Girls’ Experiences in Physical Education: Competition, Evaluation, & Degradation

2005 ◽  
Vol 21 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Cheryl van Daalen
Keyword(s):  
Physical Education ◽  
Positive Relationship ◽  
Self Esteem ◽  
School Nurses ◽  
Physical Education Teachers ◽  
Female Friendship ◽  
Adolescent Women ◽  
School Based ◽  
Athletic Ability ◽  
Opt Out

School nurses are often asked to participate in the health component of many physical education (PE) programs in schools. With this opportunity comes an ability to invite a model of physical education that enables physical, mental, and relational health. A pilot study was initiated to explore why girls’ enrollment in physical education was dwindling once the compulsory credits were achieved. What emerged was the reality that for many girls, physical education was a source of constant shaming regarding their athletic ability and eventually themselves. Forced competition, degrading evaluation, and sexuality- and size-related harassment by both peers and teachers led the participants in this study to opt out of any further physical education classes. Within school-based physical education exists an opportunity to promote the health of adolescent women. School nurses, in partnership with physical education teachers and girls, can construct a model of physical education that is neither based on competition nor athletic ability, but rather on building a positive self-esteem and a positive relationship with one’s body. This model would be rooted in participation, fun, and female friendship.

scholarly journals How trainee physical education teachers in England write, use and evaluate lesson plans

2018 ◽  
Vol 25 (4) ◽  
pp. 964-982 ◽  
Author(s):  
Susan Capel ◽  
Sophy Bassett ◽  
Julia Lawrence ◽  
Angela Newton ◽  
Paula Zwozdiak-Myers
Keyword(s):  
Physical Education ◽  
Thematic Analysis ◽  
Lesson Planning ◽  
Lesson Plans ◽  
Physical Education Teachers ◽  
Trainee Teachers ◽  
Initial Teacher Training ◽  
School Based ◽  
Limited Choice ◽  
Insight Into

Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees in England completed a questionnaire about lesson planning after finishing a block school-based practicum. Frequencies and percentages were calculated for the limited-choice questions on the questionnaires and open-ended questions were analysed using thematic analysis. Results showed mixed responses, with no one method followed by all trainees. Some trainees stated they planned and/or evaluated lessons as taught. Some stated they completed the plan and/or evaluation proforma to ‘tick a box’. The highest percentage of trainees stated it took between half an hour and one-and-a-half hours to plan each lesson. Although most trainees stated they found the plan useful in the lesson, others stated they found it too detailed to use. Some stated they did not deviate from the plan in the lesson, whereas others adapted the plan. The majority of trainees stated that evaluation enabled them to see if objectives had been achieved. Results are discussed in relation to teaching trainees how to plan lessons in PEITT in England.

Perceptions of Childhood Obesity of Undergraduate Students in Physical Education

1995 ◽  
Vol 76 (3_suppl) ◽  
pp. 1251-1259 ◽  
Author(s):  
Michael P. Savage
Keyword(s):  
Childhood Obesity ◽  
Physical Education ◽  
Undergraduate Students ◽  
Weight Reduction ◽  
Normal Weight ◽  
Physical Education Teachers ◽  
College Courses ◽  
School Based ◽  
School Programs ◽  
Reduction Strategies

A sample ( N = 200) of undergraduate students in physical education from 12 universities in a midwestern state was sent the 1990 Price questionnaire; 178 responded (89%). 96% of the respondents indicated that normal weight is very important in children, 88% agreed that physical education teachers should play major roles in treating childhood obesity. 92% believed their college courses prepared them to administer exercise programs to help children reduce weight, and 70% supported school-based weight-reduction strategies. Over-all, the students seemed to want to help eliminate childhood obesity and indicated they should become significantly involved in school programs designed to achieve this goal.

scholarly journals Effectiveness of a School-Based Outdoor Education Curriculum and Online Learning Environment among Prospective Teachers

2019 ◽  
Vol 12 (1) ◽  
pp. 207
Author(s):  
Erhun Tekakpınar ◽  
Murat Tezer
Keyword(s):  
Online Learning ◽  
Physical Education ◽  
Prospective Teachers ◽  
Outdoor Education ◽  
Physical Education Teachers ◽  
Final Exam ◽  
Subsequent Performance ◽  
Qualitative And Quantitative ◽  
Outdoor Sports ◽  
School Based

The aim of this study is to determine the effectiveness of a curriculum developed for prospective physical education teachers to learn an outdoor sports course, using both the school-based outdoor education approach and online learning. The research design involved a mixed method that used both qualitative and quantitative approaches. Since qualitative data were collected in order to support quantitative data, the researchers applied a sequential–descriptive pattern of mixed methods. As a result of the research, the achievement of the outdoor sports lesson and the ability of doing outdoor sports were improved among prospective teachers using both the school-based outdoor education and online learning physical education approaches. The prospective teachers stated that they learned the subjects better by doing, and that they were more motivated to improve their subsequent performance after watching the recorded activities and performances on the learning management system. The prospective teachers generally expressed the positive opinion that the course was helpful for passing the final exam or other evaluations, and that the teaching activities were motivational.

An Educational Initiative for Dubai School Nurses and Physical Education Teachers on the Management of Traumatic Dental Injuries

2018 ◽  
Vol 35 (5) ◽  
pp. 359-366 ◽  
Author(s):  
S. Al Sari ◽  
M. Kowash ◽  
I. Hussein ◽  
M. Al-Halabi
Keyword(s):  
Physical Education ◽  
Emergency Management ◽  
Repeated Measures ◽  
Knowledge Score ◽  
School Nurses ◽  
Physical Education Teachers ◽  
Tooth Avulsion ◽  
Traumatic Dental Injuries ◽  
Dental Injuries ◽  
The Impact

The aim of this study was to assess the knowledge of school nurses and physical education teachers (SN and PE teachers) about the emergency management of traumatic dental injuries (TDIs) in schools and to measure the impact of education on their knowledge. A longitudinal prospective study based on a questionnaire survey completed by 68 SN and PE teachers at three time periods (prior to, immediately after, and 3 months-post-educational intervention). Pre- and post t-test and repeated measures (analysis of variance) were used to compare the three group means for the same participants ( p < .05 was considered significant). Significant improvement in the knowledge score among participants was observed between the initial survey to immediately after the educational session and to 3 months after ( p = .047). Significant improvement in the choice of immediately seeking attention after tooth avulsion was observed ( p = .001). The initial knowledge deficiency about the emergency management of TDIs among SN and PE teachers was improved and sustained.

Test anxiety in physical education: The predictive role of gender, age, and implicit theories of athletic ability

2019 ◽  
Vol 26 (1) ◽  
pp. 128-143 ◽  
Author(s):  
Sarah Danthony ◽  
Nicolas Mascret ◽  
François Cury
Keyword(s):  
Physical Education ◽  
Test Anxiety ◽  
Perceived Control ◽  
Implicit Theories ◽  
Well Being ◽  
Physical Education Teachers ◽  
Mediation Analyses ◽  
Entity Theory ◽  
Athletic Ability ◽  
Control Entity

Test anxiety is experienced by a substantial number of students in many school subjects, including physical education, and it may be deleterious for their school performance and their well-being. The aim of our study was to explore through multiple regression and mediation analyses the relationships between test anxiety in physical education, implicit theories, gender, and age. Five hundred and twenty-six French students ( Mage = 15.82, SD = 1.19) voluntarily participated in the study. The results mainly highlighted the following: Gender was a significant predictor of all the components of physical education test anxiety, evidencing that girls scored higher than boys on the four negative components (worry, self-focus, bodily symptoms, somatic tension), and lower on the positive component (perceived control). Age negatively predicted the self-focus component only. Entity theory was a significant predictor of the five components of test anxiety, whereas incremental theory only positively predicted perceived control. Entity theory partially mediated the relationships between gender and perceived control. A better understanding by physical education teachers of the characteristics of their students (e.g. gender differences, age, implicit theories of athletic ability) may contribute to decreasing test anxiety in physical education.

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