scholarly journals Incidences of Student Support for and Resistance to a Curricular Innovation in High School Physical Education

2003 ◽  
Vol 22 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Gary D. Kinchin ◽  
Mary O’Sullivan
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Cultural Studies ◽  
Curricular Innovation ◽  
School Students ◽  
Activity Data ◽  
Student Focus ◽  
High School Physical Education ◽  
Group Interviews

While there have been frequent calls for reform in secondary physical education, little research has focused on the implementation and assessment of curriculum from the perspective of students. Drawing upon the theoretical frame of student resistance, the purpose of this study was to describe how high school students demonstrated support for and resistance to implementation of a 20- day curricular initiative termed a Cultural Studies unit. This approach consists of an integrated practical and theoretical study of sport and physical activity. Data were collected through student focus group interviews, student journals, nonparticipant observations, and informal conversations. Students responded favorably to the principles of Sport Education and the opportunities to critique issues of social justice. Such content was considered appropriate for physical education. Resistance to some aspects of the unit was both overt and covert. Meticulous and careful planning of content and choice of pedagogy to facilitate delivery is crucial to positioning a Cultural Studies unit in a high school program.

scholarly journals Effects of Music on Mood During Basketball Play in Junior High School Physical Education

2020 ◽  
Vol 78 (1) ◽  
Author(s):  
David Barney ◽  
Francis Pleban ◽  
Jemal Gishe
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Junior High School ◽  
Junior High ◽  
Short Form ◽  
Activity Levels ◽  
School Students ◽  
P Values ◽  
High School Physical Education

The incorporation of music in the physical education (PE) environment during physical activity has been shown to be beneficial for participants. Karageorghis et al. (1999) created a conceptual framework focusing on asynchronous music, identifying four factors important to a given piece of music: rhythm response, musicality, cultural impact, and association. The purpose of this study was to investigate the effect of two conditions, with and without the incorporation of music, in the PE environment on student moods in 948 junior high school students (501 males, 447 females). The conditions were measured using the Profile of Mood States (POMS) Short Form. Significant differences were observed in the mean scores of POMS between preintervention (without music) and postintervention (with music) for total mood disturbance, tension, anger, fatigue, depression, and confusion (all p values < 0.0001), as well as significantly higher mean scores for esteem-related affect and vigor (p values < 0.0001). Results from this study, and others, provide an impetus for PE teachers and PE teacher education to incorporate music during games/activities for the purpose of improving student moods and subsequent activity levels.

Girls Opting in to Senior Elective Physical Education

2014 ◽  
Vol 22 (2) ◽  
pp. 113-119 ◽  
Author(s):  
Sandra L. Gibbons ◽  
Viviene A. Temple ◽  
Louise Humbert
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Focus Group Interviews ◽  
School Students ◽  
Individual Interviews ◽  
Flexible Planning ◽  
Group Interviews ◽  
Education Courses ◽  
Insight Into

It is well documented that many young women become discontented with physical education in their high school years. The purpose of this investigation was to gain insight into the characteristics of nine senior elective physical education courses that were specifically designed to accommodate the needs and interests of female students. Data collection methods included focus group interviews with students; individual interviews with teachers; and analysis of course documents. The following themes are presented: (a) choice in what to learn and how to learn it; (b) all-female learning environment; (c) lifetime physical activities; (d) personalized assessment; and (e) responsive and flexible planning. Findings offer considerations for the development of physical education curricula that will gain and hold the interest of female high school students.

scholarly journals Cultivation Methods of Students’ Lifelong Physical Education Consciousness in High School Physical Education

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Mu Li
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Senior High School ◽  
School Students ◽  
High School Physical Education ◽  
Curriculum Education ◽  
Senior High School Students

<p>In recent years, under the reform of new curriculum education and teaching in China, students’ learning pressure in cultural courses is getting bigger and bigger, especially in senior high schools. Due to the increasing learning pressure of cultural courses, students’ physical fitness is neglected in education, which makes students’ physical fitness decline, thus directly affecting the learning state of senior high school students. Therefore, in the education of senior high school students, attention should be paid to physical education methods, students’ lifelong sports awareness should be cultivated, and the quality of physical education methods should be enhanced so that students’ physical fitness can be improved and their full physical and mental state can be put into study.</p>

scholarly journals Sport Education and Traditional Teaching: Influence on Students’ Empowerment and Self-Confidence in High School Physical Education Classes

2021 ◽  
Vol 13 (2) ◽  
pp. 578
Author(s):  
Cristiana Bessa ◽  
Peter Hastie ◽  
António Rosado ◽  
Isabel Mesquita
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Traditional Teaching ◽  
Sport Education ◽  
School Students ◽  
Self Confidence ◽  
High School Physical Education ◽  
Quasi Experimental ◽  
Curricular Model

Physical Education (PE) is recognized for its value in developing personal and social development. However, the instructional approach adopted by the teacher may affect the achievement of positive outcomes. This study aimed to examine the effects of two different teaching approaches, Traditional Teaching (TT) and the Sport Education (SE) model, on students’ empowerment and self-confidence in high school PE classes. A total of 430 high-school students (66.7% male), aged 14–21 years (M = 16.22, SD = 1.03) enrolled in 10th, 11th and 12th grades, participated in this study. A pretest-posttest quasi-experimental design was used across 18 classes. Classes met two times a week during a period of 8 weeks for a total of 1080 min. The Psychological Empowerment Instrument was used to measure empowerment. Students’ self-confidence was measured with the self-confidence sub-scale of the Competitive State Anxiety Inventory-2. The findings of the research revealed that only SE was effective in improving high school students’ empowerment and self-confidence. In the TT group, no gains were found, even decreasing over time. These results reinforce the adequacy of SE in PE as a curricular model to be used by teachers, particularly for the development of students’ empowerment and self-confidence.

Reliability and Validity Evidence for the Social Goal Scale-Physical Education (SGS-PE) in High School Settings

2006 ◽  
Vol 25 (2) ◽  
pp. 226-239 ◽  
Author(s):  
Jianmin Guan ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Physical Education ◽  
Social Responsibility ◽  
Social Relationship ◽  
Social Goal ◽  
School Students ◽  
School Settings ◽  
The Social

Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.

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