scholarly journals High School Physical Education Teachers and Their World of Work: Scope and Direction of the Project

1994 ◽  
Vol 13 (4) ◽  
pp. 324-332 ◽  
Author(s):  
Mary O’Sullivan
Keyword(s):  
High School ◽  
Physical Education ◽  
Physical Education Teachers ◽  
High School Physical Education

scholarly journals Difficulties of Online Physical Education Classes in Middle and High School and an Efficient Operation Plan to Address Them

2020 ◽  
Vol 17 (19) ◽  
pp. 7279
Author(s):  
Hyun-Chul Jeong ◽  
Wi-Young So
Keyword(s):  
High School ◽  
Physical Education ◽  
Systematic Evaluation ◽  
Physical Education Teachers ◽  
Ministry Of Education ◽  
Strategic Learning ◽  
Teaching Expertise ◽  
Efficient Operation ◽  
High School Physical Education ◽  
Online Methods

This study examined the difficulties of running online physical education classes in the context of coronavirus disease 2019 (COVID-19) and used the findings to develop an efficient operation plan to address these difficulties. Six middle and high school physical education teachers participated; three were experts in online physical education and active in the Korea Council School Physical Education Promotion, and three were recommended teachers making efforts to improve the online classes offered by the Korea Ministry of Education. A qualitative case study method employing phenomenological procedures to collect and analyze the data was used. The difficulties of operating middle and high school online physical education classes for the first time included (1) the monotony of the classes within their limited environmental conditions and limited educational content that did not adequately convey the value of physical education, (2) trial-and-error methods applied nationwide, resulting from a lack of expertise in operating online physical education classes, and (3) very limited evaluation guidelines proposed by the Korea Ministry of Education, which made systematic evaluation with online methods impossible. To address the identified problems and facilitate the efficient operation of online physical education classes, changes in strategic learning methods are needed to understand online physical education characteristics and thereby better communicate the value of physical education. It is also necessary to cultivate teaching expertise through sharing online physical education classes, where collaboration among physical education teachers is central. In addition, evaluation processes should be less formal to encourage active student participation.

scholarly journals Implementing Curriculum Within a Context of Fear and Disengagement

1997 ◽  
Vol 17 (1) ◽  
pp. 52-71 ◽  
Author(s):  
Catherine D. Ennis ◽  
Donetta J. Cothran ◽  
Keren S. Davidson ◽  
Susan J. Loftus ◽  
Lynn Owens ◽  
...  
Keyword(s):  
High School ◽  
Student Engagement ◽  
Physical Education ◽  
Ethnographic Study ◽  
Physical Education Teachers ◽  
Education Data ◽  
Teachers And Students ◽  
High School Physical Education ◽  
Innovative Curriculum ◽  
To Receive

The purpose of this study was to examine situational and personal contextual factors that teachers and students reported as enhancing or minimizing student engagement in urban high school physical education classes. In this ethnographic study, 21 physical education teachers and their students in six high schools were observed, and all teachers at six schools and 51 students at five schools were interviewed to examine their perspectives on physical education. Data were analyzed using constant comparison. Findings suggested that students found some tasks to be embarrassing, boring, and irrelevant. Some students preferred to receive a failing grade rather than participate. All participants reported a sense of fear and alienation in the school or class environments. Students, however, described several teachers who created contexts of engagement in these schools. These teachers connected personally with students and worked to provide an innovative curriculum that students felt was relevant and worthwhile.

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 A Qualitative Exploration of Effective Creative/Convergence Type of Class in Middle and High School Physical Education Classes

2020 ◽  
Vol 16 (15) ◽  
pp. 23
Author(s):  
Seung-Yong Kim
Keyword(s):  
High School ◽  
Physical Education ◽  
Conflict Of Interest ◽  
Physical Education Teachers ◽  
Learner Centered ◽  
High School Physical Education ◽  
Convergence Type ◽  
Qualitative Exploration ◽  
Depth Interviews ◽  
Meaning Analysis

The purpose of this research was to examine the courses and experiences of middle and high school physical education teachers based on their field experience, suggestions, and school educational environment and to explore in-depth to reflect learner-centered creative/ convergence type of education in physical education classes. To achieve the purpose of the research, four physical education teachers were selected as research participants, and after conducting in-depth interviews, inductive category analysis procedures among qualitative research methods were used to derive the meaning analysis and results of the data. For learner-centered creative/convergence type of classes, first, individual competencies of field teachers will have to be developed first. Second, there will have to be a solution to the problem of conflict of interest between teachers and teachers. Third, there should be case education, organizing, systematizing, and refined models for creative/convergence type of education. Fourth, there should be a realistic and direct approach and support, not an expression as an abstract language. The goals of the physical education subject matter include important parts that represent the direction that physical education should pursue and the learning reach that learners should achieve. Therefore, if education content is presented to solve problems more specifically and creatively, more suitable results will be produced for fostering creative/convergence type of talent.

Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching

2017 ◽  
Vol 25 (1) ◽  
pp. 236-253 ◽  
Author(s):  
Ye Hoon Lee
Keyword(s):  
High School ◽  
Physical Education ◽  
Emotional Labor ◽  
Turnover Intention ◽  
Teacher Burnout ◽  
The United States ◽  
Teaching Profession ◽  
Physical Education Teachers ◽  
High School Physical Education ◽  
The Impact

Grounded upon the conservation of resources theory, this study sought to examine the relationships between the three emotional labor strategies, teacher burnout, and turnover intention among physical education teachers. A total of 613 high-school physical education teachers from 47 states across the United States completed online questionnaires that measured the proposed variables. The goodness-of-fit statistics indicated that the structural model showed a reasonable fit, χ2(605) = 1391.26 = 2.30, p < 0.01; RMSEA = .05; TLI = .93; CFI = .93. The results also revealed that teacher burnout was positively associated with surface acting and negatively associated with genuine expression. Further, teacher burnout was positively associated with turnover intention. Mediation analysis showed that teacher burnout fully mediated the trajectory from emotional labor strategies to turnover intention. The results highlight the impact of emotional labor on physical education teachers’ well-being and intention to leave the teaching profession.

scholarly journals High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic

2021 ◽  
Vol 18 (21) ◽  
pp. 11146
Author(s):  
Iván López-Fernández ◽  
Rafael Burgueño ◽  
Francisco Javier Gil-Espinosa
Keyword(s):  
High School ◽  
Physical Education ◽  
Blended Learning ◽  
Physical Education Teachers ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
High School Physical Education ◽  
Face To Face Learning ◽  
One Year

The COVID-19 pandemic has altered the educational landscape worldwide. One year after the disease outbreak, blended learning, which combines distance and face-to-face learning, became an alternative to fully online learning to address the demands of ensuring students’ health and education. Physical education teachers faced an additional challenge, given the experiential nature of their subject, but research on teachers’ perspectives is scarce. This study aims to explore high school physical education teachers’ perceptions of the potential, advantages, and disadvantages of the blended learning model of instruction. An online survey was used to register the views of 174 Spanish high school physical education teachers (120 men and 54 women). The main findings revealed that physical education teachers considered that blended learning, compared with full face-to-face learning, implied a work overload, worsened social relationships, and did not help to increase students’ motivation. Likewise, most teachers considered the physical activity performed by students during the blended learning period as being lower than usual. Furthermore, teachers reported that the students from lower-income families were the ones that experienced a lack of technological means the most. These results may guide both present and future policies and procedures for blended physical education. More research is needed to analyze the usefulness of blended learning in high school physical education.

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