scholarly journals Homophobia and heterosexism: Spanish physical education teachers’ perceptions

2015 ◽  
Vol 19 (8-9) ◽  
pp. 1156-1170 ◽  
Author(s):  
Joaquín Piedra ◽  
Gonzalo Ramírez-Macías ◽  
Francis Ries ◽  
Augusto Rembrandt Rodríguez-Sánchez ◽  
Catherine Phipps
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Teachers Perceptions

Part 2: Integration in PE and youth sport Homophobia and heterosexism: Spanish physical education teachers' perceptions

2018 ◽  
pp. 46-60
Author(s):  
Joaquín Piedra ◽  
Gonzalo Ramírez-Macías ◽  
Francis Ries ◽  
Augusto Rembrandt Rodríguez-Sánchez ◽  
Catherine Phipps
Keyword(s):  
Physical Education ◽  
Youth Sport ◽  
Physical Education Teachers ◽  
Teachers Perceptions

scholarly journals Preservice Physical Education Teachers’ Perceptions of Competence in Selecting Teaching Techniques: Teacher Training in Turkey

2020 ◽  
Vol 6 (1) ◽  
pp. 253
Author(s):  
Mehmet Yanık
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Perceived Competence ◽  
Physical Education Teachers ◽  
Teaching Techniques ◽  
Teachers Perceptions ◽  
Domain Specific ◽  
Level Of Significance ◽  
The Right ◽  
Data Frequency

The aim of this study was to examine preservice physical education teachers’ perceived competence in selecting teaching techniques according to certain variables. The research was designed as a descriptive study using a screening model. The study universe consisted of a total of 348 preservice physical education teachers studying in different departments. The “Scale of Preservice Teachers’ Perceived Competence in Selecting Teaching Techniques” was used as the data collection tool. For analysis of the data, frequency and percentage distribution, arithmetic mean, standard deviation, t-test and one-way analysis of variance values were used. The level of significance was taken as p < 0.05 for all tests. The results obtained in the study revealed that according to the evaluation of the scale score intervals, the participants’ mean scores (4.24±0.36) for perceptions of competence in selecting teaching techniques were high. According to the subdimensions, mean scores of 4.30±0.38 in the positive prediction subdimension and 4.11±0.39 in the negative prediction subdimension were obtained. No difference was found between groups according to the gender variable. According to the variable for type of department attended, it was seen that students in the coaching department who obtained the right to become teachers via certificate programmes had lower perception levels. Another finding of the study was that as grade level increased, participants’ levels of perceived competence increased. As a result of the research, recommendations are offered regarding the need for preservice teachers, from their selection onwards, to be educated with programmes which give priority to domain-specific practices, and for certificate programmes that grant the right to become a teacher through short-term training to be reviewed.

scholarly journals Competencies in Physical Education Teaching: An Investigation of Teachers' Perceptions in the Southern Governorates of Jordan

2017 ◽  
Vol 7 (2) ◽  
pp. 213
Author(s):  
Adnan Altaweel ◽  
AlMothana AlJa'afreh
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Teaching Competencies ◽  
Social Competencies ◽  
Teachers Perceptions ◽  
Academic Qualification ◽  
Descriptive Approach ◽  
Academic Qualifications

The purpose of this study was twofold: (1) to investigate physical education teachers’ perceptions of their teaching competencies (2) to examine potential differences in physical education teachers’ perceptions of their teaching competencies based on their gender and academic qualification. Descriptive approach was selected to guide the study. The study consisted of 127 physical education teachers from schools in four Governorates at the Southern of Jordan: Tafila, Maan, Aqaba, and Karak. A questionnaire instrument was used to collect data from the participants. The questionnaire instrument consisted of four scales: planning competencies, implementation competencies, personal and social competencies, and motivational competencies. The results showed that the participants’ perceptions of the levels of their educational competencies varied between low and high. The participants believed that the level of their planning competencies was low. While they believed that the level of their implementation competencies was high. The participants believed that the level of their personal/social and motivational competencies was moderate. The findings showed that there were significant differences in the physical education teachers’ perceptions of the levels of their educational competencies based on their gender and academic qualifications. Based on the findings, recommendations were presented. 

Spanish physical education teachers’ perceptions of talent development

2021 ◽  
pp. 1356336X2110108
Author(s):  
Alejandro Prieto-Ayuso ◽  
María Pilar León ◽  
Onofre Ricardo Contreras-Jordán ◽  
David Morley
Keyword(s):  
Physical Education ◽  
Extracurricular Activities ◽  
Talent Development ◽  
Limiting Factors ◽  
Physical Education Teachers ◽  
Teachers Perceptions ◽  
Physical Abilities ◽  
The Difference ◽  
Definition Of ◽  
Talented Students

Since Bailey and Morley (2006) developed a model of talent development (TD) in physical education (PE), several researchers have attempted to understand TD in the PE context. However, the definition of ‘talent’ in PE remains unclear. Currently, identifying refers to using a range of predefined criteria to recognise potential; providing to offering support for those identified; and developing to the process of defining, identifying, and providing talent in PE. This study aimed to examine secondary school PE teachers’ perceptions of TD processes in PE. A purposive sample of 20 Spanish PE teachers was interviewed (n = 17 males and 3 females). Through thematic analysis, five main themes were identified. Teachers associated talented students in PE with physical abilities. Teachers suggested several limiting factors in identifying and supporting talent within PE, including a lack of curricular guidelines, knowledge, and time. However, some teachers acknowledged that they were not equipped with strategies for TD in PE. Some teachers employed strategies to limit the abilities of talented students and balance the level of the class, while others found it difficult to develop talent in PE. Additionally, extracurricular activities were considered to play a key role in TD. Furthermore, teachers’ pedagogy might be biased when developing talented students in PE, as the difference between sports talent and PE talent is unclear. Our results reveal a need for professional development in TD for PE teachers.

Physical education teachers’ perceptions of perceived mattering and marginalization

2018 ◽  
Vol 23 (4) ◽  
pp. 445-459 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Karen Lux Gaudreault ◽  
Jenna R. Starck ◽  
Amelia Mays Woods
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Teachers Perceptions ◽  
Perceived Mattering

Understanding physical educators’ perceptions of mattering

2016 ◽  
Vol 23 (1) ◽  
pp. 73-90 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Karen Lux Gaudreault ◽  
Amelia Mays Woods
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Factor Structure ◽  
Online Survey ◽  
Role Stress ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Teachers Perceptions ◽  
Confirmatory Factor ◽  
Perceived Mattering

Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers’ perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire – Physical Education (PMQ-PE). In total, 460 physical educators completed an online survey that measured perceived mattering, role stress, and resilience. Data analysis began with exploratory factor analysis to identify a stable two-factor structure that measured physical educators’ perceptions that they matter and that the discipline of physical education matters. Next, confirmatory factor analysis was used to affirm the factor structure and to examine convergent, discriminant, and divergent validity. The model was a good fit for the data and the PMQ-PE correlated positively with resilience and negatively with role stress. These analyses support initial validation of the PMQ-PE.

Elementary and Secondary Physical Education Teachers’ Perceptions of Their Goals, Expertise, Curriculum, and Students’ Achievement

1992 ◽  
Vol 11 (2) ◽  
pp. 103-111 ◽  
Author(s):  
Dolly D. Lambdin ◽  
Mary A. Steinhardt
Keyword(s):  
Student Achievement ◽  
Physical Education ◽  
Future Research ◽  
Physical Education Teachers ◽  
Education Curriculum ◽  
Chi Square ◽  
Teachers Perceptions ◽  
Determining Factors ◽  
General Goal ◽  
Level Of Agreement

The purpose of this study was to investigate physical education curriculum from the teachers’ perspective. Elementary and secondary physical education teachers (N=60) completed a questionnaire that assessed their level of agreement on each of four statements associated with 12 commonly held goals for physical education. For each goal, teachers assessed the following areas using a 5-point Likert scale: their personal commitment to the goal, their expertise in content related to the goal, whether they taught to the goal in their present curriculum, and student achievement in the area. Chi-square analyses indicated that, in general, goal and expertise statements were directly related, but what was actually taught was rated 1 point lower than goal statements. Student learning statements were related to teachers’ goals but were rated even lower. Our study suggests that teachers’ goals and expertise may not be the determining factors in the taught curriculum and student achievement. Future research needs to focus on identifying barriers that prevent teachers from teaching what they would like, and feel prepared, to teach.

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