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Background: The latest curriculum reform in Norway is one example of an education reform with a highly emphasised assessment for learning (AfL) agenda. Acknowledging that there is a lack of empirical research on AfL in physical education (PE), and that AfL potentially can have an important role to play in development of PE pedagogy, this paper set out to examine the extent to which the emphasis on AfL from educational authorities has led to change in assessment practice in PE.Purpose and research question: The purpose of this paper is to examine the implementation of AfL in PE at upper secondary level in Norway, and discuss possible implications. More specifically we ask ‘How do students’ and teachers' perspectives of assessment practices in PE reflect AfL key principles?'Methods: A mixed-method design has been applied in this study. Quantitative data, collected through a questionnaire answered by 1486 students from six upper secondary schools (15–19 years), were combined and compared with qualitative data from focus groups of a total of 23 PE teachers at the same schools. Data were analysed in relation to four key principles of AfL.Findings: For the majority of the students in the study, their reports of assessment practice in PE did not reflect the four key principles of AfL. This result was supported by the fact that their PE teachers conveyed very varied understandings and enactments of AfL. The study revealed some difference between teacher and student perspectives regarding AfL key principles, in particular regarding feedback that moves learners forward.Conclusions: The study demonstrates limited implementation of AfL principles in PE and we conclude that the educational authorities' emphasis of AfL has not proven productive in PE. However, most of the teachers acknowledged the need to change teaching and assessment practices in PE, and all schools in the study are observed to be in an area of changing assessment. Considering the findings on different AfL key principles, this study highlights engaging student more directly in assessment processes as an important development area. 相似文献
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Background: Research in sport coaching and sport pedagogy including studies published in this special issue bring to the fore the relationship between learning and culture in contexts of high-performance sport. This paper acknowledged that how learning, culture and their relationship are conceptualised is a crucial issue for researchers and professionals in high-performance sport.Purpose and approach: This paper arises from a theoretical analysis of the research studies presented in this special issue. The analysis undertaken focused on the understanding and representation of the concepts of learning and culture and critically examined the methodological application of particular conceptualisations. The intention was to extend insight into both theoretical and methodological issues associated with understanding and researching athlete and coach learning, and high-performance sport settings.Findings and discussion: This paper identifies tendencies for separatist and reductionist thinking about learning and culture in high-performance sport settings. A relational perspective is identified as critical to extending research and professional practice that is directed towards learning and/or culture. Researchers are urged to avoid identifying either athlete or coach learning (only) with specific events or experiences, and similarly avoid positioning culture as something that sits apart from athletes’ and coaches’ participation and learning in elite sport settings. The dual notions of ‘learning practices as cultural practice’ and ‘cultural practice as pedagogical practice’ are proposed as a basis for holistic thinking about learning and culture in high-performance sport settings. The extent to which such thinking is reflected in the various contributions to the special issue is considered. Attention is then directed to the methodological challenges that researchers face if they are to reflect a conceptualisation of learning as both embedded and embodied in cultural practices. Challenging and extending the underlying vision of learning that researchers, coaches and athletes have is revealed as a critical consideration in regard to research design, data collection and ways in which participants are variously positioned, represented and ‘involved’ in research. Embodied perspectives are identified as particularly worthy of greater attention in contemporary research that seeks to extend understanding of athlete and/or coaches’ learning and lived experiences within and amidst elite sporting cultures. Recent scholarship focusing on the body and lived experience is identified as providing theoretical and methodological insights that can extend future research and practice.Conclusions: Foregrounding a relational perspective is fundamental to extending the understanding of learning and culture in high-performance sport. Future research also needs to clearly embrace the methodological challenges presented by new conceptualisations. 相似文献
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ChengTu Hsieh Melissa Mache Duane Knudson 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):108-119
Students' learning style preferences have been widely adapted into teaching and learning environments. The purpose of this study was to investigate the relationship between self-reported and assessed learning style preferences (visual, auditory, reading/writing, kinesthetic: VARK) on performance in different types of multiple-choice examinations (T1: text only format and T2: visual format) given in an introductory biomechanics class. Students who enrolled in three biomechanics classes at a state university were recruited to participate in the study. Ninety students (47 males and 43 females) completed a learning style survey and two types of examinations. Results showed that approximately half of the students were assessed and self-reported as kinesthetic for their preferred learning style. There was no significant difference in test performance between students who preferred visual and reading/writing learning styles (self-reported and assessed). These students demonstrated similar learning and comprehension of biomechanical concepts regardless of whether the test material was presented in their preferred sensory mode or not. Interestingly, female students' perceptions of their learning style preference may have a positive effect on the test results when the test is presented in their preferred format. 相似文献
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Hsieh C Mache M Knudson D 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(1):108-119
Students' learning style preferences have been widely adapted into teaching and learning environments. The purpose of this study was to investigate the relationship between self-reported and assessed learning style preferences (visual, auditory, reading/writing, kinesthetic: VARK) on performance in different types of multiple-choice examinations (T1: text only format and T2: visual format) given in an introductory biomechanics class. Students who enrolled in three biomechanics classes at a state university were recruited to participate in the study. Ninety students (47 males and 43 females) completed a learning style survey and two types of examinations. Results showed that approximately half of the students were assessed and self-reported as kinesthetic for their preferred learning style. There was no significant difference in test performance between students who preferred visual and reading/writing learning styles (self-reported and assessed). These students demonstrated similar learning and comprehension of biomechanical concepts regardless of whether the test material was presented in their preferred sensory mode or not. Interestingly, female students' perceptions of their learning style preference may have a positive effect on the test results when the test is presented in their preferred format. 相似文献
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课题组以协作学习和多媒体学习理论为基础,有利于培养学生的协作能力,并为学生终身体育奠定基础。为教师授课提供了更广泛的信息资源。开发了P．EE—learning体育协作学习系统,该系统此外,该系统为学生自主学习提供了良好的环境, 相似文献
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The bulk of interest in the role that interaction plays in learning in sport and physical education (PE) has focused on peer interaction at the expense of teacher–student interaction. This article redresses this imbalance in the literature by reporting on a study that inquired into the nature of teacher–student interaction and its effect on learning in PE swimming lessons in a French secondary school. Informed by an enactivist conceptualisation of learning, it emphasises the subjective dynamics of interaction to suggest that patterns of coordination should not be seen as being predetermined and determining student learning but, instead, as forms of engagement that influence, and are influenced by, the dynamics of interaction. In doing so it suggests the pivotal importance of teacher empathy for student learning through interaction in PE. 相似文献
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In a significant article from 1993, Crum describes the purpose of physical education (PE) as a ‘planned introduction into movement culture’. In broad terms, this purpose is tantamount to the stated purpose of Swedish PE in national steering documents. Crum contends, however, that physical educators do not prioritise learning, which is largely due to the different ‘movement cultures’ that constitute the PE lessons. This article explores how practice unfolds in movement cultures that are included in Swedish PE and their implications for teaching and learning in the subject. Some 30 (indoor) PE lessons in eight secondary schools in four cities throughout Sweden were video recorded. At ‘first glance’ these lessons indicated the prevalence of four logics of practice: a physical training logic, a sports logic, a sport technique logic and a dance logic. However, further analysis revealed that the teachers' and students' actions were not entirely in line with a logic of practice of training the body, winning the game, learning sporting skills or learning to dance. Instead, the PE practice largely unfolded as a ‘looks-like-practice’, where the purpose of teaching was blurred, and where any ‘planned introduction into movement culture’ was difficult to identify. In the final section, the authors discuss how physical activity logics can be recontextualised in a PE setting in order to emphasise the educational contribution of PE. 相似文献
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Dora Bartulovic Bradley W. Young Lindsay McCardle Joseph Baker 《Journal of sports sciences》2018,36(20):2340-2348
Sustained persistence in deliberate practice (DP) could be aided by engagement in adaptive motivational and metacognitive types of self-regulated learning (SRL) processes. We examined relationships between SRL and each of DP and physical preparation (PP; e.g., cross-training) in supervised, unsupervised, social and non-social practice contexts. 272 individual-sport athletes (from city to international level; M sport activity = 13.54 hrs/wk; 200 males, ages 18–35) completed the Self-Regulation of Learning Self-Report Scale and reported weekly DP and PP amounts. We found contrasting results depending on specific SRL processes. Self-monitoring was related to DP (total, supervised, social conditions) but inversely related to PP. Effort was inversely related to supervised DP but positively associated with PP. Planning was associated with DP, and reflection and self-efficacy related to PP. We discuss the contrast between DP and PP, highlighting differences in the nature of these practice activities, and self-monitoring as a key SRL process for DP. 相似文献
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ABSTRACTIt is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches’ knowledge and day-to-day practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically related questioning, linked to coaches’ participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledge-practice gap. 相似文献
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《European Journal of Sport Science》2013,13(6):638-645
AbstractTwo distinctly separate training facilities (dry-land and aquatic) are routinely used in springboard diving and pose an interesting problem for learning, given the inherent differences in landing (head first vs. feet first) imposed by the different task constraints. Although divers may practise the same preparation phase, take-off and initial aerial rotation in both environments, there is no evidence to suggest that the tasks completed in the dry-land training environment are representative of those performed in the aquatic competition environment. The aim of this study was to compare the kinematics of the preparation phase of reverse dives routinely practised in each environment. Despite their high skill level, it was predicted that individual analyses of elite springboard divers would reveal differences in the joint coordination and board-work between take-offs. The two-dimensional kinematic characteristics were recorded during normal training sessions and used for intra-individual analysis. Kinematic characteristics of the preparatory take-off phase revealed differences in board-work (step lengths, jump height, board depression angles) for all participants at key events. However, the presence of scaled global topological characteristics suggested that all participants adopted similar joint coordination patterns in both environments. These findings suggest that the task constraints of wet and dry training environments are not similar, and highlight the need for coaches to consider representative learning designs in high performance diving programmes. 相似文献
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This paper examines whether self-controlled feedback schedules enhance learning, because they are more tailored to the performers' needs than externally controlled feedback schedules. Participants practiced a sequential timing task. One group of learners (self-control) was provided with feedback whenever they requested it, whereas another group (yoked) had no influence on the feedback schedule. The self-control group showed learning benefits on a delayed transfer test. Questionnaire results revealed that self-control learners asked for feedback primarily after good trials and yoked learners preferred to receive feedback after good trials. Analyses demonstrated that errors were lower on feedback than no-feedback trials for the self-control group but not for the yoked group. Thus, self-control participants appeared to use a strategy for requesting feedback. This might explain learning advantages of self-controlled practice. 相似文献
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P.C.W. Van Wieringen H.H. Emmen R.J. Bootsma M. Hoogesteger H.T.A. Whiting 《Journal of sports sciences》2013,31(2):153-162
Effects of video‐feedback on improvement of the tennis service were investigated in subjects having at least 2 years of playing experience in tennis. The experiment was carried out in an indoor tennis hall under normal training conditions. Subjects were randomly divided into three groups: a video‐feedback training (VFT) group, a traditional training (TT) group and a control group, each consisting of 22 subjects. While the subjects of the control group received no training at all, subjects in both the VFT and TT groups were trained twice weekly during 5 consecutive weeks. Each training session lasted 40 min, of which 30 min was spent on actual practice in training of the service. The remaining 10 min was spent on watching, analysing and discussing video recordings of either their own service performed during the training session (VFT group), or ground strokes and volleys of top level players (TT group). Both the VFT and TT group showed significantly greater improvements in both achievement scores and form (technique) scores than did the control group. No differences, however, could be demonstrated between the VFT and TT group, indicating that the subjects of the former group did not benefit from the video‐feedback they received. While form scores correlated significantly (P < 0.001) with the velocity of the served ball, no such relation between form scores and spatial accuracy was apparent. 相似文献
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This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.] was adopted. This research highlights that the process of knowledge development in physical education teacher education (PETE) is socially constructed and complex. Much of the PSTs’ development was influenced by various communities of practice, particularly their school placements’ PE departments, but also their university-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to PSTs’ development. University-based learning was credited by PSTs with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. This study identifies the capability of school/university partnerships to facilitate enhanced knowledge development in PETE. Taking into consideration the evolving nature of PETE within a political context that is progressively moving towards an entirely school-based model, an evidence-based debate over the manner and nature of the subject knowledge to be developed is needed. 相似文献
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Background: Greater understandings about how progressive pedagogies are interpreted and practiced within schools will be required if international calls to enhance relevance and meaning in Health and Physical Education (HPE) are to be realised. Little is understood about how inquiry-based units of work connected to real-life issues are enacted, engaged with, and generate deeper knowledge within a HPE context.
Purpose: This study explores learner outcomes and perceptions of engagement with an inquiry-based unit of work, Take Action, that aimed to provide young people with an opportunity to critically reflect on movement, investigate an issue important to them, and enhance their capacity to enact positive change for themselves and others.
Participants and setting: Forty-four students and three teachers from two secondary school settings participated in the research. Both schools were located in relatively low socio-economic status areas in southern metropolitan Melbourne, Victoria, Australia.
Data collection and analysis: An exploratory and evaluative study design that employed naturalistic inquiry, using qualitative semi-structured interview data, observational data, and analysis of learner-produced artefacts were used. Analysis drew upon authentic learning frames to explore elements of knowledge construction through disciplined inquiry and real-life application.
Findings: Take Action provided a unique experience of HPE for the students and teachers who engaged with it. It was a collaborative, learner-centred inquiry-based experience that most learners found to be engaging and authentic. Both teachers and learners lacked the foundational knowledge of the discipline and a sound understanding of a critical-inquiry process that would have allowed them to deconstruct and reconstruct new ideas in deep interconnected ways.
Conclusions: More support for teachers and students is needed to legitimate these types of approaches within broader curriculum contexts to support student learning. Specifically, foundational understandings of: socially critical approaches to critical inquiry that serve to enhance knowledge relating to learner-identified topics; learning intentions and authentic assessment and how these might align with inquiry-based learning; forming connections with external experts to support learners early in an inquiry process; and how to extend explorations and elaborations within the constraints of a congested and contested curriculum. 相似文献
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Kyriaki Makopoulou 《Physical Education & Sport Pedagogy》2018,23(3):250-266
Background: Research evidence on what makes CPD effective is accumulating. Yet, fundamental questions about the specific features that lead to programme success. Furthermore, very little research investigates the nature and quality of CPD providers’ (tutors) practices. Taking a closer look at how CPD providers support teachers to learn is therefore an important direction for research in order to offer specific guidance on how to design and deliver future CPD programmes for maximum impact.Purpose: The present study aimed to advance this line of inquiry by seeking to examine tutors’ perceptions and practices in the context of a short course on Inclusive Physical Education. Two research questions were addressed: (1) What were the tutors’ perceptions of effective CPD delivery? And (2) How were these interpretations evidenced in practice? The short course, delivered by 40 different tutors across the country, was part of a National CPD programme which reached and educated over 5000 school staff in England. The scale of this programme thus offered an ideal setting in which to address the research questions.Participants and setting: A case study design was adopted where the case was identified at the level of individual courses. A cluster sampling procedure was adopted (one cluster for each of the nine geographical areas in England). Where possible, systematic sampling within the nine clusters was employed (i.e. collect evidence from the first two courses delivered in each cluster each year). A total of 27 courses, delivered by 20 tutors across eight geographical areas in England, were selected as cases and all tutors involved in their delivery were invited to participate in the study.Data collection: To explore tutors’ perceptions of effective CPD delivery (research question 1), qualitative data were collected via an online questionnaire and individual interviews. To examine how these interpretations were evidenced in practice (research question 2), both quantitative and qualitative data were collected via systematic observations and ethnographic field notes.Data analysis: Qualitative data were analysed using a constructivist approach to grounded theory. Quantitative data from the observations were entered into SPSS version 21 (IBM Statistics) for analysis.Findings: Findings indicate that tutors’ perceptions and beliefs did not always materialise. Data from the observations suggest variation in the ways tutors structured, supported and facilitated professional learning. This variation was evident not only in the actual time dedicated to practical vs. theoretical activities and active vs. passive learning opportunities but also in tutors’ ability to facilitate professional learning. This finding suggests that there is a significant set of skills involved in supporting, nurturing and challenging professional learning in CPD contexts. It is therefore important to consider how tutors can be best supported to develop and implement these skills effectively.Conclusion: The results consolidate existing understandings about the importance of (inter)active and practical learning opportunities in CPD; but also add nuance and detail on the diverse ways in which tutors engaged participants in the learning process. Findings draw our attention to the important issue of the selection and continuing education of CPD tutors. 相似文献
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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
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Kimberly L. Oliver Carla Luguetti Raquel Aranda Oscar Nuñez Enriquez Ana-Alycia Rodriguez 《Physical Education & Sport Pedagogy》2018,23(2):150-165
Background: Student-Centered Inquiry as Curriculum (SCIC) is an activist approach [Oliver, K. L., and H. A. Oesterreich. 2013. Student-Centered Inquiry as Curriculum as a Model for Field-Based Teacher Education. Journal of Curriculum Studies 45 (3): 394–417. doi:10.1080/00220272.2012.719550] inspired by years of research with youth. It was designed as a means of listening and responding to youth in order to better facilitate students’ interest, motivation, and learning in physical education settings. While we have a strong and growing body of activist research with youth in physical education, SCIC as a specific approach to working with youth is in its infancy; thus, there is a need to further explore the challenges teachers/researchers face learning to use this approach to teaching.
Purpose: This study explores how educators, in different contexts, learn to use an activist approach called SCIC, in order to better facilitate students’ interest, motivation, and learning in physical education and physical activity settings.
Research setting and participants: Participants included a university professor, a college instructor, a postdoctoral student, a doctoral student, and a pre-service teacher. Data were collected between January and May 2016.
Data collection and analysis: Data collection included weekly field notes and debriefings following observations, teacher artifacts, weekly collaborative group meetings, and two individual interviews per teaching participant.
Discussion and conclusions: The main challenge that emerged was learning how to move from a theoretical understanding of student-centered pedagogy to the practice of student-centered pedagogy. Specifically, the amount of time that was necessary to build a foundation that allowed for student and teacher understanding, respect, and comfort, negotiating teacher and student assumptions that were embedded in the status quo of physical education (PE), and the struggle to gather and use meaningful data to guide pedagogical decisions. We negotiated these challenges through our professional learning community whereby we worked to all be able to see and name what was happening in our individual classes and collectively planned what was needed to move forward through these challenges. 相似文献
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L. Verburgh E. J. A. Scherder P. A. M. van Lange J. Oosterlaan 《Journal of sports sciences》2016,34(18):1782-1790
In sports, fast and accurate execution of movements is required. It has been shown that implicitly learned movements might be less vulnerable than explicitly learned movements to stressful and fast changing circumstances that exist at the elite sports level. The present study provides insight in explicit and implicit motor learning in youth soccer players with different expertise levels. Twenty-seven youth elite soccer players and 25 non-elite soccer players (aged 10–12) performed a serial reaction time task (SRTT). In the SRTT, one of the sequences must be learned explicitly, the other was implicitly learned. No main effect of group was found for implicit and explicit learning on mean reaction time (MRT) and accuracy. However, for MRT, an interaction was found between learning condition, learning phase and group. Analyses showed no group effects for the explicit learning condition, but youth elite soccer players showed better learning in the implicit learning condition. In particular, during implicit motor learning youth elite soccer showed faster MRTs in the early learning phase and earlier reached asymptote performance in terms of MRT. Present findings may be important for sports because children with superior implicit learning abilities in early learning phases may be able to learn more (durable) motor skills in a shorter time period as compared to other children. 相似文献