Development and Validation of the Basketball Offensive Game Performance Instrument

2013 ◽  
Vol 32 (1) ◽  
pp. 100-109 ◽  
Author(s):  
Weiyun Chen ◽  
Kristin Hendricks ◽  
Weimo Zhu
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Educators ◽  
Methods Course ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Alpha Reliability ◽  
Performance Ability ◽  
Development And Validation ◽  
Game Performance

The purpose of this study was to design and validate the Basketball Offensive Game Performance Instrument (BOGPI) that assesses an individual player’s offensive game performance competency in basketball. Twelve physical education teacher education (PETE) students playing two 10-minute, 3 vs. 3 basketball games were videotaped at end of a basketball unit in one physical education teaching methods course. Two investigators independently coded each player’s offensive game behaviors with BOGPI. The interrater reliability of the BOGPI was 99% and the alpha reliability coefficient for the total scale of the BOGPI was .95. The content validity evidence of the BOGPI was established by six experienced experts’ judgment. The results of this study indicate that the BOGPI is a theoretically sound and psychometrically supported measure that can be used by researchers and teacher educators to assess the preservice teachers’ offensive game performance ability in basketball.

Helping Preservice Teachers Learn to Negotiate Sociopolitical Relationships Through a Physical Education Teacher Education Outdoor Education Experience

2019 ◽  
Vol 38 (4) ◽  
pp. 296-304 ◽  
Author(s):  
Jenn M. Jacobs ◽  
K. Andrew R. Richards ◽  
Zach Wahl-Alexander ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Outdoor Education ◽  
Field Experience ◽  
Physical Education Teacher ◽  
Descriptive Case Study ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Education Experience

Physical education teacher education programs are tasked with preparing students for a teaching career in a field that possesses inherent challenges. Purpose: The current study, designed as a descriptive case study, examined how an outdoor education field experience can facilitate important learning for preservice teachers about navigating sociopolitical relationships among colleagues and the greater school community. Method: Interviews were conducted with 13 preservice physical educators and the course instructor, in addition to field observations. Results: An outdoor education experience that includes opportunities to interface with and reflect on working with various stakeholders can help preservice teachers learn to navigate sociopolitics and persist through challenges. Discussion/Conclusion: Despite challenges, the nontraditional and intensive nature of the field experience, as well as the positive relationships developed with students, compelled the preservice teachers to find effective ways to collaborate and manage teaching roles.

Physical Education Teacher Educators’ Personal Perspectives Regarding Their Practice of Critical Pedagogy

2005 ◽  
Vol 24 (3) ◽  
pp. 243-264 ◽  
Author(s):  
Beatriz Muros Ruiz ◽  
Juan-Miguel Fernández-Balboa
Keyword(s):  
Physical Education ◽  
Critical Pedagogy ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Limited Success ◽  
The Social ◽  
Definition Of

Many researchers and theoretical scholars have questioned the social-transformative claims of critical pedagogy (CP) in physical education. Most of these criticisms center on its application in physical education teacher education (PETE). Our knowledge of the perspectives and practices of physical education teacher educators (PETEs) who claim to practice CP, however, is still tentative at best; consequently, the reason for its limited success are still largely unknown. To shed some light on this issue, 17 PETEs who claimed to practice critical pedagogy were interviewed at length regarding their definition of CP, including its principles and purposes, and their pedagogical practices. The results show that more than half of the PETEs did not fully understand the main principles and purposes of CP as presented in the literature, and that many of their methods were incongruent with these principles and purposes. This lack of understanding of CP might be an important factor contributing to its limited success in PETE. In view of this, caution and critical reflection are recommended when engaging in this type of pedagogy. Some implications for PETE are provided as well.

Community of Practice: Preparing Preservice Teachers to Lead Movement Integration in a School–University Partnered Program

2021 ◽  
Vol 40 (1) ◽  
pp. 21-29 ◽  
Author(s):  
Tan Leng Goh ◽  
Kristin Scrabis-Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Community Of Practice ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Online Discussion Forum ◽  
Movement Integration

Purpose: Physical education teacher education programs prepare preservice teachers to lead Comprehensive School Physical Activity Programs. Through the coordination of a university’s physical education teacher education program and an elementary school, the purpose of this study was to examine preservice and in-service teachers’ perspectives in implementing a 6-week movement integration program. Method: A total of 12 preservice teachers participated in a weekly online discussion forum as part of a community of practice. In addition, the preservice teachers and three in-service teachers participated in an interview. Data were analyzed for themes. Results: The themes were facilitating implementation through support, sharing ideas for common practice, and overcoming challenges in implementation. Support received by the preservice teachers facilitated the implementation of the program. They also shared strategies to overcome implementation challenges through the weekly online discussions. Discussion/Conclusion: Fostering communities of practice among preservice teachers prepares them for collaboration and movement integration implementation in the future.

Chapter 6: Preservice Teachers’ Perceptions of Twitter for Health and Physical Education Teacher Education: A Self-Determination Theoretical Approach

2020 ◽  
Vol 39 (4) ◽  
pp. 472-480 ◽  
Author(s):  
Brendon P. Hyndman ◽  
Stephen Harvey
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Self Determination ◽  
Computer Assisted ◽  
Physical Education Teacher ◽  
Health And Physical Education ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education

Purpose: Limited research has been conducted relating to the use of social media during health and physical education teacher education. The aim of this study was to investigate preservice teachers’ perceptions of the value of using Twitter for health and physical education teacher education. Methods: Preservice teachers completed a qualitatively designed survey. Thematic analyses were conducted via Computer Assisted Qualitative Data Analysis Software, aligned to self-determination theory. Results: Twitter was perceived to be valuable for the following motivational components: (a) autonomy (choice over professional development, latest ideas, and learning flexibility), (b) relatedness (enhancing communication, tailored collaborations, and receiving practical support), and (c) competence (transferring ideas to classes, increasing technological competence, and keeping ahead of other teachers). Yet there were concerns due to Twitter’s public exposure to undesired Twitter users (relatedness) and how to navigate the platform (competence). Discussion/Conclusions: The study provides guidance to health and physical education teacher education providers on how digital learning via Twitter can meet preservice teachers’ learning needs.

scholarly journals Between ideal teaching and ‘what works’: The transmission and transformation of a content area from university to school placements within physical education teacher education

2020 ◽  
pp. 1356336X2094957
Author(s):  
Björn Tolgfors ◽  
Erik Backman ◽  
Gunn Nyberg ◽  
Mikael Quennerstedt
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Teacher Educators ◽  
Content Area ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Individual Interviews ◽  
What Works ◽  
Group Interviews

The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) as a particular content area in the transition between a university course and a school placement course within Swedish physical education teacher education (PETE). By combining Basil Bernstein’s pedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL is constructed as a pedagogic discourse and what AfL becomes in different contexts within PETE. Nine students attending a Swedish PETE programme participated in the study. The empirical material was collected through one seminar and two group interviews at the university, as well as through nine individual interviews based on lesson observations at different school placements. Our findings highlight five recontextualising rules, which indicate that: (1) the task of integrating assessment into teaching enables the use of AfL; (2) an exclusive focus on summative assessment and grading constrains the use of AfL; (3) a lack of critical engagement with physical education teaching traditions constrains the use of AfL; (4) knowing the pupils is crucial for the use of AfL; and (5) the framing of the school placements determines how AfL can be used. As a consequence of these rules, AfL was transformed into three different fabrications: (1) AfL as ideal teaching; (2) AfL as correction of shortcomings; and (3) AfL as ‘what works’. One conclusion from this study is that increased collaboration between teacher educators and cooperating teachers in schools can help strengthen PETE’s influence on school physical education.

scholarly journals Assessing Pre-Service Teachers’ Offensive Basketball Game Performance: A Validation Study

2012 ◽  
Vol 18 (2) ◽  
pp. 6-13
Author(s):  
Weiyun CHEN ◽  
Kristin HENDRICKS
Keyword(s):  
Teacher Education ◽  
Validation Study ◽  
Methods Course ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Basketball Game ◽  
Reliable Instrument ◽  
Secondary Methods ◽  
Game Performance

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of this study was to design and validate the Basketball Offensive Game Performance Instrument (BOGPI) that assessed an individual player’s offensive game performance competency in basketball while watching a videotaped game play. Twelve physical education teacher education (PETE) students playing two 10-minute, 3 vs. 3 basketball games were videotaped at end of a basketball unit in a secondary methods course. Two investigators independently coded each player’s offensive game behaviors with the BOGPI. The results of the experts’ judgment, the independent t-tests, and the inter-rater reliability indicated that the BOGPI was a valid and reliable instrument for assessing the pre-service teachers’ basketball offensive game ability. 本研究目的旨在制定“籃球進攻技戰術能力測評表”並對其信度與效度進行檢驗。通過觀看比賽錄影，利用測評表對每位隊員的籃球進攻能力進行測評。在教法課籃球單元結束之時，研究人員對12名教學專業生參加2場3打3教學比賽錄了相。然後，兩名研究人員用該測評表對每位隊員的進攻比賽能力做了測評。專家鑒定，t-檢驗，及測評人員之間信度的結果表明該測評表具備可信性及有效性。

Teaching Personal and Social Responsibility in Physical Education Teacher Education

2018 ◽  
pp. 143-162 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Victoria Nicole Ivy ◽  
Michael A. Lawson ◽  
Tania Alameda-Lawson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Social Responsibility ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Low Income Children ◽  
Personal And Social Responsibility

Service-learning has gained popularity in physical education programs as a way to prepare pre-service teachers to work with culturally diverse students. The chapter contributes to this growing movement developing a conceptual framework for the development of a service-learning program fit to meet (a) the learning needs of low-income children and families; (b) the education, training, and socialization needs of preservice teachers; and (c) the design requirements of best practice interventions. A research- and theory-driven application of service-learning through the teaching personal and social responsibility pedagogical model is overviewed in reference to one physical education teacher education program. Lessons learned from the implementation of this model are discussed, as are implications for practice. Improvement science is offered a methodology that can help researchers develop the responsiveness of these initiatives while also furthering the research base of the field.

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