Novice and Experienced Children’s Physical Education Teachers: Insights into Their Situational Decision Making

1993 ◽  
Vol 12 (2) ◽  
pp. 197-214 ◽  
Author(s):  
George Graham ◽  
Mark Manross ◽  
Christine Hopple ◽  
Tom Sitzman
Keyword(s):  
Decision Making ◽  
Physical Education ◽  
Teacher Educators ◽  
Physical Education Teachers ◽  
University Courses ◽  
Child Centered ◽  
Field Notes ◽  
The Way

In recent years several studies have compared experienced and inexperienced teachers as they teach the same topics to similar groups of children or perform the same planning or observation tasks. This study compares the way 3 novice (NT) and 3 experienced (ET) teachers teach the same content (dribbling) to the same intact classes of children (Grades 3-5). Interviews, field notes, and document analyses were employed to determine how these 6 teachers varied in their planning and teaching. The NTs tended to be more subject-centered. They relied on textbooks and university courses to develop an extensive progression of tasks to present to classes. The lessons of the ETs, in contrast, were more child-centered and tailored to a particular class. The NTs, who tended to be unsure which tasks would succeed, presented more tasks. The ETs, who knew which tasks would be appropriate, devoted more time to fewer tasks and provided a higher percentage of learning cues. The results will be of particular interest to teacher educators; the implications are discussed in the concluding section.

Following the Yellow Brick Road: A Teacher’s Journey along the Proverbial Career Path

2010 ◽  
Vol 29 (1) ◽  
pp. 54-71 ◽  
Author(s):  
Susan K. Lynn ◽  
Amelia Mays Woods
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
Classroom Teacher ◽  
Physical Education Teachers ◽  
Cycle Model ◽  
Current Case ◽  
Field Notes ◽  
Career Cycle ◽  
Teacher Career Cycle

The Fessler and Christensen (1992) teacher career cycle model provides the theoretical framework for this case study incorporating a narrative design nested within a larger research project examining six teachers’ journey across the career cycle (Woods & Earls, 1995; Woods & Lynn, 2001). The current case study sought to gain a greater understanding of why one teacher, Patsy, was unable to negotiate environmental hurdles that are commonplace in physical education and how these factors were being negotiated as a classroom teacher. Data sources included: seven interviews with the participant, multiple interviews with her principals, spouse, and three former university teacher educators, field notes from live lesson observations, and related documents. An interpretative framework was used to understand the perceptions and meanings Patsy gave to her experiences and revealed that she reported being both positively and negatively affected by most of the personal and organizational environmental factors in the teacher career cycle model. Viewing Patsy’s teaching career through the lens of the career cycle provides insight into areas of change necessary to motivate and retain quality physical education teachers.

Teachers’ Beliefs and Implementation of Competitive Activities for Multicultural Students

2015 ◽  
Vol 52 (8) ◽  
pp. 1019-1045 ◽  
Author(s):  
Eve Bernstein ◽  
Ulana Lysniak
Keyword(s):  
New York ◽  
Physical Education ◽  
Reasoned Action ◽  
Physical Education Teachers ◽  
Diverse Students ◽  
Multicultural Students ◽  
Teachers Beliefs ◽  
Semistructured Interviews ◽  
Field Notes ◽  
Competitive Activities

Physical education teachers’ ( N = 9) beliefs and implementation of competitive activities for middle school multicultural student populations (Grades 6-8) in physical education class in the Greater New York area were examined. Data were collected by nonparticipant observation and field notes, two semistructured interviews, and postobservation informal interviews. The theory of reasoned action guided the study. Three themes emerged: competitive activities, an introduction to culture; using demonstration to teach competitive activity skills to diverse students; and creating community. Successful instruction of diverse students was observed; however, fully incorporating cultural relevance through competitive activities was not fully demonstrated.

Management Techniques Used by High School Physical Education Teachers

1997 ◽  
Vol 17 (1) ◽  
pp. 72-84 ◽  
Author(s):  
Josée Perron ◽  
Peggy J. Downey
Keyword(s):  
High School ◽  
Physical Education ◽  
Student Behavior ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Pupil Control ◽  
High School Physical Education ◽  
Field Notes ◽  
Management Techniques

The purpose of this study was to describe the management techniques used by high school physical education teachers immediately before (preactive) and after (reactive) student behavior. Eight experienced physical educators were videotaped as they each taught four lessons of their regular schedule. Formal and informal interviews with the teachers were audiotaped and/or recorded in field notes. Management techniques observed during lessons or described during interviews were analyzed by deduction using the 22 categories of Henkel’s (1991) Physical Education Pupil Control Inventory (PEPCI). New categories were developed by induction to accommodate observed or discussed techniques that could not be coded into Henkel’s categories. These secondary physical education teachers used 28 different management techniques, including 21 (75%) from Henkel’s PEPCI and 7 (25%) others observed by the researcher or described by the teachers. Findings contribute to a foundation for further research into the positive management of student behavior.

scholarly journals Teachers’ Perspectives on the Use of Pedometers as Instructional Technology in Physical Education: A Cautionary Tale

2008 ◽  
Vol 27 (1) ◽  
pp. 83-99 ◽  
Author(s):  
Nate McCaughtry ◽  
Kimberly L. Oliver ◽  
Suzanna Rocco Dillon ◽  
Jeffrey J. Martin
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Educators ◽  
Developmental Theory ◽  
Physical Education Teachers ◽  
Cautionary Tale ◽  
Implementation Challenges ◽  
Elementary Physical Education ◽  
Teachers Perspectives

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.

scholarly journals Pode a academia formar professores? Uma experiência de formação de professores de educação física na universidade

2021 ◽  
Vol 14 (2) ◽  
pp. 294
Author(s):  
Deise de Jesus Soares Nunes ◽  
Maria Amélia da Costa Lopes ◽  
Maria Amélia Pina Tomás Veiga
Keyword(s):  
Physical Education ◽  
Social Inclusion ◽  
Teacher Educators ◽  
National Level ◽  
Course Evaluation ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Documentary Analysis ◽  
Dual Identities

A educação equitativa e de qualidade para todos os cidadãos é uma das mais importantes formas de ultrapassagem das desigualdades que ainda se fazem sentir fortemente nas sociedades. A qualidade dos professores é uma dimensão central dos processos educativos, a qual depende em grande parte da qualidade da formação inicial. Este artigo apresenta uma pesquisa desenvolvida com o objetivo de explorar as características das identidades de professores formadores e dos climas de formação que formam professores focados na inclusão social e na humanização. Teoricamernte o estudo ancora-se no conceito de identidade profissional.  Metodologicamente, a pesquisa segue uma orientação qualitativa que se estrutura através de entrevista em grupo com professoras formadoras de um curso de ensino da educação física em uma universidade portuguesa e de análise documental sobre o ensino superior em Portugal a nível nacional e a nível da instituição das pessoas em estudo. A instituição foi escolhida devido à qualidade reconhecida de seu curso. Para dar conta da identidade dos formadores, a entrevista considerou o percurso profissional dos professores formadores e a sua perspectiva sobre a formação inicial; os documentos incluíram legislação, planos de estudos, ementas de documentos de auto e hétero avaliação do curso. A análise sugere que é possível a academia formar professores para a inclusão e a humanização, nomeadamente em certas condições: (i) existência de identidades duais (de registro acadêmico e profissional) e (ii) existência de verdadeiras comunidades de prática de professores formadores, professores cooperantes e estudantes estagiários.Palavras-chave: Formação de Professor. Percurso Profissional.  Ensino da Educação Física.Can the academy train teachers? An experience of training physical education teachers at the universityABSTRACTEquitable and quality education for all citizens is one of the most important ways to overcome the inequalities that are still strongly felt in societies. The quality of teachers is a central dimension of educational processes, which largely depends on the quality of initial training. This article presents a research developed with the objective of exploring the characteristics of the identities of teacher educators and the training climates that form teachers focused on social inclusion and humanization. Theoretically, the study is based on the concept of professional identity. Methodologically, the research follows a qualitative orientation that is structured through a group interview with teachers who teach a physical education teaching course at a Portuguese university and documentary analysis on higher education in Portugal on national level and on studied people institutional level. The institution was chosen due to the recognized quality of its course. To account for the identity of the trainers, the interview considered the professional path of the teacher educators and their perspective on initial training; the documents included legislation, study plans, menus for self and straight course evaluation documents. The analysis suggests that it is possible for the academy to train teachers for inclusion and humanization, namely under certain conditions: (i) existence of dual identities (of academic and professional record) and (ii) existence of true communities of practice for teacher educators, cooperating teachers and student trainees.Keywords: Teacher Training. Professional Path. Physical Education Teaching.¿Puede la academia formar profesores? Una experiencia de formación de profesores de educación física en la universidadRESUMENLa educación equitativa y de calidad para todos los ciudadanos es una de las formas más importantes de superar las desigualdades que aún se sienten con fuerza en las sociedades. La calidad de los docentes es una dimensión central de los procesos educativos, que depende en gran medida de la calidad de la formación inicial. Este artículo presenta una investigación desarrollada con el objetivo de explorar las características de las identidades de los formadores de docentes y los climas de formación que forman los docentes enfocados en la inclusión social y la humanización. Teóricamente, el estudio se basa en el concepto de identidad profesional. Metodológicamente, la investigación sigue una orientación cualitativa que se estructura a través de una entrevista grupal con profesores que imparten un curso de docencia de educación física en una universidad portuguesa y un análisis documental sobre la educación superior en Portugal a nivel nacional y a nivel institucional. La institución fue elegida por la reconocida calidad de su curso. Para dar cuenta de la identidad de los formadores, la entrevista consideró la trayectoria profesional de los formadores de docentes y su perspectiva sobre la formación inicial; los documentos incluían legislación, planes de estudio, menús para autoevaluación y documentos de evaluación del curso. El análisis sugiere que es posible que la academia capacite a los docentes para la inclusión y la humanización, es decir, bajo ciertas condiciones: (i) existencia de identidades duales (de expediente académico y profesional) y (ii) existencia de verdaderas comunidades de práctica para los formadores de docentes, profesores colaboradores y alumnos en formación.Palabras clave: Formación Docente. Carrera. Enseñanza de la Educación Física.

scholarly journals The three-axes model of planning in physical education (El modelo de planificación de tres ejes en Educación Física)

Retos ◽  
2017 ◽  
pp. 313-319
Author(s):  
Jesús Viciana ◽  
Daniel Mayorga-Vega
Keyword(s):  
Decision Making ◽  
Physical Education ◽  
Influential Factors ◽  
Physical Education Teachers ◽  
Decision Making Process ◽  
High Complexity ◽  
Toma De Decisiones ◽  
Practical Recommendations

The high complexity of planning Physical Education is due to the great quantity of factors that influence its process. Consequently, many doubts appear in the decision-making process of any formational stage of Physical Education teachers. There is a lack of theoretical-practical tools that help teachers to be their own constructors of their curriculum by helping them to design their own proposals, instead of using proposals made by others. The main purpose of this study was to provide Physical Education teachers a theoretical and practical framework, which will guide them in the decisional making process during planning, in order to include in their teaching all the influential factors that need to be taken into account. The three-axes model of planning is discussed as a guide for planning Physical Education, helping teachers through practical recommendations and proposing strategies in each axis in order to prepare an effective Physical Education planning.Resumen. La alta complejidad de la planificación de la Educación Física radica en la gran cantidad de factores que influyen en su proceso. Debido a ello, aparecen numerosas dudas en el proceso de toma de decisiones y en cualquier etapa de formación del docente de Educación Física. En determinados aspectos de la enseñanza como la planificación, existe una falta de herramientas teórico-prácticas que ayuden a los profesores a ser constructores de sus propios currículos, que les ayuden a diseñar sus propias propuestas curriculares y evitar así el uso descontextualizado de propuestas hechas por terceros. El principal propósito de este artículo es proporcionar a los profesores de Educación Física un marco teórico y práctico sobre el que basar y guiar sus decisiones de planificación cuando estén preparando sus currículos específicos, incluyendo así todos los factores influyentes que necesitan tener en cuenta en su enseñanza de la Educación Física. El modelo de tres ejes de la planificación es discutido como una guía para planificar la Educación Física, una ayuda de profesores a través de recomendaciones prácticas, y además propone estrategias en cada eje del modelo para preparar un plan efectivo de Educación Física.

scholarly journals Physical education teachers’ and principals’ perspectives on the use of FitnessGram

2019 ◽  
Vol 7 ◽  
pp. 205031211983151 ◽  
Author(s):  
Richard R Suminski ◽  
Rachel I Blair ◽  
Laura Lessard ◽  
Michael Peterson ◽  
Richard Killingsworth
Keyword(s):  
Physical Activity ◽  
Decision Making ◽  
School District ◽  
Physical Education ◽  
Policy Decision ◽  
Physical Education Teachers ◽  
Decision Making Process ◽  
Project Description ◽  
Policy Decision Making ◽  
Online Format

Objectives: FitnessGram is commonly used to measure physical fitness and improve physical activity and health in youth. However, little is known about its use for informing physical activity and health promotion policy within schools and school districts, especially from the perspective of key decision-makers like principals. Therefore, this study examined physical education teachers’ and principals’ perceptions of FitnessGram use and its relationship with school and district efforts to promote physical activity. Methods: Principal and physical education teacher surveys were developed, converted to an online format, and then emailed along with a project description and instructions to all Delaware public and charter school physical education teachers (N = 183) and principals (N = 193) with a valid email. Results: Completed surveys were received from 35.5% of the teachers and 21.2% of the principals. All teachers and 95.1% of the principals reported their school used FitnessGram the past academic year. FitnessGram was significantly more likely to be used if FitnessGram results better aligned with school/district policies (r = 0.39) and were considered important in the school’s decision-making process (r = 0.53). Significantly more principals than teachers said that FitnessGram results were important in their school’s decision-making process and that FitnessGram results were used to inform policy-/decision-making. Conclusion: Use of FitnessGram was correlated with how well it related to school/district policy. Unfortunately, most of the physical education teachers and principals did not think FitnessGram was adequately integrated into the policy-/decision-making process.

What Preservice Physical Education Teachers See in an Unguided, Early Field Experience

1985 ◽  
Vol 4 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Rick Bell ◽  
Kate R. Barrett ◽  
Pamela C. Allison
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Professional Education ◽  
Teacher Educators ◽  
Physical Education Teachers ◽  
Student Behaviors ◽  
Early Field Experience ◽  
Initial Attempt ◽  
Fourth Grade Students ◽  
Attention Level

The ability of physical education teachers to observe the movement response of the learner and the environment in which the response takes place is crucial in effective instruction. This study is an initial attempt to identify what a group of 21 preservice physical education teachers reported seeing in a 15-minute games lesson with fourth-grade students. An analytic inductive strategy was employed to categorize the data at two levels of specificity. Results indicated that as a group the preservice teachers focused on a broad range of teacher and student behaviors and lesson elements, but as individuals they had a more limited focus of attention. Level 2 analysis revealed that only 10% of the recorded statements focused on the movement responses of the children and no statements related to the learning environment. If teacher educators deem it important that their majors notice teacher and student behaviors as well as lesson elements, they have to plan more carefully for this to occur, particularly with majors early in their professional education.

Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning

2007 ◽  
Vol 26 (2) ◽  
pp. 177-200 ◽  
Author(s):  
Kathleen M. Armour ◽  
Martin Yelling
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Professional Learning ◽  
Continuing Professional Development ◽  
Physical Education Teachers ◽  
Individual Interviews ◽  
Leading Role ◽  
Third Phase ◽  
Field Notes ◽  
Academic Year

This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group interview. The findings suggest that these teachers identified CPD as “going on a course,” but, in reality, they learned in a variety of ways. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other. We argue, therefore, that the traditional relationship between teachers and CPD provision needs to be altered such that teachers in their professional learning communities or networks play a leading role.

scholarly journals Study of Learning Implementation Sports Physical Education and Health in Lumajang Health Vocational High School

2021 ◽  
Vol 6 (2) ◽  
pp. 251-263
Author(s):  
Arif Budi Raharjo ◽  
Gigih Siantoro ◽  
Dwi Cahyo Khartiko ◽  
Khurotul Aini
Keyword(s):  
Physical Education ◽  
Performance Appraisal ◽  
Teacher Educators ◽  
Teacher Performance ◽  
Physical Education Teachers ◽  
Vocational High School ◽  
Education And Health ◽  
Study Results ◽  
Implementation Aspects ◽  
Quantitative Descriptive

This research aims to study how the learning planning and implementation of Physical Education, Sports, and Health learning can be used as evaluation material to improve Physical Education, Sports, and Health learning in schools. This research is action research with qualitative and quantitative descriptive methods using models from Kemmis and Mc. Taggart consists of one cycle or a round of activities which include: -1) Planning (plan), (2) Action (action), (3) Observation (observing), (4) Reflection (reflecting), and planning revision will be carried out cycle. Data processing is done by reducing data, presenting data, and making conclusions. The study results indicate that the planning and implementation aspects of academic supervision improve performance in developing learning devices and on the implementation aspects. From the results of the study, there were the findings of teacher performance not following the action in the field, such as the brakes that still copied paste from fellow teachers, the facilities were inadequate and had sports outside the school because the school was still new and did not have sports facilities, the clock of the faded subjects in SMK only 2 hours of lessons run out on a trip from school to the sport. The conclusion in this study is that after being done through the filling of teacher performance appraisal instruments given to physical education teachers, it can be obtained from cycle I to cycle II the results of better teacher educators after being given assistance and supervision.  

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