Introducing Torres Strait Island dance to the Australian high school physical education curriculum

2013 ◽  
Vol 34 (3) ◽  
pp. 305-318 ◽  
Author(s):  
John Williams
Keyword(s):  
High School ◽  
Physical Education ◽  
Education Curriculum ◽  
Torres Strait Island ◽  
High School Physical Education ◽  
Torres Strait

scholarly journals Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes

2019 ◽  
Vol 11 (7) ◽  
pp. 2057 ◽  
Author(s):  
Yi-Hsiang Pan ◽  
Chen-Hui Huang ◽  
I-Sheng Lee ◽  
Wei-Ting Hsu
Keyword(s):  
High School ◽  
Physical Education ◽  
Control Group ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Sport Education ◽  
Learning Effects ◽  
Education Curriculum ◽  
High School Physical Education ◽  
Experimental Group

The purposes of the study were to examine the students’ learning effects of different physical education curriculum model, which merged Teaching Personal and Responsibility (TPSR), respectively, with the Sport Education Model (SEM) and Traditional Teaching Model (TTM) for better learning effects in high school physical education classes. A pretest-posttest quasi-experimental design was used with an experimental group (TPSR-SEM; 75 students, Mage = 16.78 ± 0.54 years) and a control group (TPSR-SEM; 58 students, Mage = 16.82 ± 0.57 years). Experimental and control group sessions spanned 32 lessons over 16 weeks. Multivariate analysis of covariance was used for statistical analysis. The findings of research showed that the TPSR-SEM experimental group could improve more learning effects than the TPSR-TTM control group in the dependent variables, including sport self-efficacy, sport passion, responsibility, and game performance. We concluded that TPSR-SEM group could improve more learning effects than the TPSR-TTM group in the cognitive, psychomotor, and affective domains for physical education courses. It is worthy to develop TPSR-SEM in the physical education curriculum.

scholarly journals The Impact of Social Change on Inner-City High School Physical Education: An Analysis of a Teacher’s Experiential Account

1999 ◽  
Vol 18 (3) ◽  
pp. 312-335 ◽  
Author(s):  
Ang Chen
Keyword(s):  
High School ◽  
Social Capital ◽  
Physical Education ◽  
Inner City ◽  
Educational Opportunity ◽  
Participant Observation ◽  
Education Curriculum ◽  
Inner City High School ◽  
High School Physical Education ◽  
The Impact

This report analyzes changes in a traditional physical education curriculum in an inner-city high school. The analysis is based on my 14-week participant observation of classes and interviews with a veteran physical educator (Mary) who experienced community and curriculum changes during her 26-year tenure. A written chronological research narrative was examined through a framework that delineates the nature of curriculum discourses and student social capital for schooling. The findings show that the curriculum is failing because negative social changes have denied students’ access to necessary social capital for successful learning. Mary emphasized a curriculum discourse of control based on a belief of dual-responsibility that dichotomizes educational opportunity into responsibility of control for teachers and responsibility of learning for students. A grounded theory developed from the case suggests that the physical education curriculum should emphasize transformation of knowledge and skills, the person, and community culture rather than reproduction of the “official knowledge” (Apple, 1993).

scholarly journals Effects of Music on Mood During Basketball Play in Junior High School Physical Education

2020 ◽  
Vol 78 (1) ◽  
Author(s):  
David Barney ◽  
Francis Pleban ◽  
Jemal Gishe
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Junior High School ◽  
Junior High ◽  
Short Form ◽  
Activity Levels ◽  
School Students ◽  
P Values ◽  
High School Physical Education

The incorporation of music in the physical education (PE) environment during physical activity has been shown to be beneficial for participants. Karageorghis et al. (1999) created a conceptual framework focusing on asynchronous music, identifying four factors important to a given piece of music: rhythm response, musicality, cultural impact, and association. The purpose of this study was to investigate the effect of two conditions, with and without the incorporation of music, in the PE environment on student moods in 948 junior high school students (501 males, 447 females). The conditions were measured using the Profile of Mood States (POMS) Short Form. Significant differences were observed in the mean scores of POMS between preintervention (without music) and postintervention (with music) for total mood disturbance, tension, anger, fatigue, depression, and confusion (all p values < 0.0001), as well as significantly higher mean scores for esteem-related affect and vigor (p values < 0.0001). Results from this study, and others, provide an impetus for PE teachers and PE teacher education to incorporate music during games/activities for the purpose of improving student moods and subsequent activity levels.

scholarly journals Relatedness-Supportive Learning Environment for Girls in Physical Education

2014 ◽  
Vol 7 (2) ◽  
pp. 139-150 ◽  
Author(s):  
Sandra L. Gibbons
Keyword(s):  
High School ◽  
Social Context ◽  
Physical Education ◽  
Learning Environment ◽  
Social Environments ◽  
Alternative Strategies ◽  
Healthy Relationships ◽  
The Social ◽  
High School Physical Education ◽  
Supportive Learning Environment

The challenges and issues associated with girls’ disengagement from high school physical education are serious and long standing. This disengagement has provided the impetus for the examination of alternative strategies to facilitate girls’ engagement in physical education. The purpose of this paper is to share a range of gender-inclusive practices in physical education grounded in the concept of a relatedness-supportive learning environment. "Relatedness" is the feeling of being connected to others in a social context. In turn, "relatedness support" refers to the social environments in which individuals have the opportunity to develop healthy relationships with others.

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