Stereotypes and Personal Beliefs about Women Physical Education Teachers

1997 ◽  
Vol 6 (1) ◽  
pp. 49-83 ◽  
Author(s):  
Mary B. Harris ◽  
Joy Griffin
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Heterosexual Men ◽  
Physical Educators ◽  
Personal Beliefs ◽  
Cultural Stereotypes ◽  
Negative Stereotypes ◽  
Men And Women ◽  
Heterosexual Women ◽  
Status Of Women

In order to assess their cultural stereotypes and personal beliefs about women physical education teachers, we surveyed 196 individuals attending the 1995 American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) convention. Respondents felt that most Americans stereotyped women physical educators as masculine, aggressive, athletic, lesbian, and unintellectual. Their personal views were less extreme. Some differences in personal beliefs were found between men and women, and between lesbians, heterosexual men and heterosexual women. Occupation, age, and education were not importantly related to stereotyping. Open ended questions revealed both positive and negative aspects of physical education as a profession for women. Based upon the continued existence of some negative stereotypes, coupled with the low status of women physical educators, we suggest that the profession needs to increase its educational efforts and its appreciation of diversity.

#SayHerName: Black Women Physical Education Teachers of the Year

2021 ◽  
pp. 1-10
Author(s):  
Tara B. Blackshear
Keyword(s):  
Black Women ◽  
Physical Education ◽  
Critical Race Theory ◽  
Role Models ◽  
Culturally Responsive ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Teachers Of The Year ◽  
Women's Voices ◽  
Group Interviews

Purpose: Black women are devalued in many aspects of American culture—physical education (PE) is no exception. Platforms to celebrate Black women’s excellence in PE are scarce. Drawing on Black feminist thought and critical race theory, the purpose of this article is to describe and explain the experiences of Black women physical educators who earned PE Teacher of the Year. Participants: Two Black women share their experiences as physical educators and PE Teachers of the Year. Methods: Qualitative narrative inquiry consisting of semistructured, virtual group interviews was employed. Results: Four core themes were identified: (a) invisibility, (b) superwoman syndrome, (c) affirming role models, and (d) culturally responsive pedagogies. Discussion/Conclusion: Elevating Black women’s voices in PE requires a deconstruction of limited exposure opportunities. Normalizing Black excellence in PE acknowledges that Black women’s intersectionalities create enormous challenges yet foster students’ success. Black women physical educators benefit students and society.

Management Techniques Used by High School Physical Education Teachers

1997 ◽  
Vol 17 (1) ◽  
pp. 72-84 ◽  
Author(s):  
Josée Perron ◽  
Peggy J. Downey
Keyword(s):  
High School ◽  
Physical Education ◽  
Student Behavior ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Pupil Control ◽  
High School Physical Education ◽  
Field Notes ◽  
Management Techniques

The purpose of this study was to describe the management techniques used by high school physical education teachers immediately before (preactive) and after (reactive) student behavior. Eight experienced physical educators were videotaped as they each taught four lessons of their regular schedule. Formal and informal interviews with the teachers were audiotaped and/or recorded in field notes. Management techniques observed during lessons or described during interviews were analyzed by deduction using the 22 categories of Henkel’s (1991) Physical Education Pupil Control Inventory (PEPCI). New categories were developed by induction to accommodate observed or discussed techniques that could not be coded into Henkel’s categories. These secondary physical education teachers used 28 different management techniques, including 21 (75%) from Henkel’s PEPCI and 7 (25%) others observed by the researcher or described by the teachers. Findings contribute to a foundation for further research into the positive management of student behavior.

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.

scholarly journals Can the Games Solve the Problems?

2008 ◽  
Vol 14 (2) ◽  
pp. 26-39
Author(s):  
Alberto CRUZ
Keyword(s):  
Physical Education ◽  
Conceptual Framework ◽  
Research Methodology ◽  
Student Perception ◽  
Teaching Evaluation ◽  
Physical Education Teachers ◽  
Variation Theory ◽  
Physical Educators ◽  
Skill Test ◽  
Secondary Teaching

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study examined the effect of the application of games on students' interest and learning in volleyball lessons. Two experienced secondary physical education teachers involved in the Secondary Teaching Evaluation and Mentoring Project (STEM) were purposely invited to take part in the study. They were trained with the skills and knowledge of mentorship as well as the application of variation theory in designing lessons for learning. The study was premised on a conceptual framework of variation theory and employed an action research methodology. The study lessons were taught in three cycles by the two teachers to three S. 2 classes of students in their own schools. Games were specially adopted to address the students’ interest and learning in the lessons. Pre and post conferences were arranged for reviewing and improving the effectiveness of the lessons. Questionnaire and a volleyball skill test were developed to evaluate the student perception and learning in the lessons. The results revealed that there was an increase in the number of students showing interest in participating in volleyball lessons as well as the students had improved significantly in the application of volley pass skill. Findings of the present study hold implications of the instructional practice for physical educators. 本研究探討遊戲學習模式影響學生學習排球及興趣。兩位曾參加教學啟導與中學課堂教學評估計劃的經驗體育教師被邀參與是次研究。本研究設計建基於變易理論及行動研究模式。兩位教師以遊戲形式設計課堂活動，利用三循環周對三班中二生進行研究，在課前課後會議檢討反思課堂教學效能，並利用問卷及技巧測試評估學生學習。結果顯示學生參與排球課興趣的人數明顯增加。學生於上手傳球技巧應用亦顯著改善。結果對體育教學有多方面啟示。

scholarly journals Reimagining professional competence in physical education

2013 ◽  
Vol 19 (4) ◽  
pp. 662-672 ◽  
Author(s):  
Catherine D. Ennis
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Professional Competence ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Physically Active ◽  
Staff Members ◽  
School Wellness ◽  
School Day ◽  
Academic School

Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students' opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime. When implementing evidence-based approaches to physical education, teachers need to teach the curriculum coherently and with fidelity. New programs such as Science, PE, & Me! and the Science of Healthful Living provide opportunities for students to examine the effects of exercise on their bodies in a physically active, learning-oriented approach to physical education.

Teacher Moonlighting: Interviews with Physical Educators

1993 ◽  
Vol 13 (1) ◽  
pp. 62-77 ◽  
Author(s):  
Jacqueline A. Williams
Keyword(s):  
Life Cycle ◽  
Physical Education ◽  
Subject Matter ◽  
Personal History ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Professional Lives ◽  
Number Of Factors ◽  
Areas Of Interest ◽  
First Interview

The purpose of this study was to investigate the phenomenon of public school physical education teachers holding multiple jobs. Data were collected through interviews of 17 secondary physical education teachers who described their motives and perceptions concerning the combination of teaching and moonlighting. Each teacher was interviewed twice. In the first interview participants were encouraged to identify what they regarded as the realities of moonlighting. Prior to the second interview, participants read through the transcript of the first interview, which documented primary areas of interest and items that required amplification or exploration. Three particular themes appear to be both common and powerful in the professional lives of physical education teachers: (a) a life-cycle squeeze, (b) pushed out of teaching, and (c) pulled out of teaching. It is apparent that a number of factors such as economics, personal history, spouses, administrators, and subject matter contribute to determining whether, when, and how moonlighting will occur.

Physical Education Teachers’ and Teacher Candidates’ Attitudes Toward Cultural Pluralism

2010 ◽  
Vol 29 (3) ◽  
pp. 295-311 ◽  
Author(s):  
Luis Columna ◽  
John T. Foley ◽  
Rebecca K. Lytle
Keyword(s):  
Physical Education ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Cultural Pluralism ◽  
Professional Status ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Post Hoc

The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.

scholarly journals Enhancers and Inhibitors of Teacher Change among Secondary Physical Educators

2007 ◽  
Vol 26 (3) ◽  
pp. 221-235 ◽  
Author(s):  
Pamela A. Bechtel ◽  
Mary O’Sullivan
Keyword(s):  
Physical Education ◽  
Teacher Change ◽  
Change Process ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Development Programs ◽  
Process Data ◽  
The Common ◽  
Cross Case Analysis ◽  
Participant Information

The purpose of this study was to explore enhancers and inhibitors that impacted 4 secondary physical education teachers to make changes in their programs. An interpretivist approach was used to understand the physical educators’ change process. Data were collected from document analyses, participant information sheets, interviews, discussion groups, and observing classes. Data were analyzed as 4 case studies using inductive analysis that examined emergent themes for each participant. A cross-case analysis highlighted the common enhancers and inhibitors for the teachers’ change process. The enhancers to change were the teachers’ visions and beliefs of physical education and support from principals, colleagues, and students. The inhibitors to change were district practices and policies and educational priorities. Gaining a better understanding of the teacher change process will help to design more effective professional development programs for secondary physical education teachers.

Strategies to Increase Self-, Student, and Discipline Advocacy in Adapted Physical Education

2021 ◽  
pp. 004005992110188
Author(s):  
Alyssa M. Trad ◽  
K. Andrew R. Richards ◽  
Wesley J. Wilson
Keyword(s):  
Physical Education ◽  
Service Providers ◽  
Individualized Education Program ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Functional Understanding ◽  
Adapted Physical Educators ◽  
General Physical ◽  
General Physical Education

While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences differently. Adapted physical education teachers often serve in itinerant roles travelling among multiple schools and may provide services for upwards of 100 students. They must also have a functional understanding of a wide variety of disabilities, individualize instruction for each student, collaborate with service providers across several schools, and be an active team member in the individualized education program process. As a result, they may need to advocate for themselves, their students, and the role of the discipline in different and unique ways. Drawing from research on general and adapted physical education teacher socialization, and available research-informed practices, the purpose of this paper is to describe the unique stressors associated with teaching adapted physical education and strategies they may implement as part of local advocacy.

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