these initial perceptions and beliefs during the programme. This inertia to change may resemble Bourdieu’s concept of habitus. Purpose: The purpose of this study was to analyse the background of PE preservice teacher students (PSTs) and examine their embodied perceptions and beliefs related to the subject and profession when they enrol. Specifically, the study focuses on their background characteristics, perceptions of PE and PE teachers, and whether their background and perceptions changed between 2005 and 2016. Method: This study draws on a web-based questionnaire completed by 224 students (90 women and 134 men) enrolled in the PETE programme at a major university in Sweden between 2005 and 2016. The questionnaire used in this study addressed the PSTs’ experiences, views, beliefs and perceptions of PE and the PE profession, and it was completed during the first semester of respective students’ PE subject studies. Findings: PE PSTs are a homogeneous group of students with similar backgrounds, experiences and perceptions of PE and their future profession as PE teachers. Participants suggested that important characteristics for a good PE teacher include possessing subject knowledge, having pedagogical competence and being considerate. A good PE lesson should be fun and inspiring, consist of physical activity and be adapted to all. Important goals for PE are to develop pupils’ character and promote healthy behaviours. The PSTs’ background characteristics and perceptions do not seem to have changed during the studied period, in spite of the fact that the structure of the PETE programme did change. Conclusions: The homogeneous background among PSTs, with vast experience of sport and physical activity, implies that they will interact and engage with students with similar backgrounds and perceptions (i.e. habitus) during PETE. This may limit the potential influence of PETE and fail to prepare PSTs for the demands of their future profession. However, if the influences of acculturation were accounted for during PETE, the programmes could be better designed and better prepare PSTs for their future profession. 相似文献
9.
Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content knowledge has a negative effect on the development of pupil-centred and critical pedagogies. Despite of its seeming importance, specific research into this aspect of the knowledge base remains scarce. Purpose: This research set out to examine the effects that varying levels of content knowledge had on the development of PSTs in PETE. In doing so, it aimed to create an enhanced understanding of how this knowledge base influences the learning and development of PSTs in PETE. Methods and procedures: Shulman’s [1987. ‘Knowledge and Teaching: Foundation of the new Reform’. Harvard Educational Review 57 (1): 1–22] conceptualisation of the knowledge base for teaching was used to delineate the concept of content knowledge. Influenced by a constructivist approach to grounded theory, this study employed semi-structured interviews, lesson observations and post-lesson reflections as main instruments of data collection during three stages of a one-year PETE programme at a University in the UK. Using constant comparative analysis, data from 12 PSTs (6 female; 6 male) were analysed, following a 2-stage analysis procedure as outlined by Charmaz [2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage]. Main outcomes and results: Content knowledge limitations were found to have numerous effects on PSTs. Lack of teaching confidence, as well as adverse impact on enacted teaching knowledge (pedagogical content knowledge) highlighted that at least ‘adequacy’ of content knowledge is needed, if PSTs are to use more advanced pedagogical strategies with confidence. Content knowledge was seen to be context specific and contextualised within the curriculum delivered in the respective schools, where PSTs were placed. In-depth content knowledge was perceived to be an asset that could be used to design and teach lessons that were responsive to pupil need. Conclusions: In line with Siedentop’s [[1989] 2002. ‘Content Knowledge for Physical Education’. Journal of Teaching in Physical Education 21 (4): 368–377] critique of the academicisation of PETE, this study confirmed the facilitative role of content knowledge. Whilst such knowledge by itself does not guarantee good teaching, the debate about the wider role practical subject matter knowledge needs be re-visited. As universities and schools reposition and redefine their roles within a changing landscape of teacher education partnership models and the academic priorities and funding limitations at UK universities, the development of a range and depth of content knowledge represents an evolving challenge for all of those involved in PETE. 相似文献
10.
ABSTRACTBackground: Research on physical education (PE) shows a prevalence of narrow and reductionist views on what counts as ability. These views tend to privilege certain students and marginalize others, and often equate ability with technique-based sport performance. A lot of research is still directed towards the above problem. However, very few have devoted time and energy to actually resolving this problem. If no alternatives to narrow and reductionist views of ability are presented, then research will struggle to make a difference to the practice of PE. Assuming that movement is a key element in PE, the question of what counts as ability in PE is, we argue, a question of what capabilities a learner needs to develop in order to move in different ways. Investigating what movement capability can mean will provide possibilities for discussing and negotiating the meaning of ability in PE when the learning goal is something other than technique-based sport performance. Purpose: The aim of this paper is to further advance the knowledge base of what movement capability can mean within the context of PE. By achieving this aim, we intend to challenge narrow views on ability and thereby provide enhanced possibilities for PE to make a difference for students’ abilities through education. Theory and method: The process of coming to know something can be seen as exploring, with all senses, a landscape. Exploration involves recognizing details and nuances of the landscape and their relationships to one another. In this investigation, we examine what there is to know in the landscape of juggling using Ryle’s and Polanyi’s notions of knowing and learning. In line with a focus on the learners’ perspectives, interviews and observations were conducted with students whilst they were coming to know juggling. Ethnographic-type conversations were used to help students describe what they seemed to know or were aiming to know. Students were invited to write diaries with a focus on their experiences during the learning process, which we hoped could extend our insights regarding the experiential aspects in learning. Findings: Findings of the investigation suggest that in the group of students, four significant ways of knowing the landscape of juggling are important: grasping a pattern; grasping a rhythm; preparing for the next throw and catch and navigating one’s position and throwing. The research challenges the narrow view on ability as technique-based sport performance by providing examples of what movement capability can mean in terms of knowing a movement landscape alternatively to knowing a specific movement ‘in the right way.’ 相似文献
11.
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
12.
Background: Student voice agendas have been slow to permeate higher educational institutions. Curricula in universities, like those in primary and secondary education, are still usually made for students by teachers who, while they may have the best interests of the students in mind, rarely if ever engage students in curriculum decision-making. The need for more equitable, dialogic and democratic engagement by students is particularly relevant in the context of teacher education. It has been argued that pre-service teachers should experience democratic practices during their teacher education experiences in order to have the confidence, knowledge and skills to support democratic opportunities in schools. Purpose: Through the participatory action research project described in this paper we sought to position pre-service teachers as pedagogical consultants who would design feedback strategies, gather feedback with faculty and co-construct physical education teacher education (PETE) curricula. We saw this process as a democratic possibility that might create opportunities for pre-service teachers to critique and transform their own educational experiences. In this paper we detail the process we used to support dialogue about teaching and learning between students and faculty members and draw on the perspectives of the students, pedagogical consultant, lecturer and teaching and learning advocate involved in this project. Participants and setting: The project was undertaken with one cohort (77) of pre-service teachers during the final year of a four-year undergraduate PETE programme in an Irish university and focuses on the democratization of one PETE course. Data collection: Data were generated with and by the pre-service teachers, the pedagogical consultant, the lecturer and the regional teaching and learning advocate. The primary data collection methods were interviews and observation. Data analysis: The data were reviewed repeatedly looking for patterns, themes, regularities, paradoxes, variations, nuances in meaning and constraints [Rubin and Rubin 1995. Qualitative Interviewing. The art of Hearing Data. London: Sage]. The authors coded all data sets independently using constant comparison [Glaser 1965. “The Constant Comparative Method of Qualitative Analysis.” Social Problems 12 (4): 436–445] and then shared their processes and subsequent codes. Our analysis engages Greene’s [1988. The Dialectic of Freedom. New York: Teachers College Press] dialectical theory, to explore how naming and holding the tensions involved in this research and pedagogical enterprise was not stultifying but generative. Findings: Three key dialectics were constructed from the data: student–teacher, critical reflection–learning and responsibility–accountability. We speak to each of these themes from the perspectives of the students, the pedagogical consultant and the lecturer who participated in this project. Discussion and conclusion: Our discussion turns to the challenges and benefits associated with the pursuit and realization of democratic possibilities in PETE. 相似文献
13.
In this article we explore aesthetic experience as an aspect of embodied learning with focus on the moving body. Our theoretical framework is mainly based on the work of John Dewey. In the first part of the article we identify our understanding of central concepts and draw some lines to their implication for physical education (PE). In the second part we then use the theoretical framework in an empirical study inspired by the tradition of pragmatism. The aim is to study how physical education student teachers (PETE students) feel when participating in ball game, and how their feelings are related to the moving activity. Empirical data were mainly generated through observations from two ball game lessons and stories written by 16 PETE students. All stories were subjected to a categorical analysis of content. After analysing the empirical material, four categories emerged built on two pair of words: familiar or unfamiliar, and pleased or displeased. In the discussing section of this article, we put forward that moving activities in PE often are regarded as being technical or instrumental. By using an aesthetic perspective on embodied learning, however, we can go beyond that impression and show other dimensions of participation in ball game. It may become an important shift from exploring performance only to studying learning connected to feelings. 相似文献
14.
This paper reports data from a larger study into the ways in which Physical Education Teacher Education (PETE) students engaged in professional learning during teaching practice (TP) in Ireland. The study comprised one umbrella case study of Greendale University, schools and PETE students that consisted of five individual cases: tetrads of PETE student teacher, cooperating teacher (CT), University tutor (UT) and School Principal (SP). Each tetrad was defined as a unique community of practice located within the wider structures of school, education and university policies on teacher education. Data were collected over one academic year using qualitative research methods and grounded theory as a systematic data analysis tool. Findings indicate that in each of the five cases, support for PETE student learning was, to some degree, dysfunctional. In particular, it became evident that there were two conflicting teacher-learning curricula in operation. The official curriculum, expressed in policy and by SPs, UTs and CTs (also referred to as mentors), valued a PETE student who cared for pupils, had a rich pedagogical content knowledge, knew how to plan for and assess pupils’ learning, valued reflection, and was an active member of a community of practice. The unofficial but essentially more powerful enacted curriculum, encouraged PETE students to draw upon their own resources to learn pedagogical content knowledge in an isolated and unsupported manner. The data highlight the force of the unofficial curriculum and the ways in which PETE students were guided to the core of the dysfunctional community of practice by untrained CTs (mentors) and untrained UTs. PETE students in this study learned to survive in a largely unsupportive professional learning environment and, just as theories of social reproduction intimate, indicated that they would reproduce this practice with PETE students in their care in the future. The findings suggest that in cases similar to those studied, there is a need for teacher educators in Ireland, (in both universities and schools) to critically interrogate their personal practices and implicit theories of teacher education and to engage in training for their role. There is also evidence to suggest that PETE students in Ireland could benefit from the development of school–university partnerships that act as fundamental units of high quality professional learning. In the cases studied, this may have led to a stronger focus on the intended or official curriculum of TP, led by the revised maxim: ‘Do as we say and as we do’. 相似文献
15.
This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher education (PETE) programmes, school-based physical education (PE) practice and continuous professional learning (CPL) in PE. We argue that a critical view of tertiary PETE and PE teacher educator CPL practice or practices is particularly important if PETE programmes want to develop future PE and current teacher practitioners who are transformative agents. In setting up the pedagogical case study accounts, we recall common conversations about the bodies of knowledge in tertiary PETE programmes that have been positioned as problematic. The accounts highlight the existence of an artificial divide between PE educators as theory generators and both pre-service PE teachers and school-based PE practitioners as theory appliers. We suggest that part of the reason why this divide exists can be attributed to a general misunderstanding of theoretical and practical knowledge that have been wrongly compartmentalised into ‘theory’ and ‘practice’, and hence erroneously taught as isolated entities without any connection or direct link with each other, or the former considered to be less relevant and perhaps even irrelevant in practice. 相似文献
16.
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
17.
Background: Due to migration processes, cultural diversity and strangeness are becoming characteristics of modern society. The competence to handle this heterogeneity – the so-called intercultural competence – is a key competence for all children and youths. Sports and physical education (PE) are often considered as a particular field for enhancing intercultural competence. However, until now there is no theory-based empirical study that proves this assumption. Purpose: This study was designed to examine the effects of a standardised, theoretically driven programme in PE on the development of underlying cognitive concepts of intercultural competence: acculturation attitudes and attitudes towards cultural diversity. Research design: The research design consists of a quasi-experimental design with four measurement points. The intervention group ( N?=?69; mean age?=?11.6 years (SD?=?0.60)) followed standardised and theory-driven intervention lessons following the didactical guidelines of the concept of ‘Intercultural Movement Education’ (IME). The developed games tend to trigger ‘crises’ with the aim to insecure students. These experienced insecurities were afterwards reflected upon with the students. The internal control group ( N?=?63; mean age?=?11.8 years (SD?=?0.62)) and external control group ( N?=?93; mean age?=?10.8 years (SD?=?0.69)) were taught in a unspecific manner. The impact of the intervention study programme was tested with a reliable and valid questionnaire. Results: A significant time by group interaction effect for the subscale ‘assimilation/segregation’ of acculturation attitudes was found in boys and in girls. The attitudes increased significantly after the intervention. For the girls, the intervention group showed also a significant decrease of the attitude ‘integration’. No significant impact of the intervention study on the attitudes towards cultural diversity could be identified either with boys or girls. Discussion: The effects of the study are ambivalent. The significantly increased assimilative attitudes can be interpreted as a need for a sense of security. This is also underlined by the decrease of the integration attitude that values the maintenance of cultural integrity. It must be critically discussed whether the ‘crises’ were too intense and not adapted to the children’s skills to overcome them. Second, we have to critically analyse whether the discussions with the students about their experiences were sufficiently focused to debrief the students. Summary for practitioners: The competence to handle heterogeneity – the so-called intercultural competence – is a key competence for children and youths. Sports and PE are often considered as a particular field for enhancing intercultural competence. However, until now there has been no theory-based empirical study that proves this assumption. This paper describes the development, implementation and evaluation of an intervention programme on intercultural learning in PE along the didactic guidelines of IME. This programme tries to trigger ‘crises’ that stimulate the students to react and think about their self- and world relations. The statistical analyses show that the ‘crises’ were probably too intense as the students’ scores in assimilation attitudes increased. This lead to the didactical reflection of the implementation of intercultural learning processes in PE. 相似文献
18.
ABSTRACTBackground: Assessment is crucial for the quality of teaching and learning in physical education (PE). Currently little is known about the students’ level of achievement in PE and about the parameters used for calculating the PE grades. Although there is evidence that boys are more active outside school than girls and participate more in organized sports, few studies have examined possible differences between genders in PE achievement. Furthermore, despite the current interest in the relationship between motor competencies and cognitive functioning, limited research has examined if PE grades are associated with academic achievement. Purpose: Considering the lack of information on the current level of students’ success in PE, the main aim of this study is to examine the PE grades of Portuguese students in secondary school. Specifically, this study analysis the level of students’ achievement in PE, the relation of PE grades with other school subjects’ grades, compares the PE grades between boys and girls, and presents the PE summative assessment parameters used in schools. Method: Participants were 1936 students (57% girls) from the 10th, 11th and 12th grades (16.8?±?1.3 years old) attending eleven Portuguese secondary schools. Information was gathered on their grades in PE and in the other school subjects at the end of the school year. Information on the specific assessment parameters used in each school was also collected. Results: The average grades in PE were 14.9?±?2.3 points (20-point scale). Only ～1% of students with a final PE grade had a negative performance (<10 points). PE grades were relatively higher than in most of the other school-subjects and for most students (68.7%) the PE classification raised their overall average grade. The level of correlation between grades in PE and in other school subjects was statistically significant ( r's?=?.13 to .29, p?<?.05) although lower than that between grades in the other school subjects ( r's?=?.44 to .84, p?<?.01). There were significant differences between girls’ and boys’ grades in PE (14.3?±?2.3 and 15.9?±?2.1 points, respectively). The school assessment parameters prioritize physical performance over participation and attitude. Conclusion: The Portuguese students’ level of achievement in PE seems to be very satisfactory. However, as boys have higher grades than girls it is urgent to find appropriate strategies to tackle this problem. The associations found between PE grades and academic achievement could have relevant repercussions considering the current debate about the status of PE and about the relationship between motor and cognitive competencies. It is also relevant that the schools’ summative assessment parameters are based mainly on skill mastery and not on effort and participation. This study provided a brief glance into some aspects of the assessment of PE in Portugal and is it is desirable that future investigations examine the teacher's assessment practices. 相似文献
19.
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
20.
Abstract Objective: Physical education (PE) has been attributed an important role in providing young people with physical activity. If sufficiently active, PE lessons could contribute to physical activity levels in youth. Therefore, the purpose of this study was to determine the overall intensity of Dutch primary and secondary school physical education (PE) lessons and the influence of various lesson characteristics on these intensity levels. Methods: Between September 2008 and June 2009 heart rates were measured using the Polar Team System in a nationally distributed sample of 913 students in 40 schools in the Netherlands. Results: Overall percentages lesson time in moderate-to-vigorous physical activity (MVPA) were 46.7% and 40.1% during primary school and secondary school PE respectively. Results indicated a sharp decline in girls’ PE intensity levels at the beginning of secondary school. Furthermore, secondary school boys were more active than girls. The high prevalence of teamgames in the Dutch PE curricula might prevent secondary school girls from attaining similar physical activity levels during PE. 相似文献
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