How can physical educators motivate their students to appreciate dance and/or fully engage in dance activities as part of the physical education curriculum?

Physical educators have purported to teach children to be physically active and to promote their fitness. To achieve these goals, children should regularly experience moderate-to-vigorous physical activity (MVPA) during physical education lessons. For the purposes of this review, moderate physical activity is that which elicits a heart rate of 50% of maximum heart rate reserve (MHRR), moderate-to-vigorous activity elicits 60% of MHRR, and vigorous activity elicits 75% of MHRR. Duration criteria were set at 50% of lesson time or 20 min. The majority of lessons described in previous reports failed to achieve these criteria, although problems were noted in method and analyses of data. Lessons with physical activity as a direct goal have been successful in increasing MVPA. A greater focus on physical activity is required in the planning and delivery of physical education lessons if the physical activity and fitness goals of the physical education curriculum are to be met.

Download Full-text

Integrating Knowledge of Disability Throughout the Physical Education Curriculum: An Infusion Approach

Adapted Physical Activity Quarterly ◽

10.1123/apaq.11.1.3 ◽

1994 ◽

Vol 11 (1) ◽

pp. 3-13 ◽

Cited By ~ 23

Author(s):

Karen P. DePauw ◽

Grace Goc Karp

Keyword(s):

Physical Education ◽

Undergraduate Students ◽

Professional Preparation ◽

Adapted Physical Education ◽

Physical Educators ◽

Education Curriculum ◽

Preparation Programs ◽

Individuals With Disabilities ◽

Socially Constructed ◽

Traditional Approaches

In preparing for the 21st century, faculty and professional preparation programs must be responsive to the ever-expanding knowledge base in physical education and sport, as well as the shifting economic and social conditions in society. Creative approaches to undergraduate education will be needed. Current curricular approaches in undergraduate physical education programs provide minimal preparation in disability issues for undergraduate students. Since the 1970s, specialists in adapted physical education have been educated and provided with the necessary skills for teaching individuals with disabilities in specialized settings. On the other hand, the preparation of regular physical educators, who will provide physical activity for the majority of individuals with disabilities, is inadequate. Traditional approaches espouse a hierarchical delivery of information that is not only unrelated to other knowledges but often devoid of the viewpoint that knowledge and situations are problematic and socially constructed. A model is proposed that integrates knowledge and understanding of disability issues and infuses them throughout the undergraduate physical education curriculum.

Download Full-text

What is complex in complex movement? A discourse analysis of conceptualizations of movement in the Swedish physical education curriculum

European Physical Education Review ◽

10.1177/1356336x18803977 ◽

2018 ◽

Vol 25 (4) ◽

pp. 1146-1160 ◽

Cited By ~ 3

Author(s):

Lucas Janemalm ◽

Mikael Quennerstedt ◽

Dean Barker

Keyword(s):

Discourse Analysis ◽

Physical Education ◽

National Curriculum ◽

Central Element ◽

Curriculum Theory ◽

Physical Educators ◽

Education Curriculum ◽

National Agency ◽

Context Dependent ◽

Complex Movement

In 2011, the Swedish National Agency for Education introduced a new national curriculum. The curriculum contained a number of new terms. One in particular proved problematic for physical educators – complex movement. The confusion surrounding the term could be seen as somewhat unexpected since movement is and has been a central element of practically all physical education (PE) curricula. The specific aim of this paper is to identify how the discourse regarding complex movement is assembled, and by doing so, provide insights into the meaning(s) of complex movement within the context of PE policy in Sweden. Following Englund and Quennerstedt (2008), the study is framed within a Swedish curriculum theory tradition and six policy texts are examined using a discourse analytic methodology. The results suggest three different inferences of complex movement discourse: advanced with a wide meaning; context-dependent and related to sports for older pupils; and knowledge-dependent where different views about knowledge exist. From these results, three discussion points are raised related to: the diversity of possible meanings presented in policy; the connection between knowledge and understanding; and the probability of different audiences reading the texts in different ways. The paper is concluded with a consideration of the consequences of different inferences concerning complex movement and whether greater consensus is necessary.

Download Full-text

Senior Female Secondary School Students' Attitude Towards Physical Education in Hong Kong

Asian Journal of Physical Education & Recreation ◽

10.24112/ajper.41196 ◽

1998 ◽

Vol 4 (1) ◽

pp. 8-16

Author(s):

Alberto CRUZ

Keyword(s):

Physical Education ◽

Secondary School ◽

School Administrators ◽

Physical Educators ◽

Education Curriculum ◽

School Students ◽

Single Sex ◽

Recorded Data ◽

School Girls ◽

The Difference

LANGUAGE NOTE | Document text in English; abstract also in Chinese.Few studies have attempted to study the perception of physical education of secondary school girls with 'non-participation' behaviours during physical education lessons. This paper tries to explore the differences of attitudes of 'non-participation' and 'ordinary' senior form school girls toward physical education in a single-sex school. Six students were purposely selected in the study. They were interviewed and invited to give comments on physical education in their school. Their behaviours in three physical education lessons were observed and recorded. Data in the study indicated that most students held 'sex stereotyped beliefs', however, only the 'non-participation' students showed alienated behaviours from the physical education lessons. Possible reasons for these were the difference between the 'non-participation' and 'ordinary' students on the perceived status and values of physical education within school. School administrators and physical educators should revise the school physical education curriculum and instructional behaviours in order to maintain the students interest and positive attitude toward physical education.本文嘗試探討高中女生對體育課的態度。六名於體育課"欠活躍"及"普通"態度的女生被揀選參與是項研究。她們分別接受訪問，研究員記錄她們對學校體育課的評論。研究員並觀察她們六人分別在三節體育課的行爲表現。數據顯示兩組同學大都持有"女性"觀念，而"欠活躍"同學更對體育課有不感興趣的行爲表現。其中可能的解釋是"欠活躍"及"普通" 同學對體育課持不同價値觀。學校行政人員及體育教師應改善學校體育課程及教學行爲去維持學生對體育課的興趣及存正面態度。

Download Full-text

The Jump Rope for Heart Project: An Education Programme for Hong Kong School Children

Asian Journal of Physical Education & Recreation ◽

10.24112/ajper.51223 ◽

1999 ◽

Vol 5 (2) ◽

pp. 17-20

Author(s):

Amy S. HA ◽

Stephen H. WONG ◽

Daniel W. CHAN

Keyword(s):

Hong Kong ◽

Physical Education ◽

School Children ◽

Primary Schools ◽

Cardiovascular Health ◽

Healthy Lifestyle ◽

Target Population ◽

Education Programme ◽

Physical Educators ◽

Education Curriculum

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The primary objectives of this project are twofold: First, to enrich the learning experiences of the Hong Kong school children in health and physical education through a comprehensive rope-jumping programme. Second, to promote and maintain cardiovascular health among the Hong Kong school children through the active participation in rope-jumping activities. The target population for this project will be student of ten primary schools (P.4-P.6) and ten junior secondary schools (S.1 - S.3) in the territories. About 2,500 male and female students aged 9-14 will be included. The project will be implemented between September 1999 and March 2001. Under this project, an educational package including video series and handbooks on nutrition, exercise, and fitness will be developed in assisting school physical educators to promote a healthy lifestyle to their students. By inserting this proposed project into the present physical education curriculum, physical educators will find necessary philosophy, strategies, and pedagogical models to incorporate health and fitness education into a well-balanced school physical education curriculum. All in all, it is most important to develop a comprehensive and quality physical education programme which integrates appropriate physical activities, concepts, and value leading to healthy lives throughout a child's experiences in the home, school and community.本計劃主要目的為：一. 透過一項綜合性的跳繩活動計劃來增加香港學童在體育敎育方面的學習經驗。二. 通過參與跳繩活動向香港學童推廣保持心肺健康的信息。是項計劃對象為二千五百名年齡介乎九至十四歲之中(中一至中三)，小(小四至小六)學男女學童。計劃於一九九九年九月至二零零一年三月期間進行。為協助學校體育敎師向學生推廣健康生活的意識，此計劃特別設計了一套完備的敎材：包括營養、運動和體適能敎學手冊及錄影帶。

Download Full-text

Correlating Self-Efficacy for Teaching Personal and Social Development With Other Aspects of Physical Educators’ Self-Efficacy

The Physical Educator ◽

10.18666/tpe-2021-v78-i2-10342 ◽

2021 ◽

Vol 78 (2) ◽

Author(s):

Paul Wright ◽

Shaine Henert ◽

Marilyn Looney

Keyword(s):

Physical Education ◽

Teacher Beliefs ◽

General Education ◽

Social Development ◽

Self Efficacy ◽

Physical Education Teachers ◽

Physical Educators ◽

Education Curriculum ◽

Research And Practice ◽

Pearson Correlations

Research indicates physical education can foster personal and social development. However, few studies have examined teacher beliefs about delivering this aspect of the curriculum. To move research and practice forward, it is important to understand educators’ selfefficacy beliefs. Therefore, the purpose of this study was to examine the relationships between physical education teachers’ self-efficacy for teaching personal and social development, and other aspects of teachers’ self-efficacy. Participants were 116 (73 women, 43 men) practicing, licensed physical education teachers who completed the Exemplary Physical Education Curriculum Self-Efficacy Survey and the General Education Efficacy Survey. Pearson correlations indicate significant (p < 0.001) positive relationships (r > 0.30) between participants’ self-efficacy for teaching personal and social development and other aspects of physical education as well as general teacher efficacy. Findings support the relevance of selfefficacy for teaching personal and social development in physical education. Implications for practice and professional development are discussed as well as the need for continued research.

Download Full-text