Online Threaded Discussion: Benefits, Issues, and Strategies

2014 ◽  
Vol 3 (4) ◽  
pp. 241-246 ◽  
Author(s):  
Jinhong Jung ◽  
Todd A. Gilson
Keyword(s):  
Online Courses ◽  
Contextual Information ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Face To Face ◽  
Threaded Discussion ◽  
Physical Education Teacher Education ◽  
Time Space ◽  
Diverse Student ◽  
Blended Course

The rapid growth of technology allows tertiary-level education to develop alternative ways of instruction to effectively support student learning. Although a face-to-face class is still powerful, online learning has been advocated as an innovative instructional way to confront constraints such as distance, time, space, and diverse student characteristics. This article introduces a brief overview of online threaded discussion (OTD) in a blended course in physical education teacher education (PETE), and provides insights into how to effectively design, manage, and teach online courses. In particular, contextual information that relates to a specific university, PETE program, course, and students are discussed in this article. Second, the blended model and OTD implemented by the authors are introduced. Finally, the article discusses the blended model's contributions, issues, and strategies, and provides implications for physical educators to improve their online courses in higher education settings.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

2015 ◽  
Vol 32 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Andrea R. Taliaferro ◽  
Lindsay Hammond ◽  
Kristi Wyant
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Midwestern University ◽  
Disability Categories ◽  
The Impact

The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.

scholarly journals Becoming InterActive for Life: Mobilizing Relational Knowledge for Physical Educators

2022 ◽  
Vol 3 ◽  
Author(s):  
Rebecca J. Lloyd ◽  
Stephen J. Smith
Keyword(s):  
Physical Education ◽  
Tai Chi ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Motion Sensing ◽  
Physical Education Teacher Education ◽  
Interactive Games ◽  
Relational Knowledge ◽  
Phenomenological Methodology ◽  
World Class

The overarching purpose of the InterActive for Life (IA4L) project is to mobilize relational knowledge of partnered movement practices for physical education practitioners. Through a participatory, motion-sensing phenomenological methodology, relational knowledge gleaned from world class experts in salsa dance, equestrian arts, push hands Tai Chi and acroyoga, and analyzed through the Function2Flow conceptual model, was shared with Physical Education Teacher Education (PETE) students. They, in turn, made sense of the ways these experts cultivate relational connections through a process of designing interactive games suitable for physical education curricula. The kinetic, kinesthetic, affective and energetic dynamics of these games were then shared through professional development workshops, mentoring, and open-access resources. Each phase of the IA4L project invites us to depart from the predominance of individualistic ways of conceiving and teaching movement and instead explore what it means to be attuned to the pulse of life as we break away from tendencies to objectify movement as something our bodies do or that is done to them. Consideration is given to the ways in which meaningful relational connections are formed in and through movement and how this learning prioritizes the InterActive Functions, Forms, Feelings and Flows of moving purposefully, playfully and expressively with others. In so doing, what this research offers is an understanding of how knowledge of an essentially motion-sensitive kind, which can breathe life into physical education curricula, can be actively and interactively mobilized.

scholarly journals Teaching physical education teacher education (PETE) online: Challenges and solutions

2020 ◽  
Vol 29 (2) ◽  
pp. 13
Author(s):  
Chunlei Lu ◽  
Joe Barrett ◽  
Olivia Lu
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Future Research ◽  
Physical Education Teacher ◽  
Research Directions ◽  
Education Teacher ◽  
Face To Face ◽  
Physical Education Teacher Education ◽  
Future Research Directions ◽  
Online Environments

The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-to- face to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.

Professional Development Recommendations for Online Courses

2004 ◽  
pp. 135-157 ◽  
Author(s):  
Janice M. Hinson ◽  
Rachel Bordelon Sellers
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Online Courses ◽  
The Internet ◽  
Development Programs ◽  
Face To Face ◽  
Effective Professional Development ◽  
Time Space ◽  
Teachers And Students ◽  
Online Educators

The Internet is redesigning the delivery of instruction, and, consequently, time, space and distance are no longer constraints to teachers and students. Harrison and Berge (2000) state that “Internet access is becoming more widespread and its capabilities for delivering multimedia lessons are improving daily; the Internet is becoming the vehicle of choice for distributing learning across distances” (p. 57). However, teaching online is a relatively new concept and effective professional development is needed to help educators learn to organize content for online delivery, convert instructional materials to online formats, use advanced multimedia tools, and integrate technology resources in online learning environments. This chapter addresses standards for technology-supported instruction and staff development; models of effective face-to-face professional development, along with adaptations for online educators; and professional development programs currently available to online educators. Recommendations for effective professional development have also been provided.

scholarly journals Do Senior Adults (50+) Know What Practices are Appropriate In Physical Education

2018 ◽  
Vol 24 (1) ◽  
pp. 28-35
Author(s):  
David BARNEY ◽  
Keven PRUSAK ◽  
Carol WILKINSON
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Instructional Practices ◽  
School Administrators ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Senior Adults ◽  
School Students ◽  
Education Teacher ◽  
Physical Education Teacher Education

The purpose of this study was to investigate senior 50 and older adult’s knowledge of appropriate instructional practices (AIP) in physical education. This study is a continued line of studies assessing certain populations knowledge of AIP. Previous research has been conducted among Physical Education Teacher Education (PETE) majors, parents, school administrators, elementary, middle school and high school students. For this study 372 senior adults were surveyed regarding their knowledge of AIP in PE. Surveys were distributed to the participants at the Huntsman Senior World Games. It was found that senior adults misidentified nine instructional practices from the survey. It was found that senior adults identified having winners and losers in games in PE class, students that misbehave should be punished with exercising, and playing dodge ball is OK for students to play. These instructional practices are considered inappropriate. The implications of this study reinforce that physical educators need to educate senior adults and that implementing appropriate instructional practices is an effective method to educate senior adults and the general public.

Recruitment and initial socialization into adapted physical education teacher education

2019 ◽  
Vol 26 (1) ◽  
pp. 54-69 ◽  
Author(s):  
K Andrew R Richards ◽  
Wesley J Wilson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
The United States ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Adapted Physical Educators

While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical education teachers (5 males, 12 females). Data were collected through two individual interviews with each participant and autobiographical essay writing. Results revealed similarities and differences in the recruitment of adapted physical educators and physical education generalists. Specific themes included: (a) individuals with disabilities were the most powerful socializing agents; (b) both positive and negative experiences in sport and physical education facilitated recruitment; (c) an incomplete apprenticeship of observation framed recruitment; and (d) participants had different background experiences and espoused diverse career goals. Results are discussed with implications focusing on the socialization of both physical educators and adapted physical education specialists.

scholarly journals Bodily Learning Through Creating Dance: Student Teachers' Experiences From Norwegian Physical Education Teacher Education

2021 ◽  
Vol 3 ◽  
Author(s):  
Trine Ørbæk
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Sense Making ◽  
Physical Education Teacher ◽  
Subjective Experiences ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Time Space ◽  
Norwegian Student

Creating dance in physical education teacher education (PETE) is described as a way of expressing subjective experiences based on movements that the students have already mastered or as a way of composing dance with set movements from various dance forms that are further explored through concepts such as time, space, power and flow. This article shows how 13 Norwegian student teachers experienced the creation of dance as part of their PETE. It explores the following questions: how do student teachers in PETE experience dance creation as an embodied process of exploring, transforming and creating movements, and how were these experiences facilitated by bodily learning that was initiated by body memories? The results show that creating dance is a intersubjective, intercorporeal and interaffective phenomenon where the sense-making process happens as both an individual and a joint process. This ongoing individual and participatory sense-making can further be understood as a reciprocal dependency between culture and self, where the students' bodily learning process evolves on an existential level over time. Through this process, the students develop a sense of confidence and trust in each other, which creates a feeling of belonging. The educational potential of bodily learning through creating dance can be seen in relation to the affordances the students perceive and utilize within their learning culture in PETE.

scholarly journals El caso sede México: Formación en Educación Física en e-entornos universitarios durante la contingencia de la COVID-19 (The México heartquarters case: Physical Education Teacher Education in e-university environments during the COVID-19 contingency)

Retos ◽  
2020 ◽  
pp. 35-46
Author(s):  
Ana Maria de Guadalupe Arras-Vota ◽  
José Luis Bordas-Beltrán ◽  
Fernando Mondaca-Fernández ◽  
Juan Manuel Rivera-Sosa
Keyword(s):  
Physical Education ◽  
Virtual Education ◽  
Future Research ◽  
Physical Education Teacher ◽  
Functional Area ◽  
University Professors ◽  
Education Teacher ◽  
Face To Face ◽  
Physical Education Teacher Education ◽  
Educación Virtual

  El objetivo de la presente investigación fue describir los desafíos enfrentados en cuanto al uso de Educación Virtual durante la contingencia de la COVID-19, por 254 docentes Universitarios del área de Educación Física (153 mujeres, 102 hombres) de cuatro Instituciones de Educación Superior (IES) en México, todos del área de Educación Física (EF). Por medio de cuestionarios online, a través de métodos: analítico – sintético, teórico – deductivo y hermenéutico; y técnicas cuantitativas y cualitativas, se recabó la información que permitió concluir que los docentes en este estudio: 1. No se consideran capacitados para utilizar eficientemente la educación virtual; 2. Consideran que la educación virtual, en EF, no ofrece los mismos beneficios que la presencial, 3. El aislamiento por la contingencia es el desafío personal más preocupante y 4. Enseñar en un área práctica (EF) mediante un entorno virtual, es el desafío profesional más importante. El presente estudio aporta un acercamiento a las implicaciones de la implementación de educación virtual en un área eminentemente práctica como EF y plantea cuestionamientos para investigaciones futuras.  Abstract. The objective of this research was to describe the challenges faced in the use of Virtual Education during the COVID-19 contingency, by 254 university professors (153 women and 102 men) from four Higher Education Institutions (HEI) in Mexico, all from the area of Physical Education (PE). Analytic-synthetic, theoretical – deductive, and hermeneutic methods and quantitative and qualitative techniques through online questionnaires were used. The collected information led to the conclusion that teachers in this study: 1) Do not consider themselves capable of efficiently using virtual education; 2) Consider that virtual education, in PE, does not offer the same benefits as face-to-face education, 3) Contingency isolation is the most worrying personal challenge and 4) Teaching in a functional area (PE) through a virtual environment is the most crucial professional challenge. This study provides an approach to the implications of implementing virtual education in an eminently functional area such as EF and raises questions for future research.

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