Didactics of health in physical education – a review of literature

2019 ◽  
Vol 24 (5) ◽  
pp. 506-518 ◽  
Author(s):  
Hanne H. Mong ◽  
Øyvind F. Standal
Keyword(s):  
Physical Education ◽  
Review Of Literature

Alone in the Gym: A Review of Literature Related to Physical Education Teachers and Isolation

2021 ◽  
Vol 10 (1) ◽  
pp. 66-77
Author(s):  
Christa Spicer ◽  
Daniel B. Robinson
Keyword(s):  
Physical Education ◽  
Scoping Review ◽  
Physical Education Teachers ◽  
Review Of Literature ◽  
Teacher Isolation ◽  
Research And Practice ◽  
Work Burnout

Feelings of isolation have long been found to be experienced by many teachers, particularly by those within some specialist disciplines, including physical education (PE). The potential effects of teacher isolation are undesirable and plentiful. They include a lessening of interest in one’s work, burnout, and/or an absence of community connection. Given the uniqueness of their discipline, PE teachers may especially be impacted by the following: Their discipline is “low status” and marginalized, they are frequently both physically and psychologically isolated from their peers, and they often are one of very few PE specialists in a school. Given these sorts of unique challenges for PE teachers, the authors undertook a scoping review of literature in order to gather and provide a comprehensive and up-to-date account of peer-reviewed literature related to PE teachers and isolation, as well as offer implications for PE research and practice.

Inclusion of Children With Disabilities in Physical Education: A Systematic Review of Literature From 2009 to 2015

2017 ◽  
Vol 34 (3) ◽  
pp. 311-337 ◽  
Author(s):  
Terese Wilhelmsen ◽  
Marit Sørensen
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Data Collection ◽  
Children With Disabilities ◽  
Barriers And Facilitators ◽  
Review Of Literature ◽  
Stakeholder Approach ◽  
Inclusion Process ◽  
Stakeholder Perspectives ◽  
Research Contribution

This systematic review examines research published from 2009 to 2015 on inclusion of children with disabilities in physical education according to the PRISMA guidelines. We have used a stakeholder approach as a framework for organizing and discussing the results. The searches yielded 535 studies, of which 112 were included. The systematic review outlines which stakeholder perspectives received the most attention, the main themes and findings, the methodological trends that governed the research contribution, and the country of data collection. The main findings indicated that perspectives of pre- and in-service teachers and studies of attitudes still dominate the research contributions. The strengths and limitations of the research conducted to date highlight that several other perspectives need to be discussed. Especially important is seeking information from children with disabilities themselves. Other barriers and facilitators perceived by those actively involved in the inclusion process need to be sought.

Curriculum Work in Physical Education: Beyond the Objectives Approach?

1993 ◽  
Vol 12 (3) ◽  
pp. 244-265 ◽  
Author(s):  
David Kirk
Keyword(s):  
Physical Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Review Of Literature ◽  
Education Curriculum ◽  
Personal Involvement ◽  
Educational Processes ◽  
Reflective Processes

Objectives are widely used in physical education curriculum work, though the effectiveness of their use varies. Specific and behavioral objectives continue to be advocated by physical education curriculum writers despite many wide-ranging criticisms. A particular criticism is that objectives trivialize educational processes and celebrate convergent learning outcomes. In this essay, a range of advocacies on how best to approach physical education curriculum work is reviewed. A number of limitations of the objectives approach are identified. These limitations are highlighted through a review of literature and through a case study, which examines some of the practical consequences of institutionalizing an objectives approach. It is suggested that the notion of curriculum work as craft presents an alternative to the use of objectives. Curriculum work as craft involves systematic and reflective processes promoting individuality and personal involvement in teaching and learning. This approach also creates the possibility of divergent learning outcomes.

Student Voice in Primary Physical Education: A 30-Year Scoping Review of Literature

2021 ◽  
pp. 1-26
Author(s):  
Cassandra Iannucci ◽  
Melissa Parker
Keyword(s):  
Physical Education ◽  
Scoping Review ◽  
Student Voice ◽  
Learning Experiences ◽  
Secondary Level ◽  
Primary Students ◽  
Review Of Literature ◽  
The Past

The past decade has seen an increased focus on student voice in physical education; yet, the majority reflects the thoughts, feelings, and experiences of agency of secondary-level students. It has been suggested that the perspectives and experiences of students in primary physical education remain largely absent from the literature. Therefore, the purpose of this review was to answer the question “what peer-reviewed data on student voice in primary physical education was published between January 1990 and March 2020?” This article provides a map of 89 articles that accessed student voice in primary physical education. Conclusions highlight a need for democratic possibilities for primary students to engage and contribute to their physical education learning experiences as well as a continued exploration of the implementation and impact of authentic methods of accessing and responding to student voice in primary physical education.

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