scholarly journals Teaching Value Laden Curricula in Physical Education

1996 ◽  
Vol 15 (3) ◽  
pp. 338-354 ◽  
Author(s):  
Ang Chen ◽  
Catherine D. Ennis
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Learning Process ◽  
Initial Step ◽  
Physical Activities ◽  
Value Orientations ◽  
Physical Education Teachers ◽  
Curriculum Innovation ◽  
Self Actualization ◽  
Individual Value

Research on physical educators’ value orientations has identified five orientations: disciplinary mastery, learning process, self-actualization, social responsibility, and ecological integration. An interpretive research design was used to compare the extent to which 2 physical education teachers’ content differed because of their value orientations. Findings revealed that the 2 teachers established curriculum goals and emphasized aspects of the physical education content that were associated with their individual value orientations. Dan, a learning-process-oriented teacher, stressed teaching students learning skills by breaking down movement skills into simple elements. John, a social-responsibility-oriented teacher, emphasized teaching social responsibility through physical activities. Both teachers viewed learning physical activities as a means to develop students’ analytic or social skills. However, philosophical differences were found in how curricular goals and content were determined. The findings suggest that clarifying teachers’ value orientations should be considered an appropriate initial step in curriculum innovation and change.

scholarly journals Training Of Penjasorkes Teachers In Efforts To Increase Extracurricular Activities Basic School Athletics As A Sub-District Padang Utara

2019 ◽  
Vol 1 (1) ◽  
pp. 48-59
Author(s):  
Arsil Arsil ◽  
Hendri Neldi ◽  
Rosmawati Rosmawati ◽  
Atradinal Atradinal
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Extracurricular Activities ◽  
Learning Process ◽  
Growth And Development ◽  
Daily Life ◽  
Physical Activities ◽  
Student Growth ◽  
Self Control ◽  
Physical Education Teachers

Education is a conscious and planned effort to create an atmosphere of learning and learning process so that students actively develop their potential to have spiritual strength, self-control, personality, intelligence, noble character, and the skills needed by themselves, society, nation, and state. Through physical education, it is expected to spur student growth and development. In addition, students are expected to have basic abilities and skills and improve physical fitness in daily life. One of the activities at school which is an effort to improve the ability of students in extracurricular activities especially the athletics branch. One of the material is athletic extracurricular is that students can recognize and perform basic movements that are useful as the basis of various physical activities in addition to being useful for students in developing various forms of motion in play. In connection with the lack of implementation of extracurricular activities, especially those related to athletic material at this time, it is, therefore, necessary to conduct training in an effort to improve athletic extracurricular implementation activities for elementary school Physical Education teachers in Padang Utara District, Padang City.

scholarly journals Training Of Penjasorkes Teachers In Efforts To Increase Extracurricular Activities Basic School Athletics As A Sub-District Padang Utara

2019 ◽  
Vol 1 (1) ◽  
pp. 48-59
Author(s):  
Arsil Arsil ◽  
Hendri Neldi ◽  
Rosmawati Rosmawati ◽  
Atradinal Atradinal
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Extracurricular Activities ◽  
Learning Process ◽  
Growth And Development ◽  
Daily Life ◽  
Physical Activities ◽  
Student Growth ◽  
Self Control ◽  
Physical Education Teachers

Education is a conscious and planned effort to create an atmosphere of learning and learning process so that students actively develop their potential to have spiritual strength, self-control, personality, intelligence, noble character, and the skills needed by themselves, society, nation, and state. Through physical education, it is expected to spur student growth and development. In addition, students are expected to have basic abilities and skills and improve physical fitness in daily life. One of the activities at school which is an effort to improve the ability of students in extracurricular activities especially the athletics branch. One of the material is athletic extracurricular is that students can recognize and perform basic movements that are useful as the basis of various physical activities in addition to being useful for students in developing various forms of motion in play. In connection with the lack of implementation of extracurricular activities, especially those related to athletic material at this time, it is, therefore, necessary to conduct training in an effort to improve athletic extracurricular implementation activities for elementary school Physical Education teachers in Padang Utara District, Padang City.

scholarly journals The citizenship and its relationship with the social responsibility among physical education teachers

2020 ◽  
Vol 24 (2) ◽  
pp. 59-63
Author(s):  
M. Kenioua
Keyword(s):  
Physical Education ◽  
Middle Schools ◽  
Social Responsibility ◽  
Comparative Study ◽  
Social Background ◽  
Physical Education Teachers ◽  
Positive Correlation ◽  
The Social ◽  
Secondary Stage ◽  
The Relationship

Purpose: The study aimed to know the level of citizenship and the level of social responsibility among the teachers of physical education and examine the relationship between the citizenship and the social responsibility. Material: The participants were 49 physical educations teachers’ (male) from middle schools. The citizenship and the social responsibility scales were used as search tools. Results: the level of citizenship and social responsibility is high among teachers of physical education, and there is a positive correlation between citizenship and social responsibility. Conclusion: To enrich the results of this study it is better to do other studies in the future, such as a comparative study on citizenship among teachers of physical education in the middle and secondary stage, a study on citizenship and its relationship to cultural and social background.

scholarly journals Survey of adaptive physical education learning implementation in the SLB A in Surakarta in the academic year of 2019/2020

PHEDHERAL ◽  
2021 ◽  
Vol 17 (2) ◽  
pp. 8
Author(s):  
Afinda Devibrillianita Sandhy ◽  
Djoko Nugroho ◽  
Tri Winarti Rahayu
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Research Method ◽  
Survey Method ◽  
Physical Education Teachers ◽  
Special School ◽  
Learning And Teaching ◽  
Adaptive Physical Education ◽  
Descriptive Approach ◽  
Academic Year

<p><em>The learning and teaching process of adaptive physical education subject in SLB A or special school A in Surakarta (SLB Negeri Surakarta and SLB A YKAB Surakarta) have faced several obstacles such as the education background of the physical education teachers which are special education background not the physical education background, teachers are still unable to pay attention to the students entirely and to the aspects included in learning implementation, the lack of learning facilities and infrastructure, adaptive physical education learning that generalizes various types of disabilities, and the inactivity of students in participating in the learning process. Therefore, this study aims to discover the implementation of adaptive physical education learning process in SLB A in Surakarta. This study used quantitative method. The approach used in this study was descriptive approach and the research method used was survey method with data collecting technique of observation, questionnaire, and document study. The collecting technique used by the author was by including all of the study’s subjects as the respondents. The collected data was analyzed and tested its validity using triangulation data and triangulation method. The result of this study shows that the Implementation of Adaptive Physical Education Learning in SLB A in Surakarta in the Academic Year of 2019/2020 is lacking based on its influenced factors. Therefore, it is necessary to review and improve the policies in the adaptive physical education learning for visual impaired students.</em></p>

Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders

2021 ◽  
pp. 1-9
Author(s):  
Carolina Nieva Boza ◽  
Teresa Lleixà Arribas
Keyword(s):  
Physical Education ◽  
Team Teaching ◽  
Primary Schools ◽  
Social Inclusion ◽  
School Management ◽  
Physical Activities ◽  
Physical Education Teachers ◽  
Teaching Staff ◽  
Educational Context ◽  
The Social

Purpose: This study seeks to analyze the involvement of the various stakeholders related to the educational context, namely school management team, teaching staff, families, and students, to foster the social inclusion of immigrant girls through their participation in physical activities. Methods: Data consisted of interviews and focus group sessions involving 19 physical education (PE) teachers from state primary schools in Catalonia, Spain. Results: The involvement of the stakeholders can foster greater inclusion of such immigrant girls through initiatives, such as: extracurricular physical activities specifically designed for them; the creation of specific spaces for their physical activities; a greater number of PE class hours for immigrant newcomer pupils; supportive feedback for these girls from PE teachers; and greater consideration of these girls’ interests and preference in PE programming. Conclusion: These findings suggest that the greater the degree of involvement and cohesion among the various parties, the higher the likelihood of successful social inclusion.

“My mindset has completely shifted from asking what to asking why and how”: Influence of two effective and expert teachers’ value orientations on their curricula and pedagogies

2020 ◽  
pp. 1356336X2097133
Author(s):  
Leah K. May ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Social Responsibility ◽  
Short Form ◽  
Value Orientation ◽  
Value Orientations ◽  
Stimulated Recall ◽  
Self Actualization ◽  
Curricular Models ◽  
Primary Focus ◽  
A Minor ◽  
Stimulated Recall Interviews

The purpose of this study was to determine the influence of two effective and expert physical education (PE) teachers’ value orientations on the curricula they delivered and the pedagogies they employed. The specific research questions we attempted to answer were: (a) What were the teachers’ current value orientations? (b) How had these value orientations influenced their curricula and pedagogies? and (c) How had the teachers’ value orientations, curricula, and pedagogies evolved during the course of their careers? Data were collected from PE teachers Hudson and Garrett with the short form of the value orientation inventory and six interpretive techniques (i.e. formal, informal, and stimulated recall interviews; non-participant observations; document analysis; and reflective journaling). Value orientation profiles were graphed. Qualitative data were analyzed by employing analytic induction and constant comparison. Key findings were that the two PE teachers prioritized the disciplinary mastery and social responsibility orientations and they employed curricular models and pedagogies that were congruent with these perspectives. Data also indicated that the self-actualization perspective had a minor influence on Hudson and the learning process orientation had a similar influence on Garrett. Both PE teachers began teaching with a primary focus on disciplinary mastery and expanded their views to include social responsibility later in their careers. The study highlights the importance of exposing preservice and in-service teachers to different value orientations, curricular models, and pedagogies and requiring them to consider the congruence between their goals and objectives and the models and methods they employ.

scholarly journals Gender divergence in physical education classes

2005 ◽  
Vol 21 (3) ◽  
pp. 349-357 ◽  
Author(s):  
Fernando Luiz Cardoso ◽  
Maura Lúcia Felipe ◽  
Claus Hedegaard
Keyword(s):  
Physical Education ◽  
Physical Activities ◽  
Physical Education Teachers ◽  
Body Contact ◽  
Motor Abilities ◽  
Motor Behaviors ◽  
Opposite Sex ◽  
Collaborative Activities

We evaluate a group of students, presumed by their physical education teachers to be gender divergent. This study suggests that PE teachers confuse "gender-divergence" with uncoordinated motor behaviors. This may be because PE classes emphasize motor abilities and coordination and PE teachers may pay particular attention to these characteristics and use them (wrongly) as a criterion for gender divergence. However, the 10 presumed "divergent students" differ from their peers by being more likely to have friends of the opposite sex, interacting with groups of the opposite sex, preferring physical activities typical of the opposite sex, demonstrating less knowledge of sex, preferring interactive rather than collaborative activities and preferring more individual, less complex, less aggressive activities with less body contact.

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