Negotiation patterns of a preservice physical education teacher and his students during sport education

Previous research on negotiations between physical education teachers and students has been purely qualitative. The purpose of this study was to produce a quantified negotiation profile for one preservice teacher (George) while he taught three sport education (SE) seasons. The specific research questions we attempted to answer were as follows: (a) What forms did negotiations between the preservice teacher and his students take during the SE seasons? (b) To what extent did negotiations take place across the SE seasons? (c) How did negotiations differ between grade levels? The 47 lessons in George’s 6th, 7th and 8th grade SE season on handball were filmed and coded with the negotiation instrument, an event-recording systematic observation instrument designed to classify and categorize negotiations as they occur. A number of descriptive analyses were completed and Kruskal–Wallis tests were employed to determine whether there were differences between grades. Results revealed that negotiations initiated by George and his students were relatively infrequent and that there were few differences between the SE seasons. The types and foci of the negotiations initiated by George and his students were similar to those described in previous qualitative studies, as were the tactics used to initiate the negotiations. The patterns were of the negotiations in this study were also similar to those in previous qualitative research focused on SE. Suggestions for future research and the use of the negotiation instrument as a training tool are made.

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Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2014-0150 ◽

2015 ◽

Vol 37 (4) ◽

pp. 353-366 ◽

Cited By ~ 7

Author(s):

Lynn Van den Berghe ◽

Isabel B. Tallir ◽

Greet Cardon ◽

Nathalie Aelterman ◽

Leen Haerens

Keyword(s):

Student Engagement ◽

Physical Education ◽

Self Determination Theory ◽

Self Determination ◽

Future Research ◽

Physical Education Teachers ◽

Teaching Behavior ◽

Need Support ◽

Teachers And Students ◽

Causality Orientations

Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.

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Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18147342 ◽

2021 ◽

Vol 18 (14) ◽

pp. 7342

Author(s):

Géraldine Escriva-Boulley ◽

Emma Guillet-Descas ◽

Nathalie Aelterman ◽

Maarten Vansteenkiste ◽

Nele Van Doren ◽

...

Keyword(s):

Physical Education ◽

Autonomy Support ◽

Future Research ◽

Physical Education Teachers ◽

Structure Control ◽

Fine Grained ◽

Circular Structure ◽

Need Support ◽

Academic Courses

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

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Assessment of Teacher Attitudes Toward Inclusion of Students with Disabilities: A Confirmatory Factor Analysis

Adapted Physical Activity Quarterly ◽

10.1123/apaq.14.1.51 ◽

1997 ◽

Vol 14 (1) ◽

pp. 51-64 ◽

Cited By ~ 9

Author(s):

Georgios D. Sideridis ◽

Judy P. Chandler

Keyword(s):

Physical Education ◽

Music Education ◽

Students With Disabilities ◽

Structural Equation ◽

Structural Model ◽

Equation Modeling ◽

Future Research ◽

Physical Education Teachers ◽

The Status ◽

Fit Index

The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers (n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers (n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers (n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.

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Students’ Individual and Social Behaviors with Physical Education Teachers’ Personality

International Education Studies ◽

10.5539/ies.v9n1p154 ◽

2015 ◽

Vol 9 (1) ◽

pp. 154 ◽

Cited By ~ 3

Author(s):

Azizollah Arbabisarjou ◽

Mehdi Sadeghian Sourki ◽

Seyedeh Elaham Hashemi Bonjar

Keyword(s):

Physical Education ◽

Sampling Method ◽

Social Behaviors ◽

Sample Volume ◽

Physical Education Teachers ◽

Statistical Population ◽

Teachers And Students ◽

Collection Data ◽

The Relationship ◽

Academic Year

<p class="apa">The main objective for this survey is to assess the relationship between physical education teachers’ personality and students’ individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were selected by stratified sampling method proportionate to the sample volume. The research method was descriptive-correlative type. The collection data instruments were the five-factor questionnaire of McCrae and Costa (2013) and a questionnaire about beliefs, individual and social behaviors tailored by the researcher. The reliability of two questionnaires in a pilot study was 0.89 and 0.83 respectively. Both questionnaires had conceptual and construct validity. The findings of the study indicated that there was a relationship between personality aspects of physical education teachers and students’ beliefs, individual and social behaviors. Since paying attention to the personality of physical education teachers could help improve the students’ beliefs and individual behaviors.</p>

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El trabajo colaborativo virtual: herramienta de formación del profesorado de Educación Física (Virtual collaborative work: a training tool for physical education teachers)

Retos ◽

10.47197/retos.v0i24.34519 ◽

2015 ◽

pp. 24-27

Author(s):

Meritxell Monguillot Hernando ◽

Montse Guitert Catasús ◽

Carles González Arévalo

Keyword(s):

Physical Education ◽

Collaborative Learning ◽

Secondary School ◽

Qualitative Methodology ◽

Collaborative Work ◽

Physical Education Teachers ◽

Educational Tools ◽

Training Tool ◽

Aprendizaje Virtual ◽

Trabajo Colaborativo

La presente investigación ha tenido por objetivo analizar la influencia del trabajo colaborativo virtual como herramienta para la creación y mejora del conocimiento curricular de tres profesores de educación física de secundaria. Se ha basado en la investigación educativa de modalidad en línea y en un enfoque cualitativo mediante el diseño de investigación-acción. Los resultados obtenidos han mostrado el potencial del trabajo colaborativo virtual como herramienta de formación para el profesorado de educación física.Palabras clave: aprendizaje virtual, formación permanente, profesorado, educación física.Abstract: The present research is based on the qualitative methodology perspective related to online educational tools. The work aims to evaluate the influence of the collaborative learning to improve the knowledge of three P.E. teachers of secondary school. The obtained results show the potential of collaborative learning as a tool to improve the weaknesses and the knowledge of the PE teachers. Keywords: Learning environments, lifelong learning, teacher, physical education.

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PHYSICAL EDUCATION TEACHER AS A REFLECTIVE PRACTITIONER STUDYING AT A SPORTS UNIVERSITY

Laisvalaikio tyrimai ◽

10.33607/elt.v2i10.243 ◽

2017 ◽

Vol 2 (10) ◽

pp. 1-8

Author(s):

Laura Tumynaitė

Keyword(s):

Physical Education ◽

Vocational Training ◽

Opportunity To Learn ◽

Physical Education Teachers ◽

Teaching Model ◽

Physical Education Teacher ◽

Education Teacher ◽

Training Tool ◽

European Dimension ◽

Theoretical Assumptions

Research background.With the rapid advancement and changes in students’ generation, the societyneeds improvements in the process of the preparing physical education teachers. The process of the preparationrequires the development of a practically, individually, creatively,critically minded physical education teachercapable of active and independent problem solving in practice. The article focuses on the process of preparationand improvement of the curriculum for physical education teachers in Lithuania. The aim of the article is toupdate and compare a new European dimension–a reflective teaching model that encourages the analysis ofpast activities and the construction of new activities.The aim of the researchwasto reveal theoretical assumptions about the application of the reflectivemodel in the training of physical education teachers atasports university.Conclusionsandperspectives:It is important to reform the academic and practical content of studiesby creating reflexive physical education teacher training, creating conditions for the reflection of personal andprofessional identity, developing and integrating reflective model approaches into the content of studies,developing teacher competencies, developing reflective analysis and cooperation and interaction with studentsin the areas of knowledge, skills and valuables. The reflective model in vocational training of specialists in thework of physical educationteacherscreates conditions for the development of changes and the search foralternative ways to attract students to enjoy physical activity and fulfill the goal of physical education–to bephysically active not only within the school, but also outside it. This goal is developed at a universitywhereuniversality is particularly emphasized.The argument for the purpose of physicaleducationis part of the research as a training tool for thetraining of physical education teachers. A combination of practicalwork and research is necessaryas it givesthe educators the opportunity to learn themselves to understand their knowledge and maintain opinions.Itwould also help improve the sometimes extremely good status of the teacher of physical education and enhancethe knowledge of the work of a physical education teacher in the practice of professional work.

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Subjective Perception of the Realities of Modern Physical Education Classes Among Physical Education Teachers and Students in Higher Grades

Baltic Journal of Sport and Health Sciences ◽

10.33607/bjshs.v4i95.131 ◽

2018 ◽

Vol 4 (95) ◽

Author(s):

Edita Maciulevičienė ◽

Jolanta Gedvilienė

Keyword(s):

Physical Education ◽

Healthy Lifestyle ◽

Evaluation Criteria ◽

Sampling Strategy ◽

Physical Education Teachers ◽

Subjective Perception ◽

Physical Fitness Test ◽

National Education ◽

Teachers And Students ◽

Independent Work

Background. Intense changes in national education require new students’ teaching technologies in physical education. There are a number of studies, published books or articles on the topics of modern physical education classes and they provide guidance for teachers, but we believe that there is a lack of modernity in the reality of physical education, still focusing on sports lessons avoiding non-traditional content of the lessons. Research aim was to reveal the subjective opinions of physical education teachers and students in higher grades about the realities of modern physical education classes.Methods. The sample included physical education teachers (n = 33) and 10–11 th grade students (n = 324), who were selected applying the convenience sampling strategy from Kaunas city schools. The research employed a questionnaire by Pate, Corbin, and Pangrazi (1998), and some more questions of interest to the researchers were added. The survey was conducted in spring of 2012. The research participants were surveyed in their schools during the classes with the consent of physical education teachers and students and with the permission of school administration received in advance. Results. Students more often pointed out the lack of attention to individual work and its implementation, just one-fifth of the students indicated that lessons met their needs and physical education teachers sometimes met modern requirements, showing sincerity, respect, etc. The survey showed that physical education classes were still largely dominated by sports and movement skills, and only sometimes by the non-traditional or healthy lifestyle. Teachers more often than students highlighted the progress and initiative criteria. The most common means of discipline for students in physical education were a whistle and loud shouting.Conclusion. Physical Education teachers tend to subjectively better evaluate the contemporary realities of physical education classes compared to students. Teachers more often indicated that they applied independent work in their lessons, and thought that the lesson content met the needs of the students and led enough to unconventional physical activity and healthy lifestyle. Students more often pointed out that teachers never assessed them according to their progress in the development of their physical qualities and knowledge during lessons. In the opinions of teachers and students, physical fitness test results are still common evaluation criteria in the lessons.Keywords: lesson, physical education, modern, teachers.

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Valoración del alumnado y profesorado del material convencional y auto-construido: estudio longitudinal de diseño cruzado en Educación Deportiva (Students and teachers assessment of conventional and self-made material: longitudinal crossover study in Phys

Retos ◽

10.47197/retos.v0i30.35725 ◽

2016 ◽

pp. 20-25 ◽

Cited By ~ 1

Author(s):

Antonio Méndez-Giménez ◽

Diego Martínez de Ojeda Pérez ◽

Juan José Valverde-Pérez

Keyword(s):

Physical Education ◽

Primary Education ◽

Order Type ◽

Study Data ◽

The Self ◽

Physical Education Teachers ◽

Activity Levels ◽

Sport Education ◽

Quasi Experimental ◽

Educación Primaria

En la actualidad, el modelo de Educación Deportiva destaca entre los enfoques de enseñanza centrados en el alumnado y con mayor impacto en los profesionales de la educación física. Los beneficios de su hibridación con el enfoque basado en la autoconstrucción de materiales no han sido aún explorados ni de manera longitudinal ni en Educación Primaria. El objetivo fue conocer y comparar la valoración de los docentes y su alumnado del uso de dos tipos de material (convencional y autoconstruido) durante dos temporadas consecutivas de Educación Deportiva. Participaron un total de 51 estudiantes de 3º y 4º de educación primaria y sus dos maestros de educación física. Se realizó un diseño cruzado simple cuasi-experimental de grupos aleatorios y muestreo no probabilístico por conveniencia, en el que los dos niveles de la variable independiente (material convencional y autoconstruido) se aplicaron a los dos cursos participantes. Para la recogida de datos se utilizaron los diarios del docente así como entrevistas grupales a los estudiantes y entrevistas individuales a los docentes, antes y después de la implementación de cada unidad didáctica: ultimate e indiacas. Los datos fueron analizados por medio de comparaciones constantes. Los resultados indican un alto entusiasmo del alumnado durante ambas unidades, aunque muestran una inercia metodológica favorable al material autoconstruido según el orden del tipo de material utilizado. Además, se encontró que el material autoconstruido fomenta la actividad física extraescolar. Futuras investigaciones deberán analizar el nivel de actividad física en la educación física y en el período extraescolar dependiendo del material utilizado.Abstract. Currently, the Sport Education model stands out among the teaching approaches centered on the students and having a higher impact on the Physical Education teachers. The benefits of the hybridization based on self-made materials have not been studied either longitudinally or in Primary Education. The objective was to know and to compare the assessment of teachers and their students regarding the use of two types of materials (conventional and self-made) during two consecutive Sport Education seasons. A total of 51 students enrolled in grades 3 and 4 of Primary Education and their two Physical Education teachers took part in the experience. We used a quasi-experimental simple crossover design with randomized groups and non-probabilistic convenience sampling, in which the two levels of the independent variable (conventional and self-made materials) were applied in the two grade levels participating in the study. Data were collected by means of teacher diaries, group interviews with the students and individual interviews with the teachers, before and after implementation of each of the following didactic units: «ultimate» and «indiacas». Data collection was performed using constant comparisons. The results showed a high level of students’ enthusiasm during both didactic units, although the data analyzed indicated a methodological inertia to the self-made material, according to the order type of the used material. Besides, it was found that the self-made material encourages participation in extracurricular physical activities. Further studies are required to analyze physical activity levels in and outside the Physical Education setting as a function of the material used.

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Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

European Physical Education Review ◽

10.1177/1356336x19865556 ◽

2019 ◽

Vol 26 (2) ◽

pp. 392-409 ◽

Cited By ~ 1

Author(s):

Annica Caldeborg ◽

Marie Öhman

Keyword(s):

Young Adult ◽

Physical Education ◽

Adult Female ◽

Female Students ◽

Physical Contact ◽

Photo Elicitation ◽

Physical Education Teachers ◽

Pedagogical Tool ◽

Starting Point ◽

Teachers And Students

Research within the field of intergenerational touch has shown that there is a tension between the need to use physical contact as an obvious pedagogical tool, and the no-touch discourse. Within this tension physical contact between physical education teachers and students has also been shown to be a gender/ed issue with heteronormative points of departure. The aim of this study is to investigate how young adult female students’ talk about physical contact between teachers and students in physical education is related to heteronormativity. The study takes its starting point in Foucault’s work on discourses and Butler’s performative perspective. Thirteen female students in upper secondary school were interviewed in four focus groups using photo elicitation. In the findings, three performatives are identified that show how the students’ talk about physical contact between teacher and student in physical education is related to heteronormativity. The three performatives are: (a) gendering with age; (b) being wary of men; and (c) feeling sympathy for men. The paper discusses the effects the heteronormative discourse has on young adult female students and male teachers in relation to physical contact in physical education.

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Middle School Students’ Perceptions of Physical Education: A Qualitative Look

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0085 ◽

2021 ◽

Vol 40 (1) ◽

pp. 30-38

Author(s):

Sharon R. Phillips ◽

Risto Marttinen ◽

Kevin Mercier ◽

Anne Gibbone

Keyword(s):

Physical Education ◽

Student Attitudes ◽

Teaching And Learning ◽

Physical Education Teachers ◽

Fitness Testing ◽

School Students ◽

Grade Levels ◽

Grade 5 ◽

Students Attitudes ◽

Group Interviews

Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

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