scholarly journals Students’ experiences and learning of social inclusion in team activities in physical education

2021 ◽  
pp. 1356336X2110028
Author(s):  
Dag Ove G Hovdal ◽  
Tommy Haugen ◽  
Inger Beate Larsen ◽  
Bjørn Tore Johansen
Keyword(s):  
Physical Education ◽  
Thematic Analysis ◽  
Life Skills ◽  
Social Inclusion ◽  
Life Skill ◽  
Written Narratives ◽  
Video Recordings ◽  
Greater Good ◽  
Secondary Classes ◽  
State Schools

Physical education (PE) can be a context in which students are ‘educated through the physical’, which includes the possibility to learn social inclusion as an important life skill and contributor to the greater good of society. A key goal in the Norwegian educational system is that such positive life skills become internalised in students. The aims of this study were to understand students’ experiences of and behaviour towards social inclusion – such as passing the ball – in team activities and how the teacher facilitated the learning of social inclusion. We use Dewey’s pedagogical perspective on education, and Johnson and Johnson’s cooperative learning model to discuss possible consequences and implications of our findings. The participants consisted of two secondary classes from two state schools in Norway, where one class was investigated in depth. Methods comprised written narratives, interviews, observation and video recordings of PE lessons. Data creation was triangulated, and thematic analysis was conducted. The results highlighted a paradox between students’ experiences of and behaviour towards social inclusion in team activities. Students disliked socially exclusive behaviours, but they often provided positive feedback when the behaviour was seen as successful in the context of a game; furthermore, students could themselves behave in a socially exclusive manner. Although the teacher could ‘teach by telling’ the students to pass the ball or by having rules, passing the ball did not become internalised in students. We discuss a model of ‘learning through experiences and reflections’, according to which students may learn to become socially inclusive beings.

PROMOTION OF LIFE SKILL EDUCATION FOR ADOLESCENTS

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Drdillip Giri ◽  
Jyoti Sharma
Keyword(s):  
Social Competence ◽  
Everyday Life ◽  
Life Skills ◽  
Regular Education ◽  
Peer Pressure ◽  
Educational Setting ◽  
Life Skill ◽  
Mental Functions ◽  
Educational Application ◽  
The World

This article focuses on the importance of Life skill education, which is an educational application of life skills to develop psycho social competence which helps an individual to develop his/her positive behaviour, so as to deal with the challenges and demand of everyday life. It is psycho social because it mainly deals mental functions such as awareness, attitude, leadership, creativity, appreciation and interaction with self, others and environment. It is a study of abilities, coping with peer pressure, emotion conflict and stress. UNICEF in 2009 has recommendation life skills based education should be given with the regular education. It has insisted LSBE should be contributed to a self inclusive gender free educational setting. Therefore research on LSBE is carried out massively in all parts in the world related to this education recently.

Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore

2017 ◽  
Vol 12 (6) ◽  
pp. 795-806 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré ◽  
Gordon A Bloom ◽  
CKJ Wang
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Thematic Analysis ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Individual Interview ◽  
Years Of Teaching Experience ◽  
Teaching Values ◽  
Sport Coaches

The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience ( M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience ( M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.

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.

scholarly journals Students’ Perceptions of Life Skill Development in Project-Based Learning Schools

2016 ◽  
Vol 2 (1) ◽  
pp. 91 ◽  
Author(s):  
Kimberly Meyer ◽  
Scott Wurdinger
Keyword(s):  
Problem Solving ◽  
Time Management ◽  
Life Skills ◽  
Skill Development ◽  
Positive Influence ◽  
Project Based Learning ◽  
Life Skill ◽  
Structured Interviews ◽  
Life Skill Development ◽  
Learning Schools

<p>This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students’ perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students’ life skills development across 6-12 grade levels and helps prepare them to be successful in the 21<sup>st</sup> century global community and economy.</p>

scholarly journals Gender equity in physical education: The use of language

2014 ◽  
Vol 20 (3) ◽  
pp. 239-248 ◽  
Author(s):  
Óscar del Castillo Andrés ◽  
Santiago Romero Granados ◽  
Teresa González Ramírez ◽  
María del Carmen Campos Mesa
Keyword(s):  
Physical Education ◽  
Gender Equity ◽  
Gender Stereotypes ◽  
Null Hypothesis ◽  
Video Recordings ◽  
Significance Levels ◽  
Priority Order

This study analyzed Spanish teachers' behavior and the transmission of gender stereotypes. We observed 48 physical education lessons given by four Spanish teachers (two men and two women). Descriptive codes, which were generated iteratively, were clustered, categorized, integrated, recoded, and re-categorized. They allowed us to identify four major themes related to the transmission of gender stereotypes of teachers: male generics, stereotyped expressions, nominative attention, and priority order. We used a coding sheet as well as audio and video recordings to register the categories. The Kruskal-Wallis test produced significance levels lower than .05, resulting in the rejection of the null hypothesis. Sexist behavior was found in the male generics, nominative attention, and priority order. However, we found no difference in stereotyped expressions.

scholarly journals Significance Of Life Skills Education

2016 ◽  
Vol 10 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Ravindra Prajapati ◽  
Bosky Sharma ◽  
Dharmendra Sharma
Keyword(s):  
Life Skills ◽  
Skill Training ◽  
Building Blocks ◽  
Thinking Skills ◽  
Life Skill ◽  
Social Emotional ◽  
Emerging Issues ◽  
Social Acts ◽  
Skills Education ◽  
Life Skills Education

Adolescence is a period when the intellectual, physical, social, emotional and all the capabilities are very high, but, unfortunately, most of the adolescents are unable to utilize their potential to maximum due to various reasons.  They face many emerging issues such as global warming, famines, poverty, suicide, population explosion as well as other issues like alcoholism, drug abuse, sexual abuse, smoking, juvenile delinquency, anti-social acts, etc. that have an adverse effect on them and others too, to a large extent. The cut-throat competition, unemployment, lack of job security, etc. are some of the major concerns for the educated and as a result, they are caught in the mad race.  This new challenge requires immediate and effective responses from a socially responsible system of education. ‘Education’ is important, but education to support and live life better is more important. It has been felt that life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society and helps in dealing with the above issues in a manner to get desired behavior practical. Imparting life skill training through inculcating life skill education will help youth to overcome such difficulties in life. The present paper focuses on the importance of life skills education and the benefits of imparting life skill education in our curriculum i.e. developing social, emotional & thinking skills in students, as they are the important building blocks for a dynamic citizen, who can cope up with future challenges, and survive well.

scholarly journals Revitalisasi Pendidikan Bahasa Arab Berbasis Pendidikan Life Skill Pada Jurusan Pendidikan Bahasa Arab Di Iain Tulungagung Dalam Menghadapi Masyarakat Ekonomi Asean (MEA)

2020 ◽  
Vol 7 (1) ◽  
pp. 7-29
Author(s):  
Adi Marsono
Keyword(s):  
Learning Strategies ◽  
Life Skills ◽  
Language Skills ◽  
Language Education ◽  
Arabic Language ◽  
Life Skill ◽  
Economic Community ◽  
Education Management ◽  
Asean Economic Community ◽  
The Times

The background of this research is that the emergence of the revitalization of education become the talk very interesting and crucial entered the times of the ASEAN Economic Community (MEA) recently. Seeing the condition of a nation that increasingly worse with a variety of educational failure phenomena occurring generation of people. At the regional level (ASEAN), Arabic is the language of the second alternative communication after the Malay language. Since Arabic is the language of the religious culture of the Islamic community of Malay and Arabic language turns more dominant than in English. This is because the majority of the people of ASEAN are Muslims who think that the Arabic language is flexible, open and elastic in answering the challenges of globalization and cultural transformation. State Islamic Institute (IAIN) Tulungagung is one of the universities which have policies, matakuliah, environment and curriculum that supports the education of Arabic-based life skill education in the ASEAN Economic Community mengahadapi (MEA). The method used in this research are : the type of research is qualitative descriptive. Methods of data collection are observation, interview, documentation. Methods of data analysis are reduction, data display and then drawing conclusions / verification.The results of this research are : 1) the revitalization of the Arabic language education based life skills education at State Islamic Institute (IAIN) Tulungagung in the ASEAN Economic Community (MEA) is conducted by: a) To formulate vision and mission that suppor Competence Life Skills Arabic, b) Develop curriculum a greater emphasis on deepening the Arabic language skills competence, c) Establishing Bi'ah Lughawiyah Arabic language in Campus and Ma'had, d) Create a special program of learning the Arabic language, e) Mastery learning strategies and Arabic language skills, f) Lecturer Professional and have optimum competence, g) Provide additional extra-based Life Skills, and h) To sharpen the practical and Delivers Native speakers. 2) The implications of life skill education to the Arabic language education at State Islamic Institute (IAIN) Tulungagung for facing the ASEAN Economic Community, the following: a) Linking the use of language in context, b) Lecturer more frequent use of the media, c) Institutions must make improvements in particular, d) Optimization Arabic Education management, and e) Overcoming the obstacles faced.

scholarly journals DEVELOPMENT OF LIFE SKILLS EDUCATION AS CHARACTER BUILDING

2021 ◽  
Vol 2 (1) ◽  
pp. 116
Author(s):  
Fajar Defitrika ◽  
Fitri Nur Mahmudah
Keyword(s):  
Character Education ◽  
Life Skills ◽  
Boarding School ◽  
Cultural Development ◽  
Life Skill ◽  
Development Programs ◽  
Analysis Process ◽  
Character Building ◽  
Skills Education ◽  
Life Skills Education

The industrial era 4.0 requires that every individual must have superior competence and wise morals. Life skill education is an effective strategy to face the XXI century competition. However, there has been no development in line with the demands, resulting in much unemployment in Indonesia. Character education is encouraged to maintain and strengthen the culture and character of the nation. However, in reality, character education has not yet integrated into all school-based development programs. This research explores the development of character education based on life skill education at Pondok Pesantren Modern Muhammadiyah Boarding School (PPM MBS) Yogyakarta. This qualitative research uses an ethnographic approach.  Researchers' data is through the interview, observation, and documentation techniques—data analysis process with data reduction stages, data presentation, and conclusion. Triangulation sources and techniques used as a test of data validity. This study's findings show the strengthening of character education through life skills education orienting on self-development and boarding schools' cultural development. This study's findings recommend various life skill education programs that can develop and character education strategies in formal schools.

scholarly journals MODEL KREATIF PEMBELAJARAN P4 PADA PENDIDIKAN KECAKAPAN HIDUP PRODUKSI JAMUR MERANG

2010 ◽  
Vol 5 (1) ◽  
pp. 62-76
Author(s):  
Yudi Yudi
Keyword(s):  
Life Skills ◽  
Life Skill ◽  
Check List ◽  
Instruction Model

The instruction ofP4 was found not satisfactory to meet the instruction objectives employing the traditional ,nuuel. lt71S research developed a creative model for P4 instruction particularly for life skills using descriptive methods. Instruments to collect data included check list, evaluation sheets for tryout and implementation. After try out process and revision, this research could developed P4 Instruction Model for Life Skill to Produce Mushroom. This mode/ has been able to solve the instructional problems in UPTD SKB in Bekasi District.

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