An Analysis of Physical Education and Non-Physical Education Teachers at the Elementary and Secondary Levels on Statewide Teacher Assessment

1994 ◽  
Vol 14 (1) ◽  
pp. 85-98
Author(s):  
LeaAnn Tyson ◽  
Stephen Silverman
Keyword(s):  
Physical Education ◽  
Elementary Teachers ◽  
Repeated Measures ◽  
Secondary Level ◽  
Teacher Assessment ◽  
Teacher Appraisal ◽  
Physical Education Teachers ◽  
First Year ◽  
Appraisal System ◽  
Second Year

The purpose of this study was to investigate differences in scores on the Texas Teacher Appraisal System between subgroups of teachers. The scores for physical education and non-physical education teachers and for elementary and secondary teachers in a large school district over a period of 2 years were examined. A 2 (physical education/non–physical education) × 2 (elementary/secondary) × 2 (Year 1/Year 2) ANOVA, with repeated measures on the last factor, was performed to determine differences in overall summary performance scores. An additional analysis of the distribution of physical education teachers’ scores was completed. Results showed that non-physical education teachers and elementary teachers received higher scores and that scores increased from the first year to the second year. In addition, physical education teachers were disproportionately represented in the lower percentiles of the population. These results suggest implications for physical education, for those teaching at the secondary level, and for those involved in policy issues in teacher evaluation.

Novice Physical Education Teachers Learning to Teach

2015 ◽  
Vol 34 (2) ◽  
pp. 259-277 ◽  
Author(s):  
Dominique Banville
Keyword(s):  
Physical Education ◽  
Learning Community ◽  
Novice Teachers ◽  
Learning To Teach ◽  
Instructional Program ◽  
Physical Education Teachers ◽  
First Year ◽  
Teaching Context ◽  
Continuous Support ◽  
Second Year

Support, or lack thereof, is often cited as the main reason for teachers to leave the profession early on (Ingersoll, 2003). Feiman-Nemser (2001) identifies five Central Tasks associated with Learning to Teach (CTLT) that could focus the support novice teachers need during their induction years: learning the teaching context (TC), designing responsive instructional program (IP), creating a classroom learning community (CC), enacting a beginning repertoire (BR) and developing their professional identity (PI). The purpose of the study is to examine the CTLT that novice physical education teachers use in their first and second years of their teaching career. Twenty-one physical education teachers accepted the study parameters to be observed and interviewed during their first year of teaching, and 15 teachers continued the data collection into their second year. Interviews revealed that these teachers focused mainly on BR and TC. Little focus was given to IP, CC, and PI. Results indicate the need for effective mentoring and continuous support through their induction years on BR and TC, but also expand novice teachers’ focus to address the additional categories.

Socialization Experiences of First-Year Adapted Physical Education Teachers With a Master’s Degree

2020 ◽  
Vol 37 (3) ◽  
pp. 304-323
Author(s):  
Steven K. Holland ◽  
Justin A. Haegele
Keyword(s):  
Physical Education ◽  
Interpretative Phenomenological Analysis ◽  
Master's Degree ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
First Year ◽  
Research Approach ◽  
Occupational Socialization ◽  
Individuals With Disabilities ◽  
Master’S Degree

The purpose of this study was to examine the meaning that first-year adapted physical education teachers with a master’s degree ascribed to their occupational socialization experiences. An interpretative phenomenological analysis research approach was used, and occupational socialization theory was adopted as the theoretical framework. Five teachers participated in this study. The sources of data were a semistructured focus group interview, semistructured one-to-one interviews, and reflective interview notes. Thematic development involved a three-step analysis process informed by the research approach. Three themes were constructed: (a) interactions with individuals with disabilities and activity experiences, (b) recruitment of adapted physical education teacher education students, and (c) graduate training and initial workplace experiences. The constructed themes provide unique insight into how teachers are socialized into adapted physical education and the meaning they ascribe to various socialization experiences, such as the limited impact that interactions with individuals with disabilities had on the decision to pursue this career.

Laterality and Force of Handgrip during the First Two Years at School

1989 ◽  
Vol 68 (3) ◽  
pp. 955-962 ◽  
Author(s):  
Heinz Krombholz
Keyword(s):  
Repeated Measures ◽  
Superior Performance ◽  
First Year ◽  
Left Hand ◽  
Lateral Dominance ◽  
Repeated Measures Design ◽  
Left Handed ◽  
Second Year ◽  
Paper And Pencil ◽  
The Right

The connection between lateral dominance and force of handgrip was investigated by means of a repeated-measures design. 521 children participated. Performance on a paper-and-pencil task and force of handgrip were measured at the beginning of the first year at school and at the end of the first and of the second years at school. On the paper-and-pencil task 84% of the children were classified as right-handers, 8% as left-handers, and 8% as ambidexterous. About 2% of children classified as right-handers at the beginning of the first year at school were classified as left-handers at the end of the second year at school while 18% of left-handers shifted to right-handedness. 52% of children attained their best performance on handgrip with the right hand and 39% with the left hand. No differences could be found either for the right or for the left hand in force of handgrip between right- and left-handed and ambidexterous children. For right-handers, however, the more skilled hand showed superior performance in force of handgrip. These results indicate that left-handers are less strongly handed than right-handers.

Comparison of Visual Information Processing between Preservice Students and Experienced Physical Education Teachers

1996 ◽  
Vol 16 (1) ◽  
pp. 79-87 ◽  
Author(s):  
Daniel Behets
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Visual Information ◽  
Experienced Teachers ◽  
Inservice Teachers ◽  
Physical Education Teachers ◽  
First Year ◽  
Critical Events ◽  
First Year Students ◽  
Eye Fixations

In this study, experienced physical education teachers’ observation skills in teaching situations are compared to that of first- and last-year student teachers. The 56 participants were shown 12 slides from a gymnastics lesson, and after viewing it for 4 s, they were asked to report what they had seen. The number of items and critical events reported were analyzed. No significant differences were found between the three groups on the number of events reported or for the number and duration of the eye fixations. Significant differences were found for the number of critical events reported and fixated. Last-year students and experienced teachers correctly reported more critical events on the slide scenes than first year students, but there were no significant differences in observational capacities between last year students and experienced teachers. This study demonstrated the need for observational training, not only during preservice, but also for inservice teachers.

Characteristics of Professional Women Students in Physical Education as Indicated by the Opinion, Attitude, and Interest Survey

1968 ◽  
Vol 27 (3) ◽  
pp. 875-879
Author(s):  
Mary Jane Haskins
Keyword(s):  
Women Students ◽  
Physical Education ◽  
Professional Women ◽  
College Freshman ◽  
First Year ◽  
Education Majors ◽  
Education Major ◽  
Physical Education Majors ◽  
Second Year

The Opinion, Attitude, and Interest Survey was administered to professional women students in physical education at two colleges. The following comparisons were made: (1) the physical education major and the average college freshman, (2) the physical education majors at the two colleges, and (3) those students in the professional program who remained in the program beyond the first year and those who left the program before the second year. Significant differences were noted.

scholarly journals Predicción de la intención de ser físicamente activo del alumnado de Educación Física: un modelo mediado por la necesidad de novedad (Prediction of physical education students’ intention to be physically active: A model mediated by the need for novelty)

Retos ◽  
2019 ◽  
pp. 442-448
Author(s):  
Carlos Fernández-Espínola ◽  
Bartolomé J. Almagro ◽  
Javier A. Tamayo Fajardo
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
School Context ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Physical Education Teachers ◽  
First Year ◽  
Education Students ◽  
Physically Active ◽  
Physical Education Students

El objetivo del estudio fue analizar el rol que puede ejercer la necesidad de novedad en la motivación humana, testando un modelo en el que se relacionaba el clima motivacional que implica a la tarea con la necesidad de novedad, la motivación intrínseca y la intención de ser físicamente activo. Se utilizó una muestra de 732 estudiantes que cursaban de 1º de ESO a 1º de Bachillerato y con una edad media de 13.92. Se emplearon el factor clima tarea del cuestionario de Medida de las Estrategias Motivacionales en las clases de Educación Física, el factor novedad de la Escala de Medición de las Necesidades Psicológicas Básicas, el factor motivación intrínseca de la Escala del Locus Percibido de Causalidad en Educación Física y la Escala de Intención de ser Físicamente Activo. Los resultados del modelo mostraron que el clima motivacional que implica a la tarea predijo positivamente la necesidad novedad, la cual predijo positivamente la motivación intrínseca y ejerció un rol mediador entra ambas. Finalmente, la motivación intrínseca predijo de forma positiva la intención de ser físicamente activo. En conclusión, este estudio ha mostrado que la propuesta de tareas, metodologías y materiales novedosos por parte del docente de Educación Física, podrían aumentar los niveles de motivación autodeterminados en el alumnado y, en consecuencia, incrementar su intención de practicar actividad física fuera del contexto escolar en un futuro.Abstract. The aim of this study was to analyze the role that novelty need can play on human motivation. For that purpose, a model that linked task-involving motivational climate, novelty need, intrinsic motivation, and intention to be physically active, was tested. A sample of 732 students enrolled from the first year of Secondary School to the first year of Baccalaureate (five courses), with mean age of 13.92 years, participated in the study. The mastery climate factor from the Measurement of Motivational Strategies in Physical Education Classes Questionnaire, the novelty factor from the Psychological Needs in Exercise Scale, the intrinsic motivation factor from the Perceived Locus of Causality Scale, and the Intention to be Physically Active Scale, were used. The model outcomes showed that task-involving motivational climate positively predicted novelty need, which positively predicted intrinsic motivation and played the role of mediator between the two of them. Finally, intrinsic motivation positively predicted intention to be physically active. In conclusion, this study has shown that Physical Education teachers’ proposal of novel tasks, methodologies, and materials, could increase self-determined levels of motivation in students and, consequently, their intention to practice physical activity outside the school context in the future.

Influence of Occupational Socialization on Elementary Physical Education Teachers’ Beliefs and Curricula

2020 ◽  
Vol 39 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Laura Prior ◽  
Matthew Curtner-Smith
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Elementary Teachers ◽  
Secondary Schools ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Socialization Theory ◽  
Elementary Physical Education ◽  
Teachers Beliefs ◽  
Interpretive Methods

Purpose: Most research examining the effects of socialization on physical education teachers’ curricula is dated, has been incidental, and conducted in secondary schools. The purpose of this study was to examine the influence of occupational socialization on the curricula delivered by elementary teachers. Methods: Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed by employing standard interpretive methods. Findings and Discussion: Three groups of teachers were identified. These were nonteachers, conservatives, and progressives. The curricula they delivered varied greatly in terms of pedagogies and quality. Each teacher group was closely aligned to orientations for teaching and coaching, and these orientations were forged by the teachers’ socialization profiles. Conclusions: The findings provided clues as to how the cycle of poor and nonteaching might be broken in U.S. elementary schools. In addition, these findings served to potentially modify occupational socialization theory pertaining to physical education.

Validity of Interval Recording in Measuring Classroom Climates in Physical Education

1992 ◽  
Vol 11 (3) ◽  
pp. 315-323 ◽  
Author(s):  
Michael J. Stewart ◽  
David Destache
Keyword(s):  
Physical Education ◽  
Continuous Time ◽  
Repeated Measures ◽  
Junior High ◽  
Continuous Recording ◽  
Physical Education Teachers ◽  
Time Period ◽  
Significant Difference ◽  
Interval Lengths ◽  
Interval Recording

The purpose of this study was to determine the validity of interval recording utilizing a 5-s whole-interval observe time period and 5-s, 10-s, and 20-s lengths of recording intervals in measuring the classroom climates of management, instruction, and activity in a physical education setting. The various record-interval lengths were always in conjunction with a 5-s observe interval. Subjects in the study were 9 physical education teachers from elementary, junior high, and senior high levels. Activities taught by the subjects included rhythms, gymnastics, ball handling, badminton, tennis, and swimming. Each subject was videotaped for one lesson (M=28.9 min). The videotape bank was used to determine the actual and estimated time subjects spent in each climate. Comparison of the continuous time spent in management, instruction, and activity was made with the 5-s observe, 5-s record; 5-s observe, 10-s record; and 5-s observe, 20-s record interval techniques. Data were analyzed utilizing an ANOVA with repeated measures on the continuous factor. Results indicated no significant difference between continuous recording of management, instruction, and activity climates and any of the three observe-record methods. These results suggest that the observe-record methods were valid estimates of time spent in management, instruction, and activity climates.

Erratum: Keating et al. (2017)

2017 ◽  
Vol 36 (3) ◽  
pp. 370
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Elementary Teachers ◽  
Online Version ◽  
Preservice Elementary Teachers ◽  
Physical Education Teachers ◽  
Link Type

In the article by Keating, X.D., Zhou, K., Liu, J., Shangguan, R., Fan, Y., and Harrison, L., “Research on Preservice Physical Education Teachers’ and Preservice Elementary Teachers’ Physical Education Identities: A Systematic Review,” in Journal of Teaching in Physical Education, 36, 2, https://doi.org/10.1123/jtpe.2016-0128, the author order was incorrectly listed. The online version of this article has been corrected.

scholarly journals Effects of neuro-linguistic programming course on job stress, positive organizational behavior and job motivation in physical education teachers

2020 ◽  
Vol 24 (3) ◽  
pp. 111-117
Author(s):  
M.R. Anjomshoa ◽  
Y. Fahim Devin ◽  
M.R. Esmailzadeh ◽  
M. Keshtidar
Keyword(s):  
Physical Education ◽  
Organizational Behavior ◽  
Job Stress ◽  
Repeated Measures ◽  
Physical Education Teachers ◽  
Control Group ◽  
Positive Organizational Behavior ◽  
Statistical Population ◽  
Job Motivation ◽  
Statistical Sample

Purpose: The purpose of this study was to investigate the effects of a neuro-linguistic programming course on job stress, positive organizational behavior and job motivation among physical education teachers of Khorasan Razavi province of Iran. Material: The statistical population of the study consisted 150 physical education teachers of Khorasan Razavi province. 40 physical education teachers were selected as statistical sample. At first, the questionnaires of job stress of Steinmetz (2002), Luthans Psychological Capital questionnaire (2007) and Hackman job motivation questionnaire (1976) were administered to the subjects and then the subjects received the presented protocol. At the end of the course questionnaires were re-presented. Data were analyzed using repeated measures ANOVA and Bonferroni post hoc test at 5% error level. Results: The results showed that neuro-linguistic programming had a significant increase in job motivation and positive organizational behavior and a significant decrease in teachers' job stress (P<0.001). There was no significant change in job motivation, positive organizational behavior and job stress in the control group (P <0.05). Conclusions: According to the findings, it can be concluded that to increase the job motivation, these course can be used and affect the motivation and job stress of the employees.

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