Teachers’ Concerns and Participation Styles during In-Service Education

1987 ◽  
Vol 6 (4) ◽  
pp. 425-440 ◽  
Author(s):  
Nell Faucette
Keyword(s):  
Physical Education ◽  
Stages Of Concern ◽  
Physical Education Teachers ◽  
Service Program ◽  
Stages Of Concern Questionnaire ◽  
Elementary Physical Education ◽  
Participation Styles ◽  
Inservice Program

During this study, concerns data were collected from 7 elementary physical education teachers in order to determine their types and intensities of concerns as they proceeded through an in-service program, and to determine the degree to which they implemented the proposed changes. The Stages of Concern Questionnaire and open-ended statements of concern were administered to the teachers on three occasions during the 3-month in-service program: at the outset, midway, and upon completion of the sessions. In order to amplify data collected through these instruments, researchers conducted observations and formal and informal interviews. The data revealed three participation styles among the 7 teachers. The 2 teachers who became users of the innovations were categorized as actualizers. The 3 conceptualizers felt positively disposed to the changes but did not become users during the inservice program. The 2 remaining teachers—the resisters—were negatively disposed to the innovations and failed to implement them. Group and individual analyses are discussed as well as factors that influenced the teachers’ participation.

The Impact of Principals on Teachers during In-Service Education: A Qualitative Analysis

1986 ◽  
Vol 5 (2) ◽  
pp. 79-90 ◽  
Author(s):  
Nell Faucette ◽  
George Graham
Keyword(s):  
Physical Education ◽  
Implementation Process ◽  
Service Planning ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Service Program ◽  
Elementary Physical Education ◽  
Levels Of Use ◽  
The Impact

This article discusses some of the results described in a recent observational case study that examined the impact of an in-service program on the curricula and teaching behaviors of two elementary physical education teachers. In the study, numerous factors were identified as enhancers and inhibitors to the implementation process, including the relationships between participating principals and the two teachers. This article describes these relationships and the perceptions of the two teachers as they progressed through the in-service program. It also discusses the teachers’ levels of use of the innovations. The results of the study revealed that both teachers were dramatically influenced by their perceptions of principals’ actions and attitudes but only one of them successfully adopted the innovations. Data for the study were obtained from four sources: observations, interviews, documents, and questionnaires. These data were collected during a 7-month period that included all preliminary and in-service planning sessions as well as five in-service sessions, and during 140 hours of observations at two school sites.

Self-Contained versus Team Teaching: An Analysis of a Physical Education Intervention by Classroom Teachers

1992 ◽  
Vol 11 (3) ◽  
pp. 268-287 ◽  
Author(s):  
Nell Faucette ◽  
Thomas L. McKenzie ◽  
James F. Sallis
Keyword(s):  
Physical Education ◽  
Team Teaching ◽  
Stages Of Concern ◽  
Fifth Grade ◽  
Classroom Teachers ◽  
Education Curriculum ◽  
Service Program ◽  
Service Training ◽  
Team Model ◽  
Grade Classroom

A primary purpose of this study was to describe differences between self-contained and team teaching approaches when two groups of fourth- and fifth-grade classroom teachers attempted to implement a physical education curriculum during a 4-month in-service program. One school featured team teaching in pairs during physical education classes; the other used a self-contained teaching approach. The program required a minimum of three 30-min physical education classes weekly. All teachers participated in an extensive in-service training program that included weekly on-site assistance. Data collection included teachers’ lesson-completion forms, specialist’s reports, SOFIT PE class observations, teacher-completed Stages of Concern questionnaires, and teachers’ formal interviews. Results indicated that classroom teachers who used the self-contained model more consistently implemented the curriculum and more frequently expressed positive responses. Participants who used the team model for the physical education curriculum frequently strayed from the assigned pedagogical approach, ignored major portions of the program, and experienced extreme management concerns.

scholarly journals Participation Styles in Elementary Physical Education

2015 ◽  
Vol 05 (01) ◽  
pp. 26-38 ◽  
Author(s):  
Jan-Erik Romar ◽  
Jonas Nygård ◽  
Tomas Smedman ◽  
Emyr Williams
Keyword(s):  
Physical Education ◽  
Elementary Physical Education ◽  
Participation Styles

Factors Affecting the Social Experiences of Students in Elementary Physical Education Classes

2003 ◽  
Vol 22 (2) ◽  
pp. 186-202 ◽  
Author(s):  
Joanne Suomi ◽  
Douglas Collier ◽  
Lou Brown
Keyword(s):  
Physical Education ◽  
Positive Influence ◽  
Social Experiences ◽  
Physical Education Teachers ◽  
Physical Education Class ◽  
Factors Affecting ◽  
Elementary Physical Education ◽  
The Social ◽  
Negative Effect ◽  
Collection Methods

There is a lack of research examining the social experiences of students with and without disabilities in regular physical education classes. Little is known, from the perspective of the student, about factors that affect his or her social experience while taking part in integrated physical education. This investigation examined the factors that have a positive and a negative effect on the social experiences of 12 elementary students who were thriving, struggling, or had disabilities in an integrated kindergarten and an integrated fourth-grade physical education class. This study utilized qualitative data collection methods that included observations and interviews with students and staff. Four factors were identified: (a) physical education teachers, (b) social substance of activities, (c) cultures, and (d) social skills of students. The physical education teacher factor was the only one found to have a positive influence on the social experiences of all students, whereas the other three factors differentially affected the social experiences among the 12 students.

Chapter 9 Students’ Daily Physical Activity Behaviors: The Role of Quality Physical Education in a Comprehensive School Physical Activity Program

2014 ◽  
Vol 33 (4) ◽  
pp. 592-610 ◽  
Author(s):  
Wiyun Chen ◽  
Andrew J. Hypnar ◽  
Steve A. Mason ◽  
Sandy Zalmout ◽  
Austin Hammond-Benett
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Critical Role ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Physical Education Teachers ◽  
Physically Active ◽  
Fifth Grade Students ◽  
Elementary Physical Education ◽  
Activity Program

The purpose of this study was to examine the contribution of quality physical education (QPET) in a Comprehensive School Physical Activity Program (CSPAP) which is intended to promote physical activity (PA) behaviors in and outside of schools. Participants were nine elementary physical education teachers and their fourth- and fifth-grade students (n = 1111) in year one, n = 1012 in year 2). The student’s daily PA minutes were assessed using a 7-day PA log. The PE teachers’ levels of QPET were assessed by coding 63 videotaped lessons (Mlessons/teacher = 7.03, SD = .74) using the Assessing Quality Teaching rubrics (AQTR), which consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Response. Codes were confirmed through interrater reliability (82.4%, 84.5%, 94%). Data were analyzed through descriptive statistics, bivariate correlations, multiple R-squared regression models, and independent sample t tests. The results indicated that the overall QPET practices (R = .126, R2 = .02, F = 32.387, Sig.= .000, P < .01) and all four essential dimensions (R = .127, R2 = .02, F = 8.560, Sig.= .000, P < .01) were significant contributors to students’ student daily PA behaviors. These predictors were significantly higher in girls (R = .157, R2 = .03, F = 6.15, Sig.= .000, P < .01) than boys (R = .113, R2 = .01, F = 3.57, Sig.= .007, P < .01). The Instructional Response was a significant predictor of PA among girls (β = .12, t = 2,068, Sig. = .039, P < .05 level), but not boys. Further, students’ who experienced high QPET were significantly more physically active than those students who did not have this experience (t = 4.334, df = 2089, Sig. = .000, P < .01). It was concluded that the QPET practices played a critical role in promoting students’ daily PA engagement in and outside of schools.

scholarly journals Teachers’ Perspectives on the Use of Pedometers as Instructional Technology in Physical Education: A Cautionary Tale

2008 ◽  
Vol 27 (1) ◽  
pp. 83-99 ◽  
Author(s):  
Nate McCaughtry ◽  
Kimberly L. Oliver ◽  
Suzanna Rocco Dillon ◽  
Jeffrey J. Martin
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Educators ◽  
Developmental Theory ◽  
Physical Education Teachers ◽  
Cautionary Tale ◽  
Implementation Challenges ◽  
Elementary Physical Education ◽  
Teachers Perspectives

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.

scholarly journals Investigate the situation using information technology in elementary physical education teachers

2021 ◽  
Vol 2 (1) ◽  
pp. e12506
Author(s):  
Mohammadbagher Forghani ozrudi ◽  
Aliakbar Raeispour ◽  
Reza Raeispour
Keyword(s):  
Information Technology ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Meaningful Difference ◽  
Elementary Physical Education ◽  
Statistical Sample ◽  
The One ◽  
New Generation ◽  
Research Type ◽  
Civilized Society

Now day’s education is very important & more changes cause more attention to the training. These days training is the one of human body’s unavoidable needs. Training & increasing skills is a good way to encounter with the problems of today’s complex & changeable world. Education & especially training that train the new generation is the former need of a civilized society. The purpose of this research was Investigate the situation using information technology in elementary PE teachers of Babol city. The research type was descriptive, applicative and natural dispositional that was done by the field way. Statistical society included all the male & female employed elementary school’s PE teachers of Babol city. Statistical sample included 85 teachers that answered the questionnaire. The measuring tools were the Kalateahani (2009) (α=0.79). The used statistical way included the t-test & Pierson correlation coefficient. The research’s founding’s showed the teacher’s attitude about the IT was positive & there is a meaning relation among the skill, quantity of useag of them. About the use of IT & also there is not a meaningful difference among teacher’s attitudes about the use of IT in research & education task & quantity of need to education of them in difference sexuality & there is a meaningful difference among the skill & quantity of use of IT in research & education tasks in different education degrees.

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.

Access to credentialed elementary physical education teachers in California and students' cardiorespiratory fitness

2019 ◽  
Vol 121 ◽  
pp. 62-67 ◽  
Author(s):  
Hannah R. Thompson ◽  
Bhaani K. Singh ◽  
Ana Ibarra-Castro ◽  
Gail Woodward-Lopez ◽  
Kristine A. Madsen
Keyword(s):  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Physical Education Teachers ◽  
Elementary Physical Education
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