Using visual methodologies to understand pre-service Health and Physical Education teachers’ subjectivities of bodies

2016 ◽  
Vol 23 (5) ◽  
pp. 394-406 ◽  
Author(s):  
Valeria Varea ◽  
Bonnie Pang
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Health And Physical Education

scholarly journals Influential Factors of Existing Physical Education Curriculum at Degree Level: A Case Study of Khyber Pakhtunkhwa

2021 ◽  
Vol 3 (1) ◽  
pp. 97-115
Author(s):  
Sohail Roman ◽  
Mehreen Saba
Keyword(s):  
Physical Education ◽  
Class Size ◽  
Influential Factors ◽  
Physical Education Teachers ◽  
Education Curriculum ◽  
Health And Physical Education ◽  
Khyber Pakhtunkhwa ◽  
Daily Schedule ◽  
Time Table ◽  
Degree Level

The main purpose of the study was to assess the influential factors of existing physical education curriculum at degree level in Khyber Pakhtunkhwa. The study consisted of the population, twenty-seven (27) physical education teachers and Five Hundred & Thirteen (513) physical education students, which were selected from Nine (09) randomly selected districts of Khyber Pakhtunkhwa. Survey technique was followed for the collection of required information. Appropriate questionnaire on Likert scale ranging from very much (VM) to Not at all (NAA) was developed and used after pilot testing checked through respondents of sampled colleges adopting a Cronbach’s Alpha method of reliability. The responses of the respondents were supported by (SPSS), version 24.0. Statistical techniques like, Independent sample t-test, regression and ANOVA were applied for analyses of collected data. It has also been found that factors like class size, daily schedule/time table, available infrastructure and teachers’ competency have significant influence upon teaching health and physical education. Based upon the findings, the researcher recommended that college administrator in collaboration with director colleges may bring manageable class size, allot adequate time for health and physical education classes, and provide required infrastructural facilities to impart the teaching experiences, observation and skills in a satisfying manner.

Encounters in a marginalised subject: The experiential challenges faced by Tasmanian Health and Physical Education teachers

2020 ◽  
pp. 000494412093496
Author(s):  
Vaughan Cruickshank ◽  
Brendon Hyndman ◽  
Kira Patterson ◽  
Paul Kebble
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
Survey Methods ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Physical Education Teachers ◽  
Students With Special Needs ◽  
Health And Physical Education ◽  
Years Of Teaching Experience ◽  
Primary Mission

Subjects such as Health and Physical Education (HPE) can be marginalised in schools because they are construed as less academically rigorous and less important to the primary mission of education. Teachers of all subjects face challenges, yet, teaching a marginalised subject can result in additional challenges for HPE teachers. Previous research has noted these challenges; however, less is known about how these challenges vary according to student age and teacher experience. This study used quantitative survey methods to ascertain which challenges are the most difficult for Australian HPE teachers, and whether this difficulty varies according to their teaching experience and the ages of their students. Findings indicated that the year level of students taught by HPE teachers was significantly associated with student engagement and isolation within their schools. Years of teaching experience was significantly associated with challenges in teaching students with special needs, with more experienced teachers rating this area as less of a challenge than less experienced teachers.

scholarly journals Movement-Versus Sporting-Based Physical Education in Elementary Schools: Does Either Ensure Quality?

2019 ◽  
Vol 6 (2) ◽  
pp. 267
Author(s):  
Joseph John Scott
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Exploratory Research ◽  
Australian Curriculum ◽  
Health And Physical Education ◽  
Education Literature ◽  
School Settings ◽  
Curriculum Frameworks ◽  
The Common

Within the physical education literature, there remains to be contentions between the effectiveness of sporting- and movement-based approaches. Whilst both have noted strengths and weaknesses, there is little research into whether either is leading to quality physical education in Australian elementary schools. This paper therefore examines two of the common models based approaches to teaching physical education in elementary schools against the five interrelated propositions of the Australian Curriculum to determine if either pedagogical approach is leading to quality physical education. This paper draws on current literature, curriculum frameworks and pedagogical recommendations to determine the value of a models based approaches to physical education in relation to quality. Examinations indicate that both the sports and movement based approaches can address the five key propositions that underpin the Australian Curriculum, however quality is dependent on appropriate implementation by qualified and skilled teachers. Teacher education and pedagogical knowledge is paramount for the implementation of quality physical education. Further investigation and exploratory research is required to determine if the model based approaches are being effectively being introduced by both generalist and specialist health and physical education teachers in elementary school settings.

What does the term ‘quality physical education’ mean for health and physical education teachers in Australian Capital Territory schools?

2018 ◽  
Vol 25 (4) ◽  
pp. 1193-1210 ◽  
Author(s):  
John Williams ◽  
Shane Pill
Keyword(s):  
Physical Education ◽  
Independent Schools ◽  
National Curriculum ◽  
Physical Education Teachers ◽  
Australian Capital Territory ◽  
Focus Group Interviews ◽  
Health And Physical Education ◽  
Australian Capital ◽  
The Status ◽  
Group Interviews

This research investigated what the term Quality Physical Education (QPE) meant to Health and Physical Education (HPE) teachers in Australian Capital Territory (ACT) schools. A total of 14 HPE teachers who taught middle school or above, representing government and independent schools, took part in focus group interviews about their understanding of QPE and the factors that influenced their constructs. Figurational sociology and the concepts of interdependence, habitus, and involvement and detachment, were used to inform the research and interpret the findings. It was found that teachers’ accounts of QPE were largely informed by their individual and collective experiences and their personal ‘philosophies’ of physical education. With the exception of a recently introduced national curriculum for HPE, the teachers in this study did not use, or refer to, any evidence-based documents in forming their ideas about QPE. Further, they did not mention any recognised pedagogical approaches that they used in teaching QPE. The findings from this research are important, because ‘everyday’ or common-sense teacher understandings can negatively impact student learning and threaten the status and credibility of our profession.

scholarly journals Perception of Physical Education Teachers and Students about the Use, Importance and Adaptation of Innovative Teaching Strategies in Physical Education at Degree College Level of Khyber Pakhtunkhwa

2020 ◽  
Vol III (I) ◽  
pp. 6-13
Author(s):  
Awais Arif ◽  
Nazia Akhtar
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Teaching Strategies ◽  
Research Work ◽  
Physical Education Teachers ◽  
College Level ◽  
Innovative Teaching ◽  
Health And Physical Education ◽  
Khyber Pakhtunkhwa ◽  
Teachers And Students

The aim of study was to investigate the perception of physical education teachers and students about the use, importance and adaptation of innovative teaching strategies in physical education at the degree college level of Khyber Pakhtunkhwa. The study was qualitative in nature but due to some limitation, the researcher adopted a quantitative method with a simple survey to carry out the research work. All the teachers and students at the degree college level at Khyber Pakhtunkhwa were taken as a population. Multi-stage random sampling technique with stratified sample technique was used to investigate teachers and student's perception regarding the importance of innovative teaching strategies regarding health and physical education and the adaptation of innovative teaching strategies. Close ended questionnaire was for the data collection. Inferential statistics one sample T-test, was used for the data collection. It has been concluded that teachers and students agreed upon the importance of innovative teaching strategies regarding health and physical education at the college level. It was that the concerned authority may have repeated and systematic evaluation policy to maintain and further improve the quality of innovative teaching strategies to meet the information needs of users.

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