An analysis of Chinese preservice physical education teachers’ attitudes toward school-based fitness testing in physical education settings

2020 ◽  
pp. 1-14
Author(s):  
Xiaofen D. Keating ◽  
Rachyl Stephenson ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Leon L. Chen
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
Attitudes Toward School ◽  
School Based ◽  
Teachers Attitudes

California Secondary School Physical Education Teachers’ Attitudes Toward the Mandated Use of the Fitnessgram

2007 ◽  
Vol 26 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Robert H. Ferguson ◽  
Xiaofen D. Keating ◽  
Dwan M. Bridges ◽  
Jianmin Guan ◽  
Li Chen
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
Test Results ◽  
Fitness Test ◽  
Grade Levels ◽  
Positive Attitudes ◽  
Fitness Tests ◽  
Teachers Attitudes

This study aimed to determine how California secondary physical education teachers perceive the state mandated youth fitness testing for the 5th, 7th, and 9th grades using Fitnessgram. The participants were secondary school physical education teachers (N = 323). A previously validated attitudinal instrument (Keating & Silverman, 2004a) was used to collect the data. The means and standard deviations for each attitude subdomain and the overall attitudes were computed. MANOVA and ANOVA were employed to test the differences in attitudes by demographic and profession-related variables. Teachers’ overall attitudes toward the Fitnessgram were slightly higher than a neutral attitude, indicating slightly positive attitudes on a 7-point Likert scale (M = 4.47, SD = 1.06). The mean scores for the attitude subdomain of cognitive (i.e., usefulness of fitness test results) and the affective (i.e., enjoyment of implementing fitness tests, and enjoyment of using fitness test results) components were 4.25 (SD = 1.38), 4.90 (SD = 1.15), and 4.39 (SD = 1.17), respectively. The data from the study suggested that teachers marginally agreed that the test results were useful and that they somewhat enjoyed implementing the test. Class size and student grade levels taught were important profession-related variables to consider regarding teacher attitudes toward the Fitnessgram.

scholarly journals How trainee physical education teachers in England write, use and evaluate lesson plans

2018 ◽  
Vol 25 (4) ◽  
pp. 964-982 ◽  
Author(s):  
Susan Capel ◽  
Sophy Bassett ◽  
Julia Lawrence ◽  
Angela Newton ◽  
Paula Zwozdiak-Myers
Keyword(s):  
Physical Education ◽  
Thematic Analysis ◽  
Lesson Planning ◽  
Lesson Plans ◽  
Physical Education Teachers ◽  
Trainee Teachers ◽  
Initial Teacher Training ◽  
School Based ◽  
Limited Choice ◽  
Insight Into

Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees in England completed a questionnaire about lesson planning after finishing a block school-based practicum. Frequencies and percentages were calculated for the limited-choice questions on the questionnaires and open-ended questions were analysed using thematic analysis. Results showed mixed responses, with no one method followed by all trainees. Some trainees stated they planned and/or evaluated lessons as taught. Some stated they completed the plan and/or evaluation proforma to ‘tick a box’. The highest percentage of trainees stated it took between half an hour and one-and-a-half hours to plan each lesson. Although most trainees stated they found the plan useful in the lesson, others stated they found it too detailed to use. Some stated they did not deviate from the plan in the lesson, whereas others adapted the plan. The majority of trainees stated that evaluation enabled them to see if objectives had been achieved. Results are discussed in relation to teaching trainees how to plan lessons in PEITT in England.

Perceptions of Childhood Obesity of Undergraduate Students in Physical Education

1995 ◽  
Vol 76 (3_suppl) ◽  
pp. 1251-1259 ◽  
Author(s):  
Michael P. Savage
Keyword(s):  
Childhood Obesity ◽  
Physical Education ◽  
Undergraduate Students ◽  
Weight Reduction ◽  
Normal Weight ◽  
Physical Education Teachers ◽  
College Courses ◽  
School Based ◽  
School Programs ◽  
Reduction Strategies

A sample ( N = 200) of undergraduate students in physical education from 12 universities in a midwestern state was sent the 1990 Price questionnaire; 178 responded (89%). 96% of the respondents indicated that normal weight is very important in children, 88% agreed that physical education teachers should play major roles in treating childhood obesity. 92% believed their college courses prepared them to administer exercise programs to help children reduce weight, and 70% supported school-based weight-reduction strategies. Over-all, the students seemed to want to help eliminate childhood obesity and indicated they should become significantly involved in school programs designed to achieve this goal.

Middle School Students’ Perceptions of Physical Education: A Qualitative Look

2021 ◽  
Vol 40 (1) ◽  
pp. 30-38
Author(s):  
Sharon R. Phillips ◽  
Risto Marttinen ◽  
Kevin Mercier ◽  
Anne Gibbone
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
School Students ◽  
Grade Levels ◽  
Grade 5 ◽  
Students Attitudes ◽  
Group Interviews

Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

scholarly journals Pre-service physical education teachers’ attitudes toward inclusive physical education

2021 ◽  
Author(s):  
Michael Braksiek
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Convergent Validity ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Degree Programs ◽  
Confirmatory Factor Analyses ◽  
Valid Instrument ◽  
Pete Programs ◽  
Teachers Attitudes

AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

scholarly journals The attitudes of elementary school students towards physical education teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 5-19
Author(s):  
Velimir Miličković ◽  
Veljko Vukićević ◽  
Stanko Zečević ◽  
Slobodan Vignjević
Keyword(s):  
Physical Education ◽  
Factor Structure ◽  
Student Attitudes ◽  
Assessment Scale ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
School Students ◽  
Education Teacher ◽  
Teacher Competences ◽  
Teachers Attitudes

The aim of the study was to determine the factor structure of the assessment scale of the Physical Education Teacher Attitude Questionnaire, as well as to ascertain the existence of gender, age, and differences in whether students practice some sport outside of school or not, in terms of attitudes toward different physical education teacher competences. A sample of 119 students of both genders, grades 5 through 8, was assigned a USF assessment scale, modeled on existing instruments for assessing student attitudes toward physical education and physical education teachers. The factor structure was determined by using factor analysis. The ANOVA results for gender differences indicate that there are no statistically significant differences in the attitudes of students towards the competences of physical education teachers. ANOVA results for differences between coaching students and non-coaches suggest that there are statistically significant differences between these groups of respondents regarding the factor of socio-emotional competence of teachers, in the sense that students who train a sport are more inclined towards the socio-emotional competences of teachers. The ANOVA results for age differences indicate that there are statistically significant differences between younger and older students, regarding both factors, in the sense that younger students are more inclined towards both the socio-emotional and professional competences of physical education teachers. Attitudes towards the teacher provide valuable information about what students think and feel about them, thus creating adequate conditions for effecting change and improving both teaching and relationships with students.

Singapore teachers’ attitudes towards the use of information and communication technologies in physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 481-494 ◽  
Author(s):  
Nien Xiang Tou ◽  
Ying Hwa Kee ◽  
Koon Teck Koh ◽  
Martin Camiré ◽  
Jia Yi Chow
Keyword(s):  
Physical Education ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Communication Technologies ◽  
Physical Education Teachers ◽  
Full Time ◽  
Demographic Groups ◽  
Significant Difference ◽  
Information And Communication ◽  
Teachers Attitudes

The purpose of the present study was to examine and compare Singaporean physical education teachers’ attitudes towards information and communication technologies in physical education across different demographic groups that included gender, age, teaching experience, and school level. A total of 422 Singaporean full-time physical education teachers (mean age = 38.47 years, standard deviation = 8.31) completed the Physical Education Teachers’ Subjective Theories Questionnaire to assess their perspectives towards the integration of information and communication technologies into physical education teaching practice. Mann–Whitney U and Kruskal–Wallis H tests were conducted to examine the differences in participants’ attitudes across different demographic groups. Results revealed that attitudes towards information and communication technologies significantly differed between teachers of different gender, age, and teaching experience. However, no significant difference was found in attitudes towards information and communication technologies among teachers of different school levels. The findings of this study can inform policy-makers and stakeholders with an interest in promoting the integration of information and communication technologies in physical education.

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