Erratum: Keating et al. (2017)

2017 ◽  
Vol 36 (3) ◽  
pp. 370
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Elementary Teachers ◽  
Online Version ◽  
Preservice Elementary Teachers ◽  
Physical Education Teachers ◽  
Link Type

In the article by Keating, X.D., Zhou, K., Liu, J., Shangguan, R., Fan, Y., and Harrison, L., “Research on Preservice Physical Education Teachers’ and Preservice Elementary Teachers’ Physical Education Identities: A Systematic Review,” in Journal of Teaching in Physical Education, 36, 2, https://doi.org/10.1123/jtpe.2016-0128, the author order was incorrectly listed. The online version of this article has been corrected.

Research on Preservice Physical Education Teachers’ and Preservice Elementary Teachers’ Physical Education Identities: A Systematic Review

2017 ◽  
Vol 36 (2) ◽  
pp. 162-172 ◽  
Author(s):  
Xiaofen D. Keating ◽  
Ke Zhou ◽  
Jingwen Liu ◽  
Rulan Shangguan ◽  
Yao Fan ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Elementary Teachers ◽  
Qualitative Methods ◽  
Identity Construction ◽  
Student Teaching ◽  
Elementary Teacher ◽  
Preservice Elementary Teachers ◽  
Physical Education Teachers ◽  
Time Limits

The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on the topic. Studies were selected for analysis through searches of databases in English without time limits. In total, 27 articles were identified including 14 data-based studies. The majority of the selected studies (85.7%) employed qualitative methods. Research on the topic was not dominated by any single country. The focus of previous research was centered on determinants of preservice specialists’ PE identity construction such as PE coursework and student teaching. Information about the development and measurement of PE identity among preservice specialists and generalists is still sparse. More research on examining the complexity, nurturing, and reshaping of PE identities is needed.

Erratum: Martínez-López et al. (2017)

2017 ◽  
Vol 36 (3) ◽  
pp. 371
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Online Version ◽  
Physical Education Teachers ◽  
Link Type ◽  
Efficacy Expectations

In the article by Martínez-López, E.J., Zamora-Aguilera, N., Grao-Cruces, A., and De la Torre-Cruz, M.J., “The Association Between Spanish Physical Education Teachers’ Self-Efficacy Expectations and Their Attitudes Toward Overweight and Obese Students,” in Journal of Teaching in Physical Education, 36, 2, https://doi.org/10.1123/jtpe.2014-0125, the author order was incorrectly listed. The online version of this article has been corrected.

scholarly journals Occupational Burnout Prevalence and Its Determinants Among Physical Education Teachers: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 15 ◽  
Author(s):  
Tariq A. Alsalhe ◽  
Nasr Chalghaf ◽  
Noomen Guelmami ◽  
Fairouz Azaiez ◽  
Nicola Luigi Bragazzi
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Emotional Exhaustion ◽  
Prevalence Rate ◽  
Meta Analysis ◽  
Personal Accomplishment ◽  
Physical Education Teachers ◽  
Occupational Burnout ◽  
Single Study ◽  
Present Systematic Review

Burnout can be defined as an occupational syndrome resulting from poorly managed chronic workplace stress. It is characterized by three dimensions: feelings of energy depletion or exhaustion; increased mental distance from one's job, or feelings of negativism or cynicism related to one's job; and reduced professional efficacy. Teachers are among the human service professionals particularly vulnerable to occupational burnout. Teaching is a highly demanding and challenging task, in that requires constant confrontation with different stakeholders (students and their parents, administrators). Among teachers, physical education teachers have been particularly understudied even though a recently published systematic review has found that they are exposed to high levels of stress. To better explore burnout syndrome among physical education teachers, the present systematic review was undertaken, searching up to six languages. Fifty-six studies were included in the present review. The reported rate of high emotional exhaustion ranged from 11.52 to 60.6%, according to the single study. Pooling together 12 studies and totaling 2,153 physical education teachers, the prevalence rate of high emotional exhaustion was computed to be 28.6 [95% CI 21.9–35.8]. The reported rate of high depersonalization ranged from 3.6 to 45.2%, according to the single study. Pooling together 11 studies and totaling 2,113 physical education teachers, the prevalence rate of high depersonalization was computed to be 14.5% [95% CI 8.0–22.4]. The reported rate of low personal accomplishment ranged from 13.63 to 55.6%, according to the single study. Pooling together 12 studies and totaling 2,153 physical education teachers, the prevalence rate of low personal accomplishment was computed to be 29.5% [95% CI 23.8–35.4]. The reported rate of overall burnout ranged from 10.0 to 51.6%, according to the single study. Pooling together 7 studies and totaling 1,101 physical education teachers, the prevalence rate of overall burnout was computed to be 23.9% [95% CI 13.6–36.0]. No evidence of publication bias could be found, both visually inspecting the funnel plot and conducting the Egger's linear regression test. Burnout imposes a significant burden among physical education teachers. Based on the information contained in the present systematic review and meta-analysis, tailored interventions could be designed to mitigate such a burden. However, due to the limitations of the studies included in the present systematic review and meta-analysis, further research in the field is urgently warranted.Systematic Review Registration:https://osf.io/69ryu/, identifier: 10.17605/OSF.IO/69RYU.

Influence of Occupational Socialization on Elementary Physical Education Teachers’ Beliefs and Curricula

2020 ◽  
Vol 39 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Laura Prior ◽  
Matthew Curtner-Smith
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Elementary Teachers ◽  
Secondary Schools ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Socialization Theory ◽  
Elementary Physical Education ◽  
Teachers Beliefs ◽  
Interpretive Methods

Purpose: Most research examining the effects of socialization on physical education teachers’ curricula is dated, has been incidental, and conducted in secondary schools. The purpose of this study was to examine the influence of occupational socialization on the curricula delivered by elementary teachers. Methods: Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed by employing standard interpretive methods. Findings and Discussion: Three groups of teachers were identified. These were nonteachers, conservatives, and progressives. The curricula they delivered varied greatly in terms of pedagogies and quality. Each teacher group was closely aligned to orientations for teaching and coaching, and these orientations were forged by the teachers’ socialization profiles. Conclusions: The findings provided clues as to how the cycle of poor and nonteaching might be broken in U.S. elementary schools. In addition, these findings served to potentially modify occupational socialization theory pertaining to physical education.

Erratum: Li et al. (2017)

2017 ◽  
Vol 36 (3) ◽  
pp. 369
Keyword(s):  
Physical Education ◽  
Intervention Research ◽  
Online Version ◽  
Unit Of Analysis ◽  
Link Type

In the article by Li, W., Xiang, P., Chen, Y-J, Xie, X., and Li, Y., “Unit of Analysis: Impact of Silverman and Solmon’s Article on Field-Based Intervention Research in Physical Education in the U.S.A.,” in Journal of Teaching in Physical Education, 36, 2, https://doi.org/10.1123/jtpe.2016-0169, the author order was incorrectly listed. The online version of this article has been corrected.

An Analysis of Physical Education and Non-Physical Education Teachers at the Elementary and Secondary Levels on Statewide Teacher Assessment

1994 ◽  
Vol 14 (1) ◽  
pp. 85-98
Author(s):  
LeaAnn Tyson ◽  
Stephen Silverman
Keyword(s):  
Physical Education ◽  
Elementary Teachers ◽  
Repeated Measures ◽  
Secondary Level ◽  
Teacher Assessment ◽  
Teacher Appraisal ◽  
Physical Education Teachers ◽  
First Year ◽  
Appraisal System ◽  
Second Year

The purpose of this study was to investigate differences in scores on the Texas Teacher Appraisal System between subgroups of teachers. The scores for physical education and non-physical education teachers and for elementary and secondary teachers in a large school district over a period of 2 years were examined. A 2 (physical education/non–physical education) × 2 (elementary/secondary) × 2 (Year 1/Year 2) ANOVA, with repeated measures on the last factor, was performed to determine differences in overall summary performance scores. An additional analysis of the distribution of physical education teachers’ scores was completed. Results showed that non-physical education teachers and elementary teachers received higher scores and that scores increased from the first year to the second year. In addition, physical education teachers were disproportionately represented in the lower percentiles of the population. These results suggest implications for physical education, for those teaching at the secondary level, and for those involved in policy issues in teacher evaluation.

The Effectiveness of Autonomy Support Interventions With Physical Education Teachers and Youth Sport Coaches: A Systematic Review

2019 ◽  
Vol 41 (6) ◽  
pp. 345-355 ◽  
Author(s):  
Johannes Raabe ◽  
Katrin Schmidt ◽  
Johannes Carl ◽  
Oliver Höner
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Autonomy Support ◽  
Review Process ◽  
Youth Sport ◽  
Physical Education Teachers ◽  
Inclusion Criteria ◽  
Children And Adolescence ◽  
Sport Coaches ◽  
Systematic Review Process

Researchers consider motivation a key determinant of physical activity. In physical education (PE) and youth sport, the more children and adolescents evaluate their teachers and coaches to be autonomy supportive, as opposed to controlling, the more self-determined they are in their motivation. Therefore, it appears valuable to help PE teachers and youth sport coaches optimize their interactions with the individuals they work with. This study was designed to systematically review the literature related to autonomy support interventions with PE teachers and youth sport coaches. After relevant databases were searched and duplicates were removed, 1,523 potentially pertinent articles were found. These were subsequently screened based on specific inclusion criteria. This systematic review process helped identify 21 studies that were included for further analyses. Overall, the interventions were frequently successful in enhancing PE teachers’ and youth sport coaches’ behavior. Additional research appears justified to foster self-determined motivation among children and adolescence.

scholarly journals El El surf en la educación formal: revisión sistemática (Surfing in formal education: systematic review)

Retos ◽  
2021 ◽  
Vol 41 ◽  
pp. 684-694
Author(s):  
Mikel Pérez-Gutiérrez ◽  
José Manuel Castanedo-Alonso ◽  
Carlos Cobo-Corrales
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Aquatic Environment ◽  
Formal Education ◽  
Web Of Science ◽  
Swimming Pool ◽  
Physical Education Teachers ◽  
Revisión Sistemática ◽  
School Day ◽  
Three Phases

El objetivo del artículo fue realizar una revisión de los trabajos que estudiaron la práctica del surf dentro de la educación formal para conocer las iniciativas desarrolladas y resumir las orientaciones pedagógicas para su aplicación. Para ello, se realizó una revisión sistemática en las bases de datos Dialnet, Eric, SciELO, Scopus y Web of Science. Se recuperaron 12 documentos, publicados entre 2008 y 2018, desarrollados en cinco países diferentes y centrados en el surf, el bodyboard y el standup paddle. Dichos trabajos concluyeron que debe realizarse una aproximación progresiva al medio acuático y al surf en tres fases (centro educativo, piscina y playa), comenzando con la práctica del bodyboard por ser más fácil y menos peligrosa que el surf de tabla corta. Para las sesiones de piscina y playa, se recomienda utilizar el tiempo del recreo para los desplazamientos, ubicando las sesiones en las últimas horas de la jornada escolar. Los docentes de Educación Física que quieran implementar el surf en sus clases deberían adquirir conocimientos relacionados con la seguridad en el mar, con el equipamiento necesario para la práctica y con la propia técnica del surf.  Abstract: the aim of this paper was to carry out a review of documents studying the surfing in formal education for discovering the programs developed and summarizing the pedagogical orientations for its application. Thus, a systematic review was performed in Dialnet, Eric, SciELO, Scopus and Web of Science databases. Twelve documents, published from 2008 to 2018, developed in five different countries and focused on surfing, bodyboarding and standup paddle, were retrieved. These documents concluded that a progressive approach to the aquatic environment and to surfing should be done in three phases (educational centre, swimming pool and beach), starting with the practice of bodyboard since it is easier and safer than shortboard surfing. The recess time should be used for travels in those sessions developed in the swimming pool and the beach. Moreover, these sessions should be scheduled in the last hours of the school day. Physical Education teachers willing to implement surfing in their sessions should gain knowledge about sea safety, surfing equipment and its own techniques.

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