Health-Related Fitness and Physical Education Teachers’ Content Knowledge

2007 ◽  
Vol 26 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Darla Castelli ◽  
Lori Williams
Keyword(s):  
South Carolina ◽  
Physical Education ◽  
Teacher Development ◽  
Self Efficacy ◽  
Teaching Experience ◽  
National Standards ◽  
Physical Education Teachers ◽  
Education Assessment ◽  
Health Related ◽  
Health Related Fitness

This study examined what teachers know about health-related fitness (HRF) and how confident they are in their knowledge. Seventy-three middle school physical education teachers completed a 3-part cognitive HRF test and a self-efficacy questionnaire that required responses to statements about how confident they were in passing a HRF knowledge test. Results indicated that teachers were very confident in their knowledge of HRF; however, their actual HRF test scores did not meet the standard of achievement expected of a ninth-grade student as assessed by the South Carolina Physical Education Assessment Program. Further investigation of the influence of teacher characteristics related to HRF knowledge revealed that age and years of teaching experience significantly related to self-efficacy but not to HRF knowledge. This study implies that targeted teacher development is a necessary part of attaining and maintaining HRF knowledge required to teach to state and national standards.

Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results

2017 ◽  
Vol 36 (4) ◽  
pp. 467-476
Author(s):  
Tina J. Hall ◽  
Lori K. Hicklin ◽  
Karen E. French
Keyword(s):  
Middle School ◽  
South Carolina ◽  
Teacher Training ◽  
Physical Education ◽  
Student Performance ◽  
School Characteristics ◽  
Health Related ◽  
Education Indicators ◽  
The Relationship ◽  
Health Related Fitness

Purpose:To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.Method:Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.Results:Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.Discussion/Conclusion:This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.

A Study of Preservice Physical Education Teachers’ Content Knowledge of Health-Related Fitness

2021 ◽  
Vol 40 (1) ◽  
pp. 118-125
Author(s):  
José A. Santiago ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Physical Education ◽  
Content Knowledge ◽  
Student Teaching ◽  
The United States ◽  
Physical Education Teachers ◽  
Health Related ◽  
Pete Programs ◽  
Common Content ◽  
Health Related Fitness

Purpose: The authors assessed common content knowledge of health-related fitness in a national representative sample of preservice physical education teachers in the United States. Methods: Six hundred and twenty-one preservice physical education teachers from 68 physical education teacher education (PETE) programs located in different regions in the United States completed the 40 multiple choice items health-related fitness knowledge test during the semester prior to their student teaching. In addition, each PETE program coordinator/department head completed the PETE Program Information Questionnaire. Results: The mean percentage correct on the test was 61.3% (M = 24.5, SD = 4.9). Analyses of variance and t-test analyses indicated that common content knowledge of health-related fitness was not a function of sex, program size, or region of the United States. Discussion/Conclusions: These data suggest that preservice physical education teachers in the United States lack common content knowledge of health-related fitness and warrant the attention of PETE programs.

Validation of the Physical Education Teachers' Physical Activity Self-efficacy Scale with a Turkish Sample

2009 ◽  
Vol 37 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Okkes Alpaslan Gencay
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Test Results ◽  
Validity And Reliability ◽  
One Way Anova ◽  
Reliable Scale

The main purpose of this study was to determine the validity and reliability of the Physical Education Teachers' Physical Activity Self-efficacy Scale (PETPAS), developed by Martin and Kulinna (2003), in a Turkish setting, and to test if there are any differences according to gender and teaching experience of Turkish PE teachers. The Turkish version of the PETPAS was administered to 227 physical educators from 3 cities in Turkey. Exploratory factor analysis showed that the scale consists of 4 dimensions, as does the original. Cronbach's alpha was .86, and both the Equal-Length Spearman Brown split-half coefficient (r = .72) and Guttman's split-half coefficient (r = .73) showed good results. The independent t test results revealed that there were significant gender differences in space, time, and institution subscales. One way ANOVA results also indicated that student and space subscales significantly differed according to teaching experience of the PE teachers. These results indicated that the PETPAS is a valid and reliable scale for Turkish culture.

Professional Development and Teacher Perceptions of Experiences Teaching Health-Related Fitness Knowledge

2017 ◽  
Vol 36 (1) ◽  
pp. 32-39 ◽  
Author(s):  
Michael Hodges ◽  
Pamela Hodges Kulinna ◽  
Chong Lee ◽  
Ja Youn Kwon
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Perceptions ◽  
Physical Education Teachers ◽  
Teachers Perceptions ◽  
Elementary Physical Education ◽  
Suburban School District ◽  
Health Related ◽  
Approach To Teaching ◽  
Health Related Fitness

Students of all ages have documented a deficiency in health-related fitness knowledge (HRFK). However, improving students HRFK may require a change in teacher practices and professional development (PD).Purpose:This study, framed by Guskey’s Model of Teacher Change (GMTC; Guskey, 2002), sought to assist teachers’ HRFK instruction as part of their physical education curriculum and practices. Initially, researchers examined: (a) teachers’ perceptions of health-related fitness knowledge instruction, followed by, (b) selected teachers’ perceptions of the professional development (PD) methods and the approach to teaching HRFK.Method:Semistructured interviews were conducted among elementary physical education teachers’ (N = 9) in one suburban school district. A randomly selected smaller group of teachers (n = 5), had PD on Knowledge in Action Lesson Segments (KIALS), an approach to teaching HRFK. Teachers were asked to implement KIALS into their fifth grade physical education classes and interviewed two additional times.Results:Three themes emerged from the data: (a) HRFK is critical but I can’t get to it; (b) If you show it, they will implement it; and (c) Knowledge in Action gets the job done.Conclusion:PD procedures in this study and KIALS were seen as favorable. Results paralleled GMTC principles, as researchers confirmed quality PD, and observations of positive student outcomes further reinforced teachers’ beliefs. Teachers also expressed a willingness to continue using KIALS after the completion of this study, concluding achievement of the final fourth principal of the change process. Findings suggested that KIALS, if presented with similar PD will be well-received by teachers supporting their efforts to improve student HRFK outcomes.

scholarly journals Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain

2019 ◽  
Vol 11 (20) ◽  
pp. 5824 ◽  
Author(s):  
Reina ◽  
Santana ◽  
Montesdeoca ◽  
Roldan
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Education Policies ◽  
Post Test ◽  
Service Training

Physical education teachers play a significant role in educating students with special education needs, but they often feel frustrated and unprepared to achieve a successful inclusion process. The lack of inadequate training has proven to have an unfavorable effect on educators’ perceived competence, confidence, and attitudes when working in inclusive settings with children with disabilities. This study evaluates the effect of a training program implemented with in-service physical educators from two different regions in Spain, insular and peninsular, in order to improve their self-efficacy in including students with disabilities in physical education. A pre- vs. post-test intervention was conducted with two groups of 142 in-service physical educators with similar age and teaching experience. The intervention improved their perceived self-efficacy in including students with physical, visual, and intellectual disabilities in physical education (p < 0.01, effect sizes = large). The physical educators teaching in the insular region improved their self-efficacy to a higher extent. This study demonstrates the invariant effect of the training program in both regions, but the self-efficacy scores of the physical educators might be constrained by the contents regarding inclusion in their pre-service training, the education policies of the region where the teaching takes place or the geographical characteristics of their workplace.

scholarly journals Effect of Integrated Neuromuscular Exercise in Physical Education Class on Health-Related Fitness in Female Children

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 312
Author(s):  
Marijana Sinđić ◽  
Draženka Mačak ◽  
Nikola Todorović ◽  
Bianka Purda ◽  
Maja Batez
Keyword(s):  
Physical Education ◽  
Muscular Fitness ◽  
Female Children ◽  
Before And After ◽  
Health Related ◽  
The Republic ◽  
Almost All ◽  
And Control ◽  
Cardiorespiratory Endurance ◽  
Health Related Fitness

Integrated neuromuscular training (INT) showed benefits for improving fundamental movement skills (FMS). However, the INT health-related fitness (HRF) effects are lacking. The current study aimed to determine the effects of INT implemented during physical education (PE) in a primary school in the Republic of Serbia on HRF in female children. The sample consisted of 72 healthy girls who were divided into the intervention (EG: n = 37; mean ± SD: age = 8.17 ± 0.31) and control (CG: n = 35; age = 8.11 ± 0.31) groups. The EG and CG performed the INT program and traditional PE activities two times per week within the first ~15 min of PE class, respectively. The Fitnessgram battery tests assessed the HRF (body composition, cardiorespiratory endurance, muscular fitness, and flexibility) before and after the program. After eight weeks, the EG significantly reduced all fat measures, while the CG decreased only triceps skinfold but to a smaller extent (F = 5.92, p < 0.02, ŋ2 = 0.09). Both groups significantly improved the performance of almost all muscular fitness tests (curl-ups, trunk lift, push-ups); however, the EG increased the push-ups more than the CG (F = 9.01, p < 0.01, ŋ2 = 0.14). The EG additionally improved the modified pull-ups (F = 14.09, p < 0.01, ŋ2 = 0.19) and flexed arm hang (F = 28.82, p < 0.01, ŋ2 = 0.33) tests. The flexibility and cardiorespiratory endurance of both groups did not significantly change after eight weeks. This approach of exercise showed positive acceptance and relatively good results after only eight weeks.

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.

Adapted Physical Education Teachers’ Job Satisfaction

2021 ◽  
Vol 38 (4) ◽  
pp. 661-680
Author(s):  
Minhyun Kim ◽  
José A. Santiago ◽  
Chan Woong Park ◽  
Emily A. Roper
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Working Conditions ◽  
Teaching Experience ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Semistructured Interview ◽  
Roles And Responsibilities ◽  
Socialization Theory

Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers’ job satisfaction. Twelve (nine female and three male) APE teachers who had 3–43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants’ roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers’ job satisfaction? (b) what APE teachers’ roles and responsibilities are related to job satisfaction? and (c) what type of working conditions are linked to APE teachers’ job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b) relevant and meaningful professional development; (c) itinerant working conditions; and (d) seeing students’ progress and achievement. The results of this study provide several implications to enhance APE teachers’ job satisfaction.

Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore

2017 ◽  
Vol 12 (6) ◽  
pp. 795-806 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré ◽  
Gordon A Bloom ◽  
CKJ Wang
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Thematic Analysis ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Individual Interview ◽  
Years Of Teaching Experience ◽  
Teaching Values ◽  
Sport Coaches

The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience ( M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience ( M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.

Sign in / Sign up

Export Citation Format

Share Document