Middle School Teachers’ Strategies for Including Overweight Students in Skill and Fitness Instruction

2015 ◽  
Vol 34 (1) ◽  
pp. 93-118 ◽  
Author(s):  
Paul B. Rukavina ◽  
Sarah Doolittle ◽  
Weidong Li ◽  
Mara Manson ◽  
Angela Beale
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Motor Skill ◽  
Physical Education Teachers ◽  
School Resources ◽  
Game Play ◽  
The Social ◽  
Teachers Perspectives ◽  
Multicase Study ◽  
Depth Interviews

As part of a larger study, this paper describes teachers’ perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth interviews, class observations, and artifacts from nine experienced and committed suburban middle school Physical Education teachers. Constant comparison was used to generate themes and trustworthiness procedures were used to confirm findings. Two types of strategies for including OWS in instruction were identified: First-order and Second-order. School resources, shared program goals, and beliefs about students and teaching were factors influencing teachers’ decisions and actions for teaching motor skill/game play and fitness content to OWS.

Middle School Physical Education Teachers’ Perspectives on Overweight Students

2016 ◽  
Vol 35 (2) ◽  
pp. 127-137 ◽  
Author(s):  
Sarah A. Doolittle ◽  
Paul B. Rukavina ◽  
Weidong Li ◽  
Mara Manson ◽  
Angela Beale
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Ecological Constraints ◽  
The Social ◽  
Multiple Case ◽  
Treat All ◽  
Teachers Perspectives ◽  
Constraints Model

Using the Social Ecological Constraints model, a qualitative multiple case study design was used to explore experienced and committed middle school physical education teachers’ perspectives on overweight and obese students (OWS), and how and why they acted to include OWS in physical education and physical activity opportunities in their school environments. Three themes emerged. 1) OWS are “the same, but different.” Teachers attempted to treat all students the same, but perceived variations among OWS’ participation in PE and related individual constraints. 2) Teachers’ concerns lead to individual goals and specific actions. Teachers identified specific goals and approaches to help individual OWS who needed extra attention. 3) OWS are a responsibility and challenge. Many of these teachers felt a responsibility to devote extra time and effort to help struggling OWS to succeed. These teachers avoided obesity bias, and exhibited beliefs and actions similar to a caring perspective.

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 ASPECTS REGARDING THE PROMOTION OF MOVEMENT GAMES THROUGH THE STRUCTURAL COMPONENTS OF THE MIDDLE SCHOOL PHYSICAL EDUCATION LESSON

GYMNASIUM ◽  
2017 ◽  
Vol XVII (1) ◽  
Author(s):  
Tatiana Dobrescu
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Structural Component ◽  
School Education ◽  
Middle School Education ◽  
Physical Education Teachers ◽  
Full Potential ◽  
Structural Components ◽  
Physical Education Lesson

The aim of this paper was to highlight the promotion degree of movement games in middle school education, by looking at its use in the structural component of the physical education lesson. In order to capture various aspects regarding the use of movement games in the physical education lesson, 40 observation charts were made for the lessons conducted at two Bacau schools. Following the results recorded during the studied physical education lessons, and based on the observation charts, it can be said that the use of movement games did not record impressive values, and their formative value has not been exploited at its full potential. That is why one can say that the physical education teachers should make more use of their imagination and creativity in using these means during their lesson.

Factors Affecting the Social Experiences of Students in Elementary Physical Education Classes

2003 ◽  
Vol 22 (2) ◽  
pp. 186-202 ◽  
Author(s):  
Joanne Suomi ◽  
Douglas Collier ◽  
Lou Brown
Keyword(s):  
Physical Education ◽  
Positive Influence ◽  
Social Experiences ◽  
Physical Education Teachers ◽  
Physical Education Class ◽  
Factors Affecting ◽  
Elementary Physical Education ◽  
The Social ◽  
Negative Effect ◽  
Collection Methods

There is a lack of research examining the social experiences of students with and without disabilities in regular physical education classes. Little is known, from the perspective of the student, about factors that affect his or her social experience while taking part in integrated physical education. This investigation examined the factors that have a positive and a negative effect on the social experiences of 12 elementary students who were thriving, struggling, or had disabilities in an integrated kindergarten and an integrated fourth-grade physical education class. This study utilized qualitative data collection methods that included observations and interviews with students and staff. Four factors were identified: (a) physical education teachers, (b) social substance of activities, (c) cultures, and (d) social skills of students. The physical education teacher factor was the only one found to have a positive influence on the social experiences of all students, whereas the other three factors differentially affected the social experiences among the 12 students.

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.

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