The Physical Education Teacher Assessment Instrument

1983 ◽  
Vol 2 (2) ◽  
pp. 62-76 ◽  
Author(s):  
D. Allen Phillips ◽  
Cynthia Carlisle
Keyword(s):  
Physical Education ◽  
Teacher Assessment ◽  
Assessment Instrument ◽  
Physical Education Teacher ◽  
Education Teacher

scholarly journals Practices of Hong Kong Primary Physical Education Teachers after Four Years of Teaching

2016 ◽  
Vol 22 (1) ◽  
pp. 6-20
Author(s):  
Alberto CRUZ
Keyword(s):  
Physical Education ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Teacher Assessment ◽  
Assessment Instrument ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Before And After

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Teachers may change their teaching practices and develop differently during their teaching lives. Occupational socialization model was used as the theoretical framework of this study. The purpose of this study was to examine the teaching practices of three primary physical education teachers after four years of teaching and seek explanations for the practices. A mixed-methods approach was used to collect data in the study. The participants were videotaped and observed teaching four ball game lessons in their own schools. The lessons were coded using the Physical Education Teacher Assessment Instrument. Data generated were compared to lessons observed four years before using the same categories. Qualitative data were collected through lesson observations and interviews before and after they taught. Constant comparison and analytic induction were used to organise and categorise the data. The trustworthiness of the study was established by using triangulation, peer debriefing and member checking. The results indicate that the teachers adjusted their teaching focus and modified their practices after four years. Explanations are given here for the modifications of practice. The findings provide invaluable information for physical education teacher educators in the preparation of both pre-service and in-service physical education teachers. 本研究旨在探討三位小學體育教師四年教學後的教學實踐。資料以混合研究法蒐集。參與者會被觀察錄影四課球類教學。教學以體育教師評估工具分析。數據會與四年前所觀察比較。質量數據是透過課堂觀察及教學前後訪談收集。資料以持續比較及分析歸納組織和分類。研究信實度以三角檢正、同儕審視和參與者檢核建立。結果顯示四年後教師調整修改教學焦點及實踐，研究員探討其調整實踐原因。此等為培育職前和在職體育教師的寶貴資料。

scholarly journals PHYSICAL ACTIVITY AND MOTOR DEVELOPMENT OF CHILDREN: THE USE OF TGMD-2

2020 ◽  
pp. 1-10
Author(s):  
Marcus Vinicius de Melo ◽  
Renato Feitosa do Nascimento ◽  
Vivian de Oliveira ◽  
Ivan Wallan Tertuliano
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motor Development ◽  
Poor Performance ◽  
Assessment Instrument ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Gross Motor Development ◽  
Motor Improvement

Background: Motor development can be understood as constant and permanent changes in the capacity to generate motor responses, which occur throughout the life cycle and may vary, influenced by the environment, task and the subjects themselves. Objectives: The present study aimed to review studies in the literature that used the Test of Gross Motor Development - Second Edition (TGMD2) to investigate the influence of physical activity on the motor performance of children aged 6-10 years. Methods: For this purpose, it was searched references in electronic search engines and organized them in the form of a systematic review. Searches took place between May and October 2017. As inclusion criterion it was used studies with children aged 6-10 years old that used the TGMD-2 as a motor assessment instrument. In addition, studies that were not related to physical activity or to TGMD-2 were excluded and, finally, only studies published in the Portuguese language were reviewed. Results: Studies have shown that children have poor performance in locomotor skills and that physical activities taught by the Physical Education teacher are more effective in improving locomotor skills. Conclusion: Thus, it can be concluded that the TGMD-2 is an adequate instrument for evaluation of motor development and that, in addition, the role of Physical Education teacher is important in the motor improvement process

Analyse des interactions didactiques lors de l’enseignement du football à l’école Tunisienne

2013 ◽  
Vol 22 (5-6) ◽  
pp. 387-404
Author(s):  
Guerchi Maher ◽  
Makram Zghibi
Keyword(s):  
Physical Education ◽  
Qualitative Methodology ◽  
Video Sequences ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Social Facts ◽  
Close Observation ◽  
The Impact

Abstract Our research focuses on describing what is really happening when a teacher wants to transmit to pupils - girls and boys - knowledge socially marked as masculine. To describe the processes involved in effective didactic interactions between a teacher a pupil and knowledge, we opted for qualitative methodology, consisting on a close observation of the didactic interactions of a teacher with his pupils (girls and boys). Analysis of the interviews focused especially on the nature of knowledge actually transmitted for girls and boys. The studied video sequences permitted to study the didactic interactions more precisely as are actually happening on the pitch. Both tools allowed us to identify the educational intentions of teachers (specialist or not); women or men in the teaching of football. The results show that teachers’ conceptions influence implicitly or explicitly the modalities of their interventions and the nature of football knowledge transmitted to pupils. This makes us think that the impact of social facts (backgrounds) on Tunisian teachers is great. This phenomenon may lock the physical education teacher in some representations modeling masculine and feminine stereotypes and affect his didactic and teaching contribution. Therefore, the teacher must be aware of the impact of the connotation that may have certain “masculine” practices on his interventions and consequently over the pupils learning (either boys or girls).

Sign in / Sign up

Export Citation Format

Share Document