What knowledge is most critical for future K–12 physical education teachers?

2015 ◽  
Vol 86 (8) ◽  
pp. 56-59
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
K 12

Factors Associated With High School Physical Education Teachers’ Adoption of a Supplemental Online Instructional System (iPE)

2021 ◽  
Vol 40 (1) ◽  
pp. 136-145
Author(s):  
Chad M. Killian ◽  
Amelia Mays Woods ◽  
Kim C. Graber ◽  
Thomas J. Templin
Keyword(s):  
High School ◽  
Physical Education ◽  
Instructional System ◽  
Primary Data ◽  
Physical Education Teachers ◽  
Factors Associated ◽  
Use Of Technology ◽  
High School Physical Education ◽  
K 12

Purpose: The purpose of this study was to investigate factors associated with high school physical education (PE) teachers’ adoption of a supplemental online instructional system. Method: Semistructured, open-ended phone interviews with 28 high school PE teachers were used as the primary data collection method. All teachers were using or had used a supplemental online instructional system at the time of the study. The Unified Theory of Acceptance and Use of Technology (UTAUT) guided the directed content analysis. Results: Four main categories were generated, including perceived programmatic, instructional, and inclusivity improvements; minimal personal and student usage effort; school and curriculum provider support facilitated use; and administrators’ dictated long-term use. Discussion/Conclusion: The results aligned well with the UTAUT and served to situate the theory within the secondary PE context. The participants’ perceptions and experiences were also contradictory to much of the current research on teachers’ technology adoption in PE and K–12 education, more generally.

The Moral Judgment of Physical Education Teachers

1985 ◽  
Vol 4 (3) ◽  
pp. 178-189 ◽  
Author(s):  
Steven A. Henkel ◽  
Neal F. Earls
Keyword(s):  
Physical Education ◽  
Moral Judgment ◽  
Formal Education ◽  
Total Sample ◽  
Defining Issues Test ◽  
Physical Education Teachers ◽  
Sample Mean ◽  
Moral Thought ◽  
Teachers And Students ◽  
K 12

A theoretical framework was developed to frame research on the moral thought and actions of teachers and students. The moral judgment of K-12 physical education teachers (n = 47) was investigated to determine their characteristic types of moral judgment, the amount of variability in moral judgment, and how this variability was distributed with regard to gender, teaching level, formal education, amount of coaching experience, type of coaching involvement, and coaching aspiration. Moral judgment was assessed according to Rest’s (1979b) Defining Issues Test. The largest differences were revealed for the coaching related subgroups. The total sample mean P (principled reasoning) score of 37.8% was lower than the normative mean for comparison groups in other studies employing the DIT.

Teaching Self-Protection to Students With Disabilities

2021 ◽  
pp. 004005992110383
Author(s):  
Rhyanne Hartwig ◽  
Brock McMullen
Keyword(s):  
United States ◽  
Physical Education ◽  
Sexual Assault ◽  
Students With Disabilities ◽  
The United States ◽  
Physical Education Teachers ◽  
Individuals With Disabilities ◽  
Potential Strategy ◽  
K 12 ◽  
Self Protection

The United States has made many advances in establishing a culture of acceptance and inclusivity for individuals with disabilities. Through best practices in K-12 education, students with disabilities are becoming more independent and empowered, however, there are many potential risks students with disabilities face, especially in the area of sexual assault or abuse. Individuals with disabilities are three times as likely to be a victim of serious violent crimes than any other population in the United States. To protect these individuals and to help them protect themselves, a potential strategy is to implement a self-protection unit in their physical education. A self-protection unit will teach students four areas of knowledge: awareness, prevention, escape, and recovery. The purpose of this paper is to educate physical education teachers on the incidence of sexual assault and abuse of individuals with disabilities and how they can implement and teach self-protection skills to students with disabilities in physical education.

Old Story with a New Twist: Applying Decision Theory to Advance Understanding of the Negative Socialization Cycle of Physical Education Teachers

2016 ◽  
Vol 5 (3) ◽  
pp. 189-199 ◽  
Author(s):  
James D. Wyant ◽  
Kristi N. Wyant
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Physical Education ◽  
Decision Theory ◽  
Physical Education Teachers ◽  
Teacher Education Programs ◽  
Occupational Socialization ◽  
Education Programs ◽  
Socialization Theory ◽  
K 12

In recent years, the physical education (PE) profession has been forced to confront a plethora of issues, from the demise of teacher education programs to the loss of programming in the K–12 context. Calls for change and a time of introspection have been prompted by this climate. The impetus for change has long been a staple of PE discourse. Occupational socialization theory, which describes the forces that shape the decisions and behaviors of physical education teachers, offers insight on the change narrative. Emerging from the results of occupational socialization research are myriad negative issues that highlight a perplexing problem—some PE teachers have the propensity to make irrational decisions. The purpose of this article is to apply decision theory as a means to critically examine issues that have emerged from the negative socialization cycle of PE teachers. Beyond connecting theories, suggestions will be provided to improve the decision-making of PE professionals.

CONHECIMENTO DOS PROFESSORES DE EDUCAÇÃO FÍSICA SOBRE PRIMEIROS SOCORROS NAS ESCOLAS DE SANTA CECILIA-SC

Professare ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 82
Author(s):  
Angélica Wrublak ◽  
Elaine Caroline Boscatto
Keyword(s):  
Physical Education ◽  
Daily Life ◽  
Cardiopulmonary Arrest ◽  
School Context ◽  
Real Life ◽  
First Aid ◽  
Basic Knowledge ◽  
Physical Education Teachers ◽  
Emergency Situations ◽  
Santa Cecilia

<p class="resumoabstract">Acidentes e fatalidades podem acontecer desde simples contusões até as mais urgentes hemorragias e parada cardiorrespiratória. Os primeiros socorros realizados de forma adequada podem minimizar os agravos e até mesmo salvar vidas. No âmbito escolar, situações de emergência fazem parte do cotidiano e é essencial que Professores de Educação Física tenham um conhecimento básico para atender as necessidades escolares. O presente estudo teve como objetivo verificar o conhecimento dos Professores de Educação Física (EF) da rede pública de Ensino da Cidade de Santa Cecilia-SC com relação aos Primeiros Socorros (PS). Caracterizou-se em natureza descritiva, transversal, com análise quanti-qualitativa dos dados. Participaram do estudo 11 Professores de EF. Para a coleta de dados, foi desenvolvido um questionário abordando aspectos conceituais, procedimentos e atitudes referentes ao cotidiano profissional. Do total, apenas um professor não teve a disciplina de PS na graduação. Os professores na sua minoria se sentem aptos a prestar os PS e inclusive assumir as situações, demonstrando conhecimento satisfatório na teoria, mas na prática sentem-se inseguros para agir diante de situações mais graves. Destaca-se que mais de 80% sabem como agir em atendimentos menos agravantes. Já nas situações de parada cardiorrespiratória (RCP) e hemorragias, os mesmos relataram que necessitam de um treinamento mais atualizado. Em crianças principalmente eles não sentem muito seguros em prover o auxílio. Foi possível concluir que os professores de EF apresentaram um nível de conhecimento satisfatório na teoria, mas sugerem atualizações periódicas em forma de cursos.</p><p class="resumoabstract"><strong>Palavras-chave</strong>: Primeiros Socorros. Docentes. Educação Física e Treinamento.</p><h3>ABSTRACT</h3><p class="resumoabstract">Accidents and fatalities can occur from simple bruises to the most urgent hemorrhages and cardiopulmonary arrest. First aid performed properly can minimize the aggravations and even save lives. In the school context, emergency situations are part of the daily life and it is essential that Physical Education Teachers have a basic knowledge to carry out the school needs. This study verified the Physical Education (PE) Teachers knowledge from Santa Cecilia-SC public teaching related to first aid. It featured in descriptive nature, transversal, with quantitative and qualitative analysis of the data. Eleven PE teachers participated of the study. For the data collection, it was developed a questionnaire addressing conceptual aspects, procedures and attitudes concerning professional daily life. From the total, only one teacher did not have the first aid subject at the college. Teachers in their minority feel able to provide the first aid and even take on the situations, showing satisfactory theory knowledge, however in real life they feel insecure to act on before serious situations. It points out that more than 80% know how to act before less aggravating calls. Nonetheless, during cardiopulmonary arrest (CPR) and hemorrhages, they reported the need of an updated training. Mainly in children, they do not feel safe to provide the aid. It was possible to conclude that Physical Education Teachers showed a satisfactory level of knowledge in theory, however it suggest courses periodic updates.</p><p class="resumoabstract"><strong>Keywords</strong>: First Aid. Faculty. Physical Education and Training.</p>

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