The Impact of a Field-Based Elementary Physical Education Methods Course on Preservice Classroom Teachers’ Beliefs

2002 ◽  
Vol 21 (2) ◽  
pp. 145-161 ◽  
Author(s):  
Ping Xiang ◽  
Susan Lowy ◽  
Ron McBride
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Positive Impact ◽  
School Setting ◽  
Methods Course ◽  
Classroom Teachers ◽  
Education Professionals ◽  
Elementary Physical Education ◽  
Teachers Beliefs ◽  
The Impact

The present study focused on preservice classroom teachers’ beliefs about elementary physical education and the impact of a field-based elementary physical education methods course on their beliefs. Participants (N = 97) completed questionnaires at the beginning and at the end of the course. Results indicated that the preservice classroom teachers held similar beliefs about the values and purposes of elementary physical education as were shared by physical education professionals. The methods course had a positive impact on the participants’ beliefs but no impact on their disposition toward teaching elementary physical education. Teaching physical education in an elementary school setting and observing physical education classes were the two most important components of the course that contributed to changes in the participants’ beliefs.

scholarly journals Projetos de extensão fazendo a diferença na formação do profissional de Educação Física na Unioeste

2020 ◽  
Vol 18 (1) ◽  
pp. 113-117
Author(s):  
Ricardo Brandt ◽  
Alberto Saturno Madureira ◽  
Edilson Hobold
Keyword(s):  
Physical Education ◽  
Young People ◽  
Positive Impact ◽  
The Elderly ◽  
University Education ◽  
Education Professionals ◽  
The Future ◽  
Making A Difference ◽  
Teaching Learning ◽  
The Impact

INTRODUÇÃO: O processo ensino-aprendizagem extrapola a sala de aula, sendo que a extensão universitária contribui de forma significativa nesse processo, melhorando a condição do egresso na atuação do profissional da Educação Física. OBJETIVO: Este trabalho teve por objetivo apresentar o impacto na vida dos acadêmicos que além de participarem das aulas normais propostas na matriz curricular também se envolvem em projetos de extensão e o quanto estas atividades podem contribuir além de suas formações, mas com a melhora dos seus currículos. MÉTODOS: Este estudo e um relato de experiência que envolve três projetos de extensão que são desenvolvidos no campus da Unioeste de Marechal Cândido Rondon, do curso de Educação Física – Bacharelado. RESULTADOS: Três projetos que atualmente existem no curso de Educação Física – Bacharelado na Universidade Estadual do Oeste do Paraná, se destacam entre tantos outros, por impactar de forma positiva na formação dos discentes além de proporcionar a comunidade exercícios de forma gratuita, para populações de diferentes idades, sendo eles o projeto Coração de Ouro, com prática de exercício físico para idosos, o projeto Unioeste Runners que oferece treinamento de corrida de rua para jovens, adultos e idosos e o Projeto Futuro do Judô, que oportuniza esta prática esportiva para crianças, adolescentes e jovens de instituições públicas do município de Marechal Cândido Rondon. CONCLUSÃO: Evidencia-se neste trabalho a importância da participação em projetos de extensão no processo de formação universitária, proporcionando vivencias diferenciadas na vida profissional do egresso. ABSTRACT. Extension projects making a difference in the formation of physical education profissionals at Unioeste. BACKGROUND: Teaching-learning process goes beyond the classroom, and university extension contributes significantly this process, improving the condition of graduates in the performance of Physical Education professionals. OBJECTIVE: The aim of this study is to present the impact in lives of academics who, in addition to participating in the normal classes proposed in the curricular matrix, are also involved in extension projects and how much these activities can contribute beyond their training, but with the improvement of their resumes. METHODS: This study is experience report that involves three extension projects that are developed on the Unioeste campus of Marechal Cândido Rondon, the Bacharelado Physical Education course. RESULTS: Three projects that currently exist in the Bachelor’s Degree in Physical Education at the State University of Western Paraná, stand out among many others, for having a positive impact on the training of students, in addition to providing the community with free exercise, for populations of different ages, being the Heart of Gold project, with physical exercise for the elderly, the Unioeste Runners project, which offers running training for young people, adults and the elderly, and the Future of Judo Project, which provides this sports practice for children , adolescents and young people from public institutions in the municipality of Marechal Cândido Rondon. CONCLUSION: This paper highlights the importance of participate in extension projects on university education process, providing differentiated experiences for the egress of great relevance for the future professional.

Are pre-service teachers’ beliefs toward curricular outcomes challenged by teaching methods modules and school placement? Evidence from three Greek physical education faculties

2019 ◽  
Vol 26 (4) ◽  
pp. 729-746 ◽  
Author(s):  
Manolis Adamakis ◽  
Aspasia Dania
Keyword(s):  
Physical Education ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Positive Impact ◽  
Belief Systems ◽  
Physical Education Teacher Education ◽  
Personal Belief ◽  
Teachers Beliefs ◽  
School Placement ◽  
The Impact

Current research on physical education teacher education (PETE) has shown that pre-service teachers’ beliefs concerning the scope of physical education (PE) remain highly influential during their studies. However, undergraduate programmes seem to have a limited effect on pre-service teachers’ teaching priorities, and this situation is left unchallenged. Therefore, the aim of the present study was to examine the impact of two PE teaching methods modules, which included school placement experiences, over one academic year, on pre-service PE teachers’ belief systems towards four important curricular outcomes. A total of 373 undergraduate pre-service teachers (238 males, 135 females; mean = 21.02, standard deviation = 2.33 years) from three major Greek faculties of PE and sport science twice completed a previously validated four-factor instrument. The results indicated that pre-service teachers shared some similar beliefs about the outcome goals of PE, as they all classified physical activity and fitness as the most important one. The teaching methods modules had a positive impact on their beliefs, which were reinforced; however, their classification did not change over time. Both teaching- and coaching-oriented pre-service teachers classified the curricular outcomes in an identical way. Data suggested that PETE recruits prioritized the fitness learning outcomes, and this was in alignment with utilitarian approaches proposed recently in PE, which forward measurable PE learning outcomes. Also, participants preferred to hold and reinforce their personal belief structures and were not willing to change them, complying with faculty staff dispositions. Implications of these findings and recommendations for more effective school placement experiences are discussed.

Elementary School Playgrounds: Safe Play Areas or Inherent Dangers

1987 ◽  
Vol 64 (2) ◽  
pp. 447-451 ◽  
Author(s):  
Marcella V. Ridenour
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Classroom Teachers ◽  
Physical Education Teacher ◽  
Consumer Product Safety Commission ◽  
Elementary Physical Education ◽  
The Us ◽  
School Playgrounds ◽  
Playground Safety ◽  
Selection Of

57 elementary schools in two suburban counties near Philadelphia were included in this investigation of playground safety. A safety inspection was completed at each playground. The content of the safety inspection was based on selected standards for slides and climbers published in two volumes of playground safety handbooks by the US Consumer Product Safety Commission in 1982. Since these public playground standards primarily addressed the physical dimensions of playground equipment and the selection of soft force-absorbing surfaces below the playground equipment, an additional aspect, supervision, was assessed during noon recess. Most elementary school playgrounds have been installed on unsafe hard surface materials, and many had equipment which does not meet the current playground guidelines. The noon recess is frequently supervised by aides who have inadequate preparation for guiding children's play and classroom teachers with limited preparation in physical education. The classroom teachers are usually rotated to noon playground duty once every two or three weeks which provides very inconsistent leadership. This responsibility should be assigned to a qualified elementary physical education teacher who may be assisted by playground aides or classroom teachers.

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

The Impact of a Critically Oriented Physical Education Teacher Education Course on Preservice Classroom Teachers

2007 ◽  
Vol 26 (1) ◽  
pp. 35-56 ◽  
Author(s):  
Matthew D. Curtner-Smith
Keyword(s):  
Critical Incident ◽  
Field Experience ◽  
Methods Course ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Early Field Experience ◽  
Physical Education Teacher Education ◽  
Conventional Methods ◽  
The Impact ◽  
Analytic Induction

Studies of the influence of conventional methods courses on preservice classroom teachers (PCTs) have provided mixed results. The purpose of the study described in this paper was to break new ground and examine the effects of a critically oriented 6-week methods course and a 9-week early field experience on one class of 24 PCTs. Data were collected during and immediately after the early field experience by asking PCTs to complete critical incident reflective sheets, success/nonsuccess critical incident reflective sheets, and an anonymous reflective questionnaire. Analytic induction was used to analyze them. Results indicated that PCTs were able to reflect at a technical and practical level and achieved many of the goals at which conventional methods courses are aimed. Conversely, there were few examples of critical reflection. Personal, cultural, and programmatic factors explaining this finding are discussed.

scholarly journals Realidad aumentada y estimulación de la competencia socio-comunicativa en sujetos con TEA

2021 ◽  
Vol 21 (66) ◽  
Author(s):  
María Esther Del Moral Pérez ◽  
Nerea López-Bouzas
Keyword(s):  
Social Interaction ◽  
Augmented Reality ◽  
Qualitative Methodology ◽  
Positive Impact ◽  
Meta Analysis ◽  
School Setting ◽  
Autism Spectrum ◽  
Systematic Revision ◽  
Revisión Sistemática ◽  
The Impact

Se recogen estudios centrados en analizar el impacto de la realidad aumentada (RA) en intervenciones con sujetos con Trastorno del Espectro Autista (TEA), orientados a estimular sus competencias social y comunicativa, favoreciendo su interacción social. Se adopta una metodología cualitativa, concretada en la revisión sistemática de investigaciones (N=26) -a través de meta-análisis-, publicadas durante 2012-2020 en revistas de impacto, desarrolladas en tres contextos: educativo, experimental-psicológico y tecnológico. Los resultados reflejan que en su mayoría son estudios de caso. Destacan los estudios de índole tecnológico, ligados al diseño e implementación de recursos con RA en ámbito clínico. Asimismo, los asociados a intervenciones en contextos educativos incorporan la RA como recursos didácticos en ámbitos escolares. Los desarrollados en contextos experimentales-psicológicos describen intervenciones con RA y analizan el comportamiento de los sujetos en diversos ámbitos. Se observa unanimidad al subrayar el impacto positivo de las app o sistemas de RA para estimular la interacción social. Sin embargo, no especifican las fases de intervención ni utilizan app o recursos comerciales o accesibles, limitando su extrapolación a otros contextos. Concluyendo, se precisan equipos interdisciplinares que compartan hallazgos que redunden en beneficio de los sujetos con TEA, suscitando intervenciones que favorezcan su plena inclusión socio-educativa. Some studies, focused on analysing the impact of augmented reality in interventions to people with Autism Spectrum Disorder (ASD), are gathered, directed to stimulate their social and communicative abilities in order to favour their social interaction. A qualitative methodology is adopted in this paper as specified in the systematic revision of investigations (N=26) -through meta-analysis- published during 2012-2020 in specialized academic journals and developed in three different contexts: educative, technological and psycho-experimental. The results show that most of them are case studies. Technological studies, bound to the design and establishment of augmented reality resources in the clinical setting, are the ones that stand out. Furthermore, those associated to interventions in the educational environment incorporate augmented reality as a teaching resource in the school setting. Finally, those developed in a psycho-experimental context describe interventions with augmented reality and analyse the people’s behaviour in different fields. Unanimity is observed when it comes to highlight the positive impact these apps or augmented reality systems have to stimulate social interaction. However, interventions phases are not specified nor are accessible or commercial resources used, what restricts its extrapolation to other contexts. In conclusion, an interdisciplinary equipment which shares the discoveries concerning the benefit of people with ASD is required, arousing interventions which favour their total socio-educational inclusion.

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