Moving beyond the Crises in Secondary Physical Education: An Australian Initiative

1997 ◽  
Vol 16 (2) ◽  
pp. 155-175 ◽  
Author(s):  
Doune Macdonald ◽  
Ross Brooker
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Empirical Research ◽  
Secondary School Students ◽  
Recent Literature ◽  
The Other ◽  
School Students ◽  
Australian Context

Recent literature suggests that secondary school physical education is in crisis due to uncertainties about focus, status, and accountability. After providing some background discussion to the crises, two curriculum approaches, one current and the other in trial, to secondary physical education in an Australian context are reviewed. Drawing upon empirical research, the various strengths and weaknesses of each approach are highlighted. The paper concludes with proposals that the movement-centered conceptualization of physical education in the trial approach offers a defensible physical education for secondary school students.

scholarly journals Psycho-administrative determinants for choice of physical education among senior secondary school students at external examination bodies

2021 ◽  
Vol 8 (2) ◽  
pp. 109-118
Author(s):  
Olusola Samson
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Chi Square ◽  
Senior Secondary School ◽  
External Examination ◽  
Validated Questionnaire ◽  
The Subject ◽  
Senior Secondary

Empirical observations reveal low enrolment of senior secondary school students for physical education at external examination bodies. The poor rate of students' choice of the subject at this level is a matter of concern to professionals, given the fact of monumental benefits of physical education as a science subject to humanity. The study was conducted to examine how psycho-administrative factors influence the choice of physical education by senior secondary school students at external examination bodies (in Nigeria) to come up with modalities to increase enrolment of the subject at external examination bodies. Descriptive method was applied for the study due to large respondents involved. Self-developed validated questionnaire tagged psycho-administrative determinants for choice of physical education among senior secondary school students at external examination bodies (PADGPEAS) was applied for the research. Out of three thousand and twenty-four (3024) questionnaire forms administered, only two thousand and fifty (2950) copies completed and returned were coded for analysis, with the use of descriptive statistics of percentages and nonparametric statistics of Chi-square (x 2) at 0.05 level of significant. Results unraveled a remarkable influence of psycho-administrative variables on the choice at physical education among senior secondary school students at external examination bodies. Based on this outcome, it is suggested that utilization of variety of methods by physical education teachers will go a long way to kindle the interest of the students for the subject. Enlightenment of students and parents on the values of physical education will facilitate remarkable positive attitude of both parts that relocate their position in favor of the subject.

scholarly journals The conception of substitution of the equals sign plays a unique role in students' algebra performance

2019 ◽  
Vol 5 (1) ◽  
pp. 24-37 ◽  
Author(s):  
Emine Simsek ◽  
Iro Xenidou-Dervou ◽  
Ilyas Karadeniz ◽  
Ian Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
The Other ◽  
School Students ◽  
Unique Role ◽  
School Year ◽  
Equals Sign ◽  
Definition Of ◽  
Unique Predictor ◽  
Algebra Learning

Students’ conceptions of the equals sign are related to algebraic success. Research has identified two common conceptions held by children: operational and relational. The latter has been widely operationalised in terms of the sameness of the values on each side of the equals sign, but it has been recently argued that the substitution component of relational equivalence should also be operationalised (Jones, Inglis, Gilmore, & Dowens, 2012, https://doi.org/10.1016/j.jecp.2012.05.003). In this study, we investigated whether students’ endorsement of the substitution definition of the equals sign is a unique predictor of their algebra performance independent of the other two definitions (operational and sameness). Secondary school students were asked to rate the ‘cleverness’ of operational, sameness, and substitution definitions of the equals sign and completed an algebra test. Our findings demonstrate that endorsement of substitution plays a unique role in explaining secondary school students’ algebra performance above and beyond school year and the other definitions. These findings contribute new insights into how students’ algebra learning relates to their conceptions of the equals sign.

scholarly journals The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry

2020 ◽  
Author(s):  
Diego Ardura ◽  
Ángela Zamora ◽  
Alberto Pérez-Bitrián
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Causal Attributions ◽  
The Other ◽  
Education Curriculum ◽  
School Students ◽  
The Family ◽  
The Right

The present investigation aims to analyze the effect of motivation on students’ causal attributions to choose or abandon chemistry when it first becomes optional in the secondary education curriculum in Spain. Attributions to the effect of the family and to the teacher and classroom methodology were found to be common predictors of the choice to all the students in the sample. However, our analyses point to a significant effect of the students’ motivation in other types of attributions. In the case of at-risk of abandonment students, specific causal attributions to the effect of friends and to the subject's relationship with mathematics were found. On the other hand, the effect of media was a significant predictor only in the case of highly-motivated students. Our study provides several suggestions for teachers, schools, and administrations to design counseling strategies to help students make the right choices.

scholarly journals “Where are you from?” Adolescent formulations of place identity

2020 ◽  
Vol 11 (1) ◽  
pp. 27-53
Author(s):  
Donna Starks ◽  
Kerry Taylor-Leech
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
Empirical Research ◽  
Secondary School Students ◽  
High Mobility ◽  
Place Identity ◽  
School Students ◽  
Critical Awareness ◽  
Starting Point ◽  
The Social

AbstractIn globalized times, high mobility has complicated the meanings of allegiance to place, creating a need for a critical awareness of place identity. Although place identity has made important contributions to the social sciences, there is little empirical research on how it can be operationalized, or critically interrogated. In response to this need, we analyzed ways that Australian secondary school students responded to the question, “If someone asks you ‘Where are you from?’ how do you answer this question and why?”, and created a basic typology of place formulations to serve as a starting point for interpreting notions of place identity in research, professional and educational settings.

Including students with physical disabilities in physical education in Singapore: Perspectives of peers without disabilities

2021 ◽  
pp. 1356336X2110258
Author(s):  
Chunxiao Li ◽  
Justin A. Haegele ◽  
Cathy McKay ◽  
Lijuan Wang
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Online Survey ◽  
Physical Disabilities ◽  
School Students ◽  
Peer Attitudes ◽  
Quantitative Results ◽  
Shed Light ◽  
Primary And Secondary School

Perspectives of peers without disabilities are considered a significant determinant of successful integrated physical education. The purpose of this study was to explore students' perspectives of including students with physical disabilities in physical education in Singapore. Primary and secondary school students ( n = 219) provided their perspectives related to the inclusion of students with physical disabilities through an online survey platform. The quantitative results showed that 86.3% of the participants expressed a “yes” opinion toward having the perspective that peers with physical disabilities should be included, while 13.7% of them expressed either a “no” or “maybe” opinion related to peers with physical disabilities being included. Further, girls were more likely to respond “yes” than boys, and a larger proportion of secondary school students responded “yes” than primary school students. Content analysis was used to code students’ 277 open-ended perspectives for supporting their expressed opinions. The different perspectives were coded and subsequently grouped into 15 categories for supporting the “yes,” “no,” and “maybe” responses. Equality was the most commonly listed category for supporting a “yes” response. For supporting a “no” response, negative outcomes, such as bullying and injury, were most commonly reported. Finally, dependence and incompatibility were equally listed for justifying a “maybe” response. These findings highlight a variety of perspectives related to peer attitudes and shed light on the value of enhancing students’ perspectives toward the integration of peers with disabilities.

scholarly journals Psychosocial and Physical Benefits of Exercise Among Rural Secondary School Students

2015 ◽  
Vol 8 (11) ◽  
pp. 14-18
Author(s):  
Alliance Kubayi Ntwanano ◽  
Eric Pule
Keyword(s):  
Physical Activity ◽  
South Africa ◽  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
School Sport ◽  
Validated Questionnaire ◽  
Physically Attractive ◽  
Practical Implications

Abstract The purpose of this study was to examine the benefits of physical exercise among secondary school students. Participants in the study were 251 students (120 boys and 131 girls) attending three public secondary schools in the Hlanganani rural area of South Africa. A validated questionnaire was used to collect data. Results of this study indicated that students exercised to be with their friends, to be physically attractive and compete with others. The findings of this study have practical implications for promoting participation in physical activity among students in rural schools. In an effort to promote physical activity participation, schools should be provided with quality sports infrastructure and funding so that they can implement school sport programmes. Finally, the teaching of physical education should be emphasised in schools as it is the cornerstone for children’s involvement in physical activity.

scholarly journals EVALUATION OF A SPORTS-SPECIFIC APPROACH IN PHYSICAL EDUCATION OF SECONDARY SCHOOL STUDENTS WITH HEALTH-RELATED ISSUES

2020 ◽  
Vol 20 (2) ◽  
pp. 132-138
Author(s):  
L Parfenova ◽  
G Glazkova ◽  
E Gerasimov
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
The Body ◽  
Control Group ◽  
School Students ◽  
Specific Approach ◽  
Health Related ◽  
Physical Abilities ◽  
Experimental Group

Aim. The article deals with the evaluation of experimental methods in the physical education of students with different nosologies based on a sports-specific approach. Materials and methods. The study involved 90 secondary school students (grades 5–6) with health-related issues. In the experimental group (EG, n = 45), training sessions were conducted according to the deve­loped program that included volleyball and Russian lapta elements. In the control group (CG, n = 45), students were engaged in traditional activities for students of the special medical group (SMG). During the experiment, physical development, functional status, adaptive abilities, physical fitness, and physical education competencies were evaluated. Results. At the end of the experiment, the students of the experimental group showed a significant increase in the functional capacity of the body. The Shapovalova Index in EG improved by 8.90–21.70%, in CG – by 0.20–7.80%; the Ruffier Index in EG improved by 21.30–29.10%, in CG – by up to 7.80%. Moreover, students in EG had a more significant development of strength and coordination abi­lities than in CG. Conclusion. The experimental technique in physical education of secondary school students contributed to the development of physical abilities, health, and physical education competencies in participants.

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