Where Good Intentions Meet Harsh Realities: Teaching Large Classes in Physical Education

This paper examines the practices and experiences of three elementary school physical educators as they attempt to provide quality learning experiences to classes as large as 75 students. Through a series of lesson observations and interviews, it was determined that while these teachers were providing high quality instruction to their students, they were working under considerable hardship. They had, in particular, feelings of marginalization and powerlessness over their situations. While the notion of daily physical education is praise-worthy, the results of this study would suggest caution in mandating such practice without concurrent increases in staffing and funding.

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The Utilization of Behavior Management in Mainstreaming in Physical Education

Adapted Physical Activity Quarterly ◽

10.1123/apaq.2.4.338 ◽

1985 ◽

Vol 2 (4) ◽

pp. 338-346 ◽

Cited By ~ 2

Author(s):

John M. Dunn ◽

H.D. Bud Fredericks

Keyword(s):

Physical Education ◽

Behavior Management ◽

Learning Experiences ◽

Physical Educators ◽

Physical Education Class ◽

Education Class ◽

Management Concepts ◽

Instructional Technique ◽

Management Techniques ◽

Behavior Management Techniques

The mainstreaming of handicapped students into physical education classes is dependent upon teachers who can provide successful learning experiences. The application of behavior management concepts appears to be an instructional technique which physical educators should consider in designing quality mainstreaming experiences. Studies were reviewed that report the application of behavior management principles in various curricular areas including physical education. Additional research is needed to substantiate the importance of behavior management techniques in helping to create a favorable environment in the mainstreamed physical education class.

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Emotional climate and high quality learning experiences in science teacher education

Journal of Research in Science Teaching ◽

10.1002/tea.21170 ◽

2014 ◽

Vol 51 (10) ◽

pp. 1301-1325 ◽

Cited By ~ 33

Author(s):

Alberto Bellocchi ◽

Stephen M. Ritchie ◽

Kenneth Tobin ◽

Donna King ◽

Maryam Sandhu ◽

...

Keyword(s):

Teacher Education ◽

Science Teacher ◽

Science Teacher Education ◽

Learning Experiences ◽

Emotional Climate ◽

High Quality ◽

Quality Learning

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The post 16 gap: how do young people conceptualise PE? An exploration of the barriers to participation in physical education, physical activity and sport in senior school pupils

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh-2021-0003 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Joe G. Cowley ◽

Ian McIntosh ◽

John Kiely ◽

Dave J. Collins

Keyword(s):

Physical Activity ◽

Physical Education ◽

Young People ◽

Team Sports ◽

Holistic Approach ◽

Physical Educators ◽

Physical Literacy ◽

High Quality ◽

Global Pandemic ◽

Adult Fitness

Abstract Previous studies have identified several key barriers to Physical Education, Physical activity and Sport (PEPAS). However, there is a paucity of qualitative evidence investigating why young people do and do not participate in PA and the relationship between their levels of participation at different stages of life. This study builds on a previous study and aims to investigate the barriers to PEPAS in adolescents at transition stage. The extant literature highlights that instilling regular PA throughout life strongly relies on developing physical literacy through participation in high quality physical education. Despite the understanding of the importance of high quality physical education, there is an over emphasis on the short term outcomes of physical education (PE) sessions which have been noted to overemphasise immediate physical activity rather than focus on educational outcomes important to physical literacy. Anecdotally, the recent Covid 19 Global pandemic and subsequent lockdown has resulted in a digitalisation of PE in schools and a subsequent reliance of PA programmes based on adult fitness classes, which may not necessarily be categorised as PE in its true sense. Twenty-four respondents aged 16–19 were divided into five focus groups. Data were analysed verbatim using NVivo following the guidelines by Braun and Clark (2006) on thematic analysis. The findings indicated that most respondents equated PE with team sports. Findings suggest that Physical Educators need to acknowledge how past and present experience of PE impacts young people’s future motivation to continue PA beyond school. Delivery of traditional PE lessons, prioritising sporting ability, can act as a participation barrier to pupils who consider themselves “non-sporty”. Accordingly, a shift towards inclusive pedagogical models with an emphasis on a holistic approach, may best promote the physical literacy necessary for the competence and confidence to continue movement in a lifelong capacity.

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How Do Children Think They Learn Skills in Physical Education?

Journal of Teaching in Physical Education ◽

10.1123/jtpe.28.3.310 ◽

2009 ◽

Vol 28 (3) ◽

pp. 310-332 ◽

Cited By ~ 11

Author(s):

Jeroen Koekoek ◽

Annelies Knoppers ◽

Harry Stegeman

Keyword(s):

Physical Education ◽

Focus Groups ◽

Research Methodology ◽

Learning Experiences ◽

Quality Instruction ◽

Semistructured Interviews

Relatively little is known about the ways in which children understand and perceive how they learn tasks or skills in physical education classes. The purpose of this study was to use a constructivist framework to explore how children express their experiences, thoughts, and feelings about how they learn in physical education classes. A variety of methods (semistructured interviews, draw and write exercises, and focus groups) were used to examine how 29 children, aged 11–13, perceived assigned tasks. Results indicated that these children could express themselves in a limited way about their learning experiences and that each method yielded similar and different information. We discuss the implications of these findings for research methodology and quality instruction in physical education.

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