Regulators of Skill Development in School Physical Education

2020 ◽  
Vol 9 (1) ◽  
pp. 51-56
Author(s):  
Peter Hastie
Keyword(s):  
Physical Education ◽  
Content Knowledge ◽  
Teacher Effectiveness ◽  
Class Size ◽  
Skill Development ◽  
Teaching Resources ◽  
Quality Of Instruction ◽  
Time Class ◽  
Practice Time

This paper identifies several factors that lie within and external to the teaching act that have an impact on the quality of instruction that students can potentially receive, which in turn has implications for the extent to which students can engage in appropriate practice. These factors all exist on a continuum from limiting to enhancing, and we could hypothesize that they regulate the possibilities for practice that are afforded to students and that this practice time is considered in the development of competent movers in physical education. These factors are contextual, such as time, class size, and teaching resources; curricular, relating to the content and pedagogy of physical education; and instructional, such as teacher effectiveness and content knowledge.

scholarly journals Reliability and feasibility of an evaluation tool of teacher effectiveness and the quality of physical education sessions

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Aina Maria Galmes-Panades ◽  
Pere Palou ◽  
Pere Antoni Borràs ◽  
Adrià Muntaner-Mas
Keyword(s):  
Physical Education ◽  
Teacher Effectiveness ◽  
Evaluation Tool

Methodologies to Determine Class Sizes for Fair Faculty Work Load in Web Courses

2011 ◽  
pp. 2929-2940
Author(s):  
Kathryn M. Zuckweiler ◽  
Marc J. Schniederjans ◽  
Dwayne A. Ball
Keyword(s):  
Class Size ◽  
Department Chairs ◽  
Work Load ◽  
Faculty Work ◽  
Web Based ◽  
Quality Of Instruction ◽  
Web Course ◽  
Course Experience ◽  
Time Away

This paper presents two modeling approaches that can be used to determine student class sizes for instructors who teach Web-based courses. The methodologies act to provide assurance to faculty that they will not have to compromise quality of instruction when teaching a Web course, nor have to sacrifice time away from research or service activities to develop and manage a Web course. These methodologies will also help department chairs plan student class size limitations to achieve “fairness” in asking instructors to adopt and teach Web courses at their universities. The models are applied to actual Web course experience at a university to demonstrate their practicality. Results of the application revealed faculty processing efficiencies that are inherent in offering Web-based courses and efficacy of the modeling approach.

scholarly journals Physical Education Activity Program Survey

1986 ◽  
Vol 5 (3) ◽  
pp. 185-197 ◽  
Author(s):  
Angela Lumpkin ◽  
Marybell Avery
Keyword(s):  
Physical Education ◽  
Spring Semester ◽  
Quality Of Instruction ◽  
Perceptions Of Students ◽  
Education Activity ◽  
And Gender ◽  
Test Requirements ◽  
The University ◽  
Individual Sports

This survey assessed the perceptions of students in the spring semester, 1984, about characteristics of and courses in the University of North Carolina’s Physical Education Activities Program and obtained their suggestions for changes in the program. Frequency data and percentages were reported for each response on the 64-item questionnaire along with analysis of the data by year in college and gender. The majority of students were generally to extremely satisfied with the overall program, evaluated the quality of instruction as above average or excellent, preferred 1-hour classes twice a week for one semester in the same activity, liked having a letter or pass/fail grading option, and supported the university’s two-course and swim-test requirements. Individual sports and fitness courses were the preferred offerings. Responses were consistent across years in college and gender.

The Influence of Socialization Factors on Physical Educators’ Conceptions of Assessment and Perceived Quality of Assessment

2021 ◽  
Vol 40 (1) ◽  
pp. 66-75
Author(s):  
Jenna R. Starck ◽  
K. Andrew R. Richards ◽  
Michael A. Lawson ◽  
Oleg A. Sinelnikov
Keyword(s):  
Physical Education ◽  
Organizational Support ◽  
Class Size ◽  
Perceived Organizational Support ◽  
Ordinary Least Squares ◽  
Perceived Quality ◽  
Outcome Variable ◽  
Assessment Practices ◽  
Conceptions Of Assessment

Purpose: Framed by occupational socialization theory, this study examined relationships among teachers’ perceived quality of assessment practices, workplace factors, and their conceptions of assessment. Methods: Ninety in-service physical education teachers from Alabama completed an online survey that attended to perceptions of organizational support, marginalization, valuation toward assessment, assessment quality, and class size. Associations were estimated using ordinary least squares regression. Results: In contrast to our initial hypothesis, no significant relationships were found between perceived assessment quality and perceived organizational support, marginalization, and class size. However, our regression analysis yielded significant results when assessment’s importance for education was the outcome variable. Discussion/Conclusions: The results indicated that teachers’ valuation of assessment included holding students and schools accountable, but was irrelevant to improving education. In addition, marginalization and perceived organizational support impacted teachers’ valuation toward using assessments to improve education. Research on assessment quality may depend first on widespread adoption of physical education teacher education assessment practices.

Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students

2020 ◽  
Vol 5 (1) ◽  
pp. 61-69
Author(s):  
Umar Abdullahi ◽  
Musa Sirajo
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Secondary School Student ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
School Students ◽  
Quality Of Instruction ◽  
The Public

It seems that educational system in Nigeria has undergone only quantitative improvement in terms of number of schools and students’ enrolment. However, there has been little effort in respect to the capacity to manage them through provisions of adequate financial, human, material and physical resources. Physical and material resources in secondary schools were discovered to be inadequate and poorly equipped. Some of the secondary school buildings were dilapidated, also the allocated financial resource, teaching and non-teaching staff are grossly inadequate compared with the students’ enrolment. The public, the Ministry of Education and other stakeholders in education are expressing serious concern about the consistency of the poor performance of secondary school students especially in mathematics. Increase in population and the government’s free education programs make people want to take advantage of the education provided. Provision of both professionally qualified and non-qualified teachers by government and non-state providers of education also appear not to ameliorate the problem of declining performances in mathematics. The effect of all these on the public secondary school student academic performance in mathematics concern the researchers of this study. It is against this background that the study sought to empirically investigates effect of resource factors and quality of instruction on performance in mathematics of Nigeria secondary school students.

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